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TWENTY-EIGHT PARAPLEGIC, QUADRUPLEGIC, CEREBRAL PALSIED, AND OTHER SEVERELY PHYSICALLY HANDICAPPED SECONDARY STUDENTS, PATIENTS IN THE LOS ANGELES COUNTY RANCHO LOS AMIGOS HOSPITAL, WERE INCLUDED IN A STUDY OF THE EFFECTIVENESS OF AUTOMATED VISUAL PROGRAMED INSTRUCTION. SUBJECTS WERE DIVIDED INTO FOUR MATCHED GROUPS BY READING LEVEL AND INTELLIGENCE. FOUR TREATMENT MODES WERE USED TO TEACH ARITHMETIC FRACTIONS AND DECIMALS. TWO GROUPS ALTERNATED BETWEEN TEACHING MACHINES (TM) AND CLASSROOM (C). ONE GROUP REMAINED CONTINUOUSLY WITH THE TEACHER AND ONE CONTINUOUSLY WITH THE MACHINES. MACHINE CONTROLS WERE ADAPTED TO DISABILITIES. INDEPENDENT VARIABLES WERE--(1) INSTRUCTION MATERIALS WITH UNITS SPLIT AT MIDPOINT PROVIDING FOUR UNITS--INSTRUCTIONAL CONTENT USED BY MACHINES AND TEACHERS WAS IDENTICAL, (2) MODES OF INSTRUCTION, AND (3) MATCHING CRITERIA, READING LEVEL AND INTELLIGENCE. DEPENDENT VARIABLES WERE--(1) TIME REQUIRED TO COMPLETE UNITS, (2) PERFORMANCE IN TERMS OF MEAN DIFFERENCE SCORES (PRETEST, MIDTEST, POST-TEST), AND (3) RATE OF LEARNING AND PERCENT OF ERROR. FINDINGS WERE--(1) THE TM MODE OF INSTRUCTION WAS ABOUT TWO-THIRDS MORE EFFICIENT IN TIME, (2) THE TM MODE WAS MOST EFFECTIVE IN TANDEM WITH THE C MODE, (3) THE TM MODE WAS MOST EFFECTIVE WITH LOWER INTELLIGENCE SUBJECTS, (4) THE C INSTRUCTION MODE BECAME MORE EFFECTIVE AS INSTRUCTION MATERIAL BECAME MORE COMPLEX (DIFFICULT), (5) THE MOST EFFECTIVE SEQUENCE IS TM FOLLOWED BY C INSTRUCTION, AND (6) OPERATION OF MACHINES CAN BE ADAPTED TO DISABILITIES. (TC)

A study developed a format for the programed instruction of various physical therapy skills to paramedical personnel. Principles of motor learning and programed instruction served as a guide. An effective first practice and several formats for a second practice evolved. Mandatory second practice with a branching format that allowed students to rehearse difficult sections to correct errors proved most effective. Instructor's guides were prepared, then programs were field tested in hospitals and schools. Field tests showed the programs to meet an error rate criterion of less than ten per cent. Full description of program contents and results is included along with appendices. (RB)

This study was conducted to delineate some of the characteristics of disabled clients which contribute significantly to success in vocational programs. The performance of disabled persons in three types of vocational settings (college, skill training, and work evaluation/work experience samples) was examined to determine if the factors contributing to objective measures of success varied as a function of the program demands or the clinet/student's initial abilities. An additional part of the project was devoted to a follow-up of clients who had been placed in employment in order to gauge their long-term stability and factors which potentially relate to their maintenance of employment. The 82 subjects were interviewed and observed in their programs and assessments were made of their: (1) work assets, (2) goals, (3) disability, (4) degree of interpersonal support from family and friends, (5) attitude toward disability, (6) interpersonal dominance, (7) locus of control, (8) ability to manage others, and (9) performance in the vocational setting. The over-all results were interpreted to mean that success for disabled persons is determined by different factors over the long process of vocational readiness. Criteria of success early in training are advancement to better training, and this requires job skills and a positive attitude toward work. However, later success requires the additional factor of emotional stability. (SB)

The three problems approaches outlined for an introductory, interdisciplinary course provide opportunities to apply the methodological tools and perspectives of the social studies. Organization of each course, advantages and disadvantages, unique objectives, approaches, and methodology for a social problem approach, case study approach, and a problem solving approach are summarized briefly. Each alternative includes some variation of team teaching, and is consistent with an underlying rationale that an introductory social studies course should lay the groundwork for more specialized courses in the curriculum. The implicit assumption is that the practitioners of the social studies do not necessarily study different things, but that they do study things in different ways. (VLW)

