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5,751 results on '"Holman, A. A."'

1. Change Agent Research for Citizenship, Sportsmanship and Manhood (CAR for CSM).

Author

Windsor Univ. (Ontario). Faculty of Physical and Health Education., Moriarty, Dick, and Holman, Marge

Abstract

This study of nine Little League teams revolved around the following problems and questions: (a) role or status of Little League baseball as sport or athletics; (b) conflict in the interface of local, provincial, national, and international organizations; (c) relative significance of variables of technical skills, administrative decision-making, and public image; and (d) effect of equating and evaluating amateur sport on the criteria of professional athletics or vice versa. Research procedures included television observation, personal observation teams, interviews, and written questionnaires. Analysis of the interview material and written questionnaires showed commitment to the goals of amateur sport--participation, play, and service in a democratic, mutual-benefit organization for the benefit of players. Observation of actual behavior, however, did not support these beliefs. Aggression, hostility, and other negative behavior was observed on the part of all groups involved. Because of these observations, recommendations were made for changing behavior by modifying the structure of the league. The recommendations included: (a) employing mass media to focus on goals of amateur sports as opposed to goals of professional athletics; (b) dividing players on the basis of age and ability; (c) discontinuing scoring and standing, at least at beginning levels; and (d) evaluating Little League in terms of individual player improvement and number of participants rather than standings, competitive caliber, or success in championships. (PB)

Published
1974

2. [Some Advice to Schools in the North for Peaceful Desegregation.]

Author

Department of Justice, Washington, DC. Community Relations Service. and Holman, Ben

Abstract

Although the Community Relations Service gets involved in all kinds of disputes arising from discriminatory acts, most of its time is spent responding to difficulties associated with the police, the prisons, employment, and education. Its largest single effort to help resolve school desegregation-related problems took place in a six-month period between August 1970 and February 1971. During that brief period, the service assigned 47 professionals to help school officials in Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North and South Carolina, and Texas to move from dual to unitary school systems. This program included: conducting activities that would promote the easing of community tensions; helping to create and promote programs and activities dealing positively with problems incidental to desegregation; and functioning as liaison between all Federal agencies and offices with litigative responsibilities regarding desegregation and the involved school districts. Based on this experience with desegregation, if Boston is a tip-off of what is likely to happen in other northern school systems, then there is nothing in the South that is going to match that. Like it or not, come September many northern school systems are going to be desegregated. It would therefore behoove them to get on with the job which lies ahead. (Author/JM)

Published
1975

3. 'Dealing with Racial Conflicts in Schools.'

Author

Holman, Ben

Abstract

In dealing with racial tension and conflict, the principal is not limited to a wing and a prayer and benign neglect. The roots of conflict can be identified. Conflict can be planned for and utilized constructively. For 10 years, in approximately 2,000 instances, conciliators and mediators of the Community Relations Service have stood side-by-side with school administrators as they struggled to restore an atmosphere conducive to learning in a school that had been fractured by racial confrontation. Each case requires its own tailoring. But there is a body of techniques and methods which can be adapted and applied as needed. One approach is early diagnosis. It's strange that in the field of education, where so much of practice is the result of research and planning, problems of racial conflict are often left to chance. Once the research has been done, the principal can plan to overcome some, if not all, of the problems perceived. The search for solutions should not be limited to the boundaries of customary practice and traditional approaches. Business as usual is not likely to provide the answer. A poorly run school is a pushover for conflict. A well run school has the problem half licked. Planning and preparing to defuse or to deal with racial conflict might bring you 25 percent closer to being home free. (Author/JM)

Published
1975

4. Interest and Evaluative Meaning as Factors in the Acquisition of a Sight Vocabulary.

Author

Holman, Glenn C.

