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The end results of the first six months of public access cable television (CATV) channels in New York City were in some ways disappointing. Franchise agreements for each of New York's two CATV systems called for two public-access channels to be in operation by July 1, 1971, one year after the date of the franchise awards. The channels were to be provided on a first-come first-serve basis, along with adequate studio facilities and technical assistance, to any non-commercial individual or group. The channels were provided, but several obstacles prevented their full efficient use. The general public didn't know much about the channels or how to use them, no model program formats were available, there were too few skilled production assistants and too little equipment, and since groups were prohibited from using advertisements many had trouble financing programs. (MG)

The Universities of Tennessee and Georgia, as one of four regional data collection teams, cooperated in defining a comprehensive set of behavioral objectives for business and office education, derived from analysis of task performance requirements and of social roles in office occupations. A pilot study developed and tested instrumentation and interview techniques prior to collecting 252 interviews of typical office workers. In a random sample of 305 interviews representing the four regions, 91 items of hardware, divided into 11 categories, were found to be used by beginning office workers. Typewriter keyboard machines, communicating machines, and adding-calculating machines accounted for 60 percent of hardware usage. Of the changing tasks reported, 52 percent were represented by computers and data processing, and 94 percent were found in large metropolitan areas. A national survey of office supervisors, covering both effective and ineffective behaviors of office workers, yielded 829 usable social interaction critical incidents, which usually involved the worker's use of social sensitivity in dealing with customers, peers, and superiors. A classification scheme was developed, based on the worker's perception of social role expectations within the system. (Author/AG)

This paper examines the method of instruction referred to as the "Keller" method, which is characterized by self-pacing, use of proctors, unit perfection criterion, immediate feedbak, and frequent testing over relatively small units. Incorporating several design features not found in previous studies on this method, it was found that all of the basic elements of the Keller method contribute significantly to its overall effectiveness in learning (course exam) and in retention (3-month follow-up) of material. These results are consistent with others that recommend this approach as a promising method of instruction, particularly at the undergraduate level. (Author)

A concern with the interrelationship between the formal structure of the high school and the behavior of its continually changing participant constituency is manifested in this paper. The concepts of role theory, status, social organization, and hierarchical structures are discussed in their relation to a processual role model. Within this model, it is stressed that the organization of interest is not the formal organization of the school but the organization of behavior among participants in a social situation. This behavior is noted for its interactive nature, and is thought to be influenced but not determined by the formal organization of the school just as it is influenced but not determined by the extra-institutional norms and goals of the individual participants. The statuses which the formal structure allocates to individuals in the high school situation vary with a series of formal rules, restrictions and obligations. These do not, it is pointed out, define what the individuals in fact will do in that formal status, but set up the parameters within which they may operate. These rules, restrictions and obligations are the components of what previously has been called "role" but is felt here to be more justifiably considered as constraints placed upon the individuals who occupy a particular formally defined status. (Author/KSM)

A curriculum guide for grade 8, the document is devoted to the occupational cluster "Hospitality, Recreation, and Personal Service Occupations." It is divided into four units: recreational resources for education, employment, and professional opportunities; barbering and cosmetology; mortuary science; hotel-motel management. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions) available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042); communications and media (CE 001 043); fine arts and humanities (CE 001 044); construction and environment (CE 001 045); agri-business, natural resources, marine science (CE 001 046); public service occupations (CE 001 047); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); and transportation (CE 001 050). (AG)

A curriculum guide for grade 8, the document is divided into eleven units: marketing and distribution; food manufacturing; data processing and automation; administration, management, and labor; secretarial and clerical services; office machines; equipment; metal manufacturing and processing; prefabrication and prepackaging; textile and clothing industry; and regulatory agencies. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions) available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042); communications and media (CE 001 043); fine arts and humanities (CE 001 044); construction and environment (CE 001 045); agri-business, natural resources, marine science (CE 001 046); public service occupations (CE 001 047); health occupations (CE 001 048); transportation (CE 001 050); and hospitality, recreation and personal service occupations (CE 001 051). (AG)

A curriculum guide for grade 8, the document is devoted to the occupational cluster "Transportation." It is divided into five units: surface transportation, interstate transportation, air transportation, water transportation, and subterranean transportation (the Metro). Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions) available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042); communications and media (CE 001 043); fine arts and humanities (CE 001 044); construction and environment (CE 001 045); agri-business, natural resources, marine science (CE 001 046); public service occupations (CE 001 047); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); and hospitality, recreation and personal service occupations (CE 001 051). (AG)

A curriculum guide for grade 7, the document is devoted to the occupational cluster "Construction and Environment." It is divided into four units: urban renewal and development, urban and suburban construction and planning, megalopolis, and demography. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions) available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042); communications and media (CE 001 043); fine arts and humanities (CE 001 044); agri-business, natural resources, marine science (CE 001 046); public service occupations (CE 001 047); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); transportation (CE 001 050); and hospitality, recreation and personal service occupations (CE 001 051). (AG)

