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The application of scientific method to the study of college problems in the field of curricula, methods, administration, and student personnel is increasing rapidly. The experimental method--the setting up of alternative procedures in such a way that the factor under study may be isolated for measurement--appeals more to college faculty members than other methods of investigation. It is the method to which many of them are accustomed in their academic fields. It is the method which allows for greatest objectivity, and hence carries the greatest weight. Recognizing the fundamental importance of this experimentation, the Division of Colleges and Professional Schools of the United States Office of Education hopes to shape its program so as to be of as great assistance as possible in stimulating experimentation in the universities and colleges. The conference in the Pacific Northwest at which the papers published in this bulletin were read, was the first of what it is hoped may be a series of regional conferences where results of experimentation may be reported and discussed. The present bulletin is the first of what it is hoped may be a series of bulletins to be published by the United States Office of Education, making available the results of experimental studies in higher education. Following a foreword by Fred J. Kelly and an introduction by Henry D. Sheldon, papers presented in this bulletin include: (1) How reliable are college marks? (Howard R. Taylor and Clifford L. Constance); (2) Improvement of the essay type examination (R. W. Leighton); (3) An evaluation of certain tests and information for predicting success in normal school (C. C. Upshall and Harry V. Masters); (4) The significance of personnel measures at the University of Oregon (Howard R. Taylor and Clifford L. Constance); (5) A study of the college aptitude and ability of high-school seniors (John S. Jordan); (6) Remedial reading instruction as a phase of personnel work in higher education (F. W. Parr); (7) The prediction of success in English composition (L. Kenneth Shumaker); (8) Remedial measures for college freshmen (J. DeWitt Davis and Harold Saxe Tuttle); (9) An aptitude test as an aid in administering large sectioned courses (A. B. Stillman); (10) Establishing a student mental hygiene clinic (Othniel R. Chambers); and (11) Teacher-aptitude tests and teacher selection (Nelson L. Bossing). Individual papers contain footnotes, tables, and bibliographies. [Best copy available has been provided.]

This paper was delivered to a symposium held by the University of Canterbury, New Zealand, as part of its centennial celebrations in May 1973. The central theme of this paper is that the idea of the university as an effective instrument of social reform has been dangerously exaggerated. This disjunction between expectation and capacity is grounded on a misunderstanding of two modes of the university--the university as a corporate institution and the university as an academic community. The university as a corporate institution is elaborated, then social change, investments, admissions, professional networks, influence of the university, and the influence of the educated man is discussed. The author concludes that the university's greatest instrument for social reform is not its institutional muscle but its graduates who will have appreciated a dedication to careful analysis and precise statement, and that embraces a view of what could be, which is the first prerequisite to social reform. (Author/PG)

The papers in this volume resulted from a conference of British language educators convened to explore the common interests of those concerned with teaching English and foreign languages, particularly to the 11-15 age range. The students' social background and the special needs of immigrant children were also considered in relation to language in the curriculum. The first eight papers in this collection are revised versions of those presented at the conference. They are: (1) "English and Foreign Languages" by G. E. Perren, (2) "A Social View of Language in School" by Harold Rosen, (3) "Towards an Educational Theory of Language" by Peter Doughty, (4) "English in the Curriculum" by James Britton, (5) "Modern Languages in the Curriculum" by Eric Hawkins, (6) "Attitudes Toward Foreign Learning in Early Adolescence" by Clare Burstall, (7) "Patterns in the Discourse of Pupils and Teachers" by Ian J. Forsyth, and (8) "The Space Between" by James Wight. The ninth paper draws attention to some problems arising from discussions at the conference. An appendix listing participants is included. (Author/LG)

The role of the library and librarians is discussed by five librarians in papers presented at a double session colloquium held in April 1973 under the sponsorship of the Library and the Graduate Library School of the University of Arizona. Dr. Lawrence Clark Powell reminds librarians that the library is for the user and should be service oriented. He suggests that committee meetings and conferences be held after hours and on vacations so that the public would be able to have more contact with the best qualified people. Dr. H. William Axford also cautions against the overindulgence in committees and comments on Dr. Powell's dislike of scientific management. A panel response to these two papers was provided by Dr. Donald Dickinson, Ms. Ruth Risebrown, and Ms. Shirley Thurston. (JG)

