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Management of an information function requires detailed knowledge of what is being spent, how it is spent, and what is received in return for the money. Simply knowing whether a profit has been made or a loss suffered, and even knowing how expenditures were distributed, is not enough information for management. Building block cost analysis is designed to provide the information system manager with precisely the information he needs to manage. This theory is based upon two premises. First, the most effective display of information systems costs is in terms of unit costs. One production count, however, is not a useful measure of an entire information system. The system must be broken down into subunits which can be unit costed, and then added together for the total cost. Second, unit costs are meaningful only in a framework which includes all costs of the system. The example used to illustrate building block cost analysis is an information activity which collects a series of reports, prepares surrogates, enters them into a computer system, and produces a monthly abstract journal. (Author/SJ)

THE EFFECTS OF SELECTIVE MANIPULATION OF PICTORIAL CONTENT UPON PAIRED ASSOCIATE LEARNING WERE TESTED AND EVALUATED. STIMULUS MATERIAL WAS VARIED BY AUGMENTING CONTOUR CUES AND DIMINISHING IRRELEVANT CUES. FIFTH-GRADE STUDENTS WERE ASSIGNED TO NINE DIFFERENT TREATMENTS, INVOLVING STIMULUS SLIDES THAT VARIED IN TREATMENT OF CONTOUR AND CONTEXTUAL CUES. A TRIAL AND ERROR SYSTEM WAS USED UNTIL CRITERION PERFORMANCE OF TWO PERMUTATIONS WITHOUT ERROR WAS ACHIEVED. ANALYSIS OF VARIANCE OF TRIALS AND ERRORS WAS USED TO TEST FOR DIFFERENCES AMONG THE NINE CONDITIONS. FINDINGS WERE THAT, IN PAIRED ASSOCIATION, THERE WERE NO SIGNIFICANT DIFFERENCES AS A RESULT OF AUGMENTING CONTOUR CUES. IN ADDITION, THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN LEVELS OF REDUCED IRRELEVANT CONTEXTUAL CUES ON EITHER TRIALS OR ERRORS TO CRITERION, AND NO SIGNIFICANT INTERACTION EFFECTS BETWEEN AUGMENTED CONTOUR CUES AND REDUCED IRRELEVANT CUES. (GD)

Critics of television hope that cable television will broaden the scope of programming to include more diversity, more news, more local programming, more visibility for minority groups, and greater use of the medium for the presentation of contending views. This paper reviews what now exists and what is being planned in an effort to determine the viability of this hope. It looks at the regulatory framework in which experiments in origination have been and will take place; at a typology of origination efforts; at government and foundation efforts to encourage experiments in origination; and at possible courses of inquiry of the Sloan Commission and its staff. The general feeling of the paper is that the outlook is not bright for broader programming; the few promising experiments are only in the planning stages awaiting funding. (JY)

A 3-day conference conducted by the W.E. Upjohn Institute for Employment Research with the support of the Ford Foundation explored a range of problems that blue collar workers have with their jobs and discussed new directions for industrial work which would decrease worker alienation and "humanize" the quality of work. The 42 conference participants represented management, unions, the Federal Government, universities, magazines, and the Ford Foundation. Some suggested approaches for alleviating job discontent and improving worker attitudes included job enrichment and redesign programs, organizational restructuring, and increasing opportunities for individual development to maximize productivity. Diverse viewpoints and interests are illustrated with quotations from conference discussions. (AG)

The objective of the Gulfport Summer School project was to improve the teaching techniques in the English program so that unmotivated and underachieving students could experience some success. Students were grouped in English classes according to their spelling and language scores on the Stanford Achievement Test, Form X, in classes of from 10 to 12 and into four reading levels on the basis of tests scores on the Stanford Diagnostic Reading Test. Participating teachers were chosen for their ability to deal with students from a low socio-economic level. Results of the project indicated that the combination of small classes, material geared to the interests and abilities of the students, and an atmosphere which encouraged participation and individual progress had produced improvement in language skills. The statistics based on the X & W forms of the SAT scores of the random pilot group are as follows: Spelling +1 Month; Language +6.5 months; Overall +4.5 months. A control group receiving traditional instruction showed the following results: Spelling +0; Language +5.6 months; Overall +2.8 months. The teachers concluded that a curriculum of this sort should not begin unless provisions are made to continue it for several years and they recommended various ways to set up the program and to carry it out. (Author/AL)

