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The purpose of this monograph is to facilitate the development of curricula in interpersonal communication by describing the area and identifying methods and resources available to teachers and students who wish to develop coursework in interpersonal communication. Some of the topics covered include: a definition of interpersonal communication, interpersonal communication and group communication, approaches to interpersonal communication, conflict resolution, general rules and guidelines for interpersonal communication teaching and learning, comments on teaching methods, models, and a laboratory approach to interpersonal learning. A resource section on theories of interpersonal communication, textbooks in interpersonal communication, content of interpersonal communication, and methods for interpersonal learning is also included. (WR)

A discussion of the dilemma of desegregation/resegregation requires discussion of the demands of a changing urban society, open housing, efficient mass transit systems, the court rulings which too often have become substitutes for our own decisions and initiatives but which have set out steps in the right direction, and what we can do about it. A dilemma is usually throught of as any situation necessitating a choice between equally unfavorable alternatives. But it doesn't have to be. Why can't we have good schools in both places, suburbs and cities? If the life style of parents draws them to the suburbs or to the cities, they should be able to know that the quality of schooling will be high and that it will be consistent in quality. This standard has been challenged in recent years. One of the main reasons people leave cities has nothing to do with schools; it's the shortage of decent housing. But there are important Federal aids to housing available through Housing and Urban Development. In addition, fair housing assistance is being strengthened. In the aggregate, efforts to assist minority business development will have expended 265 percent between 1970 and 1975. The primary value of these programs has been to increase the earnings of the minority banks and thereby enhance their ability to attract capital. The courts cannot do it all. The ultimate responsibility is where it always has been--with us and our teachers, with our school boards, with community leaders, and with the children's parents. Plenty of Federal and State assistance is avialable to make the transition to a desegregated school system a little easier. (Author/JM)

An interactive computer-assisted system for teaching elementary logic is described, which was designed to handle formalizations of first-order theories suitable for presentation in a computer-assisted instruction environment. The system provides tools with which the user can develop and then study a nonlogical axiomatic theory along whatever lines he specifies. These tools include a proof-checking program that allows the user to construct derivations by taking advantage of the theorem-proving capabilities of the computer. Results of preliminary investigations using this computer-assisted teaching system in a manner designed to give the student greater control over the organization of his curriculum are summarized, and initial studies on the uses of mechanical theorem provers in teaching about proof construction are outlined. (Author/RH)

Attention is focused in this rather advanced discussion on human goals and human style in the face of present and anticipated future developments in the computer-based technologies as related to English education. The paper admittedly is not objective. The implications of two hypotheses are discussed: that learning systems are not necessarily a threat to the teaching of English and that learning systems may in fact serve as allies of English teaching. Topics considered include: the distinction between means and ends, teaching machines, systems, computer-related learning systems, reevaluation from teachers and the cybernetics industry, individualization versus individuation, education and control, systems teaching and behavioristic control, reappraisal of educational technology business, and general evaluation of computer-involved learning. (LH)

The design detailed in this report was aimed at facilitating a meaningful implementation of a drug abuse training program into a portion of the Florida State School System. It was pointed toward curriculum development rather than personal change. The focus of the design was to provide a well-balanced approach to participants understanding their feeling about the issues that they would have to present to the students, and also provide the necessary facts and resources that they would require to teach about drug abuse. In designing the workshop, strong use was made of the laboratory method. The training evolved out of three one-day information-focused in-service training days for teachers only. Some comments on the strengths and weaknesses of the workshop are presented. The staff felt some real sense of accomplishment at the end of the experience and were generally pleased with the successful blend of information sharing and laboratory method. (Author)

Illich will not succeed in disestablishing the school, but he is teaching us to deschool our values. Proponents of deschooling are not only offering a brilliant critique of contemporary schooling but are also stimulating us to make education freer. Without basic political change we cannot disestablish the school; nor do we think it desirable to do so. Meantime, we should attempt to find out what some of the educational effects of partial deschooling would be. We can develop experimental programs to test the results of freer education on selected groups of people, disadvantaged and privileged, educationally stimulated and apparently unmotivated. We can also examine the effects of deschooling on the secondary level. If a voucher system is tried experimentally, we can evaluate the effects of changing the locus of educational control from school and state to family and informal community. A voucher system would afford parents the right to choose among various alternatives for schooling their children: minority moral education, integration, technical education, apprenticeship, self-motivated learning, etc. It will, however, need to demonstrate its ability to encourage democratic pluralism rather than to license discriminatory division. With these experiments and others that freer learners, parents, and educators will be stimulated to devise, we can cease to justify educational freedom solely by declaring it an "inalienable right." (Author)

The first section of this issue of the Bulletin has to do with public service employment, a poorly understood social policy which must be defined before it can be evaluated as an anti-poverty strategy. The term public service employment (PSE) refers to the policy of using government funds to create jobs which serve a dual purpose: that of (1) providing paid employment for those unable to find work in the private sector of the economy, and (2) expanding vital services to people. Promising but surprisingly unnoticed legislative proposals seek to broaden, expand, or extend the Emergency Employment Act of 1971. The major criteria for evaluating PSE proposals include permanence, size, hiring preferences for the disadvantaged, community participation, and potential for upgrading. The second section is a digest of a longer report, "A Survey of Inservice Education Workshops." To understand past practices in inservice desegregation workshops, the authors examined a large body of Title IV, E.S.E.A. workshop reports. These workshop reports offer a body of knowledge about the design and effectiveness of holding small-group learning experiences to deal with the multiple and complex intellectual and human relation problems of school desegregation in an atmosphere of social change. (Authors/JM)

Skill Advancement, Incorporated contracted to develop and demonstrate innovative methods for training and upgrading low-skill, low-wage workers. This second volume of a four-volume report gives details of one year of developing and testing innovative training techniques, unfreezing management and union attitudes, and opening up new opportunities and creating new hope for disadvantaged workers in the New York City area. It reports a program that achieved its training objectives through the full involvement of employers in the upgrading of underutilized manpower--75 percent of whom were minority group members. (Author/BH)

The issue of community control concerns the future role of parents in a changing school environment. It is vital that parental involvement be channeled toward positive and realistic goals such as defining the needs of children and determining how to meet these needs. To give parents access to decisionmakers, school boards should consider holding at least half their meetings in neighborhood schools where parents can see their board members and speak on the issues. Some form of community councils are necessary where educators, parents, and students can communicate without rancor and recrimination. (Author)

A computer-based instructional system for teaching the notion of mathematical proof is described. The system is capable of handling formalizations of the full predicate calculus with identity and, with minor work, definite description. Designed as an instructional device, the program is also the basis for a number of research projects involving the use of mechanical theorem-provers for teaching theorem-proving. The entire system is presented here in detail: the program as written in the LISP programing language for a PDP-10 computer. Instructions on how to use the system for research and teaching, block diagrams of key program routines, and example curriculums are included. Enough detail is provided so that versions in other languages for other computer systems may be programed from the information presented here. (Author/JY)

During the period covered by this annotated bibliography the Jewish population in the United States increased 10-fold to two and one half million. Approximately 90% of the immigrants came from Eastern Europe, with a large proportion of them settling in New York City's Lower East Side, or Great Ghetto. The print sources cited represent a variety of disciplines and forms of discourse: history, sociology, short stories, novels, essays, letters, reportage, etc. All items are in the New York City Public Library, Main Branch; many are available on inter-library loan and commercially. Suggestions for reproducing works with expired copyright are included. The publications were written both recently and during the 37 year period covered, both by Jewish and non-Jewish authors. Topics include Jewish life in the shtetl, or Eastern European village, and America, especially New York City. All works are in English, some being translations from the original Yiddish. (Author/DJB)

Although many authors have mentioned examples of how black usually connotes a negative evaluation and white a positive evaluation, the literature on the topic has not yet included an attempt to list examples comprehensively. Those which are cited here come from a wide variety of sources: primarily from dictionaries, books of slang, and personal correspondence. Four cases are cited here: black as positive and black as negative, and white as positive and white as negative. The negative associations to black and the positive associations to white may have serious implications insofar as black and white are used as short-hand symbols to denote racial membership. A reasonable expectation, on the basis of generalization, would be that they would enter into judgements of people varying in skin coloration (either one's own or that of others.) There may also be implications for individual personalities when the negative traits of a person became associated with black and the positive ones with white. Word maps are useful to the extent that they accurately reflect the territory represented. Unnecessary difficulties arise when symbols are not accurate insofar as important issues are concerned. Although symbolic functioning is of inestimable human value, psychologists and semanticists have rightly noted some limitations in the process. (Author/JM)

In response to the growing attention on China's educational system, a two-day workshop on education in China was sponsored. The purpose of the conference was to assess what already is known about China; to identify issues which might profitably be investigated by future visitors to China; and to encourage further interest in Chinese education among American educational organizations and specialists. Among the 30 participants were nine recent visitors to the People's Republic, other China scholars, secondary school educators, and representatives of professional education organizations. The opening presentation posed a series of questions dealing with the basic values of the Chinese educational system. Two brief presentations on the history and philosophy of twentieth century Chinese education are reviewed. A recent visitor's impressions on administration, administrators, planning and funding, curriculum, students, and teachers in China are related. The conclusion notes that the session barely scratched the surface of China's formal education system, but did stimulate considerable thought about the role that education plays in Chinese society. An appendix contains suggestions for interviewers when visiting China and a long series of as yet unanswered questions on Chinese education. (Author/KSM)