A curriculum guide for grade 7, the document is devoted to the occupational clusters "Agri-business, Natural Resources, and Marine Science." It is divided into five units: natural resources, ecology, landscaping, conservation, oceanography. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions) available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042); communications and media (CE 001 043); fine arts and humanities (CE 001 044); construction and environment (CE 001 045); public service occupations (CE 001 047); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); transportation (CE 001 050); and hospitality, recreation and personal service occupations (CE 001 051). (AG)

A curriculum guide for grade 8, the document is devoted to the occupational cluster "Health Occupations." It is divided into four units: the hospital, preventive medicine, drug use and abuse, and alcohol and tobacco. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions) available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042); communications and media (CE 001 043); fine arts and humanities (CE 001 044); construction and environment (CE 001 045); agri-business, natural resources, marine science (CE 001 046); public service occupations (CE 001 047); manufacturing, marketing and distribution, business and office occupations (CE 001 049); transportation (CE 001 050); and hospitality, recreation, and personal service occupations (CE 001 051). (AG)

A curriculum guide for grade 8, the document is devoted to the occupational cluster "Public Service Occupations." It is divided into six units: education, public utilities, community social and health services, law enforcement agencies, fire departments, and the postal system. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions) available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042); communications and media (CE 001 043); fine arts and humanities (CE 001 044); construction and environment (CE 001 045); agri-business, natural resources, marine sciences (CE 001 046); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); transportation (CE 001 050); and hospitality, recreation and personal service occupations (CE 001 051). (AG)

A curriculum guide for Grade 7, the document is devoted to the occupational cluster "Fine Arts and Humanities." It is divided into five units: drama and literature, music, dance, art, and crafts. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions)available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042); communications and media (CE 001 043); construction and environment (CE 001 045); agri-business, natural resources, marine sciences (CE 001 046); public service occupations (CE 001 047); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); transportation (CE 001 050); and hospitality, recreation and personal service occupations (CE 001 051). (AG)

To help teachers make effective use of ten curriculum guides in career education for the seventh and eighth grade levels, the manual comments upon several topics: the career development philosophy, the basic ingredients of the D.C. program, the roles of the classroom teacher and the guidance counselor in the program, and the setting for the program's implementation. The manual also describes the characteristics and organization of the guides. Suggestions for planning ahead include a ten-page Grade 7 outline plan for implementing module 1 (a career cluster). Methods of introducing the curriculum to students and parents are discussed, and the importance of involving the community in classroom activity is stressed. The document concludes with chapters on career development activities and the evaluation of student learning. The ten curriculum guides are divided into clusters: consumer and homemaking (CE 001 042); communications and media (CE 001 043); fine arts and humanities (CE 001 044); construction and environment (CE 001 045); agri-business, natural resources, marine science (CE 001 046); public service occupations (CE 001 047); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); transportation (CE 001 050); and hospitality, recreation and personal service occupations (CE 001 051). (AG)

A curriculum guide for grade 7, the document is devoted to the occupational cluster "Communications and Media." It is divided into six units: advertising, film and photography, radio and television, journalism and publishing, library and periodicals, and transocean communications. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions) available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: consumer and homemaking (CE 001 042), fine arts and humanities (CE 001 044); construction and environment (CE 001 045); agri-business, natural resources, marine science (CE 001 046); public service occupations (CE 001 047); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); transportation (CE 001 050); and hospitality, recreation and personal service occupations (CE 001 051). (AG)

A curriculum guide for grade 7, the document is devoted to the occupational cluster "Consumer and Homemaking." It is divided into six units: buying, child care, nutrition, clothing, family relations, and housing and household management. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities (positions) available in that area. Next, the areas of language arts, mathematics, science, social studies, home economics, industrial arts, music, and physical education (when applicable) are subdivided into purpose, objectives, activities, materials, and notes with a statement relating these categories to the unit topic. The document is one of ten curriculum guides at the seventh and eighth grade levels presenting a career education emphasis. The teacher's manual for the series is available as CE 001 041. The other guides are: communications and media (CE 001 043); fine arts and humanities (CE 001 044); construction and environment (CE 001 045); agri-business, natural resources, marine science (CE 001 046); public service occupations (CE 001 047); health occupations (CE 001 048); manufacturing, marketing and distribution, business and office occupations (CE 001 049); transportation (CE 001 050); and hospitality, recreation and personal service occupations (CE 001 051). (AG)

THIS STUDY OF THE ATTITUDES OF NEGROES TOWARD THE ADOPTION OF NEGRO CHILDREN IS BASED ON INTERVIEWS WITH POTENTIAL ADOPTIVE COUPLES IN BALTIMORE AND WASHINGTON, D.C. THE RESEARCH SOUGHT TO ASCERTAIN THE REASONS FOR THE VERY LOW ADOPTION RATE OF NEGRO CHILDREN IN THE TWO CITIES. THE SAMPLE CONSISTED OF 484 ECONOMICALLY STABLE PEOPLE BETWEEN THE AGES OF 25 TO 50, WHO HAD INTACT MARRIAGES AND EITHER NO CHILDREN OR ONLY ONE. DATA WERE OBTAINED ON SOCIOECONOMIC AND DEMOGRAPHIC CHARACTERISTICS, ON THE EXTENT OF KNOWLEDGEABILITY ABOUT ADOPTION, AND ON ATTITUDES TOWARD SOCIAL AGENCIES. MOST RESPONDENTS INDICATED THAT THEY WERE MORE CONCERNED ABOUT THE PHYSICAL AND MENTAL HISTORY OF THE NATURAL PARENTS AND ABOUT THE HEALTH OF THE ADOPTIVE CHILD THAN ABOUT ANY OTHER FACTORS. WHEN ASKED ABOUT THE PREFERRED SOURCES FOR ADOPTION, THE RESPONDENTS MENTIONED AGENCIES AND RELATIVES, MOST FREQUENTLY. CERTAIN DIFFERENCES BETWEEN THE TWO CITIES SEEMED TO SHOW UP MORE CLEARLY THAN SOCIOECONOMIC STATUS DIFFERENCES. IT IS HYPOTHESIZED THAT THE BASIC LACK OF MOTIVATION TO ADOPT MAY BE RELATED TO THE VALUES OF THE SUCCESSFUL URBAN NEGRO. THIS ARTICLE IS PUBLISHED IN "CHILD WELFARE," VOLUME 41, NUMBER 9, NOVEMBER 1962. (NH)

Developmental and cultural factors in the use of imagery in learning and retaining specific paired associate tasks were studied in Anglo and Spanish American children. (ST)

Suggests ways to make a child's mathematical achievement more successful. (TO)

Describes the examination of the effectiveness of oral vs. written testing in an undergraduate psychology course that was taught by the Keller method of instruction. (Editor)

Drug users from samples of six specific groups were surveyed on their differential attitudes toward the use of eight drug types. (Author/RC)

A total of 41 essays explore several major issues in international communication. The essays are grouped according to their topic, beginning with the broader topics of communication systems and concepts and the flow of world news and proceeding to considerations of national concerns such as freedom and restriction of communication, national development and mass media, and propaganda and political communication. Other topics include explorations of supranational communications and discussions of various media of communication--the press, broadcasting, advertising, films, and music. Agroup of essays looks at the future of newspapers, the press, and television in relation to their role in international understanding. Several research studies in international communication are presented, including ones by Paul Lazarsfeld, Godwin Chu, and Gerhard Maletzke. In addition to a bibliography of bibliographies, the book also contains a cumulative subject index to the readings. (JY)

Revised version of paper based on a presentation at a conference on the needs of black colleges, Chicago, September 13, 1970, by the retiring president of Paine College, Augusta, who was the last white president of a black college. (JM)

Current programs supported by federal funds for the disadvantaged, teacher institutes, educational media, teacher fellowships, occupational training, and research are presented with their related federal legislation. The Vocational Education Amendments of 1968 and the Education Professions Development Act are examined. (MU)

Examines possibilities of extinction of the human species as well as responsibility for promoting the continuance of evolution. Continuation will involve restoration, communication, creativity, population growth, prostheses, interdependence, and environmental design. (BL)

Reports the progress of court ordered desegregation of Mississippi public schools as observed during a week-long trip in Winter, 1969. (JM)

Independent of any effects of formal schooling, the urban environment has had a complex educative effect, requiring objective analysis to be adequately understood. (JK)

Continuation of life and evolution as criteria for development of a value system are analyzed. Discussion is based on an awareness aspect of evolution which promotes a greater harmony of response with existing and emerging environmental conditions. (BL)

Rather extensive examination covering topics of evolution of environment, mental health and the environment, development of policy and action, and environmental design. Presents a three-dimensional conceptual matrix (strategy) for evaluating the environment: (1) Levels of Policy-Action; (2) Levels of Environment; and (3) Levels of Human Needs. (LK)

Lead article in a set of papers and proceedings (8), reporting on the Behavioral Sciences Symposium of the National Environmental Health Association, New York, July 2-7, 1972. A practitioner and a theoretician give attention to the conceptual domain, a conceptual matrix of environmental behavior, and an environmental perspective of health. (LK)

Three levels of individualization are identified: self-paced, different routes, and independent learning. Individualization requires answers to these questions: what is to be learned? has the student learned it? what methods and materials should be used? Alternatives are presented to alleviate potential problems. Prepared "packages" of individualized instructional materials are mentioned. (SC)

The need for approval and sex role is at best difficult to demonstrate in an adolescent population; the relationship may be limited to elementary aged children, if it occurs at all. Bibliography. (Author)