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In the past few years numerous cases have appeared before the courts concerning the dress and grooming of students. In many of these cases, the issue has been related to male students' hair length. Throughout the nation, conflicting trends have emerged from a legal point of view, and the issues remain largely unresolved. This paper discusses the status of legislation on students' rights on matters of dress and grooming according to (1) Mississippi statutory law, (2) statutory law in five other States, (3) major cases that have been in Mississippi courts, (4) the status of the case law on the subject elsewhere, (5) model legislation that has been proposed or recommendations for legislative action proposed by various agencies, and provides (6) recommendations developed on the basis of the material presented in the paper. (Author)

THIS BULLETIN DEFINES THE INTENT OF PRACTICAL ARTS IN SPECIAL EDUCATION AS PROVIDING THE RETARDED WITH THE UNDERSTANDINGS, VALUES, ATTITUDES, SKILLS, AND EXPERIENCES LEADING TO SOCIAL AND VOCATIONAL COMPETENCE IN THE AFTER-SCHOOL YEARS. THE PRACTICAL IDEAS AND CURRICULAR SUGGESTIONS ARE GROUPED--(1) HOME ARTS ACTIVITIES INCLUDING THE SKILLS OF HOMEMAKING, HOUSEHOLD MECHANICS, CHILD CARE, AND SEWING, (2) GOOD PHYSICAL AND MENTAL HEALTH SKILLS SUCH AS GOOD GROOMING, DENTAL CARE, AND PARTICIPATION IN CLUBS, RECREATION, GAMES, RHYTHMS AND SONGS, AND (3) MISCELLANEOUS SUGGESTIONS DESIGNED TO DEVELOP MOTORIC AND MANIPULATIVE SKILLS. (CG)

Intended to assist the producer in meeting the housing regulations of Federal, state, and local governments for migratory workers and thereby to attract better labor through adequate housing, this agricultural handbook contains discussions of the migrant-labor situation; regulations and standards; general housing considerations (i.e., length of occupancy, farm-based or central camps, rental charges, constraints to housing improvements); specific housing considerations (i.e., housing site, water supply, excreta and liquid-waste disposal, essentials for good housing, housing space and arrangements [space, separate sleeping facilities, individual family units, sleeping and central-facilities combination, a motel-type housing unit, and trailers]); choice of materials and construction methods in terms of floors, floor coverings, walls and partitions, roofs, roofing, painting; lighting; ventilation and screening; heating; toilet facilities (flush toilets, septic privies, chemical toilets, pit-type privies [traditional type]); facilities for bathing, laundering, and hand washing; cooking and eating facilities (individual units, communal cooking and eating, and central mess facilities); garbage and other refuse disposal; insect and rodent control; fire, safety, and first aid; health units and sanitation; child-care centers; recreation; landscaping, camp layout and roads; management; financing; and investment and operation costs. Included are 5 tables and 50 figures. (MJB)

Culled from the answers of physical education teachers and coaches, this booklet attempts to indicate the scope of health problems and suggests some directions which the solutions may take. It is divided into three parts. Part 1, Health and Safety in Activity Programs, answers questions on first aid, excused absences, and desirability of competition for girls, and contact lenses in physical education classes. Part 2, Nutrition and Stimulants, discusses diet, water and exercise, smoking, and pep pills, while Part 3 is on infections and disease. A selected bibliography is provided. (JA)

Statistical data presented on periodontal disease and oral hygiene among noninstitutionalized children, aged 6-11, in the United States are based on a probability sample of approximately 7,400 children involved in a national health survey during 1963-65. The report contains estimates of the Periodontal Index (PI) and the Simplified Oral Hygiene Index (OHI-S) by various demographic characteristics (age, sex, race, family income, education of head of household, geographic region). The PI, which reflects the presence or absence of gingival inflammation and obvious pocket formation, was used in assessing prevalence and severity of periodontal disease. The OHI-S, assessing oral hygiene, reflected presence or absence of oral debris (soft foreign material loosely attached to tooth) and oral calculus (hardened foreign material firmly attached). The report also contains a correlation analysis of the interrelation of the PI, OHI-S, and selected demographic characteristics. (KW)