Abstract

Kindergarten Ss were assigned to three treatments. Group I learned words that were self-selected; Group II learned words selected by children in Group I, and Group III learned words common to the vocabulary of young children. Group I Ss scored significantly higher than the control group Ss, supporting the Ashton-Warner hypothesis. Group I ratings of evaluative meaning were in the direction predicted, but did not reach significance. (Author)

Published
1973

5. Research Rates and Delimiters in the Wisconsin State Universities.

Author

Wisconsin State Univ., Stevens Point. and Holman, Paul Cameron

Abstract

Fourteen hundred faculty members in 50 departments were questioned to determine the amount of formal research done each year in the nine Wisconsin State Universities. Responses revealing research productivity by department, amount of research done in teaching-learning (educational), percentage of faculty that do not engage in research because of lack of time, and percentage of faculty that do not engage in research because of lack of funds showed a very high correlation between low research productivity and lack of time, and a highly significant multiple correlation of low research productivity on lack of time and lack of funds (although there was almost no correlation between low research productivity and lack of funds). College faculties should be allowed more time (and therefore will need increased fund allotments) to carry on research which will help solve problems in education. (Author/SM)

Published
1969

6. The Supreme Court and the Dynamics of American Government. Teacher and Student Manuals.

Author

Amherst Coll., MA. and Holman, Stephen R.

Abstract

Designed to be used with above-average junior high students or to serve as a take-off point for high school students, this unit raises the question of what the role of the Supreme Court is in American government. The unit begins with evidence of the Court's deciding different ways at different times in similar cases, and proceeds to an investigation of the Court Packing fight of the 1930's, in which the Court emerges as a distinctly political institution. In subsequent sections, the student investigates the origins of the Court, the principle of judicial review, and the views of those who believe that the Court acts "unconstitutionally" and/or "undemocratically." Final sections raise the question of how American liberties are protected in a majoritarian "government of laws." (Author)

Published
1967

7. GUIDELINES FOR THE DEVELOPMENT OF ELEMENTARY SCIENCE CURRICULUM K-6.

Author

Kansas State Dept. of Public Instruction, Topeka. and HOLMAN, JAN L.

Abstract

GUIDELINES FOR USE BY TEACHERS AND ADMINISTRATORS IN THE DEVELOPMENT OF A K-6 SCIENCE PROGRAM ARE PRESENTED. SECTIONS OF THE MANUAL INCLUDE INFORMATION RELATED TO--(1) RECENT CHANGES IN THE PHILOSOPHY AND TECHNIQUES OF SCIENCE TEACHING, (2) THE NATURE AND NEEDS OF THE LEARNER, (3) EDUCATIONAL OBJECTIVES, (4) THE INTEGRATION OF EXISTING SUBJECT AREAS OF SCIENCE WITH MATHEMATICS AND OTHER SUBJECTS IN THE CURRICULUM, AND (5) FACTORS THAT INFLUENCE SCIENCE TEACHING. RECOMMENDATIONS CONCERNING LABORATORY SAFETY, EQUIPMENT AND FACILITIES, AND AUDIOVISUAL AIDS ARE INCLUDED. (AG)

Published
1966

35. Views of Our Readers

Author

Ray, George E., Hammonds, Oliver W., Benetar, David L., Isaacs, Robert C., McKeage, Everett C., Cate, Arlindo S., Holman, Frank E., and Sunderland, Thomas E.

Published
1955

36. Views of Our Readers

Author

Holman, Frank E., Bates, Sanford, Bennett, James V., Breitel, Charles D., Oswald, Russell G., Sloane, Joseph, Llewellyn, Karl N., Scherr, Robert A., Catterall, Ralph T., Foster, Stanbery, and Leach, M. Gail

Published
1961

39. Views of Our Readers

Author

Heiple, James D., Cavanaugh, Paul F., Muskovitz, Seymour L., Holman, Edwin J., Milligan, John R., Shestack, Jerome J., Downs, Robert K., McCune, John G., Baker, Benton, Smith, Merrill A., Jones, Donald W., Berry, Benjamin H., Finer, Joel Jay, Cullen, John B., Benson, Daniel H., Hillsberg, Richard W., Chambliss, John A., Oleck, Howard L., Marceau, Le Roy, Grunewald, Glen R., Webb, Marc E., Kenary, Joseph A., Brooks, Lawrence G., Behr, Omri M., Rich, Myer M., Murray, Robert M., Thompson, Charles E., Wright, Richard O., Graddy, William L., Kizer, Benjamin H., Weber, Stanley E., Field, Louis N., Bivens, Jay, Curry,, S. Leigh, Marks, Lionel Alan, Evans, Vaughn E., Falk,, Jerome B., Oakes, Richard T., Buchanan, Lloyd, Triplett, George R., Modecki, Carl A., Underwood, Eugene, Borowitz, Albert I., Morris, Richard W., Wharton, William B., Strickland, Roy, Williams, Ross, and Turnbull, Frederick W.

Published
1970

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