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The African-American curriculum guide for secondary students endeavors to bridge the gap of misunderstanding between blacks and whites and, further, to enhance the esteem of black people. The prefacing unit on prejudice provides a unique feature compared to most guides in that it encourages students toward self examination of their personalities in regard to racial biases and also helps them to understand ramifications of a nations' prejudice, giving relevance to the course and motivation to students. Ten units of study on Afro-Americans, given in the second part, are designed to be incorporated into existing United States history and curriculum, emphasizing the many contributions blacks have made to the civilization of America. Topics are included on America's African heritage, slavery, the paradox of the American Revolution, racial conflicts which lead to the Civil War, Reconstruction era, the birth of Jim Crow, the age of despair, and World War II and the establishment of new civil rights principles. The last major part, a bibliography of readings intended for teacher preparation and motivated advanced students, is arranged into four sections: broad phases of black history, works applicable to the ten units, a bibliography of bibliographies, and a bibliography of records. (SJM)

In this address, Dr. Bartlett relates the beginnings of University College of Syracuse University and its Continuing Education programs. He then suggests that as professional goals for Continuing Education are reviewed and priorities established, the need for new "services" will be thoroughly explored. Dr. Bartlett believes that this is the appropriate time for Higher Education to increase its "services," and that Continuing Education should act as the institution's agent in making known what the services are and how they might be used. As an illustration of one type of service that the university might offer, Dr. Bartlett discusses a frame-of-reference educational service on major current happenings, which would utilize non-commercial television stations and university faculty and community participants. From this, it is hoped, interested adults would be provided with an opportunity to review the many aspects of a public issue. At the conclusion of his address, Dr. Bartlett expresses the hope that more of his colleagues will become more familiar with what has made Higher Education so successful, including University College and Adult Education at Syracuse University. He also urges everyone in Higher Education to recapture the art of saying "thank-you" to those who help the colleges and universities. Dr. Bartlett reiterates the need for an expanded array of community and social services, changed annually, and centrally administered by Continuing Education. (DB)

This report is divided into 11 chapters which describe the various elements of education in Mexico; additional chapters present the physical and social setting and a summary of the authors conclusions. Tables, primarily 1964 figures, and references illustrate and append the text. Highlighted in the discussions are: 1) the closely linked educational, social, and economic goals of the Mexican Revolution, and the shared goals directed toward historically disadvantaged groups through agricultural, Indian, and technical education, cultural missions, and rural schools; 2) the proportion of the federal budget for education in 1966 was 25% as compared to only 5% in 1921; 3) The Eleven-Year Plan, adopted in 1959 and aimed at satisfying the need for elementary education, is moving ahead of schedule; 4) the Federal Government adopted new curriculums for elementary, secondary, and normal schools in 1959 with over 100 million free textbooks and workbooks distributed by 1964; and, 5) 21,815 new classrooms were constructed from 1958-64, including internationally acclaimed semiprefabricated rural ones with furniture, teaching materials, and teacher's quarters. (Author/DJB)

This 8- to 12-week introductory unit is designed to give fifth, sixth or seventh graders an overview of Latin American geography, history (before, during, and after European rule) and culture. Exploring Mexico and Peru in particular, the unit places emphasis on the individual, the family, racial composition, social classes, religion, education, government, economics, recreation, and creative expression in Latin American countries. Reading materials and numerous specific activities, in which stress is placed on the inquiry method and reflective thinking, are suggested. Also included are bibliographies for both students and teachers and transparency masters of maps and diagrams. (See also ED 012 365, ED 012 832, ED 012 833, ED 013 342, ED 022 781, and ED 033 143.) (MF)

The Latin America Project (1966-69) consisted of two phases: (1) completion of background studies and (2) preparation, field testing, and evaluation of instructional materials. Five background bulletins were prepared and distributed (See ED 012 832, ED 012 833, ED 012 365, ED 013 342, ED 022 781) and instructional materials organized around concepts in the background bulletin, "Key Ideas about Latin America," were developed. Five of 8 units prepared--"Birthday in Venezuela," a slide show for primary grades; "Latin America: Its Land, Story and Peoples," middle grades; "Latin America: A Cultural Region of the World," grades 8-10; "Establishment of the American Colonies: A Comparison of Spanish and English America," senior high American history; and "Contemporary Inter-American Relations," senior high American history--were tested in classrooms, and teacher and pupil evaluations yielded generally favorable responses. A major recommendation was that a future similar project might be undertaken as a joint venture of a university and a publisher. (LH)

Investigated was the management of computer centers with emphasis on managing the programming effort. Problems and objectives of programming management were examined and techniques used in various business and governmental organizations are presented in the report. The aspects of the problem discussed in this report emphasize programming objectives and standards. The data for this investigation were obtained from a survey of seven organizations. A summary is presented on (1) the state of the art of managing the programming effort, and (2) projections for the future weighed against the problems, possibilities, and recommendations. (RP)

A significant relationship may be said to exist between patterns of achievement (defined as underachievement, average achievement and overachievement) and perceived self (defined as the self as known to the person, as it exists now). A study, conducted at the Ontario Institute for Studies in Education, investigated this relationship, using as subjects 1,424 ninth grade students. The subjects self perceptions were inferred from ratings on each of the eight factors of the Perceived-Self Scale. Results indicated a significant relationship between patterns of achievement and perceived self. The finding that a positive feeling of acceptance by teachers and peers was more commonly associated with overachievement than with underachievement, demonstrates the importance of teachers' attitudes toward students in shaping their role in self concepts. Therefore, teachers should consider self concept as an important aspect of learning and development which the school, through its educational process, should seek to promote and foster in every child. (Author/LS)

This study investigates the relationship between pattern of achievement and self-ideal congruence of 408 ninth grade boys and girls. Underachievers, average achievers and overachievers were determined on the basis of whether their final average marks were higher or lower than had been predicted. Prediction criteria are presented. Self-ideal congruence was inferred from: (1) discrepancies between placements of ratings on the perceived-self and ideal-self scales; and (2) correlations between ratings on the perceived-self and ideal-self scales (Gill and D'Oyley, 1968). The finding that low level of self-ideal congruence is commonly associated with underachievement suggests that the concept of self-ideal congruence is potentially relevant in the identification and remediation of underachievement. The author emphasizes the effectiveness and simplicity of the instrument and procedures utilized in the study. [Not available in hard copy due to marginal legibility of original document.] (TL)

This semester course has been designed as a capstone to previous sequential units developed by the Latin American Curriculum Project. It originally consisted of five units, however, two formerly optional units are now included in the packet. The development of understanding of contemporary Latin America-its history and culture, its contemporary problems, and its prospects for the future, is considered as the overall course objective. The units included are: Geographic Setting and Historical Background; Contemporary Society and Selected Institutions; Government and Politics; Economic Development; Contemporary Inter-American Relations; Selected Contemporary Problems of Latin America: Population and Urbanization. Land Reform; Latin American Creative Expressions. This is a multidisciplinary approach through which students are expected to gain experience in: reading, analysis, research technique, critical thinking, and, in opinion formation and articulation. Main ideas, activities, readings, and materials are suggested as guides for the teacher to allow flexibility. Recommended texts and references are listed for each unit. Related reports are: ED 036 679, SO 000 019, SO 000 020, SO 000 021, SO 000 022. (SBE)

As one of the sequential units developed by the Latin American Curriculum Project, it expands further the material in the units covered at the lower grade levels. It is a two week unit which emphasized a comparison of the Anglo- and Latin American colonial systems. Broader perspectives and more meaningful understanding of both civilizations are considered the major objectives. Comparative study is considered important here because it increases awareness of United States History, weakens stereotypes and ethnocentrism, and, offers excellent opportunities for the integration and extension of world geography and world history knowledge and skills. An attempt has been made to include content usually neglected in American history texts. A variety of sources and viewpoints are provided, and students are encouraged to critically analyze information and develop their own hypotheses. The activities that are suggested, attempt to stimulate meaningful class discussion. Specific references for each topic are indicated in the materials section. General bibliographies, maps, and readings are provided in the appendices. Maps and charts are meant to be used as transparency masters. This unit was designed to allow adaptation to more than one grade and ability level. Related reports are: ED 036 679, SO 000 019, SO 000 020, SO 000 022, SO 000 023. (SBE)

