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Instructional modules are self-contained units that include all the information and materials necessary for mastery of one or more competencies. One module design consists of seven components: a) a description of the field in which competency is to be demonstrated; b) the concept and rationale for including the module in the total program; c) the specific skill to be developed; d) objectives, or a delineation of anticipated student behavior; e) the specific objects, readings, instruments, and other instructional materials which will facilitate competency development; f) the learning activities to be undertaken by the student in order to achieve the module objectives; and g) assessment procedures and evaluative instruments that relate specifically to the behavioral objectives of the module. Analytical attributes of an instructional module are its conceptual level; content area; learning and instructional modes; access skill focus (observation, listening, and/or reading); competency target (age or grade level); and estimated completion time for the module. There are several approaches to module development, but in general, the most effective is cooperative development by two or more instructors who pretest and refine the module before including it in the total program. (HMD)

Teacher centers in America can provide the vehicle for the improvement of education through a) the professionalization of educators, b) the education of the public, and c) the repoliticization of education. Teacher centers can serve as the point of input for the knowledge necessary for the professionalization of educators and can function as the interface between educators and the consuming public in the development of goals and objectives for the educational system. A real education profession cooperating with a knowledgeable public (via teacher centers) can begin to develop a responsive decision-making system involving all the necessary constituencies, which will be able to make defensible decisions about educational alternatives that will meet the needs of children. The teacher center movement in America has the potential to become the focal point of improvement in American education. (HMD)

Evaluated were 1,666 juvenile imates committed to the Texas Youth Council. The study was part of Project CAMIO, a Texas effort to determine the incidence of criminal incarceration of the mentally retarded (MR) and to identify laws, procedures, and practices which affect the prosecution and imprisonment of the MR offender. Information was gathered on intelligence, age, race, sex, drug and alcohol history, prior delinquency record, and current commitment information. Findings indicated that approximately 12.9% of the males and 16.6% of the females were retarded (compared to a 3% incidence in the general population). More MR than non-MR inmates were from minority groups, had poorer school attendance records, came from financilly impoverished families, and came from large families. MR offenders were less likely to have a history of drug and alcohol use than non-MR offenders. MR offenders were granted probation significantly less frequently than non-MR offenders. Current commitment offense was less likely to have involved codefendants with MR offenders than with non-MR offenders. Additionally, the investigation revealed that one out of seven retarded youths were improperly committed, since there is a Texas law prohibiting incarceration of MR juveniles within Youth Council facilities. (DB)

Studied was the relationship of the mentally retarded (MR) and the juvenile court through an attempt to determine the incidence of MR juveniles adjudicated by the juvenile court in one metropolitan county in Texas, to determine the attitude of juvenile probation officers toward the MR delinquent, and to determine the availability of community resources for the care of MR delinquents. Intelligence tests administered to all (48) juveniles adjudicated during a 4-month period revealed that the incidence of MR was about five times higher than in the general population. The MR juveniles tended to come from poorer homes, to have been first arrested at an earlier age, but arrested fewer times than the non-MR juveniles. After one year on probation 2/3 of the MR juveniles compared to 1/2 of the non-MR juveniles, were committed to state training schools. Juvenile probation officers queried appeared to view the prognosis for the MR delinquent as poor, to be unfamiliar with mental retardation, and to view state residential facilities for the retarded as of little assistance to the court. The officers indicated the most significant problems were the lack of community resources and the uncooperative attitudes of parents. Interviews with directors of community based programs showed that directors of agencies for the MR were reluctant to extend services to the delinquent and that directors of agencies dealing with delinquents were reluctant to extend services to the retarded. (DB)

Evaluated were 500 male inmates admitted to the Texas Department of Corrections over a 2-month period. The study was part of Project CAMIO (Correctional Administration and the Mentally Incompetent Offender), a Texas study to determine the incidence of criminal incarceration of the mentally retarded (MR) and to identify laws, procedures, and practices which affect the prosecution and incarceration of the MR offender. Evaluation of the inmates was undertaken to determine the incidence of MR individuals committed to the Department of Corrections and to determine the relationship between intelligence and aspects of the social and criminal histories of MR offenders. Administered were five intelligence tests and two tests of educational achievement. The MR incidence among Ss was found to be approximately 10% (more than three times the rate within the general population). Evaluation of background characteristics indicated that MR inmates tended to be older, to have no military service, and to be members of minority groups. The non-retarded inmate was more likely to have been granted probation as a juvenile offender or as a previous adult offender, MR and non-MR offenders tended to have similar criminal records, though MR offenders were more likely to have been convicted of crimes of rape and burglary. Findings indicated the most significant difference between MR and non-MR inmates to be in the more frequent granting of probation to the non-MR. (DB)

Surveyed were the correctional systems of 45 states and the District of Columbia to assess the levels of diagnosis and treatment of mentally retarded (MR) offenders in correctional institutions as part of Project CAMIO (Correctional Administration and the Mentally Incompetent Offender), a Texas study to determine the incidence of criminal incarceration of the MR and to identify laws, procedures, and practices which affect the prosecution and imprisonment of the MR offender. Findings indicated that approximately 90% of correctional systems employed psychometric means to determine the intelligence level of prisoners, that approximately 4% of prisoners were identified as MR persons, and that 10% of state systems did not provide any form of special treatment of MR offenders. Findings showed improved treatment for MR offenders over the last ten years and suggested that a court decision ordering state correctional systems to either provide appropriate treatment or release the MR offender would have less impact than in years past. (DB)

Reviewed are statutory and case laws affecting arrest, prosecution, and treatment of the mentally retarded (MR) offender as part of Project CAMIO, (Correctional Administration and the Mentally Incompetent Offender), a Texas study to determine the incidence of criminal incarceration of the MR and to identify laws, procedures, and practices which adversely affect the prosecution and imprisonment of the MR offender. It is concluded that the proper handling of the MR offender requires the amendment or elimination of laws dealing with the defendant's competency to stand trial and the use of insanity as a defense in a criminal prosecution. Noted is effective commitment without right to bail during the mental examination period, the indeterminate or lifetime commitment without a finding of guilt for MR offenders, and a disparity between commitment and release procedures which serves no legal or therapeutic purposes. Issues are discussed in terms of incompetency laws, treatment of MR persons found incompetent, procedural problems such as the psychiatric examination and the incompetency hearing, and MR and criminal responsibility. Explained are 12 recommendations such as termination of the automatic commitment of defendants who require a competency examination and the prosecution's obligation to prove the MR individual's potential danger to society or himself prior to commitment due to incompetency. (DB)

Evaluated were 430 new juvenile and adult admissions to a state residential facility for the mentally retarded (MR). The study was part of Project CAMIO (Correctional Administration and the Mentally Incompetent Offender), a Texas effort to determine the incidence of criminal incarceration of the MR and to identify laws, procedures, and practices which affect the prosecution and imprisonment of the MR offender. Investigated were the incidence of Ss' prior involvement with the criminal justice system and the incidence of anti-social behaviors while at the institution. Most common antisocial behaviors identified were tantrums (one of every four individuals) and assaultive behaviors (one of every four juvenile males). Only 10% of the Ss had had any prior contact with the criminal justice system. Results suggested that the high incidence of anti-social behaviors among residents requires the development of specialized programs within institutions for the retarded and that MR delinquents are more likely to be committed to state correctional institutions than to state facilities for the MR. (DB)

This historical review of theories on criminality and mental retardation is part of Project CAMIO (Correctional Administration and the Mentally Incompetent Offender), a Texas study to determine the incidence of criminal incarceration of the mentally retarded (MR) and to identify laws, procedures, and practices which affect the prosecution and imprisonment of the MR offender. The review indicates that prior to the 19th century there was little effort to discriminate between the MR individual and the criminal offender, that early studies suggesting that MR predisposes a person to criminal acts have been replaced by evidence that the high percentage of MR individuals in the criminal justice system is due to administrative and legal factors, that advances in testing techniques and causal theories have led to correctional programs concerned with multivariate causes, that current correctional treatment sees the offender as a unique individual, that prejudicial attitudes toward the MR still exist within the criminal justice system, but that a growing philosophy concerning the right to treatment should facilitate the handling of the MR offender. The discussion examines MR from ancient times to the present and then reviews the relationship between MR and crime in terms of legalities, theories of MR and crime (such as religious, genetic, or environmental), and treatment of the defective offender. (DB)

The purpose of this study was to develop a manual on the Texas laws of arrest for use by state and local law enforcement officers. It is not intended to be a legal treatise, although pertinent statutes and court decisions are reviewed and suggestions made for legislative change. A brief history of the laws of arrest is presented, together with a review of the constitutional limitations on the power of the law enforcement officer. The study focuses on the following primary areas of concern: (1) definition, history and elements of arrest, (2) authority to make arrest, (3) constitutional limitations on the power to arrest, (4) arrest with warrant, (5) arrest without warrant, (6) ancillary arrest authority, (7) use of force, (8) immunity from arrest, (9) disposition procedures following arrest, and (10) problems relating to unlawful arrest. Existing "model" legislation is presented, including the Uniform Arrest Act and the Model State Statute on "Stop and Frisk." This document previously announced as ED 052 375. (Author/GEB)

In March 1968, the Associated Organization for Teacher Education (AOTE) authorized a task force to study educational personnel for the urban schools. This report grows out of the task force examination of the use of paraprofessional personnel, in concept and operational terms. The report has been divided into three areas: a) educational manpower, b) differentiated staffing, and c) AOTE's role. The first section concerns the need for an educational transformation having a new clarity of educational objectives and a different organization of manpower to achieve the goals of a human community with work skills and cooperative living. Part II deals with the concept of new roles in the learning-teaching process, some models of the concept, and some considerations extracted from a broad base of experiences which are relative to the process of model research and development. The final section describes the stance and role of AOTE within the limits of its resources. Each section contains references. (MJM)

THE EXPERIMENTAL DESIGN OF THIS PROJECT WAS DEVELOPED TO TEST THE INFLUENCE OF INCENTIVE VALUES IN TWO-CHOICE, SIMULTANEOUS DISCRIMINATION LEARNING WITHIN THE FRAMEWORK OF AN ATTENTION THEORY (ZEAMAN AND HOUSE, 1963). FOLLOWING A 40-TRIAL TRAINING PROCEDURE IN WHICH HIGH AND LOW INCENTIVE VALUES WERE USED TO INFLUENCE STIMULUS DIMENSION PREFERENCES, 276 CHILDREN IN GRADES 2, 4, 5, