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In a speech to Australian and New Zealand teachers of the visually handicapped the author stresses the importance of educating deaf blind persons regardless of the severity of their handicaps, illustrating his point with three case histories. The deaf blind are viewed under the following five headings: the highly educable (who have college potential), the superior (those capable of financial independence), the average (approximately 80 percent of the whole who are capable of learning a saleable skill but need public or family aid), the unemployable, and the untrainable. Focused on is the value of education in the lives of three deaf blind persons: a Chinese girl, a little girl in a school for the blind in Bangkok, Thailand, and a boy whose achievements led to legislation mandating federal support for the deaf blind. (LS)

This paper describes how a small group of people representing one community both identified and set in motion a strategy to deal with the perceived drug problem in their community. The emphasis of the paper is on the process by which this group moved rather than on the specific details of their efforts. The paper is actually a case study of one of 20 communities that have been involved with a training program within U.S.O.E., Region VI Drug Education Effort, "Help Communities Help Themselves." The program involves a small group of people from the community attending a 2-week training session in which the trainees explored the various aspects of drug use and abuse and developed team skills to take back to their community. The vehicle for action after their return was the Parents Are Responsible Program--an adult education program that offers a survey of the contemporary drug scene and is designed to help parents develop a personal perspective on the complexities of the drug problem. The paper describes reactions of the team members to the training sessions and their efforts in bringing their new expertise to their community. (Author/HMV)

During the 1960s and extending through the present decade, universities have been undergoing a crisis with respect to the role of students in decisionmaking. This crisis has involved a fundamental reconsideration of the nature of university government, and the relationships of faculty to students. Presented in this paper is a case study of one of the first contemporary institutions to adopt departmental wide participatory democracy. The paper is in 3 sections. The first section outlines the formal structure of departmental authority, the nature of the departmental community, and describes the first major political debate of the year in question. The second section reviews 3 sets of implications which followed from participatory democracy in this department: group conflict, role conflict, and some general effects of the modification of the balance of power. The third section is a discussion of participatory democracy in relation to other forms of departmental government. The paper concludes with two alternative interpretations of the effects of the structure of authority in their form of university government. (Author/PG)

The results of a case study of organizational information seeking conducted by the Seminar in Corporate Communication in the University of Maryland College of Journalism are reported in this paper. The purpose of the seminar is to give students practical experience in public relations research. The case study involved the consumer information program of Giant Food, Inc., a major Washington-Baltimore food and general merchandise retailer. The paper develops a theory, derived from a decision-situation model, network analysis, and a coorientation model, which will guide information seeking efforts of public relations practitioners. It then uses these theoretical concepts and the methodology of Q factor analysis to develop typologies of consumers. The paper concludes that the concepts and methods utilized in the study represent a useful model for other public relations research efforts. (Author/RB)

This paper is a case study of a documentary produced by WHAS-TV entitled "Louisville: Open City?" The purposes behind the documentary are examined, and an attempt is made to evaluate whether these purposes were achieved. More importantly, this paper illustrates the social and political changes which can result when a locally-produced documentary examines a significant community problem. Judging from this case study, a locally-produced documentary can contribute substantially to the understanding of some community problem and even help eliminate that problem. Several factors appear to enhance the probability that the documentary will be influential. First, a strong case must be made within the documentary itself that there is a significant community problem, and solutions for that problem should be advanced. Second, the initial documentary should be supported by subsequent news reports on related issues. Third, public officials must be motivated into taking appropriate action on the issues involved. Finally, the station must be committed enough to its public service responsibility to withstand the pressures and criticisms which may follow a documentary attacking existing political and social structures. (Author)