This volume is a collection of papers presented at the second annual meeting of the American Council of Teachers of Uncommonly-taught Asian Languages (ACTUAL) held in Boston, Massachusetts. The following papers are included: (1) "Passives as Reflections of Thought: A Case in Indonesian" by S. Dardjowidjojo, (2) "Acquainting Language Students with Dialect" by D. Dellinger, (3) "A Classification of Verbs in Vietnamese and Its Pedagogical Implications" by N. Liem, (4) "Kam-sui-mak and Tai Tonal Correspondences" by B. Oshika, (5) "Degree of Comparison in Modern Javanese" by R. Sumukti, (6) "The Problems of Programming Devanagari Script on Plato IV and a Proposal for a Revised Hindi Keyboard System" by T. Bhatia, (7) "The Nature of Rural Marathi: Some Hypotheses" by I. Junghare, and (8) H. van Olphen's "Honorifics and the Teaching of Hindi." Most of the papers have extensive bibliographies. (PMP)

Papers presented at a conference on community college governance, held in Seattle, Washington on February 15-16, 1974, are provided. The papers are: "Governance for the Two-Year College" by Richard C. Richardson, Jr.: "The Faculty Stake in Governance" by Richard J. Frankie; "The Student Stake in Governance" by Alan R. Shark; "The Public Interest and Governance" by W. Joseph Shoemaker; "The Administrators Speak" by Kenneth Aldrich; "The Faculty Speaks" by Helen Simon; "The Presidents Speak" by Robert Hamill; "The Students Speak" by John Postan; "The Trustees Speak" by Harriet Jaquette and Betty Mage; "Summary" by Frederic T. Giles; "Reflections" by Richard C. Richardson, Jr., Richard J. Frankie, Alan R. Shark, and W. Joseph Shoemaker; and "Closing Remarks" by John C. Mundt. (DB)

This document is a collection of 17 papers on theoretical issues in health education presented at the Dorothy Nyswander International Symposium. The introduction, entitled "Theory and Practice in Health Education: A Synthesis," attempts to highlight some of the features of these papers and their relevance for health education practice. The papers show a diversity in subject matter and scope and include such subjects as health education in the medical care setting, community organization, and educational diagnosis. Several papers examine various theoretical concepts and their applicability to health education practice. The papers emphasize people and the predominant position they play in decisions about their own health actions. Another common characteristic of the papers is the emphasis on precision in the delineation and analysis of whatever aspects of health education are under consideration (defining health education, causes affecting the individual or group behavior, analysis of data, program planning and methods, evaluation, training, and administrative framework). Yet another characteristic of the papers is the emphasis on theory or the ways to use theory in the practical implementation of programs. (BD)

The fourth volume in this series contains the papers presented at the Zagreb Conference on English Contrastive Projects. They are: "Recent Center Activities in Contrastive Linguistics," by William Nemser; "The Yugoslav Serbo-Croatian-English Contrastive Project So Far," by Rudolf Filipovic; "The Poznan Polish-English Contrastive Project," by Jacek Fisiak; "Two Questions of English-Hungarian Contrastive Studies," by Jozsef Hegedus; "Contrastive Linguistic Project on English and Hungarian in Hungary,: by Laszlo Dezso; "Transformational Grammar and Contrastive Analysis (A Report of the PAKS Project in Stuttgart)," by Ekkehard Konig; "Generative and Taxonomic Procedures in Contrastive Analysis," by Vladimir Ivir; "A Model for Second Language Acquisition," by Dumitru Chitoran;"Psycholinguistics and Contrastive Studies," and "The Romanian-English Language Project," both by Tatiana Slama-Cazacu. All except two of the papers are followed by discussion. (CLK)

The Northern Cross-Cultural Education Symposium was held at the University of Alaska on November 7-9, 1973. It was sponsored by the Alaska Educational Program for Intercultural Communication (AEPIC) to promote cooperation and communication between Canadian and Alaskan educators. Specific objectives were to: (1) identify and solicit the participation of prominent educators; (2) present educators' works delineating both needs and solution designs; (3) determine a hierarchy of needs as identified by the participants; (4) produce a compendium of symposium papers for field-based educators; and (5) produce a paper of conceptual, solution-design for cross cultural education in the future. Formal presentations were made by 40 conference participants; 30 of these were assembled for this publication. The papers are divided into 4 major groups: special topics, university projects, government programs, and non-government programs. The appendices list participants, and briefly explain their reactions and suggestions. (KM)

