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More than 400 abstracts of dissertations in this latest supplement are listed alphabetically by author in a loose leaf arrangement. This document and the two previous compilations (ED 037 583 and ED 049 391) are designed to provide the teacher, student, and administrator of industrial arts, trade and industrial education, and technical education programs a single source of information regarding the research done in the field from 1930 to the present. Each abstract includes: author, title, degree, date, and granting institution. Most of the abstracts list availability of the document, purpose of the study, sources of data, methods of study, and findings and conclusions. Also included is: (1) a complete alphabetical listing of all abstracts by author and date, (2) an index for dissertation abstracts in industrial arts, (3) a list of abstracts, provided by computer search, of studies classified by single descriptor headings, and (4) a list of abstracts identified in searches using two or three descriptors. Additional supplements are planned on an annual basis. (GEB)

This document describes the activities and programs of several national agencies for the arts. It discusses the following branches of the arts: architecture, dance, education, literature, music, public media, theatre, and visual arts. It also discusses the financial status of these agencies and public and private contributions to their funds. In the field of literature, the program in support of poets who work in schools reinforcing the teaching of English was expanded. The Poets in Developing Colleges Program has placed black writers in residence on campuses, primarily in Southern states, and the program has helped to produce good student poets. The Coordinating Council of Literary Magazines has made 203 grants to 152 magazines and has organized 21 activities intended to improve the content, production, and distribution of non-commercial literary magazines. Discovery Awards were made to 41 young or relatively unknown writers who were regarded as having exceptional talent. In the field of education, the Visual Artists-in-Residence Project placed artists in six schools, and the Artists-in-the-Schools program utilized 300 dancers, musicians, poets, theatre artists, painters, and sculptors in bringing the arts directly to elementary and secondary school students in 31 states. (CK)

Prepared as a result of the author's concern for the role of industrial arts, and in conjunction with the Oswego Industrial Arts Technology Staff Development Program, this resource guide should help the industrial arts teacher integrate environmental education concepts into existing curriculum. It seeks to increase the teacher's awareness of some of the industrial and technological aspects of environmental problems, practices, and policies. The role of the industrial arts teacher is seen as an educational manager, directing and cultivating the perceptions of students toward environmental topics. Major sections of the guide are: (1) Introduction, (2) Perspective on Pollution, (3) The Role of Industry, (4) The Role of Government, (5) Direction: Industrial Arts and Environmental Education, and (6) Resources. Included as appendixes are: (1) an Environmental Glossary, (2) The National Association of Manufacturers Environmental Quality Committee, (3) Additional Companies With Environmental Answers, and (4) A Selected Reading List. (Author/JS)

In this theoretical working paper, an attempt is made to pull together the two areas of cognitive information processing and emotional arousal, in order to provide a fuller framework for examining media effects. The development of a cognitive-behavioral index is proposed as a research tool resulting from this merger of areas, as are a number of hypotheses about media use and effects for different levels of the cognitive-behavioral index. (RH)

In 1969 the Dean of the School of Literature, Science, and the Arts at the University of Michigan appointed an ad hoc committee to study the possibility and plausibility of establishing a Bachelor of General Studies degree. After careful consideration of the curricula offered in the school, it was recommended that (1) the Bachelor of Science degree be changed to a Bachelor of Science degree in a discipline; and (2) that the Bachelor of Science degree be expanded in certain areas and become known as a Bachelor of Science in General Studies. As of May 1, 1969, students enrolled in the School of Literature, Science, and the Arts were eligible for the Bachelor of General Studies (BGS). This document presents the graduation requirements for such a degree, the process of selection of a degree program, information concerning the election of and counseling for courses, and the procedures for changing degree programs. (HS)

Papers presented at the Third Annual International Institute on the Community College are provided. In these papers, many facets of accountability are discussed: goal-setting, assumptions about learning, instructional modes, educational management practices, student development, instructional resources, and the systems approach. In addition, panel dialogues on "The U.S. College Scene" and "The Canadian College Scene" are provided. (DB)

The 366 new and/or updated abstracts of dissertations in this latest supplement are listed alphabetically by author in a loose leaf arrangement. This document and the three previous supplements (ED 037 583, ED 049 391, and ED 062 560) are designed to provide teachers, students, and administrators in industrial arts, trade and industrial education, and technical education with a single source of information regarding doctoral research completed from 1930 to the present. Each entry contains: (1) author, (2) title, (3) degree, date, and granting institution, (4) availability, and (5) an abstract containing the purpose, data sources, methodology, findings, and conclusions of the study. Also included in the supplement is a complete alphabetical listing of all abstracts by author and date and indexes of the abstracts identified in computer searchers using single, double, and triple descriptors. Additional supplements are planned on an annual basis. (SB)

