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The Edison Project is an ESEA Title VIII dropout prevention program for 250 tenth grade students who were identified as potential dropouts on the basis of previous attendance, grades, and grade level retention. Some of the problems that affect student attendance have been found to be gangs, money, race, and relevance of education. The project was formed so as to ameliorate these problems. Career development and community awareness were to be integral parts of the curricula that were to be developed. Self-contained classrooms and home contacts were specified as means of personalizing education. Work-stipend positions, which involved 15 hours of work each week, were available and paid from the project budget. Remedial math, remedial reading, health care, and food services were also provided. The instructional and career development goals met with little success. The dropout rate was 21.3 percent while the average daily attendance was 78.1 percent. Other tenth graders in the high school had corresponding rates of 33.1 and 61.8 percent. Pretest-posttest gains were seven months in reading and two months in arithmetic. (Author/JM)

This paper questions whether the same theoretical model of educational policy decisions can be used for bilingual as well as bidialectal education. Three basic policies are discussed, first in applications for second language learning and then in the field of teaching a second dialect. Generally speaking, the same theoretical models are applicable to both educational problems with variation in administrative units between the two levels. (VM)

The process of national integration does not necessarily require monolingualism. The western, post-Versailles, intellectual heritage prompts contemporary sociologists to assume that cultural and linguistic differences automatically tend toward demands for nation formation and language recognition. Countries like India prove otherwise. Not all language differences that exist are noted, let alone ideologized. Conscious and even ideologized language differences need not be divisive. In the new nations of Africa and Asia, diglossia is extremely widespread and each language has its own functionally exlusive domain. Most new nations of Africa and Asia are not yet ethnic nations, which tends to reinforce diglossia conditions. African languages have rarely become symbolic of the quest for nationhood. Diglossia could easily remain a way of life for new nations. (VM)

A word problem is more difficult to solve when the minimum number of different operations to reach the correct solution is large, when it is of a different type than a problem preceding it, when the indexed complexity of its most complex sentence is great, when there are a large number of words in the problem, and when a conversion of units (as from days to weeks) is required. These variables of problem difficulty were determined to be significant in an experiment using 16 disadvantaged sixth-grade students, who were given access to a computer-based teletype. Variables that did not make a significant contribution to the regression analysis were: the "verbal-clue" variable, the "order" variable, and the "steps" variable. (MF)

Computerized spelling drills were used to study conditions of massed and distributed practice with each of 29 fifth-grade subjects participating in both conditions. In the distributed practice, two sets of three words each were presented once every other day over a period of 6 days. The drill on six other sets of words was massed so that all practice for that set occurred on the same day. The probability of a correct response for words in the massed condition proved higher than that for the distributed condition during the learning sessions, but on retention tests (given 10 and 20 days later) the words learned under distributed practice were better remembered. Thus, massed repetitions appear to be better on short term performance, but more learning occurs in the long run when repetitions of an item are well distributed. (A mathematical model of the learning process is presented.) (Author/MF)

Discussed are some of the problems of bilingual programs (lack of funds, personnel, and evaluated programs). Four broad categories of bilingual programs are (1) Transitional Bilingualism, in which Spanish is used in the early grades to help pupils "adjust to school" and/or "master subject matter" until their skill in English is developed; (2) Monoliterate Bilingualism, which aims to develop both languages for aural-oral skills, but is not concerned with literacy skills in the mother tongue; (3) Partial Bilingualism, which seeks fluency and literacy in both languages, but generally restricts literacy in the mother tongue to subjects related to the ethnic group and its heritage; and (4) Full Bilingualism, which aims to develop all skills in both languages in all domains. (The author feels that a fully balanced bilingual speech community may be a theoretical impossibility.) Vitally needed are (1) a survey establishing language and varieties employed by both parents and children, by societal domain of function; (2) a rough estimate of the relative performance level in each language, by societal domain; (3) an indication of community and school staff attitudes toward the existing languages and varieties and toward their present allocation to domains; and (4) an indication of community and school staff attitudes toward changing the existing language situation. (AMM)