The purpose of this study was to identify those behavioral teaching acts or patterns which characterize the effective adult vocational teacher as perceived by means of a questionnaire administered to eight coordinators of adult education programs, 70 adult teachers of trade and industrial education, and 865 adult students in trade and industrial education from eight selected vocational schools in Oklahoma. The questionnaire was developed by a panel of experts and by the directors of the schools used in the study and administered during the eighth to tenth week of class in the fall 1972 school year. Structured to obtain responses on a 5-point rating scale as to the degree that respondents perceived the item to be an adult vocational teacher education need, questionnaire results show that adults and adult educators agreed that all behaviors in this study are indicative of the ideal adult vocational teacher, although they did not agree as to the relative importance of some items. Those items receiving the highest ratings were: (1) exhibits enthusiasm and support for the teaching field, (2) teaches, practices, and enforces preventive shop safety procedures, and (3) gives demonstrations of skills and procedures. (AG)

Research on the effectiveness of graphical displays for information acquisition and retention lacks a system for classifying graph information and generating test items to assess learning. The purpose of this study was to validate a system based on two types of information and three types of informational units. Results of an analysis of variance indicated differences in learning predictable from the classification system; however, a multitrait-multimethod matrix analysis failed to provide evidence of trait validity for the system's informational constructs. In light of these results, a graph information processing strategy was proposed in which subjects utilize data point information. (Author)

For the past several years, much emphasis has been placed on open enrollment plans involving bussing that enable black and white students to attend schools together. The Laboratory School of the University of Northern Iowa in Cedar Falls has been involved in such a program since 1968. As the project developed, the potential for very serious problems relating to racial tension and student frustration became evident. To approach these problems and to promote more openness and understanding between students from different communities and differing cultural backgrounds, cross-cultural group counseling sessions were developed. The groups during the past two years have consisted of combined 7th and 8th graders and combined 9th through 12th graders. Due to administrative support, student requests, and observed behavior change, a similar grouping of students will be employed during the 1972-73 academic year. Counselor observations of the program are examined, and student and faculty questionnaires and analyses of them are also included in this paper. (Author)

The purpose of this monograph is to examine the major changes that have taken place in the Negro population as they are reflected in census data since 1870. The 1960 Census of Population provides the most recent data used except in Chapter VII where data for 1965 were available. The distribution of the Negro population since 1870 by regions and by urban and rural areas is covered in Chapter I; Chapter II deals with the net migration of the Negro and white populations by urban and rural areas since the 1910 census. The changing employment patterns of Negroes by major occupational groups since 1920 are considered in Chapter III. Changes in eleven major occupational groups are examined by regions in Chapter IV for the periods 1940 to 1950, and 1950 to 1960. The index developed in Chapter IV is used in Chapter V to examine the gains or losses of Negro employment in detailed occupations at the national level during the two periods covered. Chapter VI deals with changes in the educational level of Negroes and whites. Changes in the marital status of the Negro population and family composition are covered in Chapter VII. The numerous demographic changes over the years are described and analyzed in detail using data in the form of charts and graphs. (Author/JW)

The document lists and discusses Indian-published and Indian-oriented newspapers, periodicals, and other assorted publications generally designed to establish a communication system reflecting the interest of the majority of American Indians. Also provided are resumes of several publications that are thought to have gained wide acceptance through Indian readership. The list of 113 periodicals, by Indian groups in Canada and United States, includes publishers' addresses. (EL)