This booklet is one of a series which describes a competency-based teacher education program developed by the staff of the Department of Vocational and Applied Arts Education at Wayne State University. The program consists of competencies, performance objectives, needs assessment, delivery systems, and evaluation, and this booklet contains the competencies and performance objectives. Part I provides a list of 75 pre-service competencies for developing skills pertaining to planning, instruction, evaluation, guidance, management, public and human relations, and professional role. Part II contains the performance objectives for 10 professional pre-service courses, which include six required courses covering theory, methods, and intern teaching and four specialized courses in business and distributive education and home and family living. Course and objective code numbers plus a cross-reference between the competencies and performance objectives are appended. Two related booklets are available as VT 019 883 and VT 019 885 in this issue. (SB)

The purpose of this systems project was to devise a competency-based system for the preparation of teachers, supervisors, and administrators in the field of vocational and applied arts education. Two major activities were accomplished in the first year of the project, including: (1) the design of a pre-certification instructional system, and (2) the design, documentation, and initial testing of a management information system. During the second year of the project, three major objectives have been established, including: (1) the implementation of the pre-certification instructional system, (2) the design of a Master of Education program, and (3) continued field testing and maintenance of the management information system. A listing of project personnel and a discussion of the instructional and management information systems are appended. Two booklets describing the competency-based teacher education instructional systems are available as VT 019 883 and VT 019 884 in this issue. (SB)

This booklet is one in a series which describes a competency-based teacher education program developed by the staff of the Department of Vocational and Applied Arts Education at Wayne State University. This booklet discusses instructional systems and accountability, which are two important facets of the program. Part I describes a model of the competency-based instructional system, which utilizes a systems approach to program development. The elements of the system, including competencies, performance objectives, needs assessment, delivery system, and evaluation plus the general procedures followed to implement the system are covered. Part II presents an accountability model designed to facilitate the implementation of an instructional system. The accountability model allows for input from the teacher, student, and administration. A booklet describing the competencies and performance objectives is available as VT 019 884, and a progress report is available as VT 019 885 in this issue. (SB)

This document describes the Oklahoma College of Liberal Arts design for interdisciplinary studies (IDS) and independent studies (ID) as general education for teachers. This document covers five areas: description and development of the general education program, personnel, budget, evaluation procedures and data, and how the programs contribute to the improvement of teacher education. Each area is divided into IDS and ID information. (MJM)

The ad hoc Committee on Women Studies at the University of Washington recommends that a program of women's studies be instituted to permit rigorous academic study in the area. The program would be composed of: (1) an introductory core course; (2) four upper-division courses; (3) a significant amount of study (approximately 35 credits) in a single relevant academic discipline such as history, sociology, romance languages, etc.; and (4) a senior thesis. This report includes, besides these recommendations, data on student opinion, a brief survey of relevant courses and interested faculty members at the University of Washington, and some specific information about the nature of women's studies programs elsewhere. (Author/HS)

The membership of the Undergraduate Studies Committee of the American Council of Industrial Arts Teacher Educators and the Research Committee of the Industrial Arts Division of the American Vocational Association have formulated jointly this national study in order to obtain accurate data as a basis for program innovations. Information was supplied by means of a questionnaire sent to department chairmen of teacher education programs at public and private colleges and universities. Usable responses were returned from 176 of 227 institutions having programs in industrial teacher education. Numerous tables present the data, which consist of answers to 73 survey questions. Grouped according to gross totals, percentage of total response, rank order, and response statement, the data cover such areas as recent curriculum developments, classroom facilities, visits to student teachers, course content, faculty organization, and student enrollment. A list of colleges and universities contacted for the study is included. (AG)

This is the text of the initial proposal to service disadvantaged urban adults through compensatory academic education and life coping skills. The publication includes a discussion of the general problem of today's disadvantaged adult, a brief description of the proposed program, a historical retrospect and a bibliography. The major aim of the Off-Campus College Preparatory Program is to assist the disadvantaged adult to re-enter the world of work by preparing him for immediate employment opportunities. The implementation of this program enhances the human potential of the disadvantaged by combining a program of: (a) basic education and (b) life skills supported by a related field experience. The population consisted of seventy-five participants selected by the Windsor Canada Manpower Centre. The program was designed for continuous weekly intake over a one-year period with a staff consisting of professionals, with paraprofessionals relating to field experiences. (Author/BW)