This manual is intended to provide general guidelines and assistance to staff participating in the organization and development of a New Careers Program in a community. These activities are supported through contract with the Bureau of Work Programs, U.S. Department of Labor, as part of the New Careers Program, Section 123(a)(4) of the Economic Opportunity Act of 1964 as amended (Scheuer Amendment). The program is structured around the development of new jobs, training, employment, and career development at the nonprofessional levels in public services: health, public education, social service, law enforcement and public safety, child care, and community development. The manual includes: (1) an outline or checklist of steps and components to be followed in proposal and program development, (2) a narrative discussing in greater detail several of the key items listed in the outline, (3) a brief description of a job development model being used in a community mental health center, (4) a sample proposal which was developed by an urban community under the auspices of the New Careers Program, and (5) a selected bibliography of available references. (PS)

This two-volume collection of studies attempts to measure and describe the sociolinguistic norms of a Puerto Rican bilingual community. The target population of 43l individuals in a single neighborhood in Jersey City identify with the large Puerto Rican community of the greater New York area. The individual studies, all written to be understood independently, are grouped into background studies and sociologically, psychologically, and linguistically oriented sections. Some interviews and census studies are included. Alternative measures of bilingualism are discussed in a concluding section, and additional papers, instruments, and code sheets are contained in theoretical addenda and appendixes. (AF)

The author outlines the socio-cultural and language problems of three main types of developing nations. The first type, the "new developing nations," (sub-Saharan and East Africa) have little to draw upon in terms of a useable socio-cultural or political past. The language problems reflect emphasis on political integration, for which purposes Western languages are adopted. Successful language policy in these new nations leads to bilingualism and monolingualism. The second type, the "old developing nations," (North Africa, the Near East, and South-East Asia) have the problem of creating the new out of the old and the hallowed. Their classical standard languages usually differ substantially from the current vernaculars of the masses. The tendency is to import a Western language in toto for modernization. A suggested compromise is to use Western loan words or translation loans for lexical expansion. (This is resisted by classicists.) The "intermediate" or third type, (India and Pakistan) have strong links with great traditions and have all of the difficulties of the first two types. Like the "new" nations, they may require the more permanent utilization of a Western language for the purposes of political and economic modernization and national integration. Like the "old" nations, they may require the development and modernization of one or more indigenous traditional languages for local and regional socio-cultural modernization and integration. (AMM)

The Community Apprentice Program, developed by the Howard University Center for Youth and Community Studies, was an exploratory attempt, through combined rehabilitation, vocational education, and supervised work experience, to train disadvantaged youth as human service aides in child care, recreation, and social research. Seven boys and three girls, ranging in age from 16 to 20, who were currently unemployed and lacked education beyond high school were selected. The 12-week program consisted of three related parts: the "core group," in which members learned to analyze personal, social, and job-related problems, make decisions, and relate more effectively to others; specialty workshops and seminars; and supervised on-the-job experience. Consisting of experimentation with data gained from observation and tape recordings and attempts to develop instruments for more refined and controlled future studies, evaluation of the project focused on delineation of the characteristics of the youths who volunteered for the program, analysis of reasons for their identification and affiliation with or alienation from the program, and description and evaluation of the group process. (Also included are comments of aides, results, curriculum outlines, sample position descriptions, and a 19-item bibliography.) (SG)

This manual is intended for use by trainers of teacher aides in New Careers programs (which focus on training the unemployed and/or underemployed for entry-level placement as nonprofessionals in human service occupations). An introductory chapter considers the qualifications of the training team, qualifications of the trainee, the function and job description of the teacher aide in both elementary and secondary schools, and the need for realistic career mobility. Chapter 2 describes typical problems encountered in teacher aide training and outlines possible solutions. In Chapter 3, the organization and structure of the New Careers Training Model are explained, including the rationale for curriculum content areas, points to stress during training, articulation of program components, and program scheduling. Chapter 4 presents a basic curriculum in education, complete with suggested discussion units and activities, consisting of selected resource material for the trainer to use in enabling the teacher aide trainee to develop insight into education in general as well as his local school system. Also included are a glossary of New Careers terms, a list of audiovisual aids (and their distributors) and basic training materials, and an explication of the basic concepts of the New Careers Training Model. (SG)

