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Presented in this paper is a discussion of various federal demands and their ramifications concerning nondiscriminatory employment practices in higher education. These demands require that colleges and universities desiring or holding federal contracts eliminate all traces of discriminatory practices with regard to faculty recruitment, hiring, anti-nepotism policies, placement, job classification and assignment, promotion, termination, conditions of work, salary rights and benefits, leave policies and fringe benefits. A complaint of discrimination may be filed by or on behalf of an individual or by one of the Commissioners of the Equal Employment Opportunity Commission (EEOC). Notice of the charge is forwarded to the employer within 10 days stating the date, place and circumstances of the alleged unfair employment practice. After an investigation, if a finding of discrimination is confirmed and the employer and complainant have failed to reach conciliation, the individual or the Commission may file suit. If a court finds that an employer has intentionally engaged in an unlawful employment practice, it has the authority to enjoin the respondent from such practices, order affirmative action that may be necessary, and any other equitable relief that it may deem appropriate. (HS)

An integral part of the American Psychological Association's (APA) National Information System for Psychology, the Journal Supplement Abstract Service (JSAS) represents an innovative publication service designed to make available information of a type which is not now widely disseminated. JSAS prints and publishes descriptive abstracts and separately bound full text copies of such "fugitive" manuscripts. Discussed is the rationale underlying the service, a description of its characteristics and method of operation, and plans for future refinement based upon user needs and requirements. Although developed specifically for psychology, the JSAS publication concept may easily be applied to the scientific and professional communication systems of other disciplines. (RB)

HEW has become a focus for the aspirations and concerns of our Nation for the income, the education, the physical and mental health, and well being of its citizenry. This report looks to the future and suggests reconception and reform for HEW. Not intended as a progress report, it does review and defend the present structure of the department, with its complexities and divergencies, under the direction of a Cabinet Officer; the interdependency of comprehensive planning is emphasized. The question raised is whether our society can effectively manage our human resource development. Part II examines the department and its operating efficiency, reviewing recent administrative changes and citing the need for evaluation. The crisis developing in this country in the political control of federal programs and funds is discussed in Part III--a crisis of confidence. Recommendations for future reconception and regeneration are made in the following areas: Financial assistance to individuals--ensuring dignity and independence; Financial assistance to states and localities--reforming the intergovernmental delivery system; Capacity building--closing the performance gap. In summary, the former Secretary of HEW urges increased citizen participation in decision making and in realistically facing responsibilities. (JMB)

Questions as to whether measurement can provide a universally applicable set of criteria for making value judgments in the social sciences are raised. Four assumptions about education, experience, reality, and value formation were identified to provide a fuller reference point for social science educators when they are viewing current standardized measurement practices within the social science: (1) that there are two kinds of existence and two kinds of experience and that current measurement does not encompass the full range of existence and experience; (2) that human action involves decision-making processes stemming from the total experience of an individual and that these predispositions to act do not necessarily stem from learnings within a discipline, but stem from the values of individuals which have greater emotive effect; (3) that though a society may agree on universal goals and also agree upon the approach to the instruction necessary to bring about the desired goal, there is no assurance of the fulfillment of the goal; and (4) that implied in the process of education is a certain kind of relation--triadic (teacher, student, subject) that must be held constant in both time and location for universal criteria to be valid in measurement. The central theme of the paper suggests that if these four assumptions hold true, they greatly limit the possibility of measurement providing a universally applicable set of criteria for making value judgments in the social sciences. (Author/DB)

The 1960's were a time of constantly growing federal support for higher education, a trend which has not continued into the 1970's. From a feeling that the university could do no wrong, there is now a sense of public disenchantment. The growth of university revenues has slowed, students are disinterested and even alienated, and there is a sense of crisis. Financial problems are increasing as enrollments continue to increase, and it appears that universities have lost their sense of mission. Reforms are needed and it is the responsibility of the Federal government and higher education jointly to resolve some of the problems. Foremost are the financial problems facing the universities. In coping with these problems the Federal government will be guided by at least 4 basic principles: (1) the responsibility to equalize opportunity for all Americans to receive a higher education; (2) Federal support for diversity in higher education; (3) Federal support for an enhancement of the independence of colleges and universities; and (4) the need to determine Federal support of higher education in the light of national needs for the skills that higher education produces. (AF)