A problem currently facing many advertising agencies is the recruitment of top quality business school graduates as potential account managers. Viewing the problem from a marketing perspective, a career in advertising is seen as a product competing with other careers for the market of new graduates. Then it is possible to use one of the traditional methods of market analysis, attitude measurement, to compare the attitudes of students toward various careers. Recent research on brand attitudes has utilized an expectancy-value model, where attitude is conceptualized as a function of certain beliefs about the attitude object, weighted by some assessment of the value of the beliefs to the individual. In a study using the expectancy-value model, graduate students in business administration at the University of California, Los Angeles, responded to a questionnaire measuring attitudes toward seven different business careers, including advertising management. Results showed that advertising management ranked fourth among seven careers and was evaluated relatively neutrally. Students exhibited little disagreement as to the value of the 10 career features mentioned; however, there was considerable difference of opinion as to the ability of the careers to offer these features. Further analyses are given. (Author/TO)

This paper offers some ideas on the types of behavior that can be considered precursors to language and that also lay the foundations for logic, mathematics, physics, etc. The paper posits the problem of whether a theory of language must be formulated before one can formulate a theory of language acquisition, or whether the reverse is true. The solution offered is the study of what is acquired at different ages, and how each stage relates to the others. This must be done by a selective study of the types of behavior that may lead to speech. After a definition of the essential features of language, prelanguage behavior may be studied. Among these behaviors is the development of what Piaget calls sensorimotor intelligence, i.e., modification and coordination of isolated action patterns present at birth. By the second year this behavior culminates in object-permanency, or the objectivization of the existence of objects and persons and their representation in the mind. A third behavior is communication, which includes vocalization, gestures, and postures. A final behavior is "babbling," which leads to the first word. The paper ends with speculation on the specific contribution of these four behaviors in the acquisition of the various levels of a particular language. (AM)

To the question of whether Chomsky's hypothesized Language Acquisition Device (LAD) in young children is an adequate and feasible model of language acquisition, this paper answers that LAD should be reformulated so as to include semantics; that "informant presentation" rather than "text presentation" is responsible for language acquisition; and that nonlinguistic knowledge may be crucial in syntax acquisition. The first argument is supported by experiments which show that learning strategies differ according to whether or not the learner has semantic information. The second argument is supported by experiments which show that parents present semantic-specific and phonology-specific feedback to the learner, and, indirectly, syntactic feedback. Finally, situations are discussed in which nonlinguistic knowledge may be the basis for linguistic hypotheses. The paper's conclusion is that this approach may lead to insight into the link between cognitive development and language acquisition. (AM)

This paper examines sex and class differences in the style and circumstances of parental discipline of the child. Specifically, we have focused on Melvin Kohn's suggestive hypothesis that white collar parents stress the development of internal standards of conduct in their children and thus are more likely to discipline the child on the basis of their interpretation of the child's motives for a particular act, while blue collar parents are more likely to react on the basis of the consequences of the child's behavior. Our findings, based on a sample of 210 Washington State couples, support this hypothesis. We found a greater difference in the responses of white collar parents toward their child when he "accidentally breaks something" versus when he "intentionally disobeys" than there was for blue collar parents. Other class and sex differences in parental response to the child were also explored. (Author)

This paper evaluates current practices in curriculum design and discusses some proposals for using efficient Fisherian experimental designs to remedy certain shortcomings in current practices. Two general questions are approached in this paper: (1) how to obtain rational and empirical evidence that a basic curriculum under planning and development will do the job for which it is intended, and (2) how to establish the conditions under which a curriculum can be most effectively "installed" in a particular classroom to meet the needs of a specific teacher and a specific student group. (Author/MLF)

This paper examines the problem of whether tonal representation should be considered segmental or suprasegmental. Woo's hypothesis that tone features are to be specified segmentally is discussed as well as Leben's statement that in some languages tone is suprasegmental. The following are criteria suggested as a basis for tonal representation: where tone is a feature of units larger than a segment, or if contour tones fall on single vowels, the representation should be suprasegmental; where phonotactic constraints refer to both tonal and nontonal constraints, the representation should be segmental. However, it is not yet clear what features are generally needed to represent tone either suprasegmentally or segmentally. Furthermore, there are indications that a viable theory of language will have to take into account varying types of tone languages which require further classification beyond that of requiring segmental or suprasegmental representation. (AM)

The paper focuses on one aspect of the training and utilization of military manpower--specialty training for first-term enlisted personnel. Costs of both formal and on-the-job training (OJT) are considered, as well as the returns from training for first-time enlisted personnel. After a description of the conceptual framework the paper describes the pilot test of the method, conducted among Air Force Aircraft Maintenance Specialists at Norton Air Force Base, California. Data consisted of performance measures of 64 trainees based on 12 supervisors' estimates, and background information on the trainees. Regression analysis of 13 variables concerning the relationship between OJT costs and the personal attribute data demonstrated that OJT costs are a function of the quality and quantity of prior education, prior civilian job experience, and ability. Regression analysis applied to alternative specifications of the model yielded similar results and further research studies were planned. The study concludes that fundamental changes in military manpower resulting from the all-volunteer force have increased the relative cost of training inexperienced personnel, and that this change may necessitate the military's seeking major increases in retention rates or adopting new training policies. Seven tables accompany the text. (JR)