Affirmative action is an employer's total effort to ensure equal employment opportunities. This includes guarantees that minorities and women are employed at every organization level to which their abilities and career objectives entitle them to aspire. Prepared by members of the Personnel Management Association of Aztlan, this handbook is designed to communicate useful information about affirmative action programs (AAP) to employees, prospective employees, employers, educational institutions, governmental compliance agencies, local training centers, and communities. Numerous affirmative action programs and related legislation, key elements of Revised Order No. 4, effective AAP forms, and parts of successful affirmative action programs are given. The handbook is divided into 6 sections: (1) What Affirmative Action Means to Employers; (2) Government Compliance Agencies Are There to Help; (3) High Schools, Colleges, and Universities Are Available; (4) Manpower and Training Sources Are Essential; (5) Chicano Government Representatives Are Increasing; and (6) National Chicano Organizations Are Involved. A directory of governmental-industrial-educational-community agencies and representatives is also included. (Author/NQ)

The study was designed to develop and validate a set of measures that might be useful in predicting "success" in orthotic and prosthetic educational programs. Two hundred and eleven entering students from four institutions were administered the screening battery. The institutions were: Cerritos College, New York University, Northwestern University, and the University of California at Los Angeles. Measures of "success" in school and of postgraduate performance were collected from each of the subjects. These criteria were then related to the screening battery and other selected demographic variables. Included in the battery were measures of intellectual ability, mechanical aptitude, and emotional stability. Step-wise multiple regression analyses were conducted with the criterion measures from school and postgraduate performance. Results indicated that different sets of predictors and attributes were significant at each of the institutions, and that the attributes needed for "success" in school differed in certain respects from those needed for postgraduate "success." In general, depending upon the criteria used, a high degree of precision can be achieved in predicting "success" in orthotic-prosthetic education. (Author)

This study assessed whether or not the initial attitudes and beliefs of a behaviorally homogeneous group can be used as indicators of future smoking behavior. Ss included seventh graders who classified themselves as never-smokers on an initial survey and who participated in all three surveys over a 2-year period. The initial survey consisted of a 44-item attitude-belief form similar to the Likert form. Ss later classified themselves according to their subsequent smoking behavior as either smoker, ex-smoker or never-smoker. An analysis of variance technique was used to determine whether attitude-belief differences existed among the three groupings. Results indicated that female never-smokers who remained never-smokers had more favorable attitudes toward nonsmoking than those who became smokers or ex-smokers. Significant differences for male data were found on the pleasure, influence, and health disease factors. These results suggest that attitudes and beliefs of initial never-smokers may serve as indicators of future behavior. It appears, also, that items of an affective rather than a cognitive domain are more useful indicators. (Author/JB)

This material developed as a resource in Los Angeles, California, is designed to assist teachers in the planning of social studies programs for grades one, two, and three. The ideas and suggestions are related directly to the two State textbooks which were adopted in 1971--"The Social Sciences: Concepts and Values," and "Voices of Life." The program's objectives are to help children confront issues, make decisions regarding problems needing better solutions, and develop worthwhile values that bring added meaning to life. An interdisciplinary approach to concept formation through inquiry, problem solving and discussion is emphasized. The major portion of the publication consists of the following information on each of the two basic textbooks at the three grade levels: 1) style and content; 2) guidelines in using the textbook; 3) guidelines for developing a lesson plan; 4) content for each section of the textbook with added behavioral activities and supplementary materials. A philosophy of the new studies in the social sciences, a review of program goals, and grade level themes are also provided. Included in the Appendix are suggested objectives, sequential skills in social studies programs, pupil activities, and instructional resources. (Author/RM)

An experimental curriculum guide for the trainable mentally retarded of all ages utilizes activities sequenced in order of difficulty. The unit on self understanding and self care treats physical self and personal care; the communication unit covers language development and observational and listening skills; the social competence unit considers self discipline, social amenities, respect for other people and property, and eating habits. Also included are units on health and personal and group safety; and on sensory and gross and fine motor skills. Further units are on quantitative concepts, with number concepts and practical application; practical skills, with homemaking, shop, custodial, and outdoor skills; and recreational skills with self motivation and leisure time. In all units, objectives are listed with techniques and activities suggested and materials and references provided. (SN)

The purpose of this project was to develop an effective, efficient, standard method of training aides using programed instruction. A 2-month curriculum which had been established in the Los Angeles County Hospitals in 1962 was refined and objectives were specified in behavioral terms. Programed instruction materials were written for the knowledge aspects of the course, and tests were developed to evaluate the effectiveness of the curriculum and the materials. The November 1967 class of trainees who participated in the demonstration project were compared with trainees of 1963 who had had formal group training but no programed instruction and with a group trained in 1961 or before with on-the-job training only. The test results indicated that those who had had formal training attained more knowledge than those with on-the-job training only. There was no significant difference between formal group training without programed instruction and formal group training with programmed instruction. However, the latter required 35 percent less instructor time. It is recommended that programed instruction be integrated into formal training programs because it conserves instructor time, provides for flexible scheduling for large or small groups, and aids in standardizing content. Appendixes include a sample test, a curriculum outline, a day-by-day program schedule, and a rating scale. (JK)