The scattered reservation segments of a single U.S. or Canadian Indian tribe have often culturally diverged from one another in recent historical times. This divergence is particularly marked in more urban regions, such as California, and among tribes where some of the reservations are near cities. As tribalism has become less important and urban adaptation more important, cities have a differential impact for change according to their distance from the various Indian communities. The most distant reservations tend to be abandoned, to survive as retirement communities, or to turn to a conservative, low-cost-of-living and welfare-dependent adaptation. Reservations closest to the cities tend to develop a pattern wherein residents commute to jobs in the city; these reservations are characterized by population increase and a new sophistication in working with modern bureaucratic politics. (Author/LS)

The second part of the four-part report of research on the development of a computerized, phrase-structure grammar of modern Hebrew describes the application of a generalized complex-constituent-phrase structure grammar to modern Hebrew. This volume discusses the details of the grammar: limitations, input and output, symbols, rules, tree diagrams, word classification, syntax, and orthography. An appendix provides a Hebrew-English dictionary. The grammar presented here provides new material for teacher training in the form of a transformational-type, theoretical model of modern Hebrew that views the language as an integrated whole. By studying the language this way, teachers of Hebrew can acquire a better understanding of the deep structure of the language. The formal presentation of the grammar, however, may not be the best form for training teachers. For related reports see FL 002 627, FL 002 629, and FL 002630. (Author/VM)

This first part of a four-part report of research on the development of a computerized, phrase-structure grammar of modern Hebrew presents evidence to demonstrate the need for material to train teachers of Semitic languagues in the theory of grammar. It then provides a discussion of the research already done on the application of computational grammars to artificial and natural languages. Research procedures are discussed. Following a section on computational grammars, there is discussion of grammar theories and of several grammars which might be suitable for generating and analyzing Hebrew sentences. The general requirements of complex-constituent-phrase structure grammar are outlined and methods for applying it to Semitic languages are discussed. A list of references is provided. For related reports see FL 002 628, FL 002629, and FL 002 630. (VM)

The final part of a four-part report of research on the development of a computerized, phrase-structure grammar of modern Hebrew describes the computerized algorithm for analyzing the sentences generated based on a complex-constituent-phrase structure grammar. The first section here discusses a structural model for modern Hebrew; the second provides a detailed description of the procedure for analyzing sentences; the third gives a detailed description of the computer program for the procedure; the last section describes the tests and the verifications of the algorithm. Appendix A lists the grammar rules of Hebrew syntax for the analysis of sentences. Appendix B gives the source-language listing of the computer program and subprograms used. Appendix C provides a sample output. Appendix D gives examples of the exhaustive snytactic analysis of the computer. For related reports see FL 002 627, FL 002 628, and FL 002 629. (VM)

Ninety-six 9th, 10th, and 11th grade students, randomly selected to include equal numbers from each grade level, from both sexes, and from each ability quartile were randomly assigned to either experimental or control procedures. The experimental group used the computer to select courses, while the control group was assisted by the counselor. Three criterion measures, used to assess the relative effectiveness of the computer-based system, are described: (1) a test of student's understanding of information relevant to course selection; (2) students' self-reported reaction to either the computer or the counselor; and (3) a rating of the completed student programs by 5 counselors. No significant differences are reported. The author acknowledges the impossibility of concluding, from this study, that counselors are more effective than computers in assisting students in the exploration and selection of courses. (Author/TL)

Based on a survey of college and university libraries conducted in the fall of 1969, this report provides aggregated or summary data for 2,330 libraries or 95.8% of the college and university libraries in the nation. The libraries surveyed accounted for a total expenditure of about $585 million, of which nearly $318 million was paid for salaries and wages of 45,150 staff members. The total holdings of these libraries provided user access to 333 million items of printed, unreduced materials (books, periodicals and other serial titles) and nearly 65 million microform items (microfilms and all other reduced formats). A promising development for improving access to library resources for small institutions is the advent of "joint libraries." A joint library is defined as a combining of library resources of two or more institutions, which serves all the institutions concerned, or the library may serve one whole institution and a branch campus of another institution. The largest expenditure increase (20%) was for books and other library materials, the smallest (14%) was for salaries of the regular staff. (Author/NH)