This paper describes the planning and implementation of a 4-quarter, year-round program instituted for the 32,000 high school students enrolled in the Atlanta Public School System. The school district was faced with finding a pattern of organizational structure that would carry a flexible, changing curriculum and allow for the individual goals of students. After an examination of alternative plans, the school district selected the 4-quarter plan as the desired structure. The eight school systems in the metropolitan area worked independently as well as cooperatively to organize and develop an appropriate curriculum that is nongraded, nonsequential, and individualized. The new program requires more counseling with students and permits students to attend either three or four quarters as they wish. The paper provides answers to frequently asked questions about the Atlanta program and includes a list of new graduation requirements, a copy of the school calendar, and a bibliography on Atlanta's 4-quarter plan. (Author/DN)

This paper describes the Detroit Education Task Force and its efforts to develop a problem-solving agenda for the Detroit public schools. The paper describes the background and history of the task force and analyzes its relationship with the Detroit Central Board of Education and with administrators of the Detroit school system. The educational impact of "third party" groups in general is discussed, followed by a detailed examination of the Detroit Education Task Force and its function. A final section presents a number of observations and conclusions about the experience of the task force and discusses the possible benefits of developing similar "third party" groups in other school systems. (JG)

This paper attempts to document the cultural influences which the United States exerts over Canada because of Canadian reliance on foreign news agencies, especially news services that are located in the United States. The print material used to document this paper was drawn from a 1967 study of news flows for the Canadian Department of External Affairs and a 1969 content analysis of 30 Canadian dailies for the Special Senate Committee on the Mass Media. The broadcast material was gathered in a series of interviews done especially for this paper. The data in this case study is presented in both narrative and table form and the extent to which Canadian newscasts follow the American format and content when they are recorded for rebroadcast is examined. This news policy is especially significant when news is translated into French, but contains an American perspective on world events. The paper concludes with a five-point plan to solve the problem of Canadian reliance on foreign agencies for news. (RB)

The seminar began with a report of some research that W.M. Phillips, Jr. had done in Newark. Three purposes guided the design of that study of educational change and race from 1958 to 1972: First, there was the fundamental curiosity to discover the changing nature of participation by the Black community in the creation and implementation of public educational policy. This general purpose was transformed into an empirical description and analysis of Black involvement in selected aspects of the educational institution. The nexus between the Newark Board of Education and the Black community was the primary object of study. A second basic purpose was to develop an interpretative understanding of the changes which occurred in the arenas of race and education. The third basic purpose was to gain systematic insights that have applied significance for those concerned with revitalization of the Black community and in the improvement of the educational institution in Newark. Following the presentation of this paper, the author participated in a seminar discussion of his paper with 21 scholars, educators, administrators and concerned citizens chaired by Ron Edmonds, Director, Center for Urban Studies, Harvard Graduate School of Education. (Author/JM)

This paper summarizes data and experience with child abuse pertinent to child health practice. It goal is to foster sound and rational medical management. Because of the complex origins of child abuse, however, and of the institutional and social changes which shall have to accompany excellent practice if child abuse is effectively to be treated and prevented, issues of program and policy development are also addressed. The knowledge base about child abuse is conceptually and methodically limited. Our understanding of the problem of child abuse is broadened by several recent descriptive reports which demonstrate that childhood accidents and child abuse are temporally associated, that the parents of abused children are rarely neurotic or psychotic, and that the developmental sequelae of child abuse and neglect are serious. Child abuse has also been observed to be associated with poverty, low birth weight, parental alcohol and drug abuse, crime, social isolation, marital stress, and unemployment. The coordinated, interdisciplinary management of child abuse may reduce the toll of reinjury while children stay in their own homes. A helpful integrating concept in the diagnosis and treatment of child abuse is the family's capacity to protect its child, either from the consequences of their own angry feelings toward him, or from the hazards of his nuturing environment. (Author/JM)