The theory of achievement motivation with a modification involving future orientation, was used to predict that: (a) subjects who perceive a course examination to have future implications should perform better than those who do not; (b) Highly anxious subjects who perceive the course examination to have future implications should persist longer at the task than low anxious subjects who are also future oriented; and (c) these predicted differences are intensified in the group that perceives the course as important and attenuated in the group that does not. The persistency hypothesis was supported, bu the performance hypothesis was not. The third hypothesis was only partially supported. (Author)

The purchase of a Mobile Training Unit (MTU) allowed the Indiana Career Resource Center to disseminate Career Education materials throughout the State. This report presents the effects of that Mobile Unit Program. During the months between July, 1972 and May, 1973, the MTU made more than 67 visitations to Indiana schools and was used in a dozen professionally related meetings. With this initial experience, the following observations were made: the original design and purpose of the unit had been very functional; the efficiency of moving and presenting programs throughout the State had been demonstrated; and the visitations of the Mobile Unit to schools had a multiplying effect on other requests. In general the reception given to the services of the MTU has been enthusiastic. Recommendations made for the future are that: the servicing of students in addition to educators and community members is seen as a necessary addition; a more complete user evaluation should be attempted to measure the Unit's effectiveness in a variety of situations; and the Indiana Career Resource Center should facilitate the sharing of ideas among participants in neighboring career education projects. (KP)

Design techniques for generative computer-assisted-instructional (CAI) systems are described in this report. These are systems capable of generating problems for students and of deriving and monitoring solutions; problem difficulty, instructional pace, and depth of monitoring are all individually tailored and parts of the solution algorithms can be used to analyze incorrect student responses and to direct remediation. A generative CAI system which teaches logic design and machine-language programing is discussed. This system covers material for an introductory electrical engineering course and is intended to supplement regular instruction by providing practice in problem solving. Also described is a companion system for teaching laboratory principles in which students learn to construct combinational or sequential logic circuits using standard integrated circuits. The student's logic circuit is automatically interfaced to the computer for testing and the computer aids in debugging the circuit. Work in progress on the design of a tutor for high school algebra is also related. Finally, a formal mathematical approach to problem generation and solution is presented. (Author)

Frame-oriented computer-assisted instruction (CAI) systems dominate the field, but these mechanized programed texts utilize the computational power of the computer to a minimal degree and are difficult to modify. Newer, generative CAI systems which are supplied with a knowledge of subject matter can generate their own problems and solutions, can provide extensive drill and tutoring, and can diagnose learner problems and prescribe remedial feedback. These systems reduce the amount of instructor effort required to teach new material and encourage students to assume the initiative in studying new topics. Information-Structure Oriented (ISO) systems have capabilities for natural language communication and are useful in the humanities and social sciences. Quantitative systems rely on algorithms and are oriented toward providing students with practice in problem-solving. While the existing generative systems are still experimental it is expected that their use will become more widespread as research continues and as CAI facilities become more available and economical. (PB)

A project concerned with the modification of a mathematical probability and statistics course is described. The course was redesigned to include a weekly two hour laboratory session in which students use an IBM 1130 computer to verify empirically the theoretical proofs learned in the classroom. This project report lists the subroutines furnished to the students and the topics of each of the 15 lab sessions. In addition, descriptions of three laboratory exercises are given by way of illustration, followed by a summary of student reactions and faculty attitudes toward the use of the computer for laboratory work. (LB)

Higher education in this country owes its creation almost entirely to the generosity of private benefactors. Given the significance of private gift support, it is important that all those who are concerned in the financing of higher education understand the amount, patterns, and characteristics of private philanthropy. The survey questionnaire requested 460 institutions to: (1) classify gift transactions as to more or less than $5,000; (2) classify gift transactions (cash, securities, real estate, or other property); and (3) classify bequests and deferred gifts transactions by size and form of gift received. Highlights of the survey include: (1) The total voluntary support of colleges and universities in 1970-71 is estimated at $1,860 billion. (2) All of the increase in total support was due to increased giving by alumni and nonalumni individuals. (3) Business corporations reduced their support 5.7% in 1970-71, primarily because of lower profits. (4) The public colleges and universities reported 12.2% more support in 1970-71 than in 1969. (5) Private, 4-year institutions reported only 1.9% more support in 1970-71 than in 1969-70. (6) The private junior colleges and public community colleges reported a large decline in support in 1970-71. (7) More than 55% of the 1970-71 total was earmarked for current operations, the highest proportion on record. Appendices include responding institutions, the survey questionnaire, and details on the preparation of data. (Author/PG)

