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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)

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 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)

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 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 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 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)

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)

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)

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 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 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 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)