An assessment of the present status of the small high school in Alberta, Canada, a prediction of the probable future of rural high schools of various sizes, and the generation of recommendations for the improvement of the educational opportunities provided by necessarily existent small high schools were the objectives of this investigation. The organization of Alberta high schools and their programs are discussed historically. The present status of the small high school is presented which includes a discussion of the program it offers; the achievement and satisfaction of its students; the qualifications, experience and work load of its teachers; the facilities it is provided with; and the leadership and consultative services it receives. Also, the typical small high school community is described. Recommendations are presented with respect to the following: the necessity and feasibility of maintaining all presently existing small high schools; the strengthening of necessarily existent small high schools; and the implementation of proposed improvements. It is specifically recommended that multi-campus high schools be established where they are geographically feasible throughout the province, and that ways and means of capitalizing upon the strengths of smallness and overcoming the weakness of smallness be considered. (SW)

Intended for the teacher of the educable mentally retarded, the guide uses three approaches to teaching mathematics: the systematic teaching of basic skills, the unit approach to apply skills and concepts from several subject areas to a common topic, and the incidental application of learned skills to current experiences. Structured by developmental rather than grade levels, the guide organizes developing quantitative concepts (level 1), learning the basic processes (level 2), applying the basic processes in solving realistic, practical problems (level 3), and relating mathematical knowledge to independent adult living (level 4). At each developmental level content areas include developing a vocabulary of quantitative terms, numeration, developing the arithmetic processes, and practical application of quantitative abilities. Suggestions are given for resource materials, techniques, and activities in each area at each level. (DF)

IN AN ERA OF RAPID INCREASES IN THE RATE OF TECHNOLOGICAL ADVANCEMENT, THE ECONOMIC SURVIVAL OF INDUSTRIAL FIRMS DEPENDS UPON THE KNOWLEDGE AND SKILLS OF THEIR EMPLOYEES. NORTH AMERICAN ROCKWELL'S SPACE DIVISION HAS DEVELOPED A PROGRAM AROUND JUNIOR COLLEGE TRAINING. PROGRAM GOALS ARE IMPROVEMENT OF EDUCATIONAL STANDARDS, ENRICHING THE JUNIOR COLLEGE CURRICULUM, PROVIDING EMPLOYABLE PEOPLE FOR AVAILABLE JOBS, AND ENHANCING WORKMANSHIP OF THE FIRM. FIVE FACTORS CONTRIBUTE TO THE PROGRAM'S SUCCESS--(1) THE LOCAL COLLEGES AND INDUSTRY ARE MUTUALLY RESPONSIVE TO EACH OTHER'S NEEDS, (2) TECHNICAL SPECIALISTS SERVE AS JUNIOR COLLEGE INSTRUCTORS, (3) INDUSTRIAL TECHNICAL TRAINING AIDS SUPPLEMENT COLLEGE TEACHING, (4) JUNIOR COLLEGES HAVE OUTSTANDING RESOURCES FOR TRAINING TECHNICIANS, AND (5) A CLOSE PERSONAL RELATIONSHIP HAS DEVELOPED BETWEEN COLLEGE AND INDUSTRY PERSONNEL. COOPERATIVE PLANNING OF COURSES AND PROGRAMS RESULTS FROM DAY-TO-DAY COMMUNICATION. TWO COMMON PROBLEMS ARE OVERCOMING INERTIA AND EDUCATING LESS GIFTED STUDENTS. EXAMPLES OF PROGRAMS AND PROCESSES OF ESTABLISHING THEM ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE PACIFIC-SOUTHWEST SECTION OF THE AMERICAN SOCIETY FOR ENGINEERING EDUCATION (33RD, CHANDLER, ARIZONA, DECEMBER 28-30, 1967). (WO)

DETENTION IS DEFINED AS THE TEMPORARY CARE OF CHILDREN WHO REQUIRE SECURE CUSTODY FOR THEIR OWN OR THE COMMUNITY'S PROTECTION, PENDING COURT DISPOSITION. THE DOCUMENT STATES THAT JAIL DETENTION OF CHILDREN, THE PREVALENT RECOURSE, IS DEMORALIZING, UNFIT, AND OFTEN UNNECESSARY. NEEDS ARE STATED TO INCLUDE (1) ADEQUATE PROBATION SERVICES, (2) SHELTER CARE, SUCH AS SUBSIDIZING BOARDING HOMES, AND (3) DETENTION FACILITIES DESIGNED FOR CHILDREN. STATEWIDE PROGRAMS OF REGIONAL DETENTION ARE SEEN AS THE ONLY HOPE FOR ELIMINATING JAIL DETENTION FOR CHILDREN. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE NATIONAL CONFERENCE ON PROBLEMS OF RURAL YOUTH IN A CHANGING ENVIRONMENT (SEPTEMBER 1963). (SF)

THIS STARTER BIBLIOGRAPHY LISTS 154 BOOKS, ARTICLES, AND MONOGRAPHS PUBLISHED BETWEEN 1932 AND 1968 IN THE SUBJECT AREA BROADLY DESIGNATED AS "PLANNED CHANGE." EMPHASIS IS ON THE SCHOOL AS A SOCIAL ORGANIZATION AND THE CONTRIBUTION OF SOCIOLOGICAL THOUGHT IN AFFECTING ORGANIZATIONAL CHANGE. SCHEMATIC FIGURES ARE INCLUDED TO CLARIFY ORGANIZATION OF THE MATERIAL AND TO PROVIDE GUIDELINES FOR FURTHER DEVELOPMENT OF THE SUBJECT AREA. (TT)

The guide utilizes systematic teaching of basic skills, the unit approach to apply skills and concepts from several subject areas to a common topic, and the incidental application of learned skills to current experiences. Emphasis is on the sequential development of concepts related to daily living. Material includes seven major topics: self, family, neighborhood, school, community, state, and nation and world. Each topic appears at four developmental levels with emphasis on subject matter appropriate for the particular developmental level. The outline lists content, resource material, and suggested teaching techniques and activities. (LE)

For the first time in history, there are sufficient numbers of old people to constitute a significant segment of the population. Older Americans are going back to school and to college. This shift in population is working, and will continue to work changes on schools and colleges faced with enrollment shortages. Colleges need new programs that provide better opportunities for older people to use their faculties and that assure better ways of utilizing their facilities. (Author/EA)

Projections on the technology of the broadcast industry. (HB)

An experimental program involving historians in the training of history teachers implemented three models for preservice teacher training at the undergraduate level and one and the graduate level. (Author/KM)

The purpose of this chapter is twofold: to provide the reader with an economist's view of education as a social investment and to offer a description of the basis for MISOE cost systems. (Author)

The original purpose of this project was to demonstrate that the use of intensive counseling services in a hospital workshop along with work activity could provide a basis for easing chronic unemployment among the physically handicapped. Phase II, which this report covers, concentrated on the same objective, but broadened the scope of the project to include females and the more severely disabled. Phase II utilized four techniques to increase the employability of the enrollees: (1) using the workshop as well as other hospital stations to assess the enrollees' ability to compete for employment; (2) using paraprofessionals and former project graduates; (3) developing relationships between public and private agencies and the project; (4) using multiple counselor and videotape techniques. (Author)

Designed by physical therapists on the basis of results of job analysis and tested with several individual and two small groups, this programed text and plate booklet are intended for either individual or group use in a hospital or junior college program. It is suggested that some discussion, demonstration, and application sessions be arranged in connection with each unit. The aim of the material is to provide basic information about the normal structure and function of the nervous system which the physical therapy aide needs to know in order to understand diseases and injuries involving the brain, the spinal cord, and nerves. Four units written in a linear format include: (1) Introduction to Brain and Nerves, (2) The Brain, (3) The Spinal Cord, and (4) Peripheral Nerves. A section addressed to the instructor includes information about field testing, suggestions for enrichment, behavioral objectives. The teacher should be a registered physical therapist or nurse. A pretest and a post test are appended. (JK)

Developed by physical therapists on the basis of job analysis and field tested using 165 hospital trainees and junior college students, this programed text is intended for either individual or group use in a hospital or junior college physical therapy program. It is suggested that some discussion, demonstration, and application sessions be arranged in connection with each unit. The text, written in linear format, provides a survey of the structure and function of the circulatory, respiratory, and urinary systems. References are given, and two tests and answer keys are appended. Also available from the address above is a booklet containing summary sheets to be completed at various points in the reading and plate illustrations suitable for reproduction as overhead transparencies or other instructional aids. (SB)

The critical examination to which research and development activities and agencies are being subjected is taken as a point of departure for reviewing historical developments and persistent problems in both approaches and institutions. (Author)

Evaluates and analyzes detention procedures and describes facilities required to end current deficiencies. (JF)

Discussed the development of a high school course on urban problems. (RK)