This paper reviews three studies which illustrate the use of two different techniques of behavior modification to control aggression in preschool children in classroom situations. The first technique demonstrated the use of "time-out" as a mild punishment procedure. The teacher changed events following aggression by briefly removing the child from reinforcing experiences. This procedure was effective in reducing aggressive behaviors of two 4-year-old boys in two different studies, one conducted by Busby, Thomson and LeBlanc, and the other by Holmberg, Kastl, Hursh and Colley. In the former study, after attack behavior was decreased, this decrease was maintained when the time-out technique was cintingently applied to other behaviors. In the latter study, an increase in the subject's peer interactions was shown when his aggressive behaviors were low. In a less direct approach, Pinkston, Reese, Baer, and LeBlanc used extinction and reinforcement to control aggression. Teachers ignored the 3 1/2-year-old subject's aggressive behavior and gave attention to the child who was the object of the aggression. Later, when the subject exhibited nonaggressive behavior, he received social reinforcement. Return to the no-treatment condition demonstrated the effect of the treatment procedure, in that the behavior increased each time there was a no-treatment procedure in effect. It is conjectured that if the subject acquired the necessary skills to interact with his peers, peer attention would become the reinforcer for nonaggressive behavior. (Author/BF)

The major portion of this publication consists of 13 papers presented at the seminar on out-of-school education. The papers include both general treatments of the subject and analyses of particular case studies. The papers are organized into four broad topical groups--possible approaches to the planning of out-of-school education, the Esfahan work-oriented adult literacy pilot scheme, the part played by mass communications media in out-of-school education, and experiments in out-of-school vocational training in urban and rural contexts. In addition to the papers presented by seminar participants, the publication contains an introductory overview by the chairman of the seminar and separate reports on the activities and discussions of the English-, French-, and Spanish-language working groups into which the seminar participants were organized. (Author/JG)

Learner controlled instruction in which the student controls the computer (e.g., computer programing) instead of it controlling the student (e.g., drill-and-drill-and-practice) is described. The nature of this mode of computer use is explored, and some examples based on case studies conducted by the author are given. A rationale for learner control is discussed in terms of cognitive and affective outcomes of computing. The cognitive outcomes include relatively specific learning and thinking skills and more general systematic methods of problem solving. Affective outcomes include self-confidence, curiosity and exploratory behaviors, and motivation. (Author/WCM)

The purpose of this paper is to describe and analyze a recent experience with the passage of legislation in Minnesota that gave financial relief to foreign students in public and private colleges. This bill provides for (1) grants of authority to public institutions to waive the nonresident rate of tuition, while expecting the grantees to pay at the resident rate; (2) grant of funds for emergency scholarships; and (3) grants of authority to waive nonresident tuition to private donations from Minnesota corporations, individuals, and foundations given to foreign students for the purpose of paying tuition fees. Finally, the bill provides that benefits under it would be first given as if they were loans, which would be forgiven if the grantees returned to their home countries for 5-years. (Author)

The operations of a citizen committee associated with two neighborhood public schools in the Boston area were studied to evaluate empirically the effectiveness of the committee in achieving certain policy goals. A case study approach to citizen committee power to influence educational decisionmaking was made in the areas of finance, curriculum, and personnel. Survey data reveal a positive relationship between perception of and/or participation in the committee and feelings of direct and representational influence over and identification with school decisionmaking. However, while participation in the citizen committee seems to increase citizen feelings of control over school decisionmaking, the case studies demonstrate that, in fact, these committees have no influence. (Author/MLF)

A study was conducted to suggest an answer to questions in nursing education concerning what educational changes are necessary, which directions those changes should take, and what type of approach should be used to introduce them. The study investigated the extent to which scientifically obtained knowledge is utilized in the process of change in nursing education, using selected innovations as the focus for the study. Information was obtained through a national survey of current curricular innovations in nursing as was determined by questionnaire and through a small number of case studies. The case studies indicated that there were various stages in each innovation process for each curriculum change. Several different modes of identifying the knowledge needed were determined in an attempt to classify the approaches used for deriving knowledge. The quality of the evidence was not assessed, however. A literature review pertaining to sources and methods of obtaining knowledge was utilized. (A 36-item bibliography and a classification scheme for the approaches used in deriving knowledge are also included.) (KP)