At a time when national unemployment is increasing, expanded employment of disadvantaged unskilled persons, especially in the role of nonprofessionals, by health, education, and welfare service organizations could provide over five million new jobs. Despite prospects for opportunities in higher education and for advancement in career determination, several problems arise: (1) nonprofessionals may not be capable of upward mobility, (2) if capable, they may cease to be a communication link between the classes, (3) they might have negative attitudes toward other poor persons, and (4) those selected (through the elimination of the less competent) as nonprofessionals might actually be those less in need of jobs. Although further research is needed to solve these problems, the kinds of opportunities provided for nonprofessionals by these programs will motivate them toward greater career mobility. Also, some of the problems may be avoided if the nonprofessional tasks are on several levels of competence, each involving different career roles and expectations. A long general bibliography on the nonprofessional and related economic issues is included. [Not available in hard copy due to marginal legibility of original document.] (RJ)

A 23-item militancy scale was administered to 100 black college students. Background information and Rokeach's Terminal Value Scale were also given. Using a multiple regression analysis, several variables emerged as good predictors of militancy for the sample. The best single predictor is racial designation, militants preferring to call themselve "Black," non-militants preferred Negro. The second best predictor is the extent to which "Salvation" is valued. On an 18-item scale, militants valued salvation 14th while non-militants ranked it 3rd. Occupational preference is the third best predictor, students preferring science or business being less militant. A fourth predictor is father's education, with the father of militants tending to be better educated. Other predictors were rankings on values of national security, a comfortable life, social recognition, and accomplishment. These were all valued more highly by militants. Both groups valued freedom and equality above any other values presented in the Rokeach Value Scale. (Author/KJ)

The two teaching units in this document present listening and speaking as dynamic skills and emphasize learning through discovery and induction. "Listening to Understand" encourages the student to participate primarily as a member of a group rather than as an individual. Classroom exercises are listed for teaching students efficient listening, the nature of sound, the effect of environmental contexts on sound, the function of word order, changes in language meaning, the techniques used in propoganda and commercials, and the functions of music. "Speaking to be Understood" encourages the student to participate as an individual and offers more opportunity for inferential learning. Methods of teaching basic communication, language learning and dialect, semantics, voice and speech improvement, and oral literature are presented. (LH)

The general purpose of this research project was to discover those personality characteristics which differentiate college students who tend to learn more effectively from one instructional format than from another. Two college courses were studied concurrently and four different teaching conditions were utilized in each course. A comprehensive battery of personality inventories was administered to each of the students, and three types of criterion measures were collected in both courses. Chapter 1 presents the problem. Chapter 2 discusses the methodology of the project and details the procedures used in the two experimental courses. Chapter 3 focuses on the main effects: those due to treatment variables (i.e., the relationships between the instructional conditions and the course outcomes) and those arising from the personality variables (i.e., the relationships between scale scores and the criterion measures). Chapter 4 presents the major trait-by-treatment interactions based upon the a priori personality scales. Chapter 5 describes the construction of new empirical interaction scales and presents the results using this strategy of scale construction. Chapter 6 reviews and discusses the major findings, and Chapter 7 summarizes the report. (Author/AF)

Reported are the proceedings of a three-week conference for special education administrators working with educational programs for the institutionalized mentally handicapped. Conference papers included are: The Role of a Residential Facility in Modern Society, by Robert Dentler; The Present Nature of Residential Populations, by Harvey Dingman; Multidimensional Problems of Administration in a Residential Setting, by Harvey Stevens; and The Current Status of Education in Residential Centers in the U.S. by Wesley White. Also presented are The Educational Roles of a Residential Center, by David Rosen; Assessment and Placement, by Margaret Jo Shepherd; Administrative Implications for Education at Various Ability Levels, by Robert Erdman; Resources for Implementing the Administrative Model, by Philip Roos; and An Administrative Model for the Residential Setting - An Application of Open System Theory, by Arthur Lewis. Appended are a summary of group problems, reactions to problem solving, and a list of conference participants. (KW)

In the first of four sections of this publication, James H. Stone reviews recent writings on the humanities, citing 299 books, essays, and articles. In the second section, Maxwell H. Goldberg provides definitions of several of the central terms related to technological change and human values (e.g., "science,""technology,""cybernetics,""cybernation," and "human values") and discusses the present and future impact of technological change on society. In the third section, an assortment of opinions collected, by Alan J. Trachtenberg and others, as a sampling of contemporary responses to a changing world are presented. Major topics of opinions are "technology as threat or promise,""the pattern of the working day,""the shape of the community," and "the nature of the good life." Concluding the volume is a bibliography of over 90 pages on technological change, human values, and the humanities. General divisions under which items are grouped are "Background and Context,""Impacts and Implications," and "Further Resources." (This document previously announced as ED 036 525.) (LH)

