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This paper discusses correlates (not causes) of success in a college chemistry class. It focuses on the immediate and practical concern of identifying those antecedent variables which, because of their close association with success in chemistry, could be used to predict success. Multiple regression analysis determined that the most satisfactory predictors of chemistry grades were measures of mathematical ability, previous study of chemistry, and overall academic achievement. A regression equation was developed which could be used to identify individual students who might, because of inadequate preparation, benefit from tutoring or an alternative course sequence. Suggestions for program development included a cooperative effort toward reducing the likelihood of failure experiences for students through programs which foster cognitive and affective competencies. For those students who do not succeed, colleges should be prepared to offer academic, career, and personal counseling to assist them in evaluating their situation and in choosing wisely among available alternatives. (Author/PC)

In surveying the handicapped program policies of the eight Los Angeles Community Colleges, it was found that there was a great discrepancy in the funding of the colleges for the handicapped programs and consequently the quality of the programs offered. The programs range from nothing to rather extensive programs in which an effort is made to identify the handicapped students and present a comprehensive program in an attempt to ensure their success. The coordinators recommended that: (1) the district help eliminate excessive paperwork in proposal writing; (2) provision be made for off-campus transportation; (3) the district provide computer services for better identification; (4) the college coordinators become more involved in decision making; and (5) the district provide more research and workshops. (Author)

A student-centered environment in which the curriculum, methodology, and strategy focus on the student's immediate and ultimate goals and view the student as a total person who is developing within a real world is suggested. The student is discussed as to self-assessment; learning matrices; contractual learning; feedback, rewards, and evidence of success; no failures; and narrative evaluation. The role of the teacher as a change agent is described as to mastery objectives, variety of methodology, support services, teaching teams, teaching loads, no need for tutoring centers, and no need for 0900 courses. Programmatic functions, credit bank, lack of remedial courses, career education, multiple exits and entries, general education, and the relationship between general education and career program are discussed as related to the curriculum. Resources that are important are given--administration, inservice agencies, systems support agencies, and the physical plant that houses the environment. An appendix provides a table showing the interface between career education and general education programs. (DB)

A Student Characteristics Module was developed as part of the Needs Assessment Project of the Central Florida Community Colleges' Consortium. Utilizing student admissions applications, a student characteristics survey was made of the personal and socioeconomic characteristics of 2,905 students admitted to Central Florida Community College 1971-73. Sixteen major fields of study were identified and cross-tabulated against 15 characteristics: sex, marital status, number of dependents, race, full-time or part-time status, father's occupation, father's education, mother's occupation, mother's education, student's daily round-trip commuting mileage, source of financial support, family income, total score on the Florida Twelfth Grade Placement Test (FTGPT), rank in high school graduating class, and age. In addition, each characteristic was cross-tabulated against two broad classifications of students--those intending to obtain an Associate of Arts (AA) degree and those intending to obtain an Associate of Science (AS) degree. Results of the survey showed no significant differences in sex or racial distribution in the two degree areas. The AA students were, however, more likely to be single than the AS students and were more likely to be full-time students. The educational backgrounds of the AA students' parents tended to be stronger than those of the AS students' parents. The AA students' scores on the FTGPT were somewhat higher than those in the AS group. As a group, the AS students ranked lower in their high school graduating class and relied much less on their parents for financial support. The college's black students tended to enroll heavily in some programs but infrequently in others. (Twenty tables provide the survey data.) (DB)

Navajo participation in labor unions and Navajo labor relations have undergone rapid and fundamental changes since the development of industry around Lake Powell and on Black Mesa. Early attempts to unionize Navajo workers met with stiff resistance from employees and the Navajo Tribal Council. Union entry into the Navajo Reservation was viewed as a threat to Navajo political power. In 1958, the Tribal Council passed resolutions making union operations on the Navajo Reservation unlawful. In 1961, unions attempted to hold a union election to bring Navajo and other workers at a uranium mill into several unions. The Tribal Council blocked the election, and a court case ensued which resulted in a U.S. Court of Appeals decision nullifying the Navajo Nation's legal right to outlaw union activities. In 1971, worker dissatisfaction led to the establishment of the Navajo Construction Workers Association and the eventual establishment of the Office of Navajo Labor Relations (ONLR). The ONLR has become the chief instrument in labor relations for the Navajo Nation. Cooperation between unions and the ONLR is generally close, and presently the ONLR works with all union locals in the vicinity of the Navajo Reservation. Interviews with Navajo workers and union representatives revealed that Navajos are becoming increasingly aware of the benefits of union membership. Therefore, union membership in the Navajo labor force is increasing rapidly. (Author/NQ)

The Federal government and private corporations involved in energy production are placing great emphasis on the strip-mining of vast coal reserves. The Navajo Nation, whose lands contain 20 billion tons of low-sulphur coal, sells vast quantities of its natural resources for use in the urban centers of Arizona and southern California. However, the benefits will not be of sufficient magnitude to significantly alter the Navajo economy. Approximately $10 million will enter the Navajo economy each year from energy-related industrial activities, whereas $380 million would be needed annually to raise the Reservation standard of living to the national average. Navajos are essentially in the same economic position, in several respects, as the residents of Appalachia. The Navajo Nation, unlike the residents of Appalachia, is seen as a resource owner with contracting, law-making, and policy-making powers. However, decisions made by the Navajo Nation invariably are subject to Federal review, and this special relationship to the Federal government renders the Navajos semi-autonomous at best. This relationship sets the Navajos apart from the people of Appalachia in that the Navajos are a semi-sovereign political, legal, and social entity with expectations of full economic development. Yet, the Navajo Nation's economy continues to be severely underdeveloped in comparison to national economic averages. (Author/NQ)

This study is a compilation of some of the published material on the social readjustment of widows and widowers plus a sampling (26) of personal interviews which the researcher conducted. The loss of a spouse is a traumatic experience. The emotional turmoil that follows, caused by the personal mode of living, circumstances of the death, treatment by friends, job situation, and other factors influence the recovery from grief. The completeness of recovery bears directly on the remaining partner's entry or re-entry into the social world, dating, and remarriage. Anticipated grief during a spouse's long illness, continuing friendships, and the remaining partner's own determination to gain self-confidence in the new "singles" world, were found to be important factors in the remaining partner's re-entry into the social world. (Author)

This paper is a compilation of the presentations of six panelists from Brigham Young University describing an innovative career development program for university students. Unlike years past, when students were strongly urged to select a major course of study immediately upon admission to the University, the new program recognizes that career decisions have often been made in the light of very inaccurate information. It contends that career education and development are processes, not products, and that the student must be allowed time for exploration. The program is designed to respond to these problems. The first paper deals with the different university departments involved in the program, while the second describes a one-credit hour course called, "Practical Decision Making." The third presentation presents an overview of the decision making process and the fourth offers an evaluation of new career development programs. The fifth article deals with the use of self-instructional aids in career counseling while the final presentation describes a unique approach by Brigham Young University intended to make students more aware of its services. (HMV)

The report describes the Shared Process Evaluation System (SHAPES), a process analysis system designed to facilitate documenting, rationalizing, and evaluating community development projects. The evaluation process requires five steps. First, the project is described with respect to statements about the original problem situation and demographic conditions of the community prior to the project. Second, the Fields (the project actors) are identified and described. Third, Critical Incidents (events judged as essential to the continuation of the project) are identified and described. Fourth, the Fields are asked to identify and describe Critical Incidents according to a six-category Phase designation (pre-identification of needs, need identification, objective setting, planning, action, and assessment and monitoring of effects). Fifth, the data collected are plotted on descriptive matrices in which the three variables (Fields, Critical Incidents, and Phases) illustrate patterns of Field participation, patterns of shared change, and patterns of individual Field change; data may also be arranged in a time-line display of Critical Incidents. An appended case study describes a field test of SHAPES in a community development program in Williams, Arizona, and provides visual demonstrations of the matrices and time-line display of step five. (JR)

This survey of K-12 science education in Iowa presents descriptive statistics in the following areas: (1) organization of the K-12 educational systems - including a description of the school districts and governing systems; (2) teacher education and certification - including a survey of science teachers in Iowa and teacher preparation institutions; (3) the Iowa classroom teacher - describing the educational levels and teaching experiences of Iowa science teachers; (4) program of instruction - describing state requirements for science education in grades K-12; (5) inservice education - describing inservice programs for science teachers and the monies budgeted for this purpose; and (6) implications for programs for the improvement of elementary and secondary science education in Iowa - describing some of the concerns brought out by the statistics of this survey. One concern is that the large number of teacher preparation institutions in Iowa have widely different programs and produce teachers with widely different preparations. (MLH)

This study examines the relationship between university faculty and administrator attitudes toward collective bargaining in terms of their view of the goals and the functions of the university. The faculty and administrators in a single, large, multipurpose state university were sampled to provide three test groups: administrators, faculty with favorable attitudes toward collective negotiations, and faculty with unfavorable attitudes toward collective negotiations. The three test groups were compared on the basis of their perception of the importance the institution accorded goals and the emphasis given to institutional functions. The findings indicated that faculty with favorable attitudes toward collective negotiations differed significantly from other test groups in their perception of the importance the institution accorded goals and functions. (Author/MJM)