This two week unit has attempted to alleviate two deficiencies normally found in instructional materials: superficial treatment or neglect of developments since World War II; and, the overemphasis on conflict. Topics have been selected for in-depth discussion, and emphasize the Organization of American States, the Alliance for Progress, and the settlement of the El Chamizal Dispute. The goal achieved is better balance between conflict and cooperation in the discussions of United Stated foreign policy specifically, and inter-American relations in general. Content objectives are indicated for each topic. The "Suggested Activities" have attempted to provide opportunities for students to develop critical thinking skills leading to the formulation of generalizations or hypotheses. Teacher-guided discussion of open-ended questions is used. Supplementary activities are suggested for further exploration of the topics. Units are designed to be used independently, and flexibly depending on the classroom situation. A variety of materials are recommended since most of the topics are of a controversial nature. Readings, sources of materials, and transparency masters are provided in the appendix. Related reports are: ED 036 679, SO 000 019, SO 000 020, SO 000 021, SO 000 023. (SBE)

This teaching package or unit is part of a sequence of materials developed by the Latin American Curriculum Project. Concepts, key ideas and facts introduced in earlier grades on socio-cultural patterns are reinforced by this multidisciplinary approach. The major topic emphasis is the history of the periods since the beginning of the Independence movements. A brief review of physical geography, and a survey of Latin American regions are included. Contemporary problems and cultural contributions are stressed in the last section. The suggested activities stress inquiry and reflective thinking through class discussion questions; pupils are expected to reach valid generalizations. Student abilities to handle independent reading, and to use the library are considered vital. The appendices contain these instructional materials: masters for transparencies, reading selections, country charts to be reproduced for class discussion. Additional texts are suggested including one for the slow learner. Adaptations can be integrated into world history, world geography, or world culture courses. Related reports are: ED 036 679, SO 000 019, SO 000 021, SO 000 022, SO 000 023. (SBE)

This is one of several sequential units developed by the Latin American Curriculum Project. The primary objective was to promote pupil understanding of the social and cultural patterns (ways of living) of Latin America. Appreciation of the diversity in the area is developed by comparing four different families, and contrasting these with life in the United States, to develop insight into their own surroundings. The unit is divided into four parts: the Amazon Jungle, rural Guatemala, Panama City and countryside, and the city in Chile. Each part is organized around a reading selection with illustrations, suggested approaches, and explanations. Related reports are: ED 036 679, SO 000 020, SO 000 021, SO 000 022, SO 000 023. (SBE)

A study designed to test effects of cartoon characters on the behavior of preschool disadvantaged children in an educational setting explored the use of cartoons as complementary additions to work materials. Because the 83 Head Start subjects had not been introduced to the alphabet an experimental set of worksheets was made which used the 26 letters. On many of these worksheets a cat cartoon character acted out some aspect of the meaning of a word associated with a particular alphabet letter. Other worksheets used were traditional. One control and three experimental groups were formed and the following areas of cartoon-effect were measured: emotional actions, learning activity, social activity and residual attitudes. Findings indicate that the cartoon is an intrinsic stimulator and information transmitter which would probably be more effective in elementary school classes with older children and that the cartoon should not be used for rote learning. It is suggested that the cartoon can fill a new role in the classroom, helping the teacher to reach curriculum objectives and the child to reach higher levels of learning. Appendixes include sample worksheets, pre- and posttests, a teacher questionnaire, data summary sheets, and a history of cartoon development. (Author/NH)

This curricular unit is intended for use at the secondary level. The understandings in Topic I are organized under four main heaings: The Indigenous Population or the pre-Columbian civilizations; The Immigrants from Europe and West Africa; Slavery In Latin America during the pre-colonial and colonial periods and, Race mixture including racial types, racial policies, racial and social stratification. Topic II has four parts: The Colonial Period; Latin America and Independence; Nation Building and the Period of Anarchy; and, Cuba: A Case Study in Ideological Penetration. The main emphasis in Topic III is on the concept of identity. The concepts of race and class are briefly discussed, and a flexibile model of each is developed. The objective of Topic IV is to deal with the historical ambiguities inherent in our Latin American foreign policy, both the rationale for it, and the effects on the Latin American people. The methodology suggested for the development of the various concepts with these topics is an inductive, case study approach. There are approximately 33 pages of bibliographies of teacher and student resources on each subtopic. In addition, SO 000 350 and SO 000 351 are related documents. (SBE)