The National Referral Center (NRC) and its many services to the scientific and technical community are discussed in some detail as a preamble to a proposal of a cooperative arrangement between NRC and the American Geological Institute (AGI), its supporting societies, and all geoscientists in a combined effort to enlarge and maintain a comprehensive current resource inventory. (NH)

A definitive study of the sizes of documents in the ERIC Data Base is reported by the ERIC Processing and Reference Facility. This is a statistical and frequency distribution study encompassing every item in the file whose record contains pagination data in machine readable form. The study provides pagination data that could be used by present and future EDRS contractors and bidders and, since it is one of the few such comprehensive analyses ever performed on a data base of this size, it provides useful data for the entire information science community. The 36,314 records analyzed constitute virtually the complete ERIC Data Base through June 1971. The data are displayed in two formats: Tables and Graphs. The raw data from which these displays were developed were obtained from detailed computer printouts. (Author/NH)

A three-phase project, funded under the Higher Education Act Title II-B, was initiated in 1971 to investigate and improve public library services to preschool children in North Carolina. The first goal of the project was to locate and describe existing services with a field survey covering 36 counties. Although the survey technique and questionnaire used were not completely satisfactory, the results did indicate a need for improved services to children and for the recruitment of more qualified librarians. Information gathered in the field survey was then used in phase II of the project: the formulation of curriculum for the Early Childhood Library Specialist Program at the Library School of North Carolina Central University. Fifteen students participated in this program, which included practicum experience in a model "Early Learning Center and Toybrary" and work in a Parent/Child Project. Informal interviews with the students indicated favorable attitudes at the completion of the training. An evaluation of the third phase of the project--utilization of the information gathered in the first two phases to expand the library school's curriculum--could not yet be made. (SL)

The Teacher Center at Portland Community College was established for several reasons. First, driving between campus and the out-of-town sites for student teacher supervision was too costly for Oregon State University faculty. Secondly, it was thought that the preparation of teachers should include experiences in schools outside a single local area and educational system. It also seemed advantageous to provide a program in an urban and suburban area in order to give veteran teachers in the field more input than they had previously into the training of new teachers, teacher aides, and in-service personnel. School districts located near to the community college center were included in the organizational design. These schools are learning laboratories for teacher aides, paraprofessionals, student teachers, resident teachers and other students participating in education related field experience programs. (Author)

After a brief discussion of when a school board should consider modernizing mechanical and electrical equipment the speaker explored the specifics of lighting, heating, and ventilation. Technical data on foot candles, types of light fixtures, and the importance of air conditioning in modern school buildings are presented. The presentation concludes with the recognition of the need for research on air conditioning in existing buildings. (GM)

Characterized by its establishment of desirable outcomes in language arts instruction for pupils of each grade level, K-12, this guide presents a sequentially-structured program of active student participation and flexible, individualized instruction. The first chapter lists basic concepts for language, language development, and the purposes and uses of language. Chapters 2 and 3 provide general goals and notes on the "receptive arts" (reading and listening) and the "expressive arts" (writing and speaking). The remaining chapters take up desirable outcomes in listening, reading, speaking, writing, language, spelling, and use of the library. Each chapter is divided into sections for kindergarten-primary, intermediate, junior high, and senior high school. A bibliography of curriculum guides, professional books, pamphlets and periodicals, and booklists is included. (LH)

To improve social studies in grades K-12, the Syracuse Social Studies Curriculum Center engaged in a 5-year study to identify major concepts in social studies and to develop materials and techniques for teaching these concepts at various grade levels. The results of this research revealed that (1) social studies concepts can be developed for students of varying abilities and levels of maturity and ought to be included in the curriculum, (2) concepts generate sub-concepts which should be included in social studies instruction, (3) social studies concepts overlap into many subject areas and are best taught by an interdisciplinary approach, (4) social studies instructors at the local level should decide for themselves the scope and sequence of concepts to be included within a particular curriculum, and (5) statements by notable scholars on major social studies concepts are valuable resources in preparing pupil materials. (An appendix details the Center's recent activities in using the major concepts to develop curriculum materials for the urban disadvantaged learner.) See also TE 499 909 and TE 499 939. (MP)