This research sought to determine what personality characteristics are associated with prejudice toward women, and given the reality of such characteristics, what is the functional, personal value of this prejudice. This paper reports on the results of a series of correlational studies intended to answer these questions using a variety of psychometric devices with a variety of subject population. The devices include the California F Scale, the Goldberg Misogyny Test, a Sex-Role Stereotype Questionnaire, the Minnesota, Multiphasic Personality Inventory, the Rotter Incomplete Sentence Blank, and the Berger Self-Esteem Scale. Research conducted does reveal some personality differences which exist between high and low misogynous subjects; however, the list of variables that did not discriminate significantly between high and low misogynous subjects is much lengthier than the list of variables that did discriminate. The author concludes that prejudice toward women is culturally fixed and an almost universal attitude and, as such, final explanations of the phenomenon are not profitably to be looked for at the level of individual psychology. References are included. (Author/SES)

The purpose of this study was to determine if sex differences were observable in 1-year-olds in response to their mother and in choice and style of play with toys. Thirty-two boys and thirty-two girls were put in separate rooms with several toys, several nontoys (door knobs, taped sockets, etc.) and their mothers. The infant's mother was to observe the child in play and respond as she desired. Observation was conducted from another room. Earlier in the study, the mother's touching behavior of the 6-month-old infant was observed. The results showed that at 1 year, boys were more independent of their mothers than were the girls, who touched their mothers and vocalized more frequently. Boys demonstrated more exploratory play and banging of toys than the sedate and quiet playing girls. It was shown that the boys' dependence was directly proportionate to the amount of touching at 6 month's old given by the mother. For girls, a curvilinear scale resulted. Girls who were touched moderately were more independent than those touched greatly or very little. It was concluded that the child's independence was influenced by the mother's behavior toward the child at an earlier age. From the results of toy play behavior, it was concluded that parents reinforced sex role behavior in the 1-year-old and later the child internalized such roles. (JS)

This bulletin on the Puerto Rican migrant consists primarily of (1) a review of research which examines the social science literature dealing with the island background of the Puerto Rican immigrant as well as his life on "La Vida" which questions whether the family described by Lewis is representative of slum dwellers in urban San Juan who migrate to the mainland. Also included in the bulletin is a brief review of Piri Thomas'"Down these Mean Streets," a book which describes the experiences of a Puerto Rican youth growing up in the Spanish Harlem area of New York City. An annotated bibliography on the Puerto Rican population and a list of reviews of "La Vida" are also presented. (LB)

Twenty infants, 12 weeks of age, were subjects in an experiment to test the effects of maternal behavior on their perceptual-cognitive development. Each mother and child were observed in a controlled naturalistic setting, every 10 seconds their various behaviors were recorded, and then the mother was interviewed. During an experimental session the infant was placed in a reclining seat with a matrix panel on which stimuli were presented 18 inches in front of him. The mother sat to the rear and side of the infant. Response decrement was positively correlated with the amount of touching, looking, holding, and smiling the mother exhibited and negatively correlated with the amount of time the mother was reading. Higher frequencies of maternal response were associated with greater response decrement. Data consistently indicate there is positive correlation between maternal response to infant behavior and the cognitive development of the infant as measured by response decrement. Helplessness or control is a learned motive and has important consequences for subsequent perceptual-cognitive development. Maternal behavior stimulates within the infant the expectancy that his behavior can affect his environment and motivates him to produce and utilize behaviors and skills not reinforced in his past experience. (DO)

This manual is intended for use by social service aide trainees in the New Careers Program and provides description and explanation of the history and background of social welfare, social services, skills important in individual services, clerical and administrative activities connected with social services, and procedures for working with community groups and organizations. An accompanying manual for trainers of social service aides (SP 002 031) is also available from the New Careers Institute. (SG)

This manual is designed for trainers of social service aides in New Careers training programs. In these programs, (1) persons from disadvantaged backgrounds are prepared through on-the-job training and other methods for entry-level positions in human service agencies; (2) employing agencies are motivated to make corresponding changes in their structures, supervisory patterns, and attitudes to accommodate New Careerists; and (3) both New Careerists and employing agencies plan for career advancement opportunities and resultant changes in human service. Included in this guide are an explanation of the New Careers Training Model and a glossary of New Careers terms plus explanation of the trainer's responsibilities (establishing and maintaining relationships with agency staff; getting to know aides' backgrounds; dealing with trainee anxiety and insecurity; orienting aides to the agency, community, and clientele; arranging the training environment; selecting materials to be covered; and preparing a kit for trainees) and training methods and techniques (lecture, observation, discussion, participation, printed material, audiovisual aids, skill and process learning, demonstration, case study, and role playing). Also available is an accompanying manual for trainees which presents the basic social services curriculum (SP 002 032). (SG)