This manual is an introduction to the New Careers Program, a program developed to train the unemployed and/or underemployed in entry-level skills for nonprofessional jobs in the human services ("the fields of public service in which a person-to-person relationship, crucial to the provision of services, exists between the receivers and the providers of the services," including "health, education, mental health, social services, recreation, law enforcement, corrections, rehabilitation, housing, and employment"). Included are a glossary of New Careers Program components, a general introduction to the basic concepts and principles of the New Careers Program, an explanation of the training design, descriptions of the entry training program components and the training methods, and consideration of program certification and accreditation. Also included are a 23-item bibliography, samples of weekly schedules, and a presentation of the fundamentals of the New Careers Training Model. This manual is designed to be used in conjunction with SP 002 033, SP 002 034, SP 002 037, and other related curriculum manuals on specific occupational and skill areas. (SG)

The five papers collected in this booklet present an overall view of language development from the early 1950's to the present. Joshua A. Fishman discusses language and the problems of social and national development and indicates how sociolinguistic research may illuminate these problems. Albert H. Marckwardt considers the teaching of English as a foreign language, discussing the postwar and present situations, the role of linguistics, teaching materials, and the teacher shortage. Kenneth Mildenberger discusses progress in teaching and research in both the commonly and uncommonly taught languages, considering learning theories, instructional improvement, instructional materials, professionalism, and Federal aid. Implications of the new technology for language teaching are examined by Wilbur Schramm, who discusses the present and possible future uses of accepted technological devices and examines the more controversial technological developments. Melvin F. Fox reports on Ford Foundation activities (1951-66) in support of foreign language teaching and the teaching of English as a second language at home and abroad. (AR)

SEVENTY-SEVEN CHILDREN, AGED 4 YEARS TO 12 YEARS, 4 MONTHS AND EXEMPLIFYING ALL LEVELS OF UPPER EXTREMITY AMPUTATION (PROSTHETIC TYPE) FROM WRIST-DISARTICULATION TO SHOULDER-DISARTICULATION, WORE THE APRL-SIERRA CHILD SIZE MODEL NUMBER 1 HAND FOR APPROXIMATELY 4 MONTHS. CHILD AND PARENTS MADE FOUR CLINIC VISITS FOR INITIAL SCREENING, FITTING, 2 MONTHS POSTFITTING EVALUATION, AND FINAL EVALUATION. TWENTY-ONE CHILDREN WANTED TO WEAR THE HAND EXCLUSIVELY, 21 DESIRED IT FOR MOST ACTIVITES, SEVEN CHILDREN PREFERRED IT ABOUT EQUALLY TO A HOOK, EIGHT CHILDREN AND PARENTS DISAGREED IN PRIMARY CHOICE, 13 PREFERRED THE HOOK, AND SEVEN REJECTED THE HAND COMPLETELY. WHEN COMPARED TO THE EQUIVALENT DORRANCE NUMBER 10X HOOK, THE NUMBER 1 HAND PROVIDED LESS TOTAL FUNCTION, BUT EQUAL FUNCTION FOR NUMEROUS ACTIVITIES, AND SUPERIOR FUNCTION FOR SOME CHILDREN ON CERTAIN TASKS. THE HAND HELPED THE CHILD'S SELF CONFIDENCE, AND ACCEPTANCE BY PEERS AND TEACHERS. PRESCRIPTION OF THE HAND WAS RECOMMENDED FOR APPROPRIATE SIZE AND AMPUTATION LEVELS. THE AUTHORS SAW THE NEED TO REDUCE THE AMOUNT OF BREAKAGE OF THE HAND AND TO PROVIDE A MORE DURABLE GLOVE. A HOOK IS SUGGESTED AS A SPARE OR PLAY DEVICE WHEN PRESCRIPTION FOR THE HAND IS MADE. APPENDIXES INCLUDE DATA-GATHERING QUESTIONNAIRES AND CHART OF HAND MALFUNCTIONS. A SIX-ITEM BIBLIOGRAPHY IS INCLUDED. (MY)