The views and examples found in this paper are based on a case study of the School of Education at the University of Massachusetts. The principal objective of this case study was to understand how an organization in higher education employed available resources in order to promote both internal and external reform in the field of higher education. Among the more important issues included under this borad objective are: (1) The role of individual and institutional reputation in channeling resource flow between a marketplace of funding agencies and higher educational organizations. (2) The intended and actual uses of administrative structures regulating the flow of resources from a university's external environment, as well as among the subordinate parts of the university. (3) The uses of project resources as sets of incentives for individual participation in reputedly innovative, problemsolving, activities. (4) The role of organizational leadership in creating, maintaining, and coordinating both resource flow and the variety of incentives for innovative activities that may be derived from that flow. One of the study's principal recommendations is to create and maintain a national network of incentives for innovation in education. (Author/PG)

To provide a framework for consideration and the elements of a basic fiscal design on which a formal fiscal study could be developed, this document narrates a simulated case study covering the major elements and issues inherent in the fiscal analysis of a rescheduled school year as they might appear in any school district. Subjects considered include the duty of the fiscal research agents, a time schedule for cost evaluations of the rescheduled school year plan, a proposed procedure for determining costs, data requirements for a cost evaluation, the impact of the rescheduled school year plan on school operations, and resource utilization. (Author/DN)

The purpose of this investigation was to describe behaviors observed as comprising leadership contention and gender differences in groups. As defined in this study, leadership contention differs from leadership in that it is comprised of behaviors individuals derive from their beliefs about what leaders do and is also specifically concerned with a developmental process through time. Following a review of the literature which proved to be inadequate in providing logically valid hypotheses, the next step in the investigation was the analysis of communicative behaviors of three groups of five people recorded on video tape during 4-hour periods. The bulk of the study is devoted to explaining the logical paradoxes encountered in studying leadership contention and gender differences and to demonstrating the role of the researcher's socialization in his or her construction of the group under investigation. The study concludes with a brief description of an alternative way of approaching subject matter so that paradoxes created by researcher socialization can be employed to discover new and fruitful ways to investigate and construct social reality. (RB)

This clinical study describes a pilot experience of Multi-Family Treatment Groups (MFTG) as a treatment modality. The group leaders were two family therapists. Three intact families with completely different life styles, all chronically malfunctioning, and with previously unsuccessful treatment were chosen at random from the Clinic intake. The most striking feature of this group was each member's total isolation, both within the family unit and outside. The expectation in placing these very sick families in an MFTG was to crystallize within the group process the inherent pathology contained in each family system, thereby helping individuals and/or families to move towards appropriate, motivated treatment. Not only were initial goals realized with most of the group members, but an important further social dimension became apparent. As a direct result of the group experience, color, cultural and age boundaries were crossed, allowing the common humanity in each individual to emerge. As the social isolation broke down, concurrently so did the individual isolation. This paper discusses the validity of MFTG Groups as a treatment modality for isolated families as a social as well as a clinically dynamic intervention -- one which has the potential to combine improved emotional as well as social functioning. (Author)

System-wide school decentralization is now implemented both in New York City and in Detroit. It is important, therefore, to inquire into alternative explanations of the origins of the school decentralization movement with a view to constructing models of school organizational behavior and change which may have utility either to other school systems facing the decentralization question, or to other problems of organizational behavior. Two such models, the sequential and the organizational, have been proposed for these purposes. The sequential model postulates a sequence of key events leading to the decision to decentralize a school system. Its interesting implication is that the goal of the community control movement is greater citizen participation in organizational decision-making. The logic of the organizational model implies that greater authority for organizational decision-making be delegated to local administrators. What is at issue here is the distinction between community control and administrative decentralization. The tension between these two not necessarily compatible models for the restructuring of educational governance is at the heart of this paper, and at the heart of the disappointment with the results of school decentralization in New York City and Detroit now felt by many of its early proponents. (Author/JM)