THE TALENTED YOUTH PROJECT (TYP) MATHEMATICS STUDY WAS DESIGNED AS A STUDY TO COMPARE THE EFFECTIVENESS OF VARIOUS CURRICULUM PATTERNS AND PRACTICES IN MATHEMATICS EDUCATION CURRENTLY USED WITH ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS. THE SAMPLE CONSISTED OF 51 CLASSES AND 6 MATHEMATICS PROGRAMS. THE LORGE-THORNDIKE VERBAL INTELLIGENCE TEST, STEP READING TESTS, AND STEP MATHEMATICS TESTS WERE THE MEASURING INSTRUMENTS USED FOR THE SELECTION OF PUPILS IN THE SPECIAL PROGRESS PROGRAM. PUPIL-RELATED FACTORS SUCH AS INTERESTS, SOCIOECONOMIC STATUS, ATTITUDES, AND PUPIL SELF APPRAISALS WERE COLLECTED. THREE BASIC INSTRUCTION PROGRAMS WERE (1) A "STANDARD" CURRICULUM FOUND IN MOST COMMERCIAL TEXTBOOKS, (2) THE SCHOOL MATHEMATICS STUDY GROUP (SMSG) CURRICULUM PRINTED IN "MODEL TEXTBOOK" FORM, AND (3) UNITS FROM THE UNIVERSITY OF ILLINOIS COMMITEE ON SCHOOL MATHEMATICS (UICSM OR ILLINOIS) THAT WERE AVAILABLE TO SCHOOLS WHOSE TEACHERS HAD BEEN EXPOSED TO THE REQUIRED INSERVICE TRAINING. THE PROGRAMS SELECTED WERE PRESUMABLY DIFFERENTIATED ON TWO DIMENSIONS, CONTENT--STANDARD OR CONTEMPORARY--AND TEACHING-LEARNING PACE--ENRICHED OR ACCELERATED. END OF THE YEAR TEST RESULTS ARE GIVEN AT THE END OF GRADES SEVEN, EIGHT, AND NINE. ALTHOUGH ACCELERATION RESULTED IN GREATER ACHIEVEMENT THAN ENRICHMENT, AND THE CONTEMPORARY APPROACH APPEARED SUPERIOR TO THE STANDARD ONE, IT WAS IN THE COMBINATION OF ACCELERATION AND CONTEMPORARY CONTENT AND METHODOLOGY THAT THE GREATEST LEARNING OCCURRED, AT LEAST IN TERMS OF THE CRITERIA SET IN THIS STUDY. (GC)

THE APPENDIXES FOR THE TALENTED YOUTH PROJECT (TYP) MATHEMATICS STUDY INCLUDE THE MEASURING INSTRUMENTS AND TABLES COMPILED DURING THE INVESTIGATION. THE PROJECT COMPARED THE EFFECTIVENESS OF VARIOUS CURRICULUM PATTERNS AND PRACTICES IN MATHEMATICS EDUCATION CURRENTLY USED WITH ACADEMICALLY TALENTED JUNIOR HIGH STUDENTS. THE FOUR APPENDIXES ARE (1) INSTRUMENTS, (2) SEVENTH-GRADE TABLES, (3) EIGHTH-GRADE TABLES, AND (4) NINTH-GRADE TABLES. (GC)

IN THIS CRITICISM, THE SOCIOCULTURAL VIEWPOINT OF THE MOYNIHAN REPORT IS CONTRASTED WITH THE MORE STRUCTURAL APPROACH OF OTHER ANALYSES OF NEGRO FAMILY PATTERNS. THE FORMER EMPHASIZES THE PATHOLOGICAL IN NEGRO FAMILY LIFE, THE LATTER THE SOCIAL CONDITIONS WHICH AFFECT THE FAMILY. STUDENTS OF THE NEGRO FAMILY HAVE NOTED THAT THE PARTICULAR PATTERN OF FAMILY INSTABILITY WHICH THE REPORT STRESSES MAY BE THE BEST ADAPTATION POSSIBLE UNDER CONDITIONS OF SOCIOECONOMIC DEPRIVATION. THEY ALSO SAY THAT LOW-INCOME NEGRO FAMILIES HAVE MANY STRENGTHS AND THAT 75 PERCENT ARE INTACT. THE REPORT STATES THAT THE HIGH RATE OF ILLEGITIMACY AMONG NEGROES IS A FACTOR IN FAMILY INSTABILITY, BUT CRITICS POINT OUT THAT THIS SOCIAL PROBLEM HAS TO BE STUDIED MORE THOROUGHLY TO ESTABLISH ITS ETIOLOGY AND ACTUAL RELATIONSHIP TO INSTABILITY. SUCH FACTORS AS DIVERGENT CLASS VALUES ABOUT LEGITIMACY AND THE CONNECTION BETWEEN INCOME LEVEL AND CONTRACEPTION MUST BE CONSIDERED. THE REPORT, IN SHORT, ATTRIBUTES THE "PATHOLOGY" IN THE NEGRO FAMILY TO RACIAL AND HISTORICAL VARIABLES RATHER THAN SOCIOECONOMIC ONES. THIS ARTICLE WAS PUBLISHED IN THE "IRCD BULLETIN," VOLUME 2, NUMBER 3, MAY 1966, BY THE INFORMATION RETRIEVAL CENTER ON THE DISADVANTAGED. INCLUDED IS "DEBATE WITH MOYNIHAN CONTINUES" (IRCD BULLETIN, VOLUME 3, NUMBER 2, MARCH 1967), A RESPONSE TO DR. MOYNIHAN'S ARTICLE IN THE FEBRUARY 1967 ISSUE OF "COMMENTARY" IN WHICH HE CRITICIZES THIS EVALUATION OF THE REPORT. (NH)

IN RECENT YEARS YOUTH EMPLOYMENT PROGRAMS HAVE PROLIFERATED, MAINLY AS A RESULT OF THE FEDERAL GOVERNMENT'S EXPANDED ROLE IN THIS AREA. THE PROGRAMS ARE OF TWO BASIC TYPES--(1) VOCATIONAL AND EDUCATIONAL ADJUSTMENT PROGRAMS WHICH PREPARE THE YOUTH FOR EMPLOYMENT BY EQUIPPING HIM WITH A PARTICULAR SKILL AND PROPER WORK HABITS AND (2) UPWARD MOBILITY PROGRAMS WHICH CONCENTRATE ON JOB AND CAREER DEVELOPMENT AND TRY TO UPGRADE THE DISADVANTAGED YOUTH BY OFFERING HIM VARIOUS SOCIOPSYCHOLOGICAL SERVICES. THE JOB CORPS EMPHASIZES PLACEMENT RATHER THAN THE CREATION OF EMPLOYMENT OPPORTUNITIES, WHILE THE NEIGHBORHOOD YOUTH CORPS IS NOW MOVING AWAY FROM A PRIMARY CONCERN WITH SHORT-TERM EMPLOYMENT TO AN INTEREST IN TRAINING AND REMEDIATION FOR THE YOUTH. EVALUATIONS OF THE OUTCOMES OF YOUTH EMPLOYMENT PROGRAMS ARE UNSATISFACTORY BECAUSE OF THE DIFFICULTY IN COLLECTING DATA, BUT THE QUESTION REMAINS WHETHER THESE PROGRAMS, EVEN PROPERLY IMPLEMENTED, CAN ALLEVIATE YOUTH UNEMPLOYMENT. IN FAILING TO RECOGNIZE THAT YOUTH UNEMPLOYMENT IS A FUNCTION OF THE AVAILABILITY OF JOBS, AND IN CONCENTRATING ON JOB TRAINING, THESE PROGRAMS DEAL WITH THE SYMPTOMS OF JOBLESSNESS RATHER THAN ITS CAUSES. TO RELIEVE THE CAUSES THESE YOUTH SHOULD BE OFFERED GREATER EMPLOYMENT OPPORTUNITIES THROUGH NEW JOBS OR THE RESTRUCTURING OF EXISTING ONES. A BIBLIOGRAPHY ON YOUTH EMPLOYMENT FOLLOWS THE DISCUSSION. THIS ARTICLE WAS PUBLISHED IN THE "IRCD BULLETIN," VOLUME 2, NUMBER 1, JANUARY 1966. (EF)