This is a curriculum guide for teaching dental health material for grades 7-9. Each topic is outlined under the headings of: (1) reference; (2) major understandings and fundamental concepts; (3) suggested teaching aids and learning activities; and (4) supplementary information for teachers. The topics include: (1) the nature of the problems of dental health; (2) characteristics of oral structures; and (3) the problem of dental carries. The content of this health curriculum guide has been established as a five-strand approach to the concepts, generalizations, understandings, and facts; the values and applications; and the basic skills and decision-making processes that are the keys to good health. The five-strand approach provides maximum flexibility for program development in the schools, and makes it possible to utilize the services of writer-consultants who are experts in their fields. (Related documents for other grade levels are CG 007 694 and CG 007 695.) (Author/BW)

This study continued to replicate and extend research dealing with children's perceptions of vulnerability to health problems. Responses of 774 children, 8 to 17 years old, to 15 questions about the likelihood of encountering various health problems confirmed previous results indicating that perceived vulnerability is consistent across health problems. Perceptions of vulnerability were predictably less consistent in younger children than in older ones. Moreover, a consistent pattern of expectancies was found that was not affected by age, sex, or socioeconomic factors measured in terms of area of residence. These results have relevance for public health professionals concerned with the content and timing of educational programs. Evidence continues to suggest that health educators interested in heightening children's perceptions of vulnerability, as a first step in shaping or inducing adaptive health behaviors, might find it appropriate to deal with a child's entire set of such perceptions rather than with the expectancies of one particular problem. There is some evidence that suggests that dental health education programs be included in a comprehensive health education program. (Author/DB)

Instituted by the Migrant Section, Florida State Department of Education for the 1970-71 school year, the Migrant Compensatory Learn and Earn Program operatived 30 mobile units (2 on elementary, 4 on high school, and 24 on junior high school campuses) which housed 4 pre-vocational programs (Hospital, Housekeeping, Auto Tune-up, and Supermarket) on 21 school campuses in 5 Florida counties: Broward, Hillsborough, Orange, Palm Beach, and Polk. For evaluative purposes, pre- and post-test data were collected on this sample of 441 participating students using various instruments, checklists, surveys, and work sample tests ranging from the Peabody Picture Vocabulary Test to teachers' weekly reports. Evaluation revealed that the experimental group generally showed no significant advantage over the control group (n=353) in terms of reading comprehension, arithmetic-computation ability, and self-esteem; however, significant positive findings for the experimental group were indicated in the students' participatory ability in conducting oral job interviews and completing job application forms; in 11 of 14 areas of on-the-job work functions; in attendance; and in personal appearance, behavior, relationship to peers, and punctuality. Included in the document are 13 recommendations, 17 tables, and 17 appendixes showing and describing the program and evaluative instrumentation used. (MJB)

GRADES OR AGES: Grade four. SUBJECT MATTER: Health education. ORGANIZATION AND PHYSICAL APPEARANCE: This illustrated guide is divided into five "strands" or topics and a bibliography. The five strands are as follows: Physical Health; Sociological Health Problems; Mental Health; Environmental and Community Health; and Education for Survival. For each strand, important concepts, related discussion topics, suggested activities, and resources are listed. The guide is bound in a spiral cover. OBJECTIVES AND ACTIVITIES: Activities are listed for each strand. In this guide, there is emphasis on exercise and posture development, nutrition, hygiene, and criteria for consumer buying. INSTRUCTIONAL MATERIALS: Materials are listed under the heading of "Resources" for each strand and in the bibliography. STUDENT ASSESSMENT: No provision made. OPTIONS: None given. (JA)

GRADES OR AGES: Third grade. SUBJECT MATTER: Health education. ORGANIZATION AND PHYSICAL APPEARANCE: This illustrated guide is divided into five "strands" or topics and a bibliography. The strands are as follows: Physical Health (including dental health); Sociological Problems (including drug and alcohol education); Mental Health; Environmental and Community Health; and Education for Survival (first aid and safety measures). Each strand lists important concepts, discussion highlights, suggested activities, and resources. OBJECTIVES AND ACTIVITIES: Activities are listed for each strand. In this guide there is emphasis on visits from doctors and dentists, discussions of dental health and disease prevention, and projects in consumer education. INSTRUCTIONAL MATERIALS: Materials are listed under the heading "Resources" for each strand and in the bibliography. STUDENT ASSESSMENT: No provision provided. OPTIONS: None given. (JA)