The manual conceptualizes the community college mission as it is differentiated from that of the junior college, the trade institute, and the university. In a time when urbanization and industrialization have led to a loss of sense of community and when even education has become increasingly centralized and depersonalized, the community college has assumed responsibility for a symbiotic arrangement among various traditional community service functions and has matched them to specific community needs in a synergistic ecology. The author feels that the community college program, then, must center around the dialectic between the dichotomies of our social mores and the rights of the individual. Specifically, local opportunities and needs of St. Clair College in Windsor, Ontario are examined, with particular attention to a life skills course. Extensive addenda to the manual include: (1) other community programs; (2) data on the disadvantaged; (3) the instruction centres; (4) the public's view; (5) the community college curriculum; (6) admission procedures; (7) evaluation procedures; (8) problems being faced locally; and (9) a selected bibliography. Pertinent statistical data is provided. (SES)

Representative addresses and proceedings of the American Industrial Arts Association's 34th annual convention at Dallas in 1972 are divided into general session speeches and selected addresses from the major group and special interest sessions. The following groups are represented: (1) American Council for Elementary School Industrial Arts, (2) American Council of Industrial Arts Supervisors, (3) American Council of Industrial Arts State Association Officers, (4) American Council of Industrial Arts Teacher Educators, (5) American Industrial Arts Student Association, and (6) Industrial Arts College Clubs. Topical groupings of the presentations are: (1) accountability, (2) aerospace, (3) career education, (4) communications, (5) curriculum, (6) ecology, (7) educational psychology, (8) electronics, (9) grading, (10) handicapped students, (11) humanism, (12) instructional technology, (13) interdisciplinary studies, (14) international relations, (15) leisure activities, (16) materials, (17) Man/Society/Technology Forum, (18) needs of industry, (19) power, (20) professional publications, (21) study of industry, (22) supervision, (23) teacher education, (24) unions, and (25) business of the association. A chronological index and a comprehensive index are appended. (AG)

The purposes of the second year of the Heman Street Preschool remained the same as they had been in the previous year: to provide experiences for preschool children which would increase their chances for later success in school and to serve as a training site where graduate students might learn to work effectively with preschool children and with other teachers and aides. The bases for curriculum decisions and the overall operating procedures remained essentially as they were the previous year. On the basis of the experience of the first year and in response to changed conditions a number of modifications were made in staffing pattern, curriculum, and daily operation. There were 50 children in the school. All but one lived in the area served by the Heman Street Elementary School. Data has been collected supporting the following statements: (1) The children enrolled in the Preschool have shown a small but consistent gain in Peabody Picture Vocabulary Test scores between pretest (administered in the fall) and posttest (administered in the late spring); (2) Low-scoring children gain more than others, the effect being greater than that to be expected from regression effects; and (3) Greater gains were shown by children receiving instruction as described in the Peabody Language Development Kit than by those receiving instruction in the Distar Language I Program. (For related document, see ED 057 917.) (Author/CK)

This document describes the instructional and the management information aspects of a competency-based education system. The discussion revolves around an explanation of the principles upon which the model is based, a description of the model itself, and an explanation of the developmental processes used to bring the system into fruition. (Author/JB)

The manual is a descriptive survey of the currently operational aspects of the community development work carried on by St. Clair College of Applied Arts and Technology in Windsor, Ontario. Separate chapters are devoted to each function within the program: the Vocational College Preparatory Programs; the Corrections Program for instruction of inmates in the local jail and in the federal penitentiaries; the Walk-In Centre, a referral agency and community service; the Twin Valleys School for the habilitation of young people involved with drugs and/or who have experienced socio-psychological problems; an employment preparation program for individuals who have had difficulty securing and maintaining employment; and a number of outreach services. Additional information is included on community development, beginnings of the project, and program planning and evaluation. A selected bibliography is appended. (Author)

This conference, attended by 21 teacher educators, supervisors, and people working with elementary children in the classroom, consisted of three meetings during the 1969-70 academic year. This report deals with the nature of industrial arts in the elementary school, different approaches and requirements for implementation, and some ways of meeting and solving some of the problems. Philosophically, industrial arts helps the elementary school child build an understanding of his world. Within the dimensions of physical setting and organizational mode, effective learning takes place through interaction, exploration, experimentation, problem solving, and concrete experiences that satisfy aesthetic and utilitarian needs. Approaches include programs using the: (1) limited classroom, (2) comprehensive classroom, (3) laboratory, (4) traveling teacher, (5) mobile laboratory, (6) central laboratory, and (7) summer school. Discussions of essential components of effective leadership, and of preservice and inservice teacher education programs are included. (GEB)

