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This statement by the American Library Association (ALA) for the Subcommittee on Legislative Appropriations of the House Committee on Appropriations endorses the Library of Congress request for funding in 1975 and requests that funding be increased for the Office of Superintendent of Documents for the same period. The value and importance of several activities of the Library of Congress is commented upon, specifically: the National Program for Acquisitions and Cataloging, the PL-480 Program for India, the work of the Division for the Blind and Physically Handicapped, and the Affirmative Action Program. Some of the services of the Office of Superintendent of Documents vital to libraries and the American public are described, and the problems besetting the Office (sharp price increases and backlogged orders, for instance) which have an adverse effect on both groups are discussed. The ALA also urges increased financial support for the Depository Library Program of the Office so that material may be more promptly delivered to depository libraries, more adequate inspection of the libraries can be made, and more non-GPO U.S. Government publications can be included in the depository program. A copy of the January 25, 1974 resolution of the ALA is appended. (JG)

Change in social systems is often stimulated by individuals or groups of individuals who effectively link practice institutions, such as school systems, with knowledge producing organizations, i.e., universities. As basic research is developed and applied to practical problems, these individuals act to communicate this knowledge to those who may need it. In some cases, these change agents may also assist potential adopters in the installation of the new idea in their system. This paper investigates certain aspects of the relationship between these change agents and potential adopters. The paper focuses on educational change agents and practitioners in school systems, particularly as they interact to bring about improvements in the functioning and effectiveness of educational organizations. The discussion of the change agent-practitioner relationship is prefaced by an overview of some educational diffusion concepts. (Author)

Positive and negative aspects of evaluating change programs are discussed, and a process evaluation model is proposed. The four specific areas upon which the paper focuses are as follows: (1) definitions of evaluation and evaluation research and a review of some approaches to evaluation; (2) the functional consequences of evaluation; (3) arguments against the appropriateness of experimental designs for evaluation, some unanticipated consequences of evaluation, and design problems in the evaluation of social change; and (4) an outline of the process evaluation model. (DB)

This bibliography was compiled to review some of the current materials on the subject of campus/community relationships with particular emphasis on studies relating to the 9 campuses of the University of California. The detailed summaries included should be helpful to increasing numbers of campus and community planners, policymakers, and administrators who must deal in explicity ways with both the problems and the opportunities created by growth and change within college and university districts. (HS)

This annotated bibliography on campus/community relationships deals almost exclusively with the secondary effects of colleges and universities on their surrounding environs. The bibliography provides detailed and objective descriptions of the contents of the articles, monographs and books that deal with the effects of campus growth and expansion, circulation and transportation, commercial services, research parks and zoning on the community. (HS)

Married students constitute a significant proportion of University of California students--one out of two graduate and one out of ten undergraduate students are married. Yet, little is known of the particular needs of married students and changes in this segment of the University population. This paper is concerned with measuring the changing married student population at the University of California, changes resulting from both enrollment growth and alternative life styles. This study is intended to provide some benchmarks for measuring and forecasting the population impact of married students and their families on University communities. As noted in the report, in the past seven years there has been a gradual decrease in the percentages of students who are married and a sharp decrease in the family size of these students. This knowledge should serve as an early warning system for those concerned with developing housing, and with planning for community facilities such as schools and child-care centers. Knowing more about married students and their changing family sizes will help decisionmakers to be more responsibe to meeting their needs in campus/community planning. (Author/PG)

Survey feedback and problem solving processes can be applied to increase the effectiveness of task-oriented structural approaches to educational organization development. One such approach involves the superimposition of complementary collective decision structures over the existing authority decision framework of the school. Collective decision structures potentially increase organizational flexibility and adaptability by providing for problem identification, solution generation, and change initiation at the faculty level. Survey feedback acts to initiate collective decision processes by providing an objective base for problem and need identification. Task-oriented problem solving sessions provide for problem analysis and solution generation; the collective decision configuration facilities innovation legitimation and implementation. This paper presents a theoretical model for survey feedback-problem solving-collective decision interventions on education systems. Factors hypothesized to account for the effectiveness of collective decision processes are noted and the proposed change-supporting structure is analyzed in terms of primary structural dimensions. A related document is EA 004 939. (Author)