The Secretary of HEW presents an overview of departmental undertakings for the purpose of developing more responsible and responsive personnel. The major portion of the statement focuses on internal processes of responsibility and external processes of responsiveness. Departmental strategies, a planning cycle, an operational planning system, involvement of people, and increased flexibility are suggested to improve decision making. The role of research and development, evaluation, and cost benefit considerations also relate to internal processes. The HEW role in responsiveness starts with cutting away red tape, grant consolidation, services integration, and decentralization. Steps to encourage change include technical assistance in the proposed renewal strategy of the Office of Education and improved communications in the public affairs management system. As a department of the people, the HEW role in exercising leadership in the national effort to promote human dignity is realized. Concluding remarks identify a fourfold task: to identify problems of people and institutions; to eliminate gaps between promise and performance; to make the best of limited resources; and to fight for additional resources. A related document is ED 077 810. (Author/KSM)

A social and educational revolution is recasting the goals and function of schooling in the United States. Because of this, the persistent dilemmas of curriculum decision-making have become more urgent. The first dilemma deals with the problem of choosing between the virtues of community control and student-initiated curriculum making and the virtues of large-scale curriculum development. Secondly, if attention to a wide range of problems and fields of study is necessary for the personal and intellectual development of the students, how can idiosyncratic interests and aptitudes be cultivated? A third dilemma is the problem of evaluating the consequences of programs. A resolution of the latter might be to develop procedures that would secure a wide range of unobtrusive data on student behavior. (Author/MF)

Because different educational goals are based on individual sets of values, research findings considered highly significant by one group of educators will seem irrelevant to others. Empirical studies of educational objectives are needed to investigate (1) the relationship between the way objectives are formulated and their quality, (2) the extent to which teachers have educational objectives, (3) the effect objectives have on curriculum planning and instruction, and (4) the usefulness of educational objectives in facilitating learning. Educational objectives may be divided into two divisions: instructional objectives, which emphasize the acquisition of the known (skills defined in a predictive model of curriculum development), and expressive objectives, which elaborate and modify existing knowledge. Expressive objectives may produce new knowledge as a result of an educational encounter in which the child is free to explore. When expressive objectives are used by teachers, diversity (rather than homogeneity of response) is sought. Research needs to be undertaken on the consequences of the use of each kind of objective. (MS)

This guide presents an analysis and rationale of foreign language programs in elementary and secondary schools, stressing development of cultural understanding through language instruction in the basic skills of the target language. Major sections cover: (1) purposes of foreign language instruction; (2) contributing disciplines--psychology, linguistics, and culture; (3) methods of instruction--basic skills, audiovisual aids, lesson plans, interdisciplinary studies, and textbook selection; (4) program materials; (5) equipment; (6) innovations; (7) program evaluation; and (8) professional staff. A selected bibliography is included. (RL)

The contributions of education in the cultural arts to students in the Fresno City Unified School District are evaluated as part of PROJECT DESIGN, funded under ESEA Title III. There are at least four areas or domains in which artistic learning is possible and which can be used to formulate elements in an arts curriculum. These are the productive, critical, cultural, and philosophic domains. The objectives for each of these domains are generally described for average students at the primary, intermediate, and secondary levels. Some of the principles underlying the selection and organization of learning activities are identified, and the necessary instructional support media and evaluation tools are described. Data on the status of the arts programs in the Fresno schools and some conclusions about the adequacy of the programs are presented. (MF)

This teaching manual, which was developed by a specialist in corrections, contains three teaching units based on a conceptual approach to a field of social work practice. Three variables--social problem, social task, and service system--determine the nature of a field of social work practice. Teaching Unit I, The Problem in Social Functioning, focuses on the social problem variable, while Teaching Unit II, The Role of the Person to be Served, and Teaching Unit III, Treatment Decision-Making, focus on aspects of the service system variable. Each teaching unit contains an introduction detailing the concepts illustrated in that unit and the propositions that relate those concepts, followed by an annotation of selected references and several case studies illustrating the concepts. Appended are a report and summary of the Arrowhead Conference, which brought together 25 social work educators to review provisional versions of the three teaching units. (SB)

The production and sale of instructional materials are now big business in this country. Hence it is desirable, and probably necessary, to establish standards for such materials. Research in the area of curriculum materials is basically virgin territory. The evaluation of different types of curriculum materials will require the application of different types of criteria. Some suggestions regarding the distinctions between types of materials are made. With respect to curriculum materials which aim at the attainment of specific objectives, the educational significance of content, flexibility, durability, incidence of use by both teachers and students, ease of use, and educational effect are proposed as possible assessment criteria. (DG)