Chapter 1 sets forth some of the salient geographic, economic, political, social, and historical factors of the setting in which the educational system functions. Since present-day problems in education continue to reflect the unsolved problems of the past, chapter 2 discusses some of the major historical landmarks. The educational system is divided into four distinct levels: preschool, elementary, secondary, and higher education with each level embracing schools of different types to satisfy specific characteristics and needs of the school population. Chapters 3 through 8 discuss each level with regards to: administration, organization, enrollment, finance, schedules, courses of study, admissions, grading and testing, teacher qualifications, and criticisms and problems. Chapter 9 concerns Chile's teachers --their preparation, their working conditions, and their problems. Finally, numerous government, quasi-government, and private agencies sponsor educational and related services. Chapter 10 and 11 briefly describe some of the major programs: adult education, social and economic student assistance; and, the nature of the financial and technical assistance received from the United States, agencies of the United Nations, various inter-American organizations, and other governments. (SBE)

The University of Texas Latin America Curriculum Project's survey of instructional materials for elementary and secondary schools revealed specific strengths and weaknesses at all levels. The particular weaknesses found in elementary materials were that (1) instructional materials varied widely in type and quality; and (2) textbooks emphasized physical geography rather than cultural or social background, gave little in-depth knowledge of any one area, emphasized nontypical countries, indiscriminately included names and dates, were overly general about contemporary problems, emphasized recall of facts rather than reasoning, and made little attempt to relate new material to the student's known world. On the positive side, the survey discovered many books and pamphlets available for the elementary grades, as well as some teaching units and visual aids. At the secondary level, the project found that textbooks tended either to lose sight of Latin America in a world picture or to consider only the area's relationship with the United States from 1890 to the 1930's. Bibliographies of supplementary books and pamphlets, some satisfactory teaching units, and film strips were found to be available for use at this level. The use of current events media, although frequently biased, was recommended for use in secondary classrooms over a period of time to develop an in-depth understanding of one area. (LH)

In a two year period the Congress enacted a series of laws which had a profound effect on the Negro revolution. Discussed in this document are the cases which were brought to the Supreme Court to either challenge the constitutionality of these laws or to appeal for reversal of lower court decisions on the basis of the laws. Cited are cases based on the Civil Rights Act of 1964, the Voting Rights Act of 1965, and various constitutional amendments. (NH)

THE EFFECT OF SECURITY ON PERSONAL ADJUSTMENT, PERCEPTUAL AND COGNITIVE STYLE, AND PERSONAL EFFECTIVENESS WAS EVALUATED. THE SAMPLE WAS 249 STUDENTS ENROLLED IN A TEACHER EDUCATION, CHILD STUDY PROGRAM. PERFORMANCE ON MASLOW'S SECURITY INDEX INVENTORY DETERMINED AN INDIVIDUAL'S PLACEMENT IN ONE OF THREE GROUPS. ROKEACH'S DOGMATISM SCALE (FORM E) AND THURSTON'S CLOSURE FLEXIBILITY SCALE WERE ADMINISTERED TO THE THREE GROUPS, AND AN ANALYSIS OF VARIANCE WAS USED TO STUDY DIFFERENCES BETWEEN GROUPS. THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN SEXES ON ANY OF THE THREE VARIABLES. SECURE GROUPS WERE LESS DOGMATIC THAN INSECURE GROUPS AND HAD A HIGHER MEAN GRADE POINT AVERAGE. AN ANALYSIS OF THE RESULTS AND THEIR IMPLICATIONS FOR EDUCATORS IS DISCUSSED. (JM)