A study was done to determine what differences, if any, existed in the level of dental health knowledge between pupils at continuous resident (CR) schools (schools which employed a full-time dental hygienist) and pupils at nonresident (NR) schools (schools which provided only classroom instruction by the teacher). Demographic characteristics of the sample, such as socioeconomic status and educational level of Ss' parents, were controlled. Samples were drawn from the Denver public school system and an adjacent tri-county area. A 35-item, multiple-response questionnaire testing dental health knowledge, attitudes, and practices was administered. A 90% level of statistical confidence for questionnaire items was accepted. Significant differences pointed to a more favorable level of dental health knowledge, attitudes, and practices for CR pupils than for NR pupils. Sex of Ss, however, was not a controlled factor, and significant differences did occur within groups with a higher percentage of females. (JB)

This publication has been designed to help nurses, teachers, volunteers, health administrators, social workers, and other individuals in the community in improving dental care instruction for the children in a community dental care program. The publication is based on the premise that availability of dental care services does not necessarily insure utilization of these programs unless the individual recipient, the family, and the community have an awareness of the importance of oral health. To upgrade dental care programs, educational services must be made available to every child as well as to the adults who influence his learning. The educational objectives in this guide are expressed as teaching targets--what the child and his parent must do to achieve life-long dental health. The guide also includes suggested audio-visual materials and activities to enhance an educational program. (Author/SES)

This publication which is a supplement to "Research in Nursing: 1955-1968, Research Grants", lists and briefly describes research projects funded by the Division of Nursing during the years 1969 through 1972. For each project, the following information is provided: title; grant number; names and addresses of investigators; period of support; brief description of project; and whenever possible, a chronological list of citations to publications which resulted from the research. Research projects entered in this publication are grouped in three sections: Organization, distribution, and delivery of nursing services (25 projects); Recruitment, selection, education and characteristics of the nurse supply (twelve projects); and Research development (including conferences, development of research tools, and faculty development.) (Sixteen projects.) A Subject Index and a Project Personnel Index are included. (KP)

A comprehensive guide for health procedures in small and large school systems, this volume emphasizes the need for coordination of school efforts with those of parents, departments of health, private practitioners of medicine and dentistry, and community health agencies. Particular attention is given to the role of the teacher in school health services. This reference volume focuses on the school health services aspect of school health education, the procedures carried out by physicians, nurses, dentists, teachers, and others to appraise, protect, and promote the health of students and school personnel. Such procedures are designed; (1) to ascertain the health status of pupils and school personnel; (2) to counsel pupils, teachers, parents, and others to arrange needed treatment or school programs; (3) to help prevent communicable diseases; (4) to provide emergency care for injury or sudden illness; (5) to promote optimum sanitary conditions and to provide proper sanitary facilities; and (6) to protect and promote the health of school personnel. (Author/NMF)

Designed to help mothers of mentally retarded girls deal with the problems and concerns of puberty, the booklet provides information on physical and emotional changes, menstruation, masturbation, heterosexual behavior, contraception, protection against sexual aggression, the possibilities of marriage, and additional sources of information. Instruction in menstrual hygiene is presented with diagrams illustrating correct methods of self care during menstruation. Simplified definitions of words for sexual organs and functions are listed. (RD)

An experimental program of directed social change was undertaken in nine Mississippi counties by the Cooperative Extension Service with special funds provided by the Federal Extension Service. The purpose of the program was to test the hypothesis that the creation and use of systemic links in extension work would result in desired changes in homemaking practices among low-income families. The assumption on which the experiment was based was that women who lived in the target communities and were themselves in the low-income stratum could communicate more effectively with other low-income housewives than professionally trained extension home economists. County extension staffs identified likely prospects for the role of systemic links, recruited those persons, provided intensive training experiences in certain homemaking practices, and then instructed them to initiate contacts with client system families and establish themselves in the role of teacher and counselor. Measures of recommended practice adoption by client system homemakers indicated that the creation and use of systemic links is an effective procedure in programs of directed social change. (MF)