This document defines and discusses 34 major concepts for use in social studies programs utilizing a concept teaching method. Discussed are 18 substantive concepts basic to every society--e.g., concepts of power, morality and choice, and scarcity; 5 value concepts--e.g., empathy, loyalty, and freedom and equality; and 11 concepts of method for learning the techniques of information acquisition and evaluation--e.g., the geographic approach, causation, analysis and synthesis, and skepticism. An appendix provides a detailed outline and discussion of the concept of conflict to guide teachers in preparing instructional materials. [Not available in hard copy due to marginal legibility of original document]. (MP)

Designed to accompany an inservice teacher training program, this comprehensive syllabus presents 12 lessons on behavior problems which each include (with the exception of the first and last lessons) a narrative presentation of instructional material, a relevant case study with treatment, and a selected bibliography. The first lesson serves as an introduction to the syllabus and contains procedural information to be used in the course (such as conference procedures and sociometric techniques). The next 10 lessons attempt to make the teacher aware of the need for building a curriculum which is adjusted to pupil individual differences, the importance of analyzing and understanding peer relationships, the effects of student achievement of parental attitudes toward school, factors which influence the development of (and the ways in which teachers can help to foster positive self-concepts in students, the effect of teacher-student relations in the school organization on student achievement, ways to analyze and create motivation in students, learning principles and ways to apply them, areas of intelligence testing, factors which influence student progress, and the relationship between physical development and school achievement. The final lesson is to be used for review. (SP)

The Human Relations project grew out of the expressed and felt-need of students in Syracuse, New York. The students indicated a desire to have a course within the regular structure of the school which would help them deal with interpersonal and interracial relations. A formal, one-half credit course, offered on a pass-fail basis was developed. The general objective of the course was "to improve race relations and general interpersonal relations among high school students in each of the four city high schools." Four teachers planned the course with two ideas: the students should do the main planning, and they should be involved in the course. Methods, content, structure, and conferences are explained. Teachers felt that one outcome was an increased ability on the part of most students to communicate with other students. It is concluded that the Human Relations Course should be continued but that changes in its present format and objectives are needed. (Author/KJ)

Twenty high school and college students aged 16 to 20 were trained as summer camp counselors in a project to provide experiences leading to choosing a career with the mentally retarded. In the 11-week period, 1 week was devoted to lectures and seminars, 8 weeks to working with the retarded, and 2 weeks to working with multiply handicapped adults. A summary evaluation of each student was made from answers to a questionnaire distributed at the beginning, middle, and end of the program. Of the 20 students, six indicated they would choose special education as a career, five would not choose it, and nine would work as volunteers in local communities although they would probably not choose special education as a career. All 20 participants are described and evaluated. (SN)

Research and related literature completed during 1966-1968 is reviewed in order to provide researchers, curriculum development specialists, and practitioners with an authoritative analysis. The review is limited primarily to those studies with relevance for business and office preparation in senior high schools and 2-year postsecondary schools; however, research relevant to business teacher education is also included. Entries are organized according to the following major topics: Philosophy and Objectives, Manpower Needs and Employment Preparation, Curriculum Development, Educational Programs, Instructional Materials and Devices, Learning Processes and Teaching Methods, Student Personnel Services, Facilities and Scheduling, Teacher Education, Administration and Supervision, Evaluation, and Research. A bibliography of the cited materials gives ERIC document numbers for documents available in microfiche and hard copy forms from ERIC Document Reproduction Service. The first edition, covering the period 1960-1966, is available as ED 011 566. (CH)