The associative behavior of 24 male chronic schizophrenics and 24 normal control subjects (male) equated for age and educational level was investigated. Free and restricted associations were obtained to analyze the organizational aspects of associative behavior as well as the number of unique or common responses per task, response repetitions under different task instructions, and agreement in responses among both groups of subjects. The associations of schizophrenics were more variable than those of normal subjects especially on tasks which restricted most the choice of responses. Agreement in responding between normal and schizophrenic subjects was markedly lower when compared with that between high and low creative subjects or with one-year test-retest data of a heterogeneous group. Repetition of responses given to the same stimuli under different instructions was markedly higher for schizophrenics, and thus, the degree of task/response differentiation was reduced. The restricted associations overlapped with free associations more markedly for schizophrenics, but the general structure of a conceptual semantic space was about the same for both groups. The authors feel that when explicit constraint in tasks of verbal associations in high, schizophrenics (more than normals) impose a low degree of implicit constraint upon their verbal behavior; when the external constraint is low, they increase implicit constraing. (Author/DO)

TEACHERS AND ADMINISTRATORS OFTEN CONCEAL THE TRUE NATURE OF A SCHOOL BECAUSE THEY FEAR THE JUDGMENTS OF THEIR SUPERVISORS. THIS CONSCIOUS DECEPTION BECOMES AN UNCONSCIOUS SELF-DECEPTION, WHICH IS GENERATED IN THE SAME WAY THAT NEUROTIC DEFENSES ARE DEVELOPED. WHEN TEACHERS MUST TEACH FEARING THAT THEIR CAREERS ARE IN JEOPARDY, CREATIVE AND DEMOCRATIC PROCESSES ARE DESTROYED. THIS ARTICLE WAS PUBLISHED IN "PHI DELTA KAPPAN," VOLUME 48, NUMBER 7, MARCH 1967. (NH)

THE UTAH DEPARTMENT OF EDUCATION HAS PREPARED THIS CURRICULUM GUIDE FOR FOREIGN LANGUAGE STUDY IN ELEMENTARY SCHOOLS (FLES) FOR THE BENEFIT OF THOSE DISTRICTS WISHING TO INITIATE SUCH A PROGRAM. THE MAIN BODY OF THIS BULLETIN IS DIVIDED INTO TWO SECTIONS, THE FIRST DISCUSSING FLES MERITS, DRAWBACKS, AND OBJECTIVES, AND CURRICULUM PLANNING, STRESSING ARTICULATION AND CONTINUITY. THE SECOND PART, ON METHODS AND TECHNIQUES FOR TEACHING FLES, DETAILS SPECIFICALLY LESSON PLANS, DIALOG, PATTERN PRACTICE, READING, WRITING, MATERIALS, AND ACHIEVEMENT EVALUATION. A DIRECTORY OF SOURCES FOR SUPPLEMENTARY MATERIALS ACCOMPANIES THE SUGGESTED DIFFERENT TECHNIQUES TEACHERS MIGHT USE FOR STIMULATING LANGUAGE LEARNING. THE TWO SECTIONS OF THE BIBLIOGRAPHY DEAL WITH FLES PROGRAMS IN UTAH, AND MATERIAL RELATIVE TO FLES METHODS AND TECHNIQUES. (SS)

THE FIVE DIVISIONS OF THIS MONOGRAPH ARE DEVOTED TO THE DIFFICULTIES OF ESTABLISHING SUCCESSFUL ARTICULATION IN PRESENT FOREIGN LANGUAGE PROGRAMS. PARTS I AND II ARE A DESCRIPTION OF THE PROBLEMS AND SUGGESTED SOLUTIONS AS VIEWED BY A FLES TEACHER, A JUNIOR HIGH SCHOOL TEACHER, A SENIOR HIGH SCHOOL TEACHER, AND A COLLEGE TEACHER. ADDITIONAL VIEWPOINTS OF A PRINCIPAL, A HIGH SCHOOL COUNSELOR, AND AN ASSISTANT SUPERINTENDENT ARE EXPRESSED IN PART III AS A MEANS OF AVOIDING A ONE-SIDED APPROACH TO THE PROBLEM OF ARTICULATION. PART IV IS AN OUTLINE OF THE REACTIONS TO A SYMPOSIUM ON ARTICULATION BY THE TEACHERS WHOSE REPORTS ON THE SAME TOPIC APPEAR IN PARTS I AND II. GIVING A TOTAL PICTURE OF THE PROBLEM OF ARTICULATION IS A SPEECH BY LESTER MCKIM, PRESENTED IN PART V, IN WHICH HE DISCUSSES THE PLANNING AND IMPROVEMENT OF SEQUENTIAL LANGUAGE LEARNING FROM KINDERGARTEN THROUGH COLLEGE. (SS)