In an industrial society, jobs and men can be conceived of as separate entities that are brought together through a matching process. In this paper the "goodness-of-fit" between the individual and the job is taken as problematic and is used as an explanatory concept for both the reactions of individuals to their jobs (job satisfaction, stress, turnover) and for the response of the organization to characteristics of its members (conflict, need for control and communication). It is argued that the distribution of jobs according to characteristics sought out by individuals in the matching process (such as status, income, autonomy) is determined quite independently from the forces that determine the supply of individuals according to the value they place on various characteristics of jobs and the skills they possess. In the matching process the outcome is determined by the relative bargaining power of individuals and organizations and the distribution of information about jobs and men. The psychological impact of discrepancies between jobs and men on individuals is analyzed as well as the reaction of organizations to various types of discrepancies. (Author)

This publication consists of the papers presented at the first national symposium of the Public Education Religion Studies Center (PERSC). The purpose of PERSC is to encourage and facilitate increased and improved nonsectarian teaching about religion within constitutional bounds at the elementary and secondary level. It emphasizes the natural inclusion of the study about religion within the regular curricular offerings such as history, art, English, music, and geography. PERSC also conducts workshops, maintains a resource center of available curriculum materials, publishes a quarterly newsletter, evaluates existing curriculum materials, and develops new materials when necessary. The papers presented at the symposium address themselves to the legal and educational dimensions of religious education in the past and near future. Titles include: (1) Religion Studies in the Curriculum, 1963-1983; (2) Personal Reflections on the Schempp Decision; (3) The Decisions of the Court; (4) The Definition of Religion; (5) Objectivity and Teaching the Bible; (6) Imagining Criteria of Curriculum Design for Learning about Religion in Public Education; (7) Religious Education versus Academic Religion Studies; and (8) Conclusion: Status and Prospects. Appendixes include criteria for evaluating curricular materials, guidelines for teacher education programs, and guidelines for teacher competency. (Author/DE)

Presented are seven child research and development papers delivered at the 1973 American Psychological Association Symposium in Montreal. Described are the beneficial results produced by relevant goal oriented researchers who become directly involved with societal problems. Advocated is the need for psychology to become more historical, empirical, and pragmatic within an ethological framework. Research and development centers such as the one at the University of Minnesota are set forth as alternative arrangement to traditional departments. Discussed is the relationship between an early intervention project for retarded children and a university research and development center. The connection between theoretical and applied research is examined. Emphasized is the importance of adjusting research to fit practical problems in such real-life situations as the home and the classroom. (CL)

Papers in this publication are collected from a conference on social science concepts and classroom methods which focused on the theories of Jerome Bruner. The first article, entitled "Jerome Bruner," outlines four of Bruner's themes--structure, readiness, intuition, and interest--which relate to cognitive learning. Three papers--"Socialization" by Hedy Brown, "Teaching Social Stratification" by David Weir, and "The Concept of Stratification in Introductory Economics" by Pat Noble--discuss social science concepts developed into work units by study groups at the conference. Reports from three secondary work unit study groups explore possible ways of approaching the social science concepts. A final topic, integrated studies, is treated in two papers: "The Schools Council Integrated Studies Project," a report of a lecture by David Bolam, and "Social Science and Integrated Studies" by Martin Shipman. Both of these papers discuss the Schools Council curriculum project. (JH)

This paper describes an investigation of the effects of group interaction and consensus on information processing behavior when information is received sequentially or simultaneously by the information processing unit. Responses were compared to the Bayesian norm and further analyzed to determine the extent to which groups differed from individuals in processing information and how information processing behavior was affected by the mode of message transmission. Findings of the study showed that groups processed information more conservatively than "statistical" groups or individuals. Moreover, group conservatism was partially an artifact of the consensus process. In the aggregate, information received sequentially was also processed more conservatively than information received simultaneously. Neither risk attitudes of the information processing units nor perceived data credibility were related to information processing behavior. A number of statistical tables and graphs summarize various findings of the study. (Author/JG)