THE ASSUMPTIONS OF THIS REVIEW OF STUDIES WHICH EVALUATE TEACHER STYLE AND VERBAL BEHAVIOR AS IT RELATES TO PUPIL ACHIEVEMENT ARE (1) A PUPIL'S LEARNING IS A FUNCTION OF THE INSTRUCTION HE RECEIVES, (2) TEACHERS ARE DIFFERENTIALLY SUITED TO CERTAIN GROUPS, AND (3) DISADVANTAGED CHILDREN NEED TEACHERS WITH SPECIAL TRAINING. IT IS NOTED THAT, IN TERMS OF DECREASING PROFICIENCY, PUPILS HAVE BEEN DESCRIBED AS "STRIVERS,""CONFORMERS,""OPPOSERS," AND "WAVERERS," AND TEACHING STYLE HAS BEEN TERMED "SELF-CONTROLLED,""TURBULENT," AND "FEARFUL." A HYPOTHETICAL MODEL FOR THE DISADVANTAGED PRESENTED HERE STRESSES (1) THE NEED FOR MUTUAL RESPECT AND UNDERSTANDING, (2) A REALISTIC APPRAISAL OF THE ENVIRONMENTALLY BASED, EMOTIONAL AND ACADEMIC PROBLEMS OF STUDENTS, AND (3) THE KNOWLEDGE THAT STANDARD TESTS MEASURE CURRENT ACADEMIC ACHIEVEMENT AND ABILITY, AND NOT INNATE INTELLIGENCE. TO UPGRADE ACADEMIC LEVELS, THE TEACHER SHOULD ESTABLISH A BUSINESSLIKE RELATIONSHIP WITH STUDENTS WHICH COMBINES WARMTH, GOOD PEDAGOGICAL TECHNIQUES, AND AN EXTENSIVE KNOWLEDGE OF HIS SUBJECT. THE SUCCESSFUL TEACHER SHOULD BLEND ORDER WITH FLEXIBILITY, AND HIS TRAINING, IN ADDITION TO CONTENT MASTERY, SHOULD INCLUDE (1) THE USE OF SOCIAL WORK AND BEHAVIORAL SCIENCE FINDINGS TO DEVELOP NEW CURRICULUMS AND (2) INSERVICE EXPERIENCE IN THE DEPRESSED AREAS IN WHICH HE WILL WORK. THIS ARTICLE WAS PUBLISHED IN THE "MERRILL-PALMER QUARTERLY," 1964. (NH)

A MODERN LANGUAGE ASSOCIATION (MLA) STATISTICAL SURVEY SHOWS THE NUMBER OF STUDENTS STUDYING FRENCH, SPANISH, GERMAN, OR LATIN IN THE SECONDARY SCHOOLS DURING EACH SCHOOL YEAR FROM 1958-59 TO 1964-65, THE PERCENTAGE STUDYING EACH LANGUAGE IN RELATION TO THE TOTAL HIGH SCHOOL POPULATION, AND THE PERCENTAGE STUDYING LATIN IN RELATION TO THE TOTAL FOREIGN LANGUAGE ENROLLMENT. THE DATA REVEAL A CONTINUOUS DECLINE IN THE STUDY OF LATIN IN THE HIGH SCHOOLS, AS COMPARED TO THE STUDY OF THE OTHER THREE LANGUAGES, AND POINTS TO, AMONG OTHER THINGS, A LACK OF UNDERSTANDING AMONG STUDENTS, EDUCATORS, AND PARENTS OF THE CULTURAL VALUES OF CLASSICAL STUDIES FOR THE ENGLISH-SPEAKING STUDENT. WHAT IS STRONGLY URGED IS THE KIND OF NATION-WIDE "PUBLIC RELATIONS" PROGRAM THAT THE MLA LAUNCHED IN 1952 ON BEHALF OF MODERN FOREIGN LANGUAGE STUDY. THIS ARTICLE WAS PUBLISHED IN "THE CLASSICAL WORLD," VOLUME 59, NUMBER 9, MAY 1966. (GJ)

DEVELOPING NEW CAREERS FOR THE DISADVANTAGED AS NONPROFESSIONAL AIDES PERFORMING THE LESS TECHNICAL AND SPECIALIZED TASKS IN HUMAN SERVICES ORGANIZATIONS SERVES THREE PURPOSES--(1) IT FREES THE PROFESSIONAL WORKER FROM LESS CRITICAL DUTIES. (2) IT INCREASES DECENT EMPLOYMENT OPPORTUNITIES FOR THOSE HAVING THE GREATEST JOB PROBLEMS. (3) IT PROVIDES INTERMEDIARIES BETWEEN THE PROFESSIONAL AND HIS "CLIENTS," THUS IMPROVING RAPPORT. HOWEVER, IT IS OFTEN THE CASE THAT THE NONPROFESSIONAL ACCENTUATES HIS NEW-FOUND STATUS AND ALIENATES HIMSELF FROM THE DISADVANTAGED GROUP OF WHICH HE WAS FORMERLY A MEMBER. IN THE FIELD OF EDUCATION, IT HAS BEEN PROPOSED THAT 30 PERCENT OF THE PROJECTED BUDGETS FOR NEW TEACHERS THROUGH 1970 BE SPENT ON JOBS FOR NEW PROFESSIONALS AND 70 PERCENT, FOR HIRING NONPROFESSIONALS. NONPROFESSIONALS WOULD PERFORM THE TECHNICAL BUT LESS COMPLICATED ASPECTS OF CLASSROOM WORK AND TEACHERS WOULD BE FREED TO DO MORE TEACHING AND OTHER THOROUGHLY PROFESSIONAL ACTIVITIES, INCLUDING TRAINING AND SUPERVISING THE NONPROFESSIONALS. THIS MODIFICATION OF THE EMPLOYMENT STRUCTURE IN THE FIELD OF EDUCATION WOULD CREATE A HALF MILLION NEW JOBS WITH NO ADDITIONAL COST TO THE TAXPAYERS. FURTHER RESEARCH IS NECESSARY TO DETERMINE WHETHER SUCH A POLICY WOULD ENHANCE INSTRUCTION AND LEARNING. (LC)