A rationale and illustration of the use of original records or protocol materials in an evaluation research report are described. Records of school observations and audiotape transcripts were selected to represent the concepts or categories which were developed in the process of evaluation. These qualitative data were collected in a project which used a variety of methods, and, in conjunction with quantitative data, formed the basis of an evaluation report somewhat analogous to a case study. This view of evaluative research within the case study tradition should, in the long run, provide a more detailed analysis and understanding of the process and outcomes of education. (Author/BB)

In the late 1960's the Executive Branch of the Venezuelan government launched a massive reform of its mechanism of public administration in order to make it more supportive of the development needs of the country. This paper is an effort to analyze the process of organizational change as it takes place within one segment of the public administration mechanism in Venezuela--The Ministry of Education. The thrust of the reform calls for a reallocation of power in the Ministry with the intended purpose of establishing a regionalized education system supported by a decentralized decision-making process. The primary resistance factors identified during the first 4-year experience of the reform (referred to as the "start up" phase) were out of power political parties, informal vested interest groups, and individuals who would clearly lose a measure of their influence through the reallocation process. Even though the resistance to change has been formidable, a measure of progress has been recorded which suggests that a modest but genuine transition is taking place. (Author)

The case study analysis system was designed to increase student analytical skills while focusing on social conflict situations. The analysis system is a systematic means of identifying, classifying, and clarifying factors found in social conflict situations. Students are also expected to gain insights into forces that change social structures. Through case study students become aware of unfamiliar as well as creative solutions to threatening and dangerous conflict predicaments. Students who complete case study conflict analyses should be more sensitive to alternative conflict solutions, and perhaps more skillful at handling social conflict dilemmas. Suggestions are given to teachers for applying the system in the classroom as illustrated in an example. Suggestions are also provided for developing case study materials. (Author/JH)

The basic hypothesis of this paper is that problems in separation-individuation in infancy and/or adolescence may result in difficulties in utilizing learning skills. Furthermore, it is emphasized that the two periods of separation-individuation, while similar in many ways, have their own unique qualities and resolutions. Three case histories are presented to illustrate the basic hypothesis: The first discusses a 14-year-old male adolescent who exhibited lack of motivation and mediocre performance in school and points out the implications in the psychodynamics of his case. The second discusses a problem that originated in difficulties encountered in the first separation-individuation period even though the precipitating symptomatology was not evidenced until adolescence. The third case illustrates the fact that the individuation problems can be prominent in both developmental phases of infancy and adolescence. (WR)

The formation, development, and demise of a women's center in suburban New York are described. The women's center resulted from a conference designed to assess problems confronting women and to mobilize resources to meet those problems. However, after the formation of the center, a struggle for leadership and conflicts over the values and beliefs of the participants emerged. Many of the middle-class women with children at home tended to be more moderate and emphasized education, counseling, and referral to existing facilities rather than social action and radical change. As the emphasis shifted from social action to service, the center's reason for existence became eroded. The leaders became immobilized and quarreled among themselves, and the ambivalences among the leaders reflected the role strain prevalent among most women today. Women feared appearing too militant to attract other women or too ineffectual to accomplish the improvements they desired in the status of women. In addition to internal factors accounting for the Center's demise, external problems were prevalent, such as inability to tap funds. Recommendations for future women's centers are included. (Author/DE)

This paper describes the characteristics and circumstances defining nine decision cases in an effort to provide methodological assistance for practitioners. Each case is examined according to its objectives (single or multiple), resource level (limited or unlimited), time frame (a priori or evaluative), and the nature of desired decisions. In cases 1, 2, and 3, the decision-maker considers activity-designs. The complexity of cases 4, 5, and 6 mandates more detailed analysis. Here the notions of tasks and program-packages (sets of tasks) are introduced. In cases 7, 8, and 9, the term activity is used to connote the same overall meaning as program-package. These distinctions are necessitated by analytic complexities arising out of a need to derive an optimal decision-variable for each case. Decisions made by the decision-maker are at the level of activity-design for cases 1 and 2, program-package for cases 4 and 5, and activity for cases 7 and 8. The case discussion is preceded by an introductory exhibit showing the evolutionary structure of the nine cases. (Author)