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CULTURAL RADIO PROGRAM DIRECTORS AND PRODUCERS DESCRIBE THE CULTURAL, ARTISTIC, SCIENTIFIC, EDUCATIONAL AND EXPERIMENTAL PROGRAMS AVAILABLE IN THEIR COUNTRIES, EXPLAINING THE VARIOUS ORGANIZATIONAL FRAMEWORKS, THE LISTENING PATTERNS AND TASTES OF THEIR PEOPLE, AND THE PROBLEMS THEY HAVE ENCOUNTERED. THESE INCLUDE PROBLEMS OF MULTIPLE LANGUAGES, INTELLECTUAL LEVEL, PRESENTATION, SCHEDULING, AND ACCOMPANYING PUBLICATIONS. A CONCLUDING STATEMENT STRESSES THE DEMAND FOR KNOWLEDGE THAT CAN BE MET BY RADIO AND THE NEED FOR COOPERATION BETWEEN NATIONS AND BETWEEN CULTURAL LEADERS AND BROADCASTING ORGANIZATIONS. AN INDEX TO CULTURAL PROGRAMS IN MEMBER STATES IS RECOMMENDED. THIS DOCUMENT IS AVAILABLE FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS IN MEMBER STATES OR FROM MASS COMMUNICATION CLEARING HOUSE, UNESCO, 19 AVENUE KLEBER, PARIS-16E, FRANCE, FOR $0.40. (MF)

This report presents a description of a seminar in American culture and English-as-a-second-language which allows the students to learn what they want, at their own rate. The teacher serves as a guide and helps the student plan and evaluate his studies. Students may also assume the function of communicating knowledge or ability to each other. Instructional materials depend on the interests of the participants. Basic and constant in the course is a textbook designed to promote language fluency which provides resource material for group discussions usually lasting 20 to 30 minutes. A variety of 15-minute tapes, ranging from simple dialogues to complex lectures and directions, are also used; each tape includes comprehension questions and answers. Each student maintains a folder to record his classroom activity. Students spend at least half their seminar time on cultural "adventures" outside the classroom. In the classroom, they record their impressions and ask any questions. The teacher listens to the tapes and makes suggestions for language development. A list of suggested cultural activities is provided. (VM)

The 1970 paper is an expression of personal views acquired during 12 years of broadcasting in the Canadian North. The population of the North is polarized between 2 social groups: the minority of white incomers, who have the jobs, money, and power; and the native Indians, Eskimos, and Metis, who are economically deprived, culturally alienated, and politically powerless. Although broadcasting is the obvious means of mass communication for these isolated people who do not have a written culture, media in the North is predominantly middle class in its outlook and appeal, aimed at the white minority. If broadcasting is to change and help the native peoples it must serve them as both a source of information and entertainment and as a means of self expression. This paper explains experimental and community broadcasting programs that could meet the needs of native people. It also details programs currently being developed by the Northern Service of the CBC, one of 2 main broadcasters in the North, and by other agencies such as the Native Communications Society of Alberta and the Society for the Coastal Area Network in British Columbia. Additionally, it gives possible community and cultural involvement in broadcasting, and programs that could use native languages. (KM)

Cultural activities for the deaf are described and discussed in seven conference papers. Two papers by P. R. Wisher of Gallaudet College treat "The Role of Physical Education and Athletics for the Deaf in a Hearing World" and "Psychological Contributions of Dance to the Adjustment of the Deaf." Also included are three papers from Poland: H. Burno-Nowakowska, in "Forms and Methods of Raising the Culture and Shaping of Personality of the Deaf and Their Contacts with the Hearing," reports on the use of leisure time by the deaf; B. Gluszczak, in "Exit from the Circle of Silence," describes a pantomime theater of the deaf; and M. Krysztalowska offers "Remarks on Purpose and Organization of Education through Art in Schools for Deaf Children." In "Artistic Activities of the Deaf" N. A. Klykova describes the Moscow Theater Studio of Mimicry and Gesture for the deaf; and S. Bjorndal of Norway considers the role of the visual arts, including film, in "How Can One Develop the Esthetic Experiences of the Deaf Child?" (JD)

The Education Voucher Demonstration, begun in Alum Rock in 1972, is a large-scale social intervention with a wide range of social, political, economic, and educational objectives. This document is one of three such papers describing the educational aspects of the demonstration program which involved six public schools, 22 "mini-school" programs, approximately 3,900 students, and 126 classroom teachers. The special objective of this particular report is to document the basic character of the educational programs available in the first year of the demonstration. These descriptions are a by-product of the information gathering effort to document the first year's instructional strategies and resource use, and are based on discussions with mini-school faculties, supported by some observation of classroom activities. Teachers supplied information about instructional materials and field trips, using printed forms; and two staff members did all the classroom observation using a prestructured checklist. Program goals were taken from the mini-schools' own descriptions, and other descriptions were developed from checklists and discussions with teachers. Examples of the iterations involved in developing each program description are included. (Author)

In this speech, the author provides some guidelines covering student union construction for those administrators contemplating the construction of such a facility. The recommendations and information presented cover (1) the organization and functions of an official "union planning committee;" (2) a survey of local needs regarding facilities to be included; (3) the formulation of a controlling statement of purpose for the building; (4) the preparation of the building program; and (5) the project budget and its financing. (MLF)

Described here are ten Indian games with their rules, objects, number of players, scoring systems, and equipment requirements. A sketch of each game and its equipment is included, as is a short bibliography of books on Indians and their games. Other papers in the series from the Task Force on Ethnic Studies are SO 005 534 to SO 005 551. (OPH)

This paper looks at community services in the junior college, particularly cultural affairs. The nature of the community must be defined before an effective program can be organized. The college can then determine the area of services to be offered. Cultural programs are considered to be those offering lectures, films, exhibits, theater, and so on. Interviews were conducted with directors of community services at seven varied community colleges. All had lecture series of varying scopes. The College Association for Public Events and Services was the booking agent for the series. Colleges with comprehensive programs offered art and science exhibits. Film series were the most popular cultural programs, as even isolated colleges are able to contract for them. Theater programs, performed by college drama classes or by community members, are usually successful. Some colleges stage fine arts festivals; some operate planetariums; others sponsor community chorus and orchestra groups. A successful cultural program will improve public relations and promote community support for the college. [Not available in hard copy due to marginal legibility of original document.] (MS)

prophecy, theology, and philosophy to parallel characteristics in every intelligent response to the brute intrusions of life. The more we can clarify our understanding of the three activities with which this essay is primarily concerned, the better we will comprehend certain ubiquitous characteristics of our culture which-perhaps because of their pervasiveness---often go unnoticed. Toward that end, this paper will attempt to scrutinize the three cultural activities mentioned in its title. The illustrations employed will be intended to show-particularly toward the end of our considerations-that when the

Studies of hominid fossils have frequently reported that one of their outstanding characteristics is their heavily worn teeth. Many skeletal remains of modern man also show this condition of dental attrition, which is probably related to certain cultural activities. The varieties of foods consumed by primitive man and the specialized tool functions of the teeth have left significant marks in the form of worn occlusal surfaces over the dental arches. This paper discusses some of the functions of the teeth indicated by these marks and suggests that tooth wear should be studied carefully in order to gain significant information about the activities of past populations.