LARGE SCALE EMPLOYMENT OF THE UNEMPLOYED POOR AS NONPROFESSIONALS IN THE HUMAN SERVICES IS BEING PROPOSED AS A MAJOR DETERRENT TO POVERTY. SOME PROPONENTS STATE THAT NOT ONLY WILL LARGE NUMBERS OF POOR PEOPLE BE EMPLOYED, BUT THE QUALITY OF SERVICES WILL BE IMPROVED. CRITICS OF THIS APPROACH ARGUE THAT MANY POOR PERSONS ARE TOO DEBILITATED BY THE EFFECTS OF POVERTY TO ASSUME ROLES THAT WOULD BE MEANINGFUL RATHER THAN MENIAL AND THE QUALITY OF SERVICES WOULD BE DETERIORATED. THE MAJOR ISSUES INVOLVED ARE--(1) THE CAPABILITY OF THE POOR TO ASSUME BOTH JOBS AND CAREERS IN HUMAN SERVICES, (2) TRAINING THE POOR FOR JOBS AND CAREERS, (3) THE RESPONSES OF PROFESSIONAL GROUPS TO THE EMPLOYMENT OF NEW NONPROFESSIONALS, AND (4) ORGANIZATIONAL FACTORS RELATED TO THE IMPLEMENTATION OF THE NEW CAREER PROGRAMS. THIS PAPER WAS PRESENTED AT THE CONFERENCE ON THE USE OF NONPROFESSIONALS IN MENTAL HEALTH WORK (WASHINGTON, D.C., MAY 3-5, 1967). (ES)

COMPARED ARE THE RESPONSES TO EINSTEIN'S THEORY OF RELATIVITY IN FOUR COUNTRIES BETWEEN THE YEARS 1905 AND 1911. THE COUNTRIES STUDIED ARE GERMANY, FRANCE, ENGLAND, AND THE UNITED STATES. ON THE BASIS OF THE RESPONSE, NATIONAL SCIENTIFIC STYLES ARE IDENTIFIED, AND THESE STYLES ARE RELATED TO PREVIOUS NATIONAL CHARACTERISTICS OF DOING SCIENCE AND TO THE STRUCTURE OF THE EDUCATIONAL SYSTEM IN THE FOUR COUNTRIES. (DS)

A QUESTIONNAIRE WAS ADMINISTERED TO A REPRESENTATIVE SAMPLE COMPOSED OF PARENTS OF 50 CHILDREN (TWO PUPILS RANDOMLY SELECTED FROM EACH OF 25 HEAD START CLASSES). COMPILED FROM THE QUESTIONNAIRE, STATISTICS ARE REPORTED CONCERNING (1) REASONS FOR ENROLLMENT OF CHILDREN, (2) DEGREE OF PARENT INVOLVEMENT, (3) PARENTS' PERCEPTION OF THE HELP GIVEN THEIR CHILD AND FAMILY, AND (4) PARENTS' SUGGESTIONS FOR IMPROVING THE PROGRAM. BASED ON THE REPORTED STATISTICS, IT IS CONCLUDED THAT (1) MANY PARENTS DID NOT SEEK TO INFORM THEMSELVES ABOUT THE GOALS OF THE PROGRAM, (2) PARENTAL INVOLVEMENT IN CENTER ACTIVITIES TENDED TO BE MINIMAL AND MODERATE, AND (3) PARENTS' EVALUATION OF THE PROGRAM WAS VERY POSITIVE. ALTHOUGH IT IS APPARENT THAT THE HEAD START CENTERS HAVE ESTABLISHED GOOD RAPPORT WITH THE PARENTS OF THE COMMUNITY, THE RESULTS OF THIS SURVEY SUGGEST THE NEED FOR MORE THOROUGH AND EFFECTIVE TECHNIQUES OF INFORMATION DISSEMINATION AND OF SECURING PARENTAL INVOLVEMENT IN THE PROGRAM ACTIVITIES. (JS)

In agencies connected with the "War on Poverty" programs, middle class professional people are working with an indigenous staff. Special problems have arisen in the staff relations of such agencies and therapeutic group encounter experiences have not been effective in remedying the situation. The factors which appear to differentiate this particular type of group setting from the more traditional relations of the middle class include: (1) fear of failure in a well-paying high status job, (2) a different set of values and concerns, (3) a lower class orientation toward action and immediacy as opposed to the middle class verbal and introspective orientation, (4) the idea that only "crazy" people talk to psychologists, (6) lack of respect for the confidentiality of a therapeutic group encounter, (7) the problem of race, especially when the group leader is white, and (8) problems of getting all the working staff to participate. (PS)