Present methods of high school and college instruction in history, namely, the instructor centered approaches, have made the study of history irrelevant for many students, and hence objectives for teaching history are seldom realized. Even good lectures, and most discussion classes, result in the student acting as a passive observer, never establishing an individual relationship to the subject matter. If history teachers were to see their objective as making historians out of students, rather than creating knowing minds, they could help create independent minds capable of critical thinking, and an appreciation of the values of history. This methodological approach involves permitting students to do, on their own, what historians do--deciding what questions are worth answering, securing information from many sources; and critically evaluating those sources of information. While Latin American history is not under direct attack, it is not unaffected by the current crisis in history teaching. Unless instruction is personalized and aimed at teaching the historical skills, history will not be able to justify its existence in the curriculum. (JLB)

A referral system was developed to facilitate the work of a psychologist from a regional center in a rural area. Training in identifying behavioral characteristics of exceptional children was given to professionals and to lay persons, including parents. As a result, referrals increased 8%, with student, parent, and teacher referrals increasing and principals and regional center staff referrals decreasing. Also, a standard referral form was developed. Treatment provided included behavior modification, group and individual therapy, and family counseling. (JD)

In 1967-68 the operating expenditures of the 2,370 college and university libraries covered in the survey totaled approximately $510 million. Of that total, $189 million or 37% was spent on books and other library materials, and $275 million or 54% was spent for salaries and wages. Binding and rebinding accounted for 3% of the total; all other operating expenditures, for 6%. Aside from microform holdings, some 305 million volumes were held by the libraries at the end of 1967-68. Over 2.5 million periodical titles were being received, while the number of serial titles other than periodicals was slightly more than 1 million. Of the 43,500 nonhourly personnel, 17,400 or 40% represented librarians, 5% were professional staff other than librarians, and 55% were nonprofessionals. The assistance provided by students and hourly personnel amounted to nearly 32 million hours. The overall library expenditures taken as a percent of total institutional expenditures for educational and general purposes (including organized research) was 3.7%. (Author/MF)

This study sought information about selective service rejection in Delaware, specifically rejectee characteristics, reasons for rejection, and the high rejection rate in Delaware. The basic design was a modified case study method in which a sample of individual records were examined. Differences between this sample and national samples were tested by Chi Square. The Fisher Exact Method was used to test relationships between rejectee characteristics. Four fifths of the rejectees were IV-F. The Fisher test revealed that: (1) the relationship between the rejectee's educational level and that of his parents approached significance; (2) there is a strong relationship between high school program and dropping out; (3) no significant relationships were found between educational level and social behavior, educational level and race, and educational program and social behavior. Socioeconomic factors were highly related to rejection as suggested by the high correlation between rejection and the number of Negroes examined, the number of households with income below $5000 and per-pupil expenditure in the schools. It is recommended that Delaware revise its public school curriculum so as to emphasize special help to disadvantaged groups and the racial minorities. (DM)

Fremont and Newark, California, are located in one of the most rapidly growing metropolitan areas in the United States. To help cope with growth problems, a feasibility study of cooperative planning (including all jurisdictions providing public services to this area) was conducted. Information was gathered, analyzed, and presented to people in the community, culminating in a community workshop to which a wide range of persons was invited. The study concluded that: (1) a definite need exists for a cooperative planning and action program; (2) educational planning can, and should, be integrated into overall community planning; (3) program alternatives include consolidation of jurisdictions, retaining the existing structure with more emphasis on coordination of activities, and organization of a "forum for the future" to discuss and provide solutions for the area's problems; and (4) such a program is feasible for the Fremont/Newark area. Samples of workshop materials, a summary of relevant Federal grant programs, an intergovernmental survey and planning information form, and a bibliography are appended. (LLR)

This volume on Phase II of the New York State Educational Information System (NYSEIS) describes the Gross Systems Analysis and Design, which includes the general flow diagram and processing chart for each of the student, personnel, and financial subsystems. Volume II, Functional Specifications, includes input/output requirements and file specifications necessary to support the systems design. Detailed systems design and programing is currently underway as Phase III. The NYSEIS system is designed to provide a complete range of information and data processing services to school districts in New York State. The report concludes that regionalization is the solution to the problem of providing comprehensive computer services to school districts. (JF)