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A YOUTH EMPLOYMENT COUNSELING CENTER WAS ESTABLISHED TO PROVIDE A TENTATIVE WORKING MODEL FOR THE SETTING UP OF NEW YOUTH EMPLOYMENT PROGRAMS. MANY OF THE SOCIALLY DISADVANTAGED YOUTHS (AGES 16 TO 18) SERVED BY THE CENTER HAD POLICE RECORDS. THE CENTER'S COUNSELING STAFF WAS RECRUITED FROM MANY DISCIPLINES AND DEALT ONLY WITH THE PROBLEMS RELATED TO THE YOUTHS' EMPLOYMENT PROBLEMS AND WITH THEIR DEVELOPING A REALISTIC AND MEANINGFUL OUTLOOK ABOUT THEIR FUTURE. COUNSELING AND EMPLOYMENT PLACEMENT PROBLEMS AROSE FROM THE YOUTHS' INADEQUATE MEANS OF EXPRESSION, LACK OF KNOW-HOW IN TAKING WRITTEN TESTS, ACADEMIC HANDICAPS, AND SELF-DEFEATING ATTITUDES. THE YOUTHS' POLICE RECORDS AND LABOR LAWS PROHIBITING YOUTH EMPLOYMENT FURTHER CONTRIBUTED TO THE PROBLEMS OF FINDING JOBS FOR THEM. (BD)

The manual is intended to provide teachers of young blind children with activities to develop sound localization skills. Both group and individual activities are suggested for the following four categories: activities in which both child and sound are stationary, activities in which the child is stationary but the sound is moving, activities in which the child is moving and sound is stationary, and activities in which both child and sound source are moving. It is explained that the manual is the result of a survey of orientation and mobility specialists and classroom teachers which found a paucity of relevant information on localization training. Recommended is the use of the Portable Audible Goal Locator (PAGL) as a controllable sound source for training activities. Preliminary activities deal with familiarization with the PAGL device such as locating parts of the device. Examples of group activities include determining whether the speaker is facing away from or toward the listener, pointing to the sound source, and utilizing the sound source to demonstrate the movement of the moon (sound source) around the earth (student). Provided for the student with observable needs in the area of sound localization are individualized activities such as determining relative distance of sound source, localizing sound in relation to sides of the body, facing the sound source, and tracking a sound source by moving the entire body. (DB)

Graduate programs in adult education at 24 universities in the United States and Canada are surveyed here. An overall review of program content (mainly surveys of the field, program development in adult education, adult learning, and general administration) is followed by unique features and specialties of several programs; information on internship programs and seminars, required textbooks; program titles, and degrees offered; and data on admission requirements for master's and doctoral programs, numbers of adult education students and faculty, and the number and value of fellowships, assistantships, and internships at given institutions. (The document includes an appendix.) (ly)

Second in a series, this survey was designed to provide information about some aspects of graduate study in adult education in the United States and Canada. It differs from the first, dated July, 1968, in that only data likely to change appreciably in one year were included. Some of the major changes between the last and present reports are: full-time faculty increased from 55 to 88; part-time faculty decreased from 82 to 78, but 96 faculty from other departments were participating in the adult education program; full-time doctoral students increased from 330 to 387; part-time doctoral students increased from 369 to 526. At the masters level, full-time students increased from 179 to 259; and part-time students increased from 556 to 753; a decline took place in the number of students engaged in writing their dissertation. The number of assistantships increased from 100 to 137; fellowships, from 22 to 44; and internships, from 55 to 77. (The questionnaire is included in the appendix.) (NL)

Using 857 male National Merit Finalists and Commended Students, scales to predict 1st year college grades and science, writing, art, music, speech, and leadership achievement were developed by analysis of 906 pre-college questionnaire items. Two item analysis strategies were used: responses of achieving subjects (S's) and general samples of nonachieving S's were compared; responses of achieving and nonachieving S's who had previously indicated desire to achieve were compared. The two strategies did not yield essentially different scales. Validity coefficients ranged from .15 to .38 with 300 cross-validation S's; similar correlations resulted from applying the scales to 681 females S's. More items about past accomplishment, activities, and competence entered the scales than did other item types, relative to the size of the item pools. The content of the scales and the correlations among variables support some unfavorable interpretations of high grade achievement. Results suggest the hypothesis that the grade scales should be a negative predictor of nonacademic achievement, and the nonacademic scales should predit grades negatively. (Author/JD)

A 1ST-YEAR REPORT OF AN EVALUATION STUDY OF ACTION AND DEMONSTRATION PROGRAMS FOR DELINQUENCY PREVENTION AMONG URBAN GHETTO YOUTH IS PRESENTED. THE PURPOSE OF THE STUDY WAS TO DETERMINE THE NET EFFECTIVENESS OF THE INTERVENTION EFFORTS OF WASHINGTON ACTION FOR YOUTH IN A SCHOOL DISTRICT WITH A HIGH CONCENTRATION OF LOW-INCOME NEGRO YOUTH. THE RESEARCH DESIGN INCLUDED (1) A BASE EXPECTANCY STUDY TO COLLECT DATA FOR DELINQUENCY PREDICTION, (2) IDENTIFICATION AND STUDY OF AN ADOLESCENT COHORT OF 14- TO 17-YEAR-OLDS, (3) STUDIES OF SOME OF THE COHORT FAMILIES, (4) RESEARCH ON A SAMPLE OF THE DEMONSTRATION PRESCHOOL POPULATION IN THE AREA, AND (5) AN ACCOUNTING OF THE POPULATION FOR POTENTIAL USE IN A DATA BANK. THE ORIGINAL FAMILY STUDY WAS EXPANDED INTO A SYSTEMATIC STUDY OF LOW INCOME FAMILIES, AND THE COGNITIVE DATA ON THE PRESCHOOL CHILDREN WAS USED TO STUDY THEIR LANGUAGE RESPONSES TO DIFFERENT STIMULI UNDER VARYING CONDITIONS. IT WAS HYPOTHESIZED THAT THERE WOULD BE SIGNIFICANT DIFFERENCES BETWEEN INSTITUTIONALIZED AND NONINSTITUTIONALIZED YOUTH ON SUCH FACTORS AS LOW SOCIOECONOMIC STATUS, EDUCATION, FAMILY CHARACTERISTICS, INTACT OR BROKEN HOMES, SOCIAL CLASS ASPIRATIONS, PEER GROUP BEHAVIOR, AND NEIGHBORHOOD DEVIANCY. THE VARIOUS ASPECTS OF THE STUDY ARE DISCUSSED IN DETAIL, AND MUCH OF THE RELEVANT DATA IS SUMMARIZED IN 106 TABLES. AN ABSTRACT OF THE STUDY IS INCLUDED. (NH)

THE AUTHOR REVIEWS THE LITERATURE ON THE PRINCIPLES OF ADULT EDUCATION ADMINISTRATION AND SHOWS DEFICIENCIES WHICH POINT TO NEED FOR FOCUSING RESEARCH ON CERTAIN NEGLECTED ADMINISTRATIVE PROCESSES, FORMULATING PRINCIPLES ABOUT THE HUMAN RELATIONS ASPECT OF ADMINISTRATION, AND EXAMINING MORE CLOSELY THE EXTENT TO WHICH THE PRINCIPLES APPLY TO DIFFERING ADULT EDUCATION AGENCIES. A MODEL FOR ANALYZING THE AGENCIES AND FORMULATING PRINCIPLES INVOLVES THREE FORMS OF AGENCY POWER (COERCIVE, REMUNERATIVE, AND NORMATIVE) ORDERED FROM ONE TO THREE, AND THREE TYPES OF STUDENT INVOLVEMENT (ALIENATIVE, CALCULATIVE, AND MORAL). LIKE ORDERS REPRESENT CONGRUENT COMPLIANCE. THE HYPOTHESIS IS THAT ORGANIZATIONS WITH CONGRUENT COMPLIANCE STRUCTURES ARE MORE EFFECTIVE THAN NONCONGRUENT ONES. THREE KINDS OF ORGANIZATIONAL GOALS (ORDER, ECONOMIC, AND CULTURE) ARE ALSO ORDERED. CONGRUENT COMBINATIONS OF COMPLIANCE AND GOALS WILL BE MORE EFFECTIVE THAN NONCONGRUENT ONES. THIS MODEL APPLIED TO TWO DIFFERENT TYPES OF ORGANIZATIONS PROVIDES EVIDENCE TO SUPPORT THE HYPOTHESIS THAT ADMINISTRATIVE PRINCIPLES MAY BE VALID FOR ONE TYPE OF ORGANIZATION BUT NOT FOR ANOTHER. CASE STUDIES COULD PROVIDE INFORMATION NECESSARY TO DETERMINE COMPLIANCE STRUCTURES OF VARIOUS TYPES OF AGENCIES. LACK OF SUCH DATA MAKES FURTHER TESTING OF THE MODEL DIFFICULT. THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (RT)

Originally given at a conference for administrators in higher adult education, these papers by Corson, Clark, Volkart, Becker, Babbidge, and Blau examine processes of educational change in terms of the nature of universities, the role of faculty and administrators, student culture, sources of power and influence, and universities as formal organizations. Corson discusses common impediments to change. Using Antioch, Reed, and Swarthmore as examples, Clark describes a method of historical analysis for identifying the character of a given institution. Volkart analyzes the faculty as a source of power; he concludes that such power typically is held by a small minority. In describing student perspectives for coping with their academic and other problems, Becker contends that efforts to change student behavior must take account of these perspectives. Babbidge examines the role of outside groups over the years in bringing about change in the university. Blau suggests implications of administrative relationships, the basic tension between teaching and research, the unclear boundary between universities and the public, and the university's role in fostering social change. (ly)