AN ANNOTATED BIBLIOGRAPHY OF WRITTEN AND AUDIOVISUAL MATERIALS RELATED TO CONTEMPORARY LATIN AMERICA WAS PREPARED TO SERVE AS A GUIDE TO INSTRUCTIONAL RESOURCES FOR USE AT THE SECONDARY LEVEL. AN ATTEMPT WAS MADE TO INCLUDE ONLY THE MORE SIGNIFICANT AND MOST RECENTLY PUBLISHED MATERIALS AVAILABLE IN ENGLISH. PART I OF THE BIBLIOGRAPHY LISTS RECENT BOOKS AND PAMPHLETS IN TWO SUBDIVISIONS--ONE FOR GRADES 7 THROUGH 9 AND ONE FOR GRADES 10 THROUGH 12. MAJOR GROUPS OF BOOKS AND PAMPHLETS THAT WERE PUBLISHED AS A SERIES ARE ANNOTATED AS A GROUP. MOST BOOKS NOT IN A SERIES HAVE BEEN PUBLISHED SINCE THE YEAR 1960 AND THE MAJORITY OF THESE TITLES ARE LISTED IN THE 1966 EDITIONS OF "BOOKS IN PRINT." PART II CONSISTS OF 10 SUBDIVISIONS OF EDUCATIONAL MATERIALS AND RESOURCES TO AID IN TEACHING ABOUT LATIN AMERICA--BIBLIOGRAPHIES AND REFERENCE WORKS, BOOKS AND PAMPHLETS TO AID IN TEACHING ABOUT LATIN AMERICA, PERIODICALS FOR THE TEACHER AND STUDENT, PERIODICAL ARTICLES TO AID IN TEACHING ABOUT LATIN AMERICA, OFFICIAL SOURCES OF INFORMATION, SECONDARY TEXTBOOKS DEVOTED EXCLUSIVELY TO LATIN AMERICA, SOURCES OF FILMS AND FILMSTRIPS, SOURCES OF FREE AND INEXPENSIVE LEARNING MATERIALS, TEACHING UNITS, AND WORKTEXTS AND PAMPHLETS FOR THE STUDENT. AN APPENDIX PROVIDES THE ADDRESSES OF THE PUBLISHERS AND OTHER SOURCES CITED. A SEPARATE BUT RELATED BIBLIOGRAPHY THAT WAS PREPARED FOR ELEMENTARY SCHOOL SOCIAL STUDIES IS AA 000 230. (AL)

AN ANNOTATED BIBLIOGRAPHY OF WRITTEN AND AUDIOVISUAL MEDIA RELATED TO LATIN AMERICA WAS PREPARED BY THE STAFF OF THE LATIN AMERICA CURRICULUM PROJECT AT THE UNIVERSITY OF TEXAS. THIS BIBLIOGRAPHY WAS PREPARED FOR TEACHERS, SUPERVISORS, AND CURRICULUM WRITERS IN ELEMENTARY SCHOOLS. MOST OF THE MEDIA CITED HAVE BEEN PUBLISHED SINCE 1960. FICTION BOOKS PUBLISHED SINCE 1950 WERE ALSO INCLUDED BECAUSE THEY ARE LESS DATED BY THE PASSAGE OF TIME. THE MEDIA ARE LISTED IN CATEGORIES. WITHIN EACH CATEGORY, ENTRIES ARE DESIGNATED AS PRIMARY OR INTERMEDIATE OR AS APPROPRIATE FOR A SPECIFIC GRADE LEVEL. A SOURCE LIST OF NAMES AND ADDRESSES IS GIVEN. A SEPARATE BIBLIOGRAPHY THAT WAS PREPARED FOR SECONDARY SCHOOL SOCIAL STUDIES PERSONNEL IS AA 000 231. (AL)