The purpose of this manual is to assist nurses and teachers in providing health care and education for migratory farm workers and their children. Common health beliefs among the Mexican American migrant workers are discussed in order to assist nurses and teachers at being more effective in teaching the migrant about health. Guidelines are presented for making optimum use of planning and organizing time for the Migrants Incorporated 7-week summer programs. The guidelines are separated into 2 sections. The first section is for the Migrant School Nurse and includes discussion of (1) pre-program planning; (2) preparing for vision, hearing, and dental screening; (3) setting up equipment and supplies; (4) getting the program started; (5) responsibilities of each position; (6) keeping records; and (7) all medical services. The other guidelines section, for the Migrant School Teacher, deals with health instruction as it applies to preschool children in Head Start and children in the elementary grades. The manual is appended with information on available audiovisual aids. (AN)

Educational specifications of the program for secondary educable mentally handicapped students in DeSoto County (Florida) are described. Specifications for the overall philosophy, purposes, objectives, activities, space and equipment requirements, and special considerations are provided in the following areas: academics, food preparation, clothing maintenance, home living, care of invalid and infirmed, grooming, horticulture and yard maintenance, home maintenance, leisure time activities, teacher workroom and equipment storage, and speech therapy. (RD)

The plight of many children of the Deep South, their personal and social problems, is revealed through the experiences of a VISTA (Volunteers in Service to America) volunteer. The volunteer spent one academic year, 1966-67, in the VISTA program as a school tutor and then returned on her own in the summer of 1968 to offer additional educational services. During these two periods time was spent with on Negro girl, Hattie Mae. Various sources of data provide the biographical and background information of the child. Anecdotal records and drawings are a part of this report. This information is compared and analyzed for the social, educational, and personal growth of the student. The document concludes with a brief resume of the events and feelings experienced by the Negro child as she spent one week in the tutor's home in Wisconsin. (DB)

A continuation of a report (EC 004 818) presents appended case studies of 15 children involved in a residential school program for the multiply handicapped blind. Each study provides information and developmental history, medical data, personal hygiene, eating habits, physical development, psychological adjustment, object recognition, classroom performance, placement recommendation, and a psychological evaluation. Each study is accompanied by tables of performance. (JM)

Included in a handbook are discussions on general information for dental health for the institutionalized retarded, their need for dental care, the attendant's role in providing care, dental information for the attendant, how and when to use a toothbrush, care of toothbrushes and equipment, and indications of abnormal mouth conditions. Information is also presented on the development of programs of dental care according to cottages or wards of residents who can brush on their own, who can partially brush, or who are incapable of brushing. Recommendations for a successful dental program are outlined; photographs and charts are used throughout. (JM)

Student activism is the subject of the hour. Three out of five principals surveyed report some form of active protest in their schools. Questionnaires sent to a random sample of 1,982 junior and senior high school principals throughout the U.S. show that 67% of city and suburban schools and 53% of rural schools are experiencing protests. Protest is almost as likely to occur in junior high as in high schools. The greatest percentage of complaints are against various school regulations, with dress and hair requirements heading the list. Only one-fourth of the schools, usually large- and medium-size senior high schools in suburban or big-city locations, have experienced activism in current political areas such as race relations, the peace movement, or the draft. The instructional program came up for criticism in 45% of the schools, about evenly distributed among junior and senior high schools in all parts of the nation. Teachers in 35% of all schools are actively protesting their working conditions and salary levels. Respondents from every type of community and kind of school felt that there was a growing need for new channels of communication among pupils, administrators, parents, and teachers. They believe that getting to know each other is the heart of the matter. (TT)