A 1ST-YEAR REPORT OF AN EVALUATION STUDY OF ACTION AND DEMONSTRATION PROGRAMS FOR DELINQUENCY PREVENTION AMONG URBAN GHETTO YOUTH IS PRESENTED. THE PURPOSE OF THE STUDY WAS TO DETERMINE THE NET EFFECTIVENESS OF THE INTERVENTION EFFORTS OF WASHINGTON ACTION FOR YOUTH IN A SCHOOL DISTRICT WITH A HIGH CONCENTRATION OF LOW-INCOME NEGRO YOUTH. THE RESEARCH DESIGN INCLUDED (1) A BASE EXPECTANCY STUDY TO COLLECT DATA FOR DELINQUENCY PREDICTION, (2) IDENTIFICATION AND STUDY OF AN ADOLESCENT COHORT OF 14- TO 17-YEAR-OLDS, (3) STUDIES OF SOME OF THE COHORT FAMILIES, (4) RESEARCH ON A SAMPLE OF THE DEMONSTRATION PRESCHOOL POPULATION IN THE AREA, AND (5) AN ACCOUNTING OF THE POPULATION FOR POTENTIAL USE IN A DATA BANK. THE ORIGINAL FAMILY STUDY WAS EXPANDED INTO A SYSTEMATIC STUDY OF LOW INCOME FAMILIES, AND THE COGNITIVE DATA ON THE PRESCHOOL CHILDREN WAS USED TO STUDY THEIR LANGUAGE RESPONSES TO DIFFERENT STIMULI UNDER VARYING CONDITIONS. IT WAS HYPOTHESIZED THAT THERE WOULD BE SIGNIFICANT DIFFERENCES BETWEEN INSTITUTIONALIZED AND NONINSTITUTIONALIZED YOUTH ON SUCH FACTORS AS LOW SOCIOECONOMIC STATUS, EDUCATION, FAMILY CHARACTERISTICS, INTACT OR BROKEN HOMES, SOCIAL CLASS ASPIRATIONS, PEER GROUP BEHAVIOR, AND NEIGHBORHOOD DEVIANCY. THE VARIOUS ASPECTS OF THE STUDY ARE DISCUSSED IN DETAIL, AND MUCH OF THE RELEVANT DATA IS SUMMARIZED IN 106 TABLES. AN ABSTRACT OF THE STUDY IS INCLUDED. (NH)

VARIOUS METHODS AVAILABLE FOR A PROJECTION OF OCCUPATIONAL REQUIREMENTS OF A STANDARD METROPOLITAN STATISTICAL AREA (SMSA) ARE REVIEWED, AS WELL AS THE DATA AVAILABLE TO IMPLEMENT THESE APPROACHES. TWO "NAIVE" MODELS ARE RECOMMENDED FOR USE AS BENCH MARKS AGAINST WHICH TO COMPARE MORE SOPHISTICATED APPROACHES--THE "NO CHANGE" MODEL AND A MODEL WHERE THE SMSA CHANGE IS ASSUMED TO BE THE SAME AS THE NATIONAL CHANGE. FOUR SOPHISTICATED MODELS ARE CONSIDERED--(1) THE HISTORICAL, WHERE THE SMSA IS CONSIDERED SO DIFFERENT FROM THE UNITED STATES OR OTHER SMSA'S THAT IT MUST BE TREATED AS A SEPARATE, UNIQUE ENTITY, (2) THE "IDEAL" TYPE MODEL, WHERE INDUSTRIES ARE GROUPED INTO SIGNIFICANT CATEGORIES (E.G., PRIMARY, SECONDARY, TERTIARY), (3) THE METHOD THAT STRESSES OCCUPATIONAL GROUPINGS (E.G., WHITE COLLAR, BLUE COLLAR, SERVICE, AND FARM WORKERS), AND (4) THE METHOD THAT RELATES THE SMSA TO THE NATIONAL ECONOMY. THE TWO MAIN APPLICATIONS OF OCCUPATIONAL PROJECTIONS ARE TO GUIDE EDUCATIONAL PLANNERS AND TO ADVISE ENTRANTS AND POTENTIAL ENTRANTS INTO THE LABOR MARKET. THE LONG-RUN AIM IS TO HELP RATIONALIZE THE OVERALL LABOR MARKET. THE "BEST" PROJECTIONS FOR EDUCATIONAL DECISION-MAKERS ARE THOSE THAT WOULD GROUP OCCUPATIONS BY COMMON BACKGROUND REQUIREMENTS AND THOSE THAT WOULD HELP PREPARE CURRICULUMS FOR AN AUTO MAKING AND MOBILE ECONOMY. APPENDIX I REVIEWS THE LITERATURE ON EMPLOYMENT PROJECTIONS AND THE DATA AVAILABLE FOR MAKING THESE PROJECTIONS IN THE DENVER SMSA. APPENDIX II DEVELOPS AND APPLIES A METHOD FOR OCCUPATIONAL PROJECTIONS FOR THE DENVER SMSA USING THE MATRIX TOOL. (EL)

