Search

The article presents information related to upcoming events on rural sociology. The Program Committee for the Rural Sociological Society announces a call for papers for the annual meeting to be held in Baton Rouge, Louisiana, from August 25-27, 1972. Submission of papers is required by April 1, 1972. Abstract and text should be sent to Rabel J. Burdge, Program Chairman, Department of Sociology. University of Kentucky, Lexington, Kentucky 40506. A series of workshops is planned on topics of current interests to encourage more active participation in the program. This years program will reduce the number of formal presentations. Papers will be made available for distribution prior to the meeting. Graduate students are asked to submit papers to any session. Sessions organized by graduate students will review papers from all sources. The other information is that J.L. Charlton has directed a study now published by the University of Arkansas Agricultural Experiment Station. The co-author, Joseph F. Singer, also used the data for a Ph.D. disseration in economics, Charlton is currently directing a study of factors affecting the use of medical services in three subregions of Arkansas.

This paper describes the results of a simulation study to examine the effects of different organizational structures on the performance of a dual-constraint job shop production system. A hypothetical shop in which machines and workers are constraining resources is the setting of the study. The shop consists of divisions comprised of work centers which, in turn, contain machines to which workers are assigned. There are fewer workers than machines. Variations in organizational structure are achieved by different allocations of a fixed number of work centers to the divisions. Each structure is studied for three levels of labor flexibility. Mean flow-time, flow-time variance, and worker transfers between divisions and work centers are used as performance measures. [ABSTRACT FROM AUTHOR]

The article focuses on a workshop that promoted interdisciplinary cooperation on the teenage parent. There were hundreds of high schoolteachers, junior college instructors, counselors, school nurses, home advisors, social workers, ministers, and parent-teacher associations representatives who participated in the gathering. During the workshop, anthropologists, economists, psychiatrists, and sociologists have made it clear that there were many causes of teenage marriage and parenthood problems. Many of those present involved themselves in family life education, medical and nutritional care of teenagers. Meanwhile, social workers focused themselves with the rehabilitation of unwed mothers.

Presents news notes and announcements involving the Rural Sociology Society. Transcript of the Rural Sociological Society's Constitution; Information about short courses and workshops; Background of the Edward L. Bernays Award for 1952.

The article presents information on various activities of U.S. colleges and universities. It also reveals information on short courses and workshops that are scheduled for months ahead. The new chairman of the Department of Sociology of Berea College is Roscoe Griffin. Wilford Smith has accepted a fellowship next year at the University of Washington where he will do work toward the doctorate. A.R. Mangus will be Visiting Professor of Sociology at New Mexico Highlands University at Las Vegas during the summer of 1950. He will teach courses in rural sociology, social psychology, and marriage and the family. Emory University Town and Country School for Rural Ministers will be held again this year in July. Using workshop methods of group planning, discussion, and the planning of individual study programs, the summer workshop will open on the college campus in Plainfield, Vermont, on July 3, 1950 and will close August 11, 1950. Ohio rural ministers will receive scholarships covering all expenses for the minister's short course at Oberlin College, July 10-28, 1950. The Editors of Rural Sociology have made a contract with University Microfilms of Ann Arbor, Michigan, to have the journal microfilmed beginning with no. 1 vol. 15.

This article presents a study on the effects of a workshop and use of specially developed science materials on fifth grade science classroom practices in the U.S. The effective utilization of materials developed for elementary grade science instruction presumes on the part of the teacher a knowledge of instructional strategies which will accomplish the objectives of the materials. A time sampling procedure developed by the Montgomery County Department of Research personnel was utilized to sample the classroom activities of teachers and student groups. A total of 91 fifth-grade teachers from 38 school participated in one of three science workshops held during the 1965-1966 school year.

The article presents the two follow-up summer workshops held during 1964. One of the workshops was sponsored by the Family Life Education Department of Brigham Young University, located at Provo, Utah, which was attended by around 20 Utah high school teachers for home economics. The second workshop was held at Kansas State College of Pittsburgh, participated by a dozen Kansas home economics teachers. Both workshops dealt with only first perceptual experiences related to each of the chosen concepts, which are significant to understand the differences of individuals in rate of development, particularly during the study of child development, as well as family relations.

In this article the author states that because of the growing demand for courses in projective techniques that is arising in graduate schools, this article will deal with curricula designed to meet these academic demands. The author remarks that if one is limited to a one year course it should be entitled "Introduction to Projective Techniques" and it should be understood that the student must expect to continue his training in special schools or workshops after his four years in graduate academic training are completed if he expects to master any of these techniques.

This article reports on an experimental program with working with high school teachers called Insurance Education Workshop, which was conducted as part of the regular summer session at Drake University in the summer of 1970. The idea of a program of this kind originated in discussions concerning a suggested one-day conference for Driver Education teachers. High school Driver Education courses customarily include study of automobile insurance. It was felt that most teachers of these courses probably had no academic training in insurance, and hence would benefit from a conference in which various aspects of automobile insurance were studied. The main objective of the Insurance Education Workshop, therefore, was to enable the participants to become more effective insurance educators. The subject matter of the Workshop was similar to that treated in a conventional first course in Risk and Insurance, with modifications taking into account the particular interests of high school teachers and their students. Risk theory and risk management, for example, were de-emphasized, while automobile, homeowners, life and social insurance were stressed. advance publicity. The workshop was listed in the university catalog as both Insurance 131 in the College of Business Administration and as Education 131 in the College of Education. The great majority of students enrolled through the Education College. Listing the course in this manner meant that the Workshop would provide credit toward a Masters degree in Education; the attainment of such credit is what brings high school teachers back to the college campus.

The article presents information on developing open communication about sex with youth. The discussion methods used in a workshop on the Youth-Adult Communication on Values offered at Oregon State University in Corvallis, Oregon, in June,1965, were developed throughout years of practical experience with youth groups in a variety of settings-school and church had been found effective with the whole adolescent age spectrum from junior high through college. Teenagers are often overconfident about their ability to be open in a mixed group and may be reluctant to separate. The adult discussion leader will need to take the responsibility for providing this kind of structure. While peer groups are the main source of sex information for youth, there is rarely open communication past the junior high school years as the need to protect prestige or reputation tends to create a barrier, especially on topics such as masturbation and homosexuality. Both the immediate evaluation by workshop members and the one conducted by mail indicated that the experience had been very satisfying to both youth and adults. For many boys and girls, it had been their first opportunity to talk so freely in the presence of adults.