THE FIRST PAPER OF A PANEL, BY AARON BROWN, BRIEFLY REVIEWS SOME ISSUES OF PARENT-COMMUNITY INVOLVEMENT IN THE SCHOOLS. HE NOTES THE INCREASING COMMUNITY CONCERN WITH BETTER TEACHER PREPARATION AND PERFORMANCE, QUALITY INTEGRATED EDUCATION, AND VARIOUS CURRENT EDUCATIONAL STRATEGIES AND PRACTICES. HE POINTS OUT THAT THE PRINCIPAL IS THE KEY TO THE SUCCESS OR FAILURE OF PARENT-COMMUNITY INVOLVEMENT. HARRY GOTTESFELD STATES THAT GHETTO RESIDENTS HAVE THE GREATEST UNDERSTANDING OF THE FACTORS INFLUENCING THE CHILD'S LIFE AND SCHOOL BEHAVIOR AND, THEREFORE, COMMUNITY PEOPLE CAN OFFER CONSIDERABLE KNOWLEDGE TO TEACHER EDUCATION. HE OUTLINES SIX PRODUCTIVE ROLES FOR COMMUNITY RESIDENTS IN TEACHER EDUCATION AND IN THE SCHOOLS. DON WATKINS SAYS THAT LOW-INCOME COMMUNITIES CAN EXPLAIN THE DEMOGRAPHIC CHARACTERISTICS OF POVERTY AREAS TO TEACHER TRAINEES, INVOLVE THEM IN AREA ACTIVITIES, AND OFFER THEM DIRECT PERSONAL EXPERIENCES WITH THE POOR. HE URGES THAT SCHOOL SYSTEMS GUARANTEE PARENT-COMMUNITY INVOLVEMENT IN DECISION MAKING BEFORE TEACHERS ARE PLACED IN THE SCHOOLS AND THAT ADULT EDUCATION COURSES TRAIN RESIDENTS FOR VARIOUS PROFESSIONAL JOBS. ELLIOTT SHAPIRO IN SUMMARIZING THE PANEL PAPERS ADDS HIS CRITICISM OF THE "ALOOFNESS AND SMUGNESS" OF THE EDUCATIONAL ESTABLISHMENT, AND SUGGESTS THAT TEACHER TRAINEES BE TAUGHT HOW TO COPE WITH THIS ESTABLISHMENT. (NH)

DUE TO A SHORTAGE OF QUALIFIED TEACHERS FOR BILINGUAL STUDENTS, SEVERAL APPROACHES ARE NOW BEING UTILIZED TO UP-GRADE THE STUDENTS' EDUCATION. THESE INCLUDE--(1) TEACHING ACCELERATED SPANISH COURSES TO NATIVE SPEAKERS OF THE LANGUAGE, (2) USING TEACHER AIDES IN TEACHING ENGLISH AS A SECOND LANGUAGE, (3) HAVING MORMON FAMILIES TAKE INDIAN CHILDREN INTO THEIR FAMILIES DURING THE SCHOOL YEAR, TO ATTEND SCHOOL WITH THE CHILDREN OF THEIR TEMPORARY FOSTER PARENTS, (4) REDUCING CLASS SIZES AND HAVING A SMALLER RATIO OF BILINGUAL STUDENTS TO ENGLISH SPEAKING STUDENTS, (5) PROVIDING ARTS AND CRAFTS CLASSES FOR NAVAJO CHILDREN TO EXPLOIT THEIR NATIVE ABILITIES, AND (6) BROADENING ALL AREAS OF CURRICULUM TO OFFER A GREATER VARIETY OF PROGRAMS FOR THE BILINGUAL STUDENT. THIS REPORT WAS PRESENTED AT THE ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS, EL PASO, TEXAS, NOVEMBER 10-11, 1967. (WN)