This paper describes an investigation of some effects of group interaction and consensus on information processing behavior. When individuals were asked to assess a hypothetical situation on the basis of various sequentially received data, a definite primacy effect was observed; individuals gave more weight to data they received first. This primacy effect, however, was vitiated by group interaction. The study also showed that after group discussion and consensus, individual opinions were closer to the group assessment than to the individual's original assessment. A tendency toward convergence within groups was also observed, although it was not statistically significant. Responses of the subjects were compared to the Bayesian norm and to utility and trustworthy data. A number of statistical tables and graphs summarize the findings of the study. (Author/JG)

This paper examines the application of different planning models to the new product development process. Various models are discussed in relation to the four principal stages of the process: product search, project development, market structure analysis, and investment analysis. The authors emphasize that all useful planning models must address a manager's real decision-making problems and must be sufficiently understandable to inspire managerial confidence. And since different firms face different problems, the application of a particular model must be evaluated in light of each firm's specific needs. Throughout the paper, the authors describe a number of planning models that they feel meet these requirements. (JG)

These papers were presented at a series of conferences on language and cultural differences organized by the Texas Education Agency to help school administrators deal with bilingual education, racial integration, and implementation of court orders. The papers address five areas of concern: the concept and definition of culture, culture and the arts, culture and educational aptitude, culture and language, and culture and social institutions. The following papers are included: (1) Confluence of Texan Cultures in Curriculum Planning by Melvin P. Sikes, (2) What Do We Mean by Culture and What Does This Have to Do with the Schools? by Roger Abrahams. (3) Culture and Communication: Clashes in the Classroom by Manuel Pacheco, (4) What is Dialect? by Lois Jean Hart, (5) Culture and Communication: Clashes in the Classroom by Gustavo Gonzalez, (6) Roles of the Schools Toward Cultural Groups by Earl Jones, (7) The Trichroism of the Arts by Hugo D. Marple, (8) Children's Folklore by Richard Bauman, (9) Culture and Educational Aptitude by E. W. Rand, (10) Culture and Educational Testing by Earl Jones, and (11) The Uses of Biculturalism by Chester Christian. (CHK)

The following conference papers are included here: (1) "Language Typology and Contrastive Linguistics," by Laszlo Dezso and William Nemser, summarizes the history of typology and discusses the application of typology to research on language acquisition. (2) "Contrastive Aspects of British and American English with Implications for Hungarian Learners of English," by Eva Diosy-Stephanides, contrasts vowel sounds, considering constant and variable differences, distributional differences, and stress and rhythm. (3) "Interrogative Sentences in English: A Language-Teaching Problem for Hungarians," by Adam Nadasdy, points out that because in Hungarian partial questions differ basically from total questions, total and partial questions should be dealt with separately when English is taught to Hungarians. (4) "A Contrastive Analysis of English and Hungarian Textbooks of English," by Eva A. Stephanides, describes the texts; compares presentations of English phonology; deals with English nominal and verbal categories; and treats sentence word order, clauses, gerunds and participles. (CHK)

The issue of problem awareness and problem definition is discussed in this occasional paper. It is proposed that a problem can be defined as one of four instances of indeterminancy: anomaly, unverified fact, uncharted area, or conflicting evidence; further, for each of these categories, three levels of problems are seen to exist: (1) what variables are involved; (2) what is their nature; and (3) what are their cause/effect relationships. Three techniques are explained for delineating problems: the integrative theonomy, facet analysis and design, and componential analysis. It is suggested that these delineation techniques have two applications in the training of researchers: (1) as content, which might be taught to the researcher-to-be, and (2) as tools to examine the area of research instruction. (MJB)

This document contains six papers presented at a conference on Science and Public Policy in the American University, held at Indiana University, March 20-22, 1968. The purpose of the conference was to report results of curriculum development in science and to examine issues and problems of science policy. All six papers included address topics of science curriculum development and/or science and public policy. (SL)

The distinction between formal and casual English as reflected in the lexicon, in phonology, and in syntax is studied. Formality is treated as separate from other categorizations of language such as geographical origin of the speaker, social class of the participants, or specific context of discourse. The study was restricted mainly to the use of two informats. A categorization of lexical entries and rules into three stylistic levels--formal, netural, and casual--is rejected as insufficiently detailed. Sentences exhibiting stylistically discordant elements are then used to get at fine distinctions in level. A more complex gradation model by which each linguistic element is assigned a value between -10 and +10 is outlined. The degree of stylistic deviance of a sentence is then calculated as the difference between the values of the most extreme elements in it. Within the framework given here, the linguist must determine which phonological and syntactic rules and lexical entries are stylistically marked and assign them values in a way that predicts the correct ordering of both elements and discords. Ways in which the more complex model could fail to be adequate are also discussed. (PP)