THIS COLLECTION OF SIX POSITION PAPERS ON LATIN AMERICA WAS PREPARED BY UNIVERSITY OF TEXAS SPECIALISTS IN THE FIELD OF GEOGRAPHY, HISTORY, ECONOMICS, SOCIOLOGY, ANTHROPOLOGY, AND GOVERNMENT. EACH WAS ASKED TO WRITE A POSITION PAPER ON WHAT A HIGH SCHOOL GRADUATE, OR A REASONABLY LITERATE ADULT, OUGHT TO KNOW ABOUT LATIN AMERICA FROM THE STANDPOINT OF HIS FIELD. THEY WERE TO FOCUS ON THE BASIC IDEAS, THE KEY UNDERSTANDINGS, AND THE MAJOR GENERALIZATIONS. SUPPORTING DETAILS AND EXAMPLES WERE TO BE USED ONLY TO ILLUSTRATE THE LARGER IDEAS WITH NO INTENT OF PROVIDING AN EXHAUSTIVE TREATMENT. THE VIEWS EXPRESSED BY THESE EXPERTS AS TO WHAT IS IMPORTANT TO KNOW ABOUT LATIN AMERICA REPRESENT THEIR OWN PERSONAL JUDGMENTS. (TC)

In 1963, the Washington, D.C. Public School Department began a special demonstration project on the secondary school level, the Webster Girls School Program, to reduce the number of dropouts due to pregnancy and recidivism. An interagency, multidisciplinary plan was devised to provide comprehensive services to the girls. Social case work, academic and vocational education, psychological services, medical supervision, and nutritional advice were included in the program to improve the welfare of the school-age pregnant girl and restore her to the community. Of the girls enrolled the first 3 years, 75% moved forward academically. In a 1965 study, those enrolled the first year (103) were compared to a control group (123) referred but not enrolled then. Results indicated the Webster girls dropped out of school less (p<.001) and were less likely to have another child (p<.001). Data on other factors are given and eight appendixes include sample forms, student evaluations, and give data on project establishment. An evaluation of the program by Ann Richardson, Bureau of Social Science Research, Inc., is also available as ED 018 052. (LE)

SELECTED KEY IDEAS CONTAINED IN THIS BULLETIN ABOUT LATIN AMERICA ARE ORGANIZED AROUND SIX CATEGORIES AND ARE MEANT AS SUGGESTIONS FOR CURRICULUM BUILDING AND EMPHASIS IN A SOCIAL STUDIES CLASS. THE SIX CATEGORIES ARE--(1) THE PHYSICAL ENVIRONMENT, (2) HISTORICAL BACKGROUNDS, (3) CONTEMPORARY SOCIETY AND THE FAMILY, (4) CONTEMPORARY CULTURE, (5) CONTEMPORARY ECONOMIES, AND (6) CONTEMPORARY POLITICS, GOVERNMENT, AND INTERNATIONAL RELATIONS. SOCIAL STUDIES TEACHERS AT BOTH THE ELEMENTARY OR SECONDARY LEVEL SHOULD FIND THESE IDEAS A USEFUL BASIS FOR THEIR CURRICULUM SINCE MANY OF THE TOPICS CAN BE INTRODUCED IN A SIMPLIFIED FORM IN EARLY GRADES AND DEVELOPED PROGRESSIVELY THROUGH SENIOR HIGH SCHOOL. ONE OF THE PRINCIPAL ASSUMPTIONS OF THIS PROJECT IS THAT THE TEACHER IS THE FOCAL POINT OF ANY PROGRAM WHICH PURPORTS TO STRENGTHEN INSTRUCTION ABOUT LATIN AMERICA AND THAT NEW CURRICULA AND NEW MATERIALS WILL BE OF LITTLE CONSEQUENCE UNLESS TEACHERS THEMSELVES ARE WELL INFORMED. A SUGGESTED TEACHING STRATEGY ADVISES THE INDUCTIVE APPROACH, STARTING WITH FACTS AND THEN MOVING TOWARD CONCEPTUALIZING AND GENERALIZING. THE BULLETIN EMPHASIZES ENDS AND NOT MEANS, GENERALIZATIONS AND NOT DETAILS, LATIN AMERICA AS A WHOLE AND NOT INDIVIDUAL COUNTRIES. RELATED REPORTS ARE ED 012 365, ED 012 832, AND ED 012 833. (PM)