This revised state guide for industrial arts was prepared to offer a framework for planning programs that could be interpreted and applied, in terms of the curriculum and facilities provided, by local district. An introduction to industrial arts education and general program descriptions are given for elementary, junior high, senior high, and college levels, including recommendations for the number and types of shops and instruction for various age levels. Characteristics discussed include: (1) instructional procedures, (2) safety, (3) organization and management, (4) guidance, (5) instructional aids, and (6) projects. A history of the nine industrial arts teacher education programs in California and a section on professional growth are included. (GEB)

A generally held hypothesis is that greater family interaction will increase agreement between mother and child on reports of television viewing habits. This initial study sought to determine the extent of such agreement between mother and child, and to analyze the role of frequency of family interaction in their coorientation toward television and toward the use of violence. Interviews were conducted with 85 fourth and fifth grade children and their mothers about the child's exposure to television in general and to violence on television in particular, context of viewing, program selection, perceived reality of television, rules about television watching, perceptions about the amount of violence on television, family interaction, violence justification, and probable behavior in frustrating situations. Results showed that there was relatively strong agreement on only three aspects of the child's television habits--the nonviolent shows he watched and his frequency of watching with either his parents or his friends. Also, there was more viewing of programs considered violent among children who did a significant amount of television watching with one or both of their parents present, and the child more often finds the use of violence justified when the parents watched a substantial frequency of violent programs. (SH)

A previous study (EM 009 547) found that the most favorable attitudes of boys toward aggression existed when there was high exposure to television (TV) violence, ambiguous family attitudes toward aggression, or low socio-economic status. This study sought to examine the same three variables with respect to girls. Subjects, who were 404 fourth through sixth grade girls, completed questionnaires on TV exposure, family attitudes toward violence, and social class. The questionnaire also included four paper-and-pencil indexes of aggression: willingness to use violence, use of violence in conflict situations, perceived effectiveness of violence, and approval of aggression. The results for all four measures indicate that family attitudes toward aggression showed the most persistent relationship to the child's aggressive attitudes. However, exposure to television violence also made a consistent, independent contribution to the child's notions about violence--the greater the level of exposure, the more the child was willing to use violence, to suggest it as a solution to conflict, and to perceive it as effective. There were no social class differences. Among the limitations of the study were that the data allow only associative, not causative, statements, and that much of the variance in attitudes is not explained by the three variables. (SH)

Three antecedent variables were examined to determine their effects on children's attitudes toward aggression--the child's exposure to television violence, his perceptions of his family's attitudes toward violence, and the family's socioeconomic status. Questionnaires which were completed by 434 fourth through sixth grade boys elicited responses about the above three variables and also about their attitudes toward aggression: approval of violence, willingness to use violence, perceived effectiveness of violence, and suggested solutions to conflict situations. Results of a three-way analysis of variance on each of the aggression indexes suggested that perceived effectiveness of violence is directly affected by television exposure for both middle and lower class boys (with more exposure comes more approval of violence), while the other three indexes of aggressive attitudes were affected by exposure to television for middle class boys only. For all four measures, both family attitudes toward aggression as known to the child and the social environment of the family have a persistent impact. (SH)

This publication is a curriculum guide for conducting courses in power and transportation technology, and was prepared as a result of a Summer 1972 workshop. The courses suggested herein are recommended for the ninth grade level. Keeping in mind the different amount of time available in different institutions for such courses, the publication outlines two courses, one of which runs for a semester (90 hours) and the other for one year (180 hours). Course outlines are provided for both of these programs. In each section, brief outlines are given first, arranged according to topics and subtopics. Examples are given for organizing the materials on these brief outlines, and the manner in which these should be taught in classrooms. Laboratory activities with explanations are suggested as motivational techniques. A separate and detailed section is included providing information about jobs available. For each professional, skilled and unskilled job, minimum educational qualifications, job descriptions and other related information are provided. Information is also provided for equipment purchase and workshop lay-out plans. (PS)

Ralph Nader has relentlessly probed almost every important issue including consumer protection, industrial ecology, and the seat of political power, the Congress of the United States. Material by and about Nader has been listed in the bibliography to provide a comprehensive view of the man and his work. The material is divided into sections including, 1) monographs by Nader and his study groups, 2) periodical articles by and about Nader, 3) testimony before Congress, 4) reviews of Nader's monographs, and 5) monographs about Nader. Material is dated 1960 to 1972. (Author/DH)