Sociologists have long been interested in the area of status attainment but have begun only recently to specifically focus upon the status attainment of women. New approaches are needed for further research. A review of major occupational choice theories shows that they are constructed for primarily male populations and thus are inadequate in their handling of factors which may influence the occupational choices of women. There are more developmental stages for women, with a relatively greater complexity of factors operating within any given stage. Some of the more critical contingencies which affect the occupational choice and status attainment of women are marital plans, fertility plans, residential plans, mother's and father's education and occupation, family finances, presence of discriminatory laws or hiring guidelines, internal motivation, husband's occupational expectation, desire for a working career as opposed to being a housewife, perception of the kinds of jobs that are appropriate for women, the influence of parents and peers, and presence of male siblings. (Author/DE)

This publication contains the three addresses and all papers presented at the 1974 annual meeting of the Association of American Colleges. The theme of the conference concerned the expectations of higher education regarding business and industry and the expectations of business regarding higher education. Topics included: what business expects of higher education; what higher education expects of business and industry; financing higher education; the institutional investor and social responsibility; management techniques and higher education; the education of women and the national economy; the goals of higher education and the manpower needs of a changing society; undergraduate education for living in a technologically intensive society; the financial community as a source of student loan funds; partnership between academic and business community, productivity in higher education; liberal education; education of the black minority and its effect on the national economy; can management strategy save the private sector; implications of statewide planning and coordination; modernizing the liberal arts; narrowing the gap in charges between public and private institutions; the case for pluralism and diversity in higher education; the role of the president--manager or educator; should higher education be cansumer-controlled; and the role of the institutional governing board. (MJM)

This paper is a description of action research in progress centered on the development of a School/Community Planning Team as a vehicle for long-range educational planning. At present, 10 teams exist which are composed of small groups of 6-12 persons including citizens, professional educators, and students. Each team is charged with the development of long-range proposals in a specific area of school life, such as alternatives in elementary education, the education of early adolescents, and variety and depth of curriculum. Teams have numerous volunteers and research support provided by a small professional staff. The teams relate administratively to the board of education and with other teams through a Design Management Team. Three sets of variables are being studied to ascertain the impact of the teams on the educational process: (1) those relating to who participates in the teams, (2) those relating to the successful functioning of the teams internally, and (3) those variables relating to how the work of the teams is utilized by the board of education and the rest of the school system. (Author/MLF)

The New York State Council for Social Studies committee developed a rationale and set of specific criteria that social studies teachers should demonstrate for certification. The rationale behind the criteria is that it makes social studies teachers a more professional group and provides for the highest caliber of teacher. Each teacher is screened for the selected criteria by peers and instructors. The Council recommends certification only after the criteria are met and the teacher undergoes a one year probationary teaching experience. The specific criteria are categorized according to skills, knowledge, experience, and personal factors. Items most often noted as important by committee members in the areas of skills, knowledge, experience, and personal factors respectively are as follows: (1) performance during an internship and demonstration of certain capacities and skills including affective, diagnostic, expository, inquiry, analytical, and evaluative; (2) the knowledge developed from an internship and demonstrated knowledge of the methods and tools of the social sciences including analysis, inquiry, and evaluation; (3) an internship and experience in writing curricula, travel, publishing, work with other cultures, and with other work-related activities; and (4) self-improvement, self analysis of behavior in different situations, an attitude conducive to a learning atmosphere, and an ability to write a clear rationale for teaching social studies. (DE)

The author defines and examines briefly continuing education as the process by which life-long educational needs of the individual and society are met, requiring new administration and community involvement. The paper also examines in outline form the societal context in which individuals which make up that society find themselves today, in terms of interdependence, rich and poor nations, and a changing occupational structure. The changes in the future are discussed in regard to health and life, environment and technology. There are individual and societal needs for continuing education that revolve around coping with the knowledge explosion; solving community problems; enriching one's life; pursuing interests; and upgrading professions, careers and jobs. In tabular form, the author explains one taxonomy of the categories of Community Service Programs and examples of such programs in Alberta. Another taxonomy dealing with self-development, community development, and program development functions is defined. The conclusion provides recommendations for effective community leadership in implementing these programs. (JB)

This paper discusses MacCrimmon's general theoretical framework for collective decisions, reveals the modeling for collective decisions, and presents selected descriptive research in the general area of collective decisionmaking. The intent is to stimulate research or provide insight that could have practical implications for management information system design. Although decision theory is individually oriented, as research becomes more applied, researchers will be led to the problem of collective decisionmaking. (Author/DW)