FROM THE QUESTIONNAIRE RESPONSE DATA OF A 1964 SURVEY REPRESENTING A 56-PERCENT RETURN OF ALL ELEMENTARY SCHOOLS IN ILLINOIS, 70 TABLES WERE DEVELOPED TO DEFINE THE PRINCIPAL'S ROLE AND STATUS IN RELATIONSHIP TO CURRENT PRACTICES AND EMERGING TRENDS IN THE ORGANIZATION AND ADMINISTRATION OF PUBLIC ELEMENTARY SCHOOLS. QUESTIONNAIRE CATEGORIES INCLUDED--YOU AND YOUR SCHOOL, PERSONAL INFORMATION, EDUCATION FOR THE PRINCIPALSHIP, RECRUITMENT, EXPERIENCE, FINANCIAL STATUS, YOUR POSITION, RESOURCES, PRINCIPAL'S ROLES IN ADMINISTRATION AND SUPERVISION, AND COMMUNITY WORK. VARIABLES ANALYZED INCLUDED THE ORGANIZATIONAL CHARACTERISTICS OF ELEMENTARY SCHOOLS AND PRINCIPALS' CHARACTERISTICS, USE OF TIME, AND STATUS IN THE SCHOOL SYSTEM. A PROFILE, DETERMINED FROM A NUMBER-PERCENTAGE MEASUREMENT OF RELATIONSHIPS, DESCRIBES THE AVERAGE ILLINOIS ELEMENTARY SCHOOL PRINCIPAL AS MALE, 40 YEARS OF AGE, MARRIED WITH THREE DEPENDENTS, ADMINISTERING A SINGLE SCHOOL WITH A STAFF OF 17 AND AN ENROLLMENT OF APPROXIMATELY 550 PUPILS. OTHER CHARACTERISTICS OF THE AVERAGE ELEMENTARY SCHOOL PRINCIPAL AND IMPLICATIONS OF THE STUDY FOR FURTHER RESEARCH ARE OUTLINED. (JK)

DESIGNED TO COMPRISE A SHORT COURSE IN STANDARD PANJABI FOR AMERICANS TRAVELING TO INDIA OR PAKISTAN, THIS COURSE PREPARES THE STUDENT "FOR SOME EFFECTIVE, IF LIMITED, USE OF THE LANGUAGE VERY SOON AFTER HIS ARRIVAL." IT IS ASSUMED THAT THE CLASSROOM INSTRUCTOR WILL BE A NATIVE SPEAKER OF THE LANGUAGE AND THAT HIS TIME WILL BE LARGELY DEVOTED TO DIRECT WORK ON THE SPOKEN LANGUAGE. THE WIDELY-ACCEPTED MAJHI DIALECT IS TAUGHT AND THE SETTINGS OF THE DIALOGS ARE GENERALLY COMMON TO BOTH INDIA AND PAKISTAN. THROUGHOUT THE TEXT REFERENCES ARE MADE TO CULTURAL PATTERNS AND CORRECT SOCIAL USAGES SO THAT THE STUDENT LEARNS THE LANGUAGE IN THE CONTEXT IN WHICH IT WILL BE ACTUALLY USED. THE FIRST 11 LESSONS ARE DEVOTED TO INTENSIVE PRONUNCIATION AND PATTERN PRACTICES. IN THE FOLLOWING NINE LESSONS GRAMMATICAL PATTERNS ARE GRADUALLY PRESENTED USING, AS FAR AS POSSIBLE, NONTECHNICAL LINGUISTIC TERMINOLOGY. A TYPICAL ADVANCED LESSON CONTAINS A DIALOG, CULTURAL NOTES, THE ENGLISH TRANSLATION FOR THE DIALOG, GRAMMAR NOTES, PATTERN PRACTICES, AND AN ENGLISH TO PANJABI TRANSLATION EXERCISE. THE LINGUISTIC ANALYSIS FOLLOWED IS THAT OF THE AUTHORS'"A REFERENCE GRAMMAR OF PANJABI." ALL PANJABI MATERIAL IS WRITTEN IN TRANSCRIPTION. APPENDED TO THE LANGUAGE LESSONS IS A SECTION ENCOURAGING THE STUDENT TO PRACTICE WHAT HE HAS LEARNED AND SUGGESTING TECHNIQUES FOR CONTINUING INDEPENDENT LANGUAGE STUDY. (JD)