This dental health guide, prepared by the Missouri State Department of Education in cooperation with the State Dental Association and the Division of Health, attempts to develop understandings, habits, and attitudes regarding dental health through a correlated program of instruction for all grade levels. Specific objectives of the program are to teach: (1) care of the teeth, (2) proper dental nutrition, (3) the role of the family dentist, (4) the importance of dental care to appearance and general health, (5) functions of the teeth, (6) problems of dental decay, (7) personal responsibility for individual dental health, and (8) job-opportunities in the field of dental health. Guides are included for primary, intermediate, and junior and senior high levels, which include suggestions to teachers for classroom discussions and activities. A section is devoted to background material with which the teacher should be acquainted to enable her to answer questions which will come up in class. Instructional outlines plus suggestions for related class activities and resource materials are listed. Sample dental forms are included which concern communication with parents on necessary dental care for their children. (Author/CJ)

A comprehensive program for elementary and secondary health education is presented. The program is structured to promote affective as well as cognitive learning and centers on (1) understanding the human body and learning how to care for it, (2) understanding what it means to be man or woman, and (3) understanding the forces in the physical and social environment that influence behavior. Thus, sex education and mental hygiene are included as "normal" parts of the health program. The term "health and sex education" is used in reference to the program only to emphasize that sex education is not excluded or minimized. There are three basic parts to the program, corresponding roughly to the three educational stages: primary, intermediate, and secondary. Part I is for kindergarten and grades 1 through 4 and is designed to be taught by the self-contained classroom teacher who may use each lesson in connection with appropriate classroom activities. Teaching the program should require no extra time and no changes in scheduling or staff assignments. Part II for grades 5 through 8 follows the departmentalized approach and is designed to be integrated with existing programs in language arts, physical education, science, and social studies. (The distribution of lessons among these four subjects is presented.) The high school program (Part III) is presented as an independent course of study to be taught by specialized health educators. It is written in textbook, rather than teaching manual format, allowing the teacher to decide on methodology and form of presentation. Certain recommendations are included in the preface of the document to enable teachers to use the program effectively. (JH)

A useful common reference in providing professionally appropriate care of laboratory animals for scientific institutions is presented. Recommendations are based on scientific principles, expert opinion, and experience with methods and practices that have proved to be consistent with quality. A selected bibliography is included in periodicals and comprehensive general references. (RK)

An annotated listing of over 500 major fiction books and basal readers provides suggestions for their use in library instruction, independent reading, class and small group discussion, and correlation with unit work and basal reader programs. The books are listed according to primary, intermediate, and advanced reading levels and books to be read aloud by the teacher. Coding for cross reference is included with the readings of adventure, appearance, behavior and etiquette, biography, character and personality, family problems, foreign backgrounds, Negro Americans, prejudice, sports, and war. Also provided are author and publisher indexes. (JK)

The manual is divided into 26 lessons aimed at discussing the functions of teacher aides; their relationship with the teachers and children, and the part they play in an educational system. Some of the topics discussed are: need for training teacher aides; training for partnership; role of public schools in American society; the role of the teacher in the public schools; child training; child behavior; characteristics of a good teacher; course planning; and subject analysis; teaching methods; testing; teacher and teacher aide relationship; responsibilities of teachers; secondary education; school and home relations; group and individual training; home visitation; reading and arithmetic instruction; mastering of duplicating techniques and machines; personality characteristics; slow learners; preparing instructional materials; health education in schools; improving children's interpersonal relations; working in the library; care, use, and operation of audiovisual equipment; and career opportunities for teacher aides. (PT)

GRADES OR AGES: Grades 1-6. SUBJECT MATTER: Physical education and hygiene. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in French. It is divided into two main sections, one for physical education, and one for hygiene. Each section contains several straight-text chapters with illustrations interspersed. The guide is offset printed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: In the physical education section, activities are suggested in the categories of gymnastics, games, and dancing. Each group of activities is specifically related to educational theory. The hygiene section lists very briefly topics to be covered in grades 1-3 and grades 4-6. Both sections begin with an introduction which states general objectives. INSTRUCTIONAL MATERIALS: The physical education section contains a short list of references. No materials are mentioned in the hygiene section. STUDENT ASSESSMENT: Short chapters in both sections suggest that evaluation consists of informal progress reports to parents. (RT)