THREE SMALL SCHOOLS IN UTAH, INCLUDING THREE TEACHERS AND THEIR SPANISH I STUDENTS, PARTICIPATED IN THIS STUDY. ONE TEACHER RECEIVED CONVENTIONAL IN-SERVICE TRAINING, THE OTHER TWO WERE GIVEN IN IN-SERVICE TRAINING IN TEACHING SPANISH AS THEY OBSERVED THE TELEVISION CLASS. ONE GROUP OF STUDENTS OBSERVED THE TELEVISION CLASS THREE TIMES PER WEEK FOR THIRTY MINUTES AS THEIR TEACHER OBSERVED THE PROGRAM. FEW, IF ANY, CONCLUSIONS CAN BE MADE ON THE BASIS OF THIS PILOT STUDY BECAUSE OF UNFORSEEN EVENTS THAT INVALIDATED THE BASIC PREMISES OF THE INVESTIGATION. THE MAJOR FACTORS IN REGARD TO THIS FAILURE WERE SEEN AS--(1) MALFUNCTION OF THE SUBSTATIONS, (2) FAILURE TO GET THE ANTENNA OPERATING AT ONE SCHOOL, AND (3) REFUSAL OF ONE TEACHER TO COOPERATE WITH THE PROJECT AFTER ABOUT TWO MONTHS. (SF)

AMONG THE MAJOR RECOMMENDATIONS FOR CERTIFICATION REQUIREMENTS WERE--(1) A PROFESSIONAL STANDARDS BOARD SHOULD BE ESTABLISHED TO ADVISE THE STATE BOARD OF EDUCATION ON CERTIFICATION, ACCREDITATION, AND IMPROVEMENT OF TEACHER EDUCATION. (2) CERTIFICATION STANDARDS SHOULD PERMIT THE SUBSTITUTION OF STATE-APPROVED INSERVICE PROGRAMS FOR SOME CREDITS TOWARDS THE PROFESSIONAL CERTIFICATE. (3) LOCAL SCHOOL AUTHORITIES SHOULD BE ENCOURAGED TO HELP TEACHERS BY USING NEW TECHNIQUES, INCLUDING MORE AUXILIARY PERSONNEL. (4) THE INTERSTATE RECIPROCITY AGREEMENT AREA SHOULD BE EXPANDED. (5) CERTIFICATES ISSUED IN THE PAST 10 YEARS BY ALL STATES HAVING ACCEPTABLE CERTIFICATION PRACTICES SHOULD BE RECOGNIZED. (6) THE REQUIREMENT OF HOLDING A TEACHING POSITION IN MARYLAND FOR PROFESSIONAL CERTIFICATION SHOULD BE ELIMINATED. (7) STATE-SUPPORTED SABBATICAL LEAVE PROGRAMS FOR FULLY CERTIFICATED TEACHERS, ADMINISTRATORS, AND SUPERVISORS SHOULD BE INSTITUTED. (8) SUBSTITUTE CERTIFICATES SHOULD BE IMMEDIATELY ELIMINATED, AND SUB-STANDARD CERTIFICATES WHEN IT IS FEASIBLE TO DO SO. (9) THE PROBATIONARY PERIOD FOR TENURE SHOULD BE LENGTHENED TO THREE YEARS. (10) STATEWIDE ADVISORY SERVICES FOR PLANNING INDIVIDUALS' PROFESSIONAL GROWTH SHOULD BE PROVIDED. (11) THE COMPUTERIZATION OF THE CERTIFICATION SYSTEM SHOULD BE HASTENED. (AW)

This article describes the Kettering Project, a two year project aimed at developing curricula that would improve the quality of art education in American elementary schools. How the project was organized, how the project staff worked, and theories behind the curriculum development are discussed. (Author/RM)

In supporting training and development, corporate management at General Motors is developing centralized training standards and policies, developing local training functions in divisions, utilizing operating or line people as instructors, and using external education and training resources such as high schools and community colleges. (Author/JB)

This study examined two categories of stress as a possible factor in previously mixed findings with regard to sex differences. (Author)

Summarizes comments on the future of educational finance in California from people and agencies identified as having an impact on the legislature and the governor. Published by California School Boards Association, 800 9th Street, Suite 201, Sacramento, California 95814. (WM)

This study investigated the physiological responses to affective visual and auditory stimuli with eye-blink rate (EBR) as the physiological indicator and examined the relationship between this response and subjective anxiety-level ratings by means of Zuckerman and Lubin's Multiple Affect Adjective Check-list (MACCL). (Author)