This paper presents a teacher education model that combines ideas from social psychology and acting. The effective teacher role is defined as being characterized by broad permeating attributes of behavior that distinguish this role from a less effective one. Procedures are discussed for the acquisition of a teaching role derived from the work of Stanislavski, which include the following steps: (a) the study of the role itself, (b) the search for material that becomes the medium through which the role is acted out, (c) the search for characteristics and attributes within the student of education that can become incorporated into the role, (d) the preparation of the student of education for undertaking the role in the classroom, and (e) the endless search for material to be incorporated into the role to keep the role alive and to prevent it from becoming routinized. The author concludes that every teacher should be familiar with the mainstream of knowledge relating to child development and with models of intellectual and social framework of the teaching role that should consitute the essential core of teacher education. A 19-item bibliography is included. (PD)

Topics discussed include: music in general studies, extension to the community, extension to the campus, educating through the media, and the administrator's viewpoint. Summaries of small group discussions are presented in relation to the recommendations they suggest for music administrators, faculty, and the National Schools of Music. (MJM)

This paper examines semantic constraints governing the occurrence of interjections with various other types of grammatical phenomena. Four interjections, "oh,""ah,""say," and "well," which typically occur embedded in sentences, are discussed in terms of their semantic properties and possible contexts. It is concluded that: interjections do not occur inside sentences unless there is a plausible semantic alternative to the element which follows them and which they refer to; "oh" and "well" can be used if the speaker is simply trying to think of alternatives, but that "say" and "ah" have more stringent conditions attached; and that there are numerous grammatical phenomena with which any or all of these interjections are incompatible. These phenomena include: certain types of pronouns, idioms, final sentential adverbs, negative polarity items, presupposition-suspending "if" clauses, picture noun clauses, preposed adverbials, and topicalized words. It is further concluded that the behavior of interjections can reflect or reveal unusual and poorly understood properties of phenomena such as picture noun clauses and preposed adverbials. (Author/AM)

This is an analysis of the stylistic variation in English of a wide range of speakers. A main point is that in analyzing speech styles it is important to elecit more than one style from each speaker, as both interview conditions and other factors may influence style. The paper presents some concrete examples of two major stylistic divisions, spontaneous and controlled, and posits reasons for the stylistic variations. From this evidence, psychoacoustic and psycho-sociolinguistic generalizations are stated. An analysis of acousitic data demonstrates that an understanding of speech production in more than one style facilitates understanding of style variation. Spectrographic measurements mapped the speaker's vowel systems as each speaker was tested as to both spontaneous and controlled speech. Attention especially focused on vowels in a state of flux, as these provide variation. It was concluded that social as well as phonetic factors affect sylistic variation; that variation in stylistic patterns is not limited to only one social or cultural group; and that this type of multistylistic analysis can provide useful information to the dialectologist and the psychoacoustician as well as the phonetician and sociolinguist. (Author/AM)

International university cooperation is the main purpose of the International Association of Universities (IAU). Certain problems arise in the field of international cooperation and particularly in the field of assistance. The helping hand easily becomes a dominating hand while the notion of mutual exchange presupposes the existence and recognition of differences. Consequences of such recognition are reciprocity; an ability to let immediate objectives remain secondary to long-term ones; and the work of the universities. (Author/KE)

This document is a collection of nine papers from the 1974 conference on research in English education and reading. Included are "The Role of the National Council of Teachers of English in Educational Research" by Roy O'Donnell, "Response to Literature" by Richard Beach and Charles Cooper, "Research Paradigms for Reading and English Education" by Robert Calfee and Annalee Elman, "Prose Analysis" by Priscilla Drum, *Early Language" by Julie Jensen, "Teaching Effectiveness in Reading" by Majorie Johnson and Robert Emans, "Creative Dramation" by Stephen Koziol, "Children's Creative Oral and Written Language" by Sara Lundsteen and Eileen Tway, and "An Extended View of the Lanuage Arts" by Richard Rystrom. (TS)

The conference was held to alert teachers and other interested persons to the complexities of linguistic diversity in Australia, with attention focused on the immigrant child. This report includes the individual conference papers, presented by Marta Rado, Bert Townsend, Michael Clyne, Alan Matheson, and Rede Lar, and the comments of symposium and forum participants. The implications of bilingualism and biculturalism are analyzed from the standpoint of language development, language contact, social integration, social mobility, and communication interference. Principals and teachers elaborate on the practical problems encountered in schools with a high degree of immigrant intake. The Multilingual Project, a form of bilingual education developed at La Trobe University, is discussed by school staff who had direct experience with the materials, and its theoretical foundations are described. English-speaking teachers can participate in this program with the help of bilingual pupils, parents, or other assistants. Materials are student-centered, with emphasis on conceptual development. Learners may study in the language of their preference. Project materials are produced in parallel forms of English and immigrant languages, and the units are suitable for independent or small group study. (Author/CLK)