New patterns of organization are required to make openspace work in order to achieve the individual learning goals of students working at their own level, seeking information independently, and interacting freely with other students when required. A comparison of the traditional classroom with what is happening in the more "open" openrooms reveals that the roles of both teachers and students have altered. New roles require new norms to coordinate them and, although many of the new rules of the classroom may no longer apply, there are still rules for the student to learn while he is in the openroom. However, because of the greatly increased autonomy of the student, these new norms must be more general in what they specify. Instead of letting discussion of the open plan idea degenerate into a classroom-versus-openrooms debate, the whole variety of learning situations that are possible in a school should be evaluated. (Author)

The research component in the natural sciences does not have to be changed. Ninety-three percent of the students surveyed by Ann Heiss for her book "The Challenge to the Graduate Schools" felt that the research component of the natural sciences contributed to their scientific development, and 85 percent felt that it was intellectually stimulating. Eighty-eight percent of the faculty surveyed felt that dissertation research component should remain unchanged. In contrast, only 43 percent of the graduate students in English thought that research contributed to their development. This happy condition in the natural sciences is due to the mutual dependence of professor and student. The student does his first research on a professor's problem and does not do his own research until his last year. This seems to work to both the professor's and student's benefit. In the social sciences and humanities, students tend to begin on their own and professors tend to view their role as teachers and advisors as a duty role. There are also differences within the natural sciences. The chemist tends to get his doctorate in 4 years, and often takes a 2-year postdoctorate. The physicist takes generally 6 years for his doctorate under the same professor. The 4- and 2- year schedule provides for more flexibility and greater self-selection of the students. (AF)

This report presents some statistical data on black graduate student applicants. Twenty-five major graduate schools were requested to supply information on the number of identifiable black applicants by field; 11 were able to supply the data. They were: Berkeley, Brown, Columbia, Cornell, Harvard, Princeton, Minnesota, MIT, Syracuse, University of Wisconsin, and Yale. Applications varied from 346 to 84. Berkeley had 346 applications, 7 schools had between 100 and 200 applicants, and 3 had under 100. Some university departments attracted disproportionately large percentages of the total number of applicants in a particular field: MIT, for example, received 62% of all city planning applications, and Brown University received 45% of the total number in Romance Studies. The humanities and social sciences attracted 85% of the students, while the physical sciences received fewer than 10% of the applications. The total number of applications to the 11 institutions was 1,694 - a very small percentage of the approximately 50,000 Blacks who received undergraduate degrees in 1969-70. Of 546 applications examined for duplication of applicants, 425 represented actual individuals. (AF)

There are several barriers to increasing the number of black graduate students in the universities. The first impediment is the loss of overall graduate student support which will be sharply felt beginning in the fall of 1971. The Nixon Administration's program places a heavy emphasis on loans and persons from low income families are often reluctant to add to their debts accumulated from their undergraduate years. Another problem is that a relatively small number of black graduates apply to graduate school; many are siphoned off into industrial and business careers after graduation. A third barrier is the fact that black applicants tend to concentrate in a small number of fields: generally the humanities and social sciences, with almost no applications in the engineering field. Given these factors, the criteria used for admissions must be examined. The validity of the usual predictors varies widely across different areas of study, and motivation may be more important than undergraduate grade point average. (AF)

THIRTY-FOUR PUBLIC SCHOOL GUIDANCE COUNSELORS FROM SIX NEW ENGLAND STATES, NEW YORK, AND NEW JERSEY PARTICIPATED IN AN INSTITUTE TO BECOME ACQUAINTED WITH THE PROBLEMS AND SPECIAL TECHNIQUES INVOLVED IN COUNSELING THE URBAN DISADVANTAGED STUDENT. THE PROGRAM CONSISTED OF LECTURES BY OUTSTANDING AUTHORITIES IN THE FIELD, LIMITED DISCUSSION PERIODS, VISITS TO LOCAL INDUSTRY AND VOCATIONAL SCHOOLS, AND ACTUAL PRACTICE IN TECHNIQUES SUCH AS JOB ANALYSIS. THIRTY-THREE PARTICIPANTS RESPONDED TO A QUESTIONNAIRE WHICH REQUESTED THEIR REACTIONS TO THE INSTITUTE. IN GENERAL, THE PARTICIPANTS FELT THAT THEY HAD RECEIVED MUCH BENEFIT FROM THE INSTITUTE, BUT CLAIMED THAT IT HAD FEATURED TOO MANY LECTURES, LEFT TOO LITTLE TIME FOR DISCUSSION AND PRACTICE, AND LEFT THEM SKETCHILY PREPARED TO ACTUALLY EMPLOY THE NEW TECHNIQUES IN SCHOOL SITUATIONS. THE BACKGROUND OF THE INSTITUTE, PURPOSES, METHODS OR PROCEDURES, AND RESULTS ARE DISCUSSED. A LIST OF LECTURERS, INSTITUTE ACTIVITY SCHEDULE, PARTICIPANT APPLICATION FORM, QUESTIONNAIRE FORM, AND A TABLE OF QUESTIONNAIRE RESULTS ARE GIVEN IN THE APPENDIX. (PS)

GENERAL AGREEMENT CONCERNING THE IMPORTANCE OF IMAGINATIVE LITERATURE IN THE ENGLISH CURRICULUM HAS IRONICALLY GIVEN RISE TO "A STULTIFYING ACADEMIC GAME"--THE REQUIRED BOOK REPORT. STANDARDS FOR READING BOOKS ARE "CADAVEROUSLY" STEREOTYPED--LONG LISTS OF OUTSIDE READING MATERIAL, AND A SPECIFIED NUMBER OF BOOK REPORTS WHICH INCLUDE SOMETHING ABOUT THE AUTHOR, THE PLOT, THE CHARACTERS' QUALITIES AND FUNCTIONS, THE BOOK'S LITERARY SIGNIFICANCE, AND THE READER'S PERSONAL OPINION. IN CONFUSION, STUDENTS TURN TO "PARAPHRASE" AND "RESEARCH," THUS ASSURING PLAGIARISM. THIS APPROACH TO READING IS CLOSELY ALLIED WITH THE POPULAR SURVEY COURSE IN LITERATURE, IN WHICH AN IMPOSING NUMBER OF AUTHORS AND CENTURIES ARE TOUCHED UPON IN ONE ACADEMIC YEAR. TO ENCOURAGE STUDENTS TO BE ORIGINAL AND THOUGHTFUL READERS AND WRITERS, TEACHERS SHOULD (1) BE IMAGINATIVE IN THEIR TEACHING METHODS, (2) GIVE BOOK REPORT ASSIGNMENTS THAT ARE FLEXIBLE AND CREATIVE IN FORMAT, (3) EMPHASIZE "DEPTH STUDIES" WHICH INVOLVE STUDENTS IN THE WORK OF A PARTICULAR WRITER, AND (4) MEASURE STUDENTS BY THEIR DEPTH OF PERCEPTION, NOT THEIR BREADTH OF EXPOSURE. (THIS ARTICLE APPEARED IN THE "MISSOURI ENGLISH BULLETIN," VOL. 25 (JANUARY 1968), 1-6.) (JB)

This paper deals with several of the commonly stated ethical issues in behavior modification: (1) the dichotomy between symptoms and underlying causes; (2) symptom substitution; (3 certain behavior modification techniques such as electric shock, physical restraint, and deprivation; (4) the counselor-client relationship; and (5) principles of reinforcement. (RP)

This paper attempted to highlight the functional relevance the cognitive, maturational, and behavioral theories of child development might have for preschool educational programming. (Author/RK)

Urges the combination of explanation and student deduction in the teaching of foreign languages. (LG)

The article provides helpful hints to the teacher who wishes to develop learning centers in his classroom. The author defines a learning center and tells how the center can be managed, how it should be begun, and the benefits it offers to the teacher. (HMD)