The theme of this symposium was the classic concern about the rhetoric-poetic relationship as applied to modern communication problems. In the first paper, "The 'Vision' of Martin Luther King," Edwin Black postulates that Dr. King contributed to the development of a "revolutionary literature" because of his impact, not only on the public consciousness, but especially on rhetorical procedures and the nature of public persuasion in this nation. In the second paper, "The Open Poem is a Now Poem: Dickey's "May Day Sermon,'" Thomas O. Sloan analyzes the poetry of James Dickey in terms of its structure of "immediacy," wherein the "poem creates the character of its presence" through sound and thus "wreaks violence on our conventional notions of literary language." In the third paper,"Literature and Revolution: The Case of "The Scarlet Letter,'" David W. Noble first defines the attitude of the modern world to literature and science as one that sets these two disciplines apart from any cultural pattern and views the work of the artist or scientist as self-sufficient; he then analyzes Nathaniel Hawthorne's novel as an attempt to restore literature to an understanding of the importance of the culture and as a criticism of modern individualism and realism. (RN)

Industrial arts must be prepared to respond to the changes brought about by contemporary technological advancement. The impact that technology will have upon people and the impact of information processing upon man and his world should be of major concern to industrial arts educators. Principal areas of consideration should be the effects of technology and information processing on productivity, consumption, employment, leisure, the unskilled, and mobility. All of these factors will have implications for industrial arts teacher education in regard to man and the labor force, the economy, technology, enterprises, and the educational enterprise. If industrial arts programs are to assume the responsibility for informing youth and vocationally ill-prepared adults about contemporary work and technology, industrial arts teacher education must foster understandings of both the technical and the human sides of enterprise. (GEB)

A study was made on a reorganization of the holdings of government documents in the University into a separate collection. On the basis of evidence presented in the course of the study, depository status for all Canadian Federal Documents for the library, and a separate documents division to control and service them was recommended. The arguments were more related to the logic of future developments, rather than the existing conditions that prevailed. If the use and size of government documents could be stabilized at present levels, then the expertise of a documents librarian, without the device of separation, should prove sufficient. The evidence from projections, however, was more than compelling, and even if some element of speculation in these projections was accepted, broad trends of academic development on the campus have been irrevocably set. To this extent, the development and control of government documents on the lines recommended seem inevitable. (Author/AB)

This report deals with the graduate school of Harvard University and focuses on the problems that have been created by the school's rapid expansion in the past 10 years. Chapter 1 defines the scope of the report. Chapter 2 examines the size of the graduate school in terms of available resources and recommends a reduction in the number of graduate students by at least 20 percent over the next 5 years. Chapter 3 deals with the admission procedures for graduate students, the availability and adequacy of financial aid, and the awarding of post-doctoral fellowships. Chapter 4 discusses the problem of low morale among Harvard's graduate students; and Chapter 5 discusses the special problems of the teaching fellows and graders. The report concludes with a summary of recommendations. (AF)

An earlier study (ED 048 772) sought to determine the perceptions of televised violence among pre-teen males from varying racial and socio-economic backgrounds. In this replication of the study teenage boys were used as subjects. The general method of the study was to show the boys a sequence of television vignettes, comprised of violent and nonviolent scenes. The subjects' responses to the scenes as well as their socio-economic and race were determined. The earlier study showed a racial factor in the amount of violence perceived, but this study showed no differences among the groups. The earlier study showed an income and race difference in the perceived acceptability of violence, while this study showed only a race difference. Both studies showed that lower socio-economic subjects, black subjects in particular, professed a greater liking for the violent scenes than did other groups. The previous study found an income difference based on the perceived reality of the violent scenes, while this study found both an income and a race difference. This study looked at one additional factor, humor. It was found that youngsters from more disadvantaged homes perceived significantly more humor in the violent scenes. (JY)

Five prospective elementary teachers and five prospective teacher trainers were introduced to the experience of initiating and developing a language-centered curriculum. A collection of articles, written by the doctoral and master's candidates in the program, represents significant aspects of their experience. The titles of the articles are the following: (1) "One Person's View of Language in the Elementary School," (2) "A Unit on Neighborhoods: Grade Two," (3) "Language Face to Face," (4) "Introducing Individualized Reading in First Grade," (5) "Introducing 'Free' Reading Periods," (6) "Mini Courses: Evaluation of a Curricular Innovation at Heman Street School," (7) "Working on Writing," (8) "Language Throughout the Integrated Day," (9) "Learning Sight Words," (10) "Replication Study: Word Boundaries," (11) "'Action Research' on Spelling Methods in Grade Two," and (12) "Listening and Listening-Reading at Two Rates of Presentation by Fifth Grade Pupils." (CK)