This report summarizes the major features of a 1973 summer conference (at the New York State University at Buffalo) on listening as an essential feature of communication and problems relating to students' listening skills. The conference was held because of an awareness that little attention is being paid to listening comprehension in the educational process, even though students spend much of their educational time in listening activities. Conference participants discussed current research on time-compressed speech, listening comprehension, current audio-tutorial programs, and the possibilities for future emphases on listening instruction. The authors have included copies of the papers they presented as well as an extensive bibliography entitled "Listening and Technology." (RN)

The paper presents a set of linguistic phenomena illustrative of the notion "universal tendency". Linguistic generalizations are regarded here not as isolated, "true-or-false" propositions but as embedded in a hierarchy of competing forces. An "exception" to a universal is thus seen as the result of the prevalence of another conflicting universal tendency. Examples discussed are taken from Latvian child language, Bengali word order, and from the characteristics of the copula in a number of languages, particularly Bengali and Amharic. (Author)

A new dimension may be added to the study and teaching of a second language by the development of contrastive sociolinguistics. Sociolinguistics is defined here as the study of how a person relates to another person in terms of language, and is concerned with relational utterances rather than factual statements. Relational utterances are those that assume the existence of a listener, to whom the speaker is relating himself. Such utterances vary in tone and style, depending on the variables of sex, age, status, and familiarity. These variables make it socially, not linguistically, obligatory for certain relational utterances to be selected over others. The necessity of teaching the differences in relational utterances is illustrated in the case of the Japanese, who cannot confortably use English imperatives or invectives because of the social restraint on such usage in Japanese. In addition to the contrastive difficulties between languages, factual statements and relational utterances vary grammatically within one language. Learning one type of utterance does not guarantee knowledge of the other; both must be taught if the student is to be able to generate both. (LG)

The paper proposes, on the basis of a study of relative clauses and WH-interrogative constructions, to reflect the time-oriented character of the sentence by replacing neutral expressions like "#" with explicit time references like "beginning" and "end." These boundaries are to be universally associated with all phrase types since, apparently, no major type (S, NP, VP) is symmetrically structured. A subsidiary proposal calls for a view of "underlying representation" which would, even under the assumption that all material relevant to semantic interpretation appears in that representation, relax an "all and only" requirement to an "all" so as to admit structurally essential but semantically empty or redundant material. The evidence in support of these proposals arises from: (1) the exclusion of WH-relative pronouns in relative clauses of the type [noun phrase, subordinate clause, head noun] and their obligatory clause-initial positions in relative clauses of the type [noun phrase, head noun, subordinate clause]; and (2) the inadmissability of a pronominal "introducer" in the first type (the prospective clause) as opposed to the admissability of such an introducer in the second (the retrospective clause). The distinct character of the two types can be explained in terms of time-orientation, as that factor reveals itself in WH-interrogatives. (Author/LG)

The ombudsman, often defined as a kind of inspector general, is usually empowered to: (1) investigate in confidence, without restraint, either upon receipt of a complaint or on the ombudsman's initiative; (2) recommend to any official appropriate review of the facts; and (3) publicize findings or publicly criticize malfeasance. Various functions/duties and strategies to obtain desired results are indicated. (MJM)

The author discusses the experimenter's responsibility for the protection of human subjects (such as the handicapped) in research and the impact of this responsibility on methods of doing research. Considered are the types of human rights that are most frequently in need of protection within a research setting (such as the right to privacy); the most common threats to these rights that are posed by research (such as when deception is used for experimental purposes); and the criteria for determining when a subject is 'at risk'. Seven actions the experimenter can take to minimize risks to the subject are proposed (such as maintaining the confidentiality of data), and conditions and procedures for the acceptance of risk by both a subject and an experimenter are outlined (including the mechanism of voluntary informed consent). (LS)

A system of task analysis and positive reinforcement was used in the vocational training of a 19-year-old trainable retarded youth (MA=6 years). The task of polishing shoe skates was analyzed and programmed into 29 steps and was reinforced with praise and money. The trainee learned the task in 13 sessions (approximately 1 month) and was employed at a skating rink for 6 months. Although a gradual increase in the number of errors resulted in the trainee returning to the sheltered workshop, results indicated that with proper techniques trainable retardates are capable of learning more than it was traditionally assumed. (LS)