Students' attitudes toward Black literature were found to significantly improve as a result of reading literary works by black and white American writers, integrated in a curriculum package--"Black-White Literary Relations: Thermatic Parallels." (EH)

Due to rising educational costs private colleges have a hard time competing with public colleges. However, the private college offering vocational education will continue to flourish as long as it provides the highest quality career education and a superb placement service for its graduates. (DS)

Reading comprehension questions selected from readers, teacher manuals, and workbooks of three current, widely used and representative basal reading series were analyzed according to the Barrett Taxonomy to determine cognitive objectives. The taxonomy has five major divisions and thirty-three levels within, claimed to be cumulative and sequenced according to difficulty of thinking tasks. Of the 3,536 questions analyzed from all of the material and classified in major divisions, 55% were literal comprehension, about 26% were inferential comprehension, 10% were appreciation, about 6% were reorganization, and about 3% were evaluation. The testing of hypotheses established that literal comprehension questions predominated for almost all materials and grade levels, statistically significant difference existed among series, and there was a tendency for question difficulty to increase with grade level. Evidence supported the conclusion that performance of a higher level cognitive task must implement all preceding lower level tasks; therefore the proportion of literal comprehension questions could be reduced. (Author/TO)

This annotated bibliography provides descriptions of films concerning child development and various approaches to early childhood education. Some are for classroom use, and others are intended as guides and resource materials for teachers. Attachments give addresses and phone numbers of film distributors and addresses, managers and phone number of Modern Talking Picture Service Film Libraries. (KM)

The purpose of this study was to assess the effects of reading literary works by black and white writers on students' attitudes toward black literature. One hundred and thirty-two students made up the experimental group, and 157 made up the control group. Both groups were pretested with the Attitude toward Black Literature scale constructed by the author. Following the pretesting, a curriculum package was used in the experimental classes. Both groups were posttested with the Attitude toward Black Literature scale to determine if there had been a significant change in the experimental group's attitude as a result of the treatment when compared with the control group. Subjects in the experimental group completed a questionnaire to determine previous exposure to black literature and to determine what general attitudes they may have acquired as a result of studying the curriculum package. It was concluded that for the experimental classrooms and individual subjects the treatment resulted in positive attitudes toward black literature and black writers. It was also concluded that although it appears that the attitude change of black students might be anticipated with white teachers, black teachers may effect a greater attitude change. (Author/WR)

This study in Thai, Burmese, and Vietnamese is concerned with forms, meanings, and usage relating to personal pronouns and also other forms which, like them, are used as sentence subjects or objects with first or second person meanings--such phenomena being termed "pronominal." Three types of forms are seen to occur pronominally in the languages under consideration: personal pronouns, kintype nouns, and name nouns, and each of these is described structurally. Further treatment includes the following: lists of forms with meanings described in some detail; analysis of semantic features of personal pronouns in terms of person, sex, age, status, intimacy, nonrestraint, etc.; consideration of literal and displaced meanings of kin terms; and discussion of personal and cultural aspects of usage. Then the various formal, semantic, and cultural phenomena are compared and contrasted in the three languages. It is hoped that this work will contribute to linguistic knowledge and understanding by (1) providing a compendium of information on comparatively little-known, but linguistically and culturally significant, areas of all three languages; (2) organizing and analyzing a rich but confusing mass of material; and (3) setting forth a body of comparative and contrastive data showing remarkable parallels and similarities (as well as differences) in pronominal usage. (AMM)

A case study is presented in which a patient received four MMPIs and attempted to present himself as mentally healthy though suffering from a mental disorder. The changes on the MMPI profiles are interpreted in terms of the patient's clinically observed dynamics. Implications are discussed. (Author)

Discusses attitudinal change and behavior theory with respect to the possibility of affecting student motivation in language programs. (RL)

Presents the rationale, objectives, and procedures for parent involvement in the early education of handicapped children and suggests programs designed around the concept of parent involvement will expand in the future. (RB)

A formal approach to the differentiation of vectors from an axiomatic point of view is introduced, and applications to dynamics are presented. (DT)

Concludes that there is not a consistent policy in English departments regarding the teaching of black literature. (RB)