The Graphic Terminal Display System (GTDS) was created to support research and development in computer-assisted instruction (CAI). The system uses an IBM 360/50 computer and interfaces with a large-screen graphics display terminal, a random-access slide projector, and a speech synthesizer. An authoring language, GRAIL, was developed for CAI, and it is transportable to other computers. Comparisons are made between this system and others as PLATO, PLANIT, and TICCIT. (Author/CH)

This is a report on two courses, one undergraduate and one graduate, which taught education majors, through films, discussions, book reviews, field trips, and community work, how to become master teachers skilled in reaching culturally different children. The report examines the purposes and content of the courses and concludes that they were successful. Student-written course evaluations are included which praise the course and the instructors. Racial balance among the students and participation of people dedicated to teaching were seen to create a productive situation. Outlines of the schedule of classes, reading lists, and subjects covered in each class session are included. The authors feel that students who are culturally different must be seen as having educational disadvantages as great as those with physical and emotional problems, and that it is important for educators to grasp the essentials of good teaching when dealing with the culturally different, as has been with the emotionally and physically disadvantaged. (CD)

The Public Service Occupations Curriculum Project was designed to serve as a master curriculum resource for school districts in the implementation of a career education program in public service occupations. The project produced comprehensive curriculum materials for grades 7-12 and adult education which can be adapted by local school districts to suit their particular needs. The report summarizes the activities of the project and evaluative data gained from field testing the curriculum in vocational and general modes of education. Much of the document reproduces and discusses the results of field-test questionnaires used for students, teachers, and administrators. Test sites in California and New York are described in some detail. The major results of the program were: administrators, teachers, and students generally agreed that the project materials had content validity; teachers felt that the curriculum guides were easy to adapt to their teaching styles and could be used in varying instructional situations; and the program is administratively feasible. (Author/PR)

Focusing primarily on test data from locally developed tests, the document presents results and an evaluation of the first year of a program developed for elementary grades at Dutemple School, Cranston, R. I. The first section discusses behavioral objectives and presents pre- and posttest results, grade by grade tabulated to show levels of attainment of objectives. Recommendations suggest more concentration on identifying and helping students who are not achieving satisfactorily. Teacher evaluations and recommendations are presented in the second section, with a staff questionnaire providing data. It was felt that students became more aware of a variety of careers and benefited from "hands on" experiences, but teachers expressed a need for better program administration and preparation, and the availability of inservice training. Project activities are illustrated through photographs, in the third section, and include log cabin construction, the making of career scrapbooks, and model airplane building. A sample of the staff questionnaire is appended. (LH)

This research is part of an effort to assess the job functions required of master's level clinical psychologists, to simplify their relationships through factor analysis, and to develop factor scales for the measurement of job functions required at mental health agencies. In response to an earlier questionnaire, 20 master's level clinical functions had been either endorsed or not endorsed by chief psychologists at 396 mental health agencies. In the first part of this study, those cases were divided into halves, with each half randomly selected so as to provide proportional representation from each of nine mental health agency types. Then, both halves were factor analyzed using three different rotational methods in order to determine which method most reliably reproduced which factors in both samples. It was found that the orthogonal rotation most reliably replicated four factors. In the second part of the study, the entire sample was factor analyzed, and factor scores for each of the four most reliable factors were recorded for each case. Mean factor scores were generated for each of nine mental health agency types, and displayed graphically. (Author)

These 7 case studies are part of a series of documents on the evaluation of Project Developmental Continuity (PDC), a Head Start demonstration program aimed at providing educational and developmental continuity between children's Head Start and primary school experiences. Each case study reviews the planning year at a PDC demonstration site in one of the following states: Michigan, New Jersey, New York, Texas, Utah, Washington, and West Virginia. Included are details of the planning year activities, focusing on administration, pupil education, preservice and inservice training, developmental support services, parent involvement, and services for handicapped children and bilingual/bicultural children. An analysis of the planning process at the site is offered. The opinions and attitudes of program personnel are reported. Brief descriptions of the Head Start and elementary school programs involved at the site and the relationship between them are included. (SE)

These 8 case studies are part of a series of documents on the evaluation of Project Developmental Continuity (PDC), a Head Start demonstration program aimed at providing educational and developmental continuity between children's Head Start and primary school experiences. Each case study reviews the planning year at a PDC demonstration site in one of the following states: Arizona, California, Colorado, Connecticut, Florida, Georgia, Iowa, and Maryland. Included are details of the planning year activities focusing on administration, pupil education, preservice and inservice training, developmental support services, parent involvement, and services for handicapped children and bilingual/bicultural children. An analysis of the planning process at the site is offered. The opinions and attitudes of program personnel are reported. Brief descriptions of the Head Start and elementary school programs involved at the site and the relationship between them are included. (SE)