This project for pregnant school age girls is an ESEA Title I program operating in five facilities in Manhattan, Bronx, and Brooklyn. The primary objective of the project was to assist pregnant school age girls complete their education by being able to attend school. Additional objectives included provision of information and training in personal hygiene and child care and in vocational and academic skills -- so that sustenance of the girls' motivation and ability to continue an interrupted (by pregnancy) education might be achieved. Evaluation design included systematic observation of instructional approaches and methods, interviews with project staff, questionnaires to the professional teaching staff, and group interviews with students. Areas surveyed were: implementation of the project, characteristics of the students and their responses to the program, and the instructional program. Recommendations include: recycling of the project for the 1969-70 school year, making of firm arrangements for comprehensive social welfare and medical services, provision of infant day-care centers, relocation of the Bronx district facility, and exploration of additional means of disseminating information about the project. Data tables and instrument formats are appended. (RJ)

Prepared by an instructor and curriculum development specialist of the Minnesota Work Opportunity Center, this document describes a course designed to aid the dropout and/or hard-core unemployed youth develop skills in personal improvement and foods. The approach focuses on the individual and what he wishes to accomplish. Students who desire to take the course complete an information form which is then used to outline a course of study based on the stated goals. The course is flexible, and content is broken down into small instructional units in order to provide continuing positive reinforcement and to minimize frustration. In addition to the information form, each student completes an accomplishment form at the end of each unit, and both forms are filed in his folder where they are accessible to both the student and instructor. Instructional topics and an annotated bibliography are included for the areas of personal improvement, foods, home management, and child care. Brief descriptions of the Center's instructional areas, a listing of techniques and motivational devices, and two case studies are appended. Related materials are available as VT 011 518-VT 011 533 in this issue. (SB)

At the Sixth Annual Reunion of the Brazilian Association of Medical Schools (VI Reuniao Anual da Associacao Brasileira de Escolas Medicas) leaders in the Brazilian medical profession proposed an integrated educational program for training students in the fields of medicine and public health. Under Brazil's present system of education, all physicians and medical technicians are trained in separately-operated technical schools. As part of Brazil's reform of its university system, physicians recommend a medical training program similar to the one followed at most U.S. universities where medical schools are part of the system of higher education. In addition, the Brazilian doctors suggest an integrated medical program which would train related specialists and technicians, such as pharmacists, public health, mental health, and sanitation officials. The statement indicates the benefits that could be derived from the suggested plan. [Not available in hard copy due to marginal legibility of original document.] (DS)

Instructors of civilian and/or military food service employees are given suggestions for the flexible use of this guide, then receive more detailed guidelines for grouping trainees, managing classes, planning lessons, and adapting the food service course to various groups and teaching situations. Specific content (principles to be taught) and lesson plans are outlined on the food service industry and training needs; microbiology and foodborne disease; methods of preventing foodborne disease; personal hygiene, self-protection, and salesmanship (service to patrons); proper methods of washing and sanitizing utensils and equipment; insect and rodent control; housekeeping and waste control practices; and followup training, including application of what has been learned. Appendixes cover training principles and techniques, instructional aids and their use, and steps in organizing and promoting a food service employee training program, followed by a bibliography and a list of periodicals. (Author/LY)

To determine some of the factors associated with clothing habits and attitudes and their relationship to social participation among persons 65 years of age and older, personal interviews were conducted with 100 white people, 65 and older. The possible association between the extent of participation and other variables such as attitudes, habits, age, sex, health, education, and income was also studied. An analysis of the data collected showed the following: (1) there was more social participation in the 65-70 years of age group (72%) than in the group 71 and older (28%); social activities participated in most were church services, visiting out of town, and visiting neighbors; there was no significant sex difference in the participation; and higher levels of education and occupational status, as well as fewer health problems were major factors in participation; (2) those with more participation expressed more concern about what others thought of their clothes and gave greater care to personal grooming and care of the home; (3) those who participated more had larger average monthly clothing expenditures; (4) those who participated more were more likely to plan their clothing purchase, but also more likely to buy on impulse; (5) families were the most important source of advice about clothing for both groups; and (6) transportation and tiring easily were the greatest problem for the less participation group, whereas finding a style they liked and getting a good fit were greater problems for those with more participation. (DB)