DURING THE MONTHS OF JUNE, JULY, AND AUGUST, 1967, THE STAFF MEMBERS OF THIS PROJECT CONDUCTED "INTERDISCIPLINARY DATA COLLECTION IN A PUERTO RICAN NEIGHBORHOOD IN JERSEY CITY, NEW JERSEY." APPENDED TO THIS SHORT PROGRESS REPORT ARE COPIES OF THE FINAL INSTRUMENTS USED IN THE DATA COLLECTION PROCESS, THE DATA COLLECTION SCHEDULES, INTERVIEW GUIDES, AND OTHER MEASURES DEVELOPED THUS FAR IN THE PROJECT. PLANS FOR THE NEXT PHASE OF RESEARCH ARE DISCUSSED, INCLUDING COMPLETION OF DATA COLLECTION, TRANSCRIPTION OF DATA ALREADY ON TAPE, AND READYING TRANSCRIBED DATA FOR IBM PROCESSING. FINAL REPORT PROCESSING FOR THE SECOND PHASE SHOULD TAKE PLACE BETWEEN JUNE 1968 AND AUGUST 1968. (JD)

THE FINAL STAGE OF A PROGRAM FOR ACHIEVING A BALANCE BETWEEN THE AGGREGATE SUPPLY AND DEMAND FOR LABOR IS THE DISTRIBUTION OF THE INDUSTRY EMPLOYMENT ESTIMATES INTO OCCUPATIONAL REQUIREMENTS BASED ON PROJECTIONS OF OCCUPATIONAL PATTERNS BY INDUSTRY. THIS CAN BE USED TO EVALUATE POTENTIAL AREAS OF SUBSTANTIAL SURPLUS OR SHORTAGE, AND PROVIDE THE BASIS FOR OCCUPATIONAL GUIDANCE AND DEVELOPMENT OF LONGER-RUN TRAINING PROGRAMS. THE MAIN PURPOSE OF THIS STUDY WAS TO EXPLORE METHODS TO ACCOMPLISH THESE OCCUPATIONAL PROJECTIONS FOR A SUB-AREA OF THE NATIONAL ECONOMY. THE STUDY PROVIDES A GENERAL DESCRIPTION OF HOW THE NATIONAL INPUT-OUTPUT TABLES AND OCCUPATIONAL MATRICES MIGHT THEORETICALLY BE APPLIED TO A SPECIFIC STANDARD METROPOLITAN STATISTICAL AREA (SMSA) AND DETAILS THE DATA PRESENTLY AVAILABLE FOR AN SMSA OCCUPATIONAL PROJECTION. TWO NAIVE MODELS OF OCCUPATIONAL PROJECTION WERE DEVELOPED AND EVALUATED. FOUR MORE SOPHISTICATED MODELS WERE DEVELOPED AND COMPARED TO THE NAIVE MODELS. IT WAS FOUND THAT ALL WILL AGREE ON THE ESTIMATIONS, IF THE ASSUMPTIONS ARE MADE CONSISTENT WITH ONE ANOTHER, BECAUSE THEY ARE ANALYZING THE SAME EXPERIENCE FROM FOUR DIFFERENT POINTS OF VIEW. A DETAILED DEVELOPMENT OF ONE MODEL IS DISCUSSED IN TERMS OF--(1) THE INDUSTRY-OCCUPATION MATRIX, (2) THE INDUSTRY-PRODUCTION FUNCTIONS, (3) THE OUTPUT-TIME RELATIONS, AND (4) THE INTEGRATION OF THESE PHASES INTO THE COMPLETE MODEL. (HC)