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This report describes eight experiments dealing with intentional forgetting. The results of the first experiment indicated that not attempting to recall items did not affect appreciably the later recall of these items. The second, third, and fourth experiments indicated that with blocked intra-serial cuing, the more processing allotted to an item, the more likely it was to be remembered. In the fifth, sixth, and seventh experiments, items were presented individually. They were then followed by a blank interval of time that could vary, and then the item's instruction appeared. It was found that final recognition for remember and forget items was positively related to the length of the interval, while final recall was not. In the eighth experiment it was found that implicit forget items were more likely than explicit forget items to be intruded in immediate recall, to be recalled during final recall, and to be recognized in a final recognition test. (DI)

The hypotheses of this study include: (1) intentional forgetting, operationalized by a forget signal, will produce augmented recall; (2) highly organized groups of sentences will produce the best recall; and (3) anxiety state will produce a complex interaction with the forget signal and degree of organization variable on the amount of materials recalled. Two experiments, one using a recall paradigm and one using a recognition paradigm were run using 40 and 80 male ROTC students respectively. All subjects were given a 20-item anxiety scale. This was followed by five experimentally assigned sentence lists. A forget signal was used. Tentative conclusions for both experiments are: (1) for the recall and recognition of sentences, the forget signal produces augmented recall but operates differentially depending on the degree of organization; (2) this process does not seem to proceed on the basis of rehearsal and dropouts; and (3) the anxiety state is negatively related to performance but not significantly so. (KJ)

Worries that confront teachers in American schools are discussed, and reasons why these worries should be forgotten are provided. The worries are concerned with: breaking away from normative schemes of childhood education; grade level structure; promotion and retention; letter grades; standard test scores as instructional aids; and the search for THE curriculum, or THE program, or THE philosophy. The teachers' energies should be directed to enhancing the basic principle of individuality by developing programs that are richly varied and strongly rooted in observation and analysis of the child himself. (DB)

The value of instructional television for universities and public school systems has often been swallowed up in the complexities of producing programs. Television can be better used in the classroom as an instructional resource, taking advantage of already produced programing that is available from sources such as the Public Broadcast Service. Schools should work closely with their local educational television stations (ETS) both to obtain access to these programs and so that a balanced variety of programing is broadcast by the ETS that will be useful to all the schools in a given area. When conflicts arise, schools can tape broadcast programs and make them available when they can be effectively used. This suggestion raises the question of copyright laws; the legality of nonprofit use of recorded materials is not clear, although there are guidelines available that suggest that a program may be taped for one-time use. A Piggyback unit, or a cart with a color television and a videotape playback machine, is an effective means of presenting the program once it is taped. (SH)

Discusses difficulty of formulating questionnaires, proposes steps to be taken for adequate followup program. (CJ)

Outlines a proposal for structuring higher education so that both teaching and research are closely interrelated to particular social issues; for instance, world peace, urban improvement, health, or poverty. Traditional organization based on academic disciplines is considered not relevant to present research or instruction demands. (AL)

This is an annotated bibliography of material on multiculturalism. (JA)

Raspberry argues that there is no persuasive evidence that racial balancing is worth the effort in terms of increased educational opportunity for the children; Meyers asserts that Raspberry's objections are based on several misconceptions about the goals of integrationists. (Author/JM)

Eccentric dress on the part of adolescents should not be treated as a moral issue. The conflict between youth and adults over school dress codes is but another variation of the conflict between the needs and rights of the individual as opposed to those of a larger society. (CK)

Article considered school fire safety, student preparation in case of fire, and the responsibilities of the school superintendent in setting guidelines for an effective fire safety program. (RK)

Article named some foreign countries that issued stamps with a musical motif as well as those designed by Americans. Igor Stravinsky and Louis Armstrong were also evaluated as subjects worthy of being noted on stamps. (RK)

Why student/teacher and student/student interaction should be incorporated into individualized instruction. (HB)

Provides a mini-course on news writing, listing and discussing each of the steps to good news writing. (TO)

Livestock production, crop production, farm management and records, and agricultural mechanics should be the heart of the Vo-Ag curriculum in rural areas, supplemented by natural resources, forestry, agriculture occupations and placement, because production agriculture education meets community needs and is an inseparable component of preparation for entry into agribusiness occupations. (Author/AJ)

The uses of microwave ovens. Photographs are included. (RG)