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This study guide is an attempt to relate the serving of adequate and nutritious meals to the total education process and to teach the importance of and the necessity for establishing lifetime nutrition practices. Designed for school food service personnel, it outlines an approach to nutrition education at various levels from preschool through college, adult education, and dietetic internship. Following an introduction of basic aims, beliefs, and factors involved in an effective school lunch program, the booklet is divided into lesson plans for teaching the different age levels. Each lesson plan contains objectives, procedures for meeting objectives, and evaluation experiences. It identifies many opportunities to teach nutrition in school food service, but the school lunch is the only vehicle used. In addition to the lesson plans, nutrition information, description of the Type A meal pattern, meal planning pointers, references, and teaching resources are given. (BL)

ON-THE-JOB INSERVICE EDUCATION FOR SCHOOL ADMINISTRATORS WAS INVESTIGATED IN FOUR RURAL, CULTURALLY DEPRIVED, AND ECONOMICALLY DEPRESSED SCHOOL DISTRICTS. THE INVESTIGATIONS CONSISTED OF A TEAM OF SPECIALISTS IN SCHOOL ADMINISTRATION, CURRICULUM, SUPERVISION, AND INSERVICE EDUCATION WORKING WITH TEAMS OF SCHOOL ADMINISTRATORS IN LOCAL SCHOOL DISTRICTS. ONE OBJECTIVE WAS TO DETERMINE THE EXTENT OF MODIFIED PERFORMANCE WHEN PARTICIPATING ADMINISTRATORS WERE HELPED (1) TO CONCEPTUALIZE THEIR ADMINISTRATIVE JOBS, (2) TO CLARIFY THEIR ADMINISTRATIVE ORGANIZATIONS, (3) TO IDENTIFY THEIR SCHOOL PROBLEMS, (4) TO FORMULATE SOLUTIONS FOR THEIR SCHOOL PROBLEMS, AND (5) TO EVALUATE CONSEQUENCES OF THEIR ADMINISTRATIVE PERFORMANCE. ANOTHER OBJECTIVE WAS TO EXPERIMENT WITH FIELD WORK AS A PART OF THE ADVANCED PREPARATION OF PROMISING YOUNG ADMINISTRATORS BY INCLUDING THEM AS MEMBERS OF THE COLLEGE INTERDISCIPLINARY TEAM. DATA ON THE CONCEPTS, PROCEDURES, PERFORMANCES, AND INSTRUCTIONAL PROGRAMS ASSOCIATED WITH 64 ADMINISTRATORS WERE COLLECTED BY QUESTIONNAIRES, Q-SORTS, AND STAFF OBSERVATIONS. RESULTS SHOWED THAT THE ADMINISTRATORS DID REFORMULATE THEIR JOB CONCEPTS, REDEFINE THEIR ROLES, AND MODIFY THEIR CONCEPTS OF THEIR SCHOOL'S ULTIMATE PURPOSES. (JM)

Results are reported of a study made in Washington State to (1) discover educational constraints of the elderly, (2) identify the scope of educational opportunities and planning by community colleges, and (3) assess on-going programs. Questionnaires and interviews were utilized to obtain opinions of and data about urban and rural elderly citizens concerning their education and educational expectations. In addition, questionnaires were used to collect data from 22 community colleges, and 8 community college administrators were interviewed. The results of the study were compared with a pilot program conducted by Edmonds Community College at two senior centers. From the results of the study, it is concluded that: (1) while the educational needs of the elderly are as diverse as those of other age groups, the intensity of those needs is considerably dimished; (2) older persons share a common need to reevaluate what contributive channels remain open to them; (3) older persons who attend a multipurpose senior center on a regular basis place high values upon the center's activities in which they play a contributing role; and (4) courses which require a minimal tuition charge (e.g., one dollar per credit hour) are valued higher than those for which there is no charge. The study also shows that the choice by administrators of courses thought to be popular with the elderly is quite different from those expressed by the elderly. Appendices provide the Questionnaire, Interview Guide, Inventory of Abilities/Disabilities, Survey of State Community College Efforts, Sample Letter from Senior Citizen, Sample Course Offering, Elderly Needs, and Course Titles. (DB)

In May 1968, foreign language students in the Edmonds School District were surveyed regarding their attitudes toward foreign language study. The results made it apparent that more and better foreign language courses had to be offered to attract and hold students. Between 1968 and 1971 the foreign language program in the district was expanded, and in May 1971, the present survey was conducted. A total of 2,253 responses were tabulated, representing approximately 75 percent of all students enrolled in foreign language courses in the district at the time of the survey. Some of the observations and tentative conclusions of this survey were as follows: (1) attempts to broaden the program had been successful; (2) attempts to attract students on the basis of intrinsic value of foreign language study rather than college requirements had been successful; (3) because foreign language classes were opened to all students, not only the college bound, the number of negative responses increased; and (4) the continuous progress program was endorsed. A copy of the questionnaire and tabulated response data are provided. (LG)

Chapter 1 of this book, "Stimulating Educational Change Through Inservice Teacher Education," deals first with the conditions, the elements receptive to, and the mechanics of change, and then discusses the cooperative responsibilities of colleges, state departments of education, professional organizations, and local school districts for inservice education programs. Chapter 2, "The Curriculum for Inservice Teacher Education," includes discussion of the curriculum purposes, content, instructional materials, organizational structure, and methods. Chapter 3, "The Function of Leadership," relates inservice education leadership tasks to specific job positions in discussing the responsibilities of various agencies and institutions involved. Chapter 4, "Initiating and Operating Programs of Inservice Teacher Education," includes sections on conditions indicating the need for inservice education, program initiation within a school, discovery of a point of departure, use of resources, development of an organizational structure, evaluation of progress, and coordination with district-wide programs. (JS)

The purpose of the two experiments was to assess the effects of two levels of stimulus redundancy and three levels of irrelevant visual stimulation on performance in a successive discrimination task and a reproduction task. The results indicate that increases in redundancy facilitated performance in the reproduction task but had no appreciable effect on performance in the successive discrimination task. Performance significantly decreased in both tasks as the amount of irrelevant stimulation increased. (KJ)

An instructional program for children retarded in reading but average or above in intelligence enrolled 57 seventh grade students. The program consisted of instruction in language arts and social studies which utilized audiovisual materials, class discussions, resource people, pictorial textbooks, oral quizzes, self-expression writing, and high interest/low difficulty books. Students spent half-days in the experimental program and the remaining time in integrated classes. According to factual information tests, the experimental group improved in the positive direction, but the change did not achieve statistical significance. An assessment definitely indicated positive attitudes toward the group by school personnel (p .01). A survey of parents did not reveal negative attitudes toward the program. The literature on characteristics of disabled readers is reviewed; a 38-item bibliography and copies of instruments developed to screen for intelligence and to measure school personnel and parent attitudes are provided. (MK)

IN A REPRODUCTION TASK WHICH INCLUDED INSTANCES OF SEVERAL SCHEMATA MIXED TOGETHER, SUBJECTS LEARNED TO DISTINGUISH AMONG THE SCHEMATA WITHOUT KNOWLEDGE OF RESULTS. A BEST FITTING EQUATION DESCRIBING PERFORMANCE AS A FUNCTION OF NUMBER OF REPRODUCTION TRIALS ACCURATELY PREDICTED LEARNING WITH NEW SUBJECTS AND PATTERNS RANDOMLY SAMPLED FROM A DIFFERENT POPULATION (SCHEMA). THESE FINDINGS ARE RELATED TO PREVIOUS RESEARCH INVOLVING GENERALIZATION OF RESULTS IN A SINGLE SCHEMA REPRODUCTION TASK. (AUTHOR)

For southern migrants to northern cities, country music themes reflect the twin images of rural purity and urban corruption. By providing a powerfully consoling myth, this type of music provides a symbolic link with the name the migrants left behind. (Author/DE)

Graduates of the United States Military Academy, who received concentrated professional and motivational training, have served traditionally as the backbone of the United States Officer Corps. The fact that numbers of these graduates resign after completing their service obligation deserves special attention. Factors influencing graduates to resign were identified. (Author)

A foreign language survey was undertaken in the Edmonds School District because the number of students studying foreign languages had decreased between the years 1957-58 and 1972. The survey was designed for students not enrolled in foreign language courses, and was intended to acquire several types of information: (1) information concerning recent programs from former foreign language students; (2) the student's reasons for not continuing foreign language study; (3) suggestions for changes that would make foreign language courses more attractive; and (4) overall attitudes toward foreign language learning. Some of the observations and tentative conclusions were: (1) district foreign language programs have far greater difficulty in holding students than attracting them; (2) the foreign language program is falling far short of meeting the expectations of entering students; (3) "lack of practical value" and "course is hard" are primary considerations in the minds of students avoiding foreign language; and (4) many students feel that foreign language study is not worth their time. As for recommended changes, the primary requests were for self-paced work and pass/fail grading. In addition to the questionnaire and student comments, tables with statistical data on foreign language enrollments and summaries of student responses are provided. (LG)

The Kurdish of this dictionary is the standard language of belles-lettres, journalism, official and private correspondence, and formal speech of the Southern-Kirmanji dialect of Sulaimani in Iraq. It is the language adopted in Persia for Kurdish broadcasts and government-sponsored publications. Borrowings from Northern Kirmanji, Mukri, Sanandaji, and Gorani dialects, as well as Arabic, Persian, and Turkish loan words, are indicated. The Roman spelling used is a close transliteration of the modified Arabic alphabet based on a system devised by Wahby. The general arrangement is alphabetical, with compound and derived words listed under the heading of the main word. Exceptions in stress, and the parts of speech are also indicated. An explanation of the format appears in the Introduction. Included in the appendixes are sections on: (1) the calendar system; (2) Kurdish forms of some place names with the conventional equivalents; (3) Kurdish forms of personal names with Arabic and Persian equivalents; (4) specimen paradigms of an intransitive and a transitive verb; (5) the construction of specimen sentences with transitive verbs in a past tense; and (6) the story of Bakhtyar and Badbakht in transliteration and English translation. (AMM)

This research examined the diffusion activities of 35 administrators, specialists, and classroom teachers in implementing NDEA Institute recommended concepts in their schools. Extensiveness of diffusion activities was measured by the number of concepts diffused and the number of concepts adopted by colleagues. The study was conducted in three phases--during the Institute operation and 7 months and 10 months following the Institute. Measuring techniques employed were observation and tests during phase one, a mailed reactionaire during phase two, and sample school visits during phase three. The number of concepts diffused was found to be related to (1) professional position (specialists diffused more concepts than administrators and classroom teachers), (2) self-perception of diffusion responsibility, (3) Institute attendance rationale, and (4) self-adoption of Institute concepts. The number of concepts diffused was not related to self-perception of leader behavior, and the number of concepts adopted by colleagues was related only to the teacher participants' self-adoption of the concepts. Because of seemingly built-in obstacles, diffusion activities were minimal for most participants. (Author/LH)

This publication includes two studies. The first experiment involved the prediction of mixed schema learning in a reproduction task. Subjects (Ss) learned to distinguish among the schemata without knowledge of resuts. A best fitting equation describing performance as a function of number of reproduction trials accurately predicted learning with new Ss and patterns randomly sampled from a different population (schema). These findings are related to previous research involving generalization of results in a single schema reproduction task. In the second study, a transfer design was used to assess the effects of incidental training and knowledge of results (KR) on mixed schema learning in a reproduction task. The results indicated that schema learning is no faster with KR than without KR and that schemata can be learned when Ss merely attend to the stimuli. The relevance of schema theory to concept formation and other cognitive processes is discussed. (Author)

This integrated language arts program for grades 7-12 is based on a conceptual approach to teaching: significant concepts (e.g., "Literature reveals its origin in myth") are developed in several grades through increasing levels of sophistication. Language and literature are defined conceptually, and reading and composition are defined in terms of skills. Ways of using this integration of concepts with skills are illustrated, broad instructional objectives for language, literature, and composition are presented, and the value of inductive teaching is emphasized. A taxonomy of educational objectives, and comments upon book selection and academic freedom complete the first part of the guide. The major portion of the guide is comprised of courses of study in language, literature, and composition for grades 7-11. (The courses in composition and literature are incomplete for grade 11.) The course guide for each grade presents key concepts and emphases, outlines activities related to the concepts, provides lists of student reading-resources coded for difficulty, and indicates teacher resources and audiovisual aids. (LH)

Mathematically shows that in principle a spaceship could travel eight light years in ten earth years, with the passengers arriving 4.6 years older than when they left earth and having experienced an acceleration induced effective gravity of one g for the entire trip. (MLH)

The opinions of ten black social scientists and educators to the methods, conclusions, and recommendations of Jencks and others. (DS)

Asserts that judicial hostility to majority-black schools reinforces the national belief that minority-black schools are bad schools, thus insuring that integration in education must continue to reflect preference for middle-class, white behavior. (Author/JM)

Listing of specific emotional needs and suggested books that may help children cope with these needs. (NL)

Man made great strides in technological development which has subsequently caused environmental and emotional deterioration. Perhaps cultures should be measured by social advancement not by technical advancement. Ultimately responsibility rests with the public (not politicians and corporate managers) to determine quality of life. (MR)

The history of the concept of antimatter is traced. A hypothetical situation involving antimen who move and think backwards in time is considered. (DT)

Recommendations for arousing student curiosity with a science corner" containing interesting reference books and diverse materials. (CP)

Reports on a method which involves students in the evaluation of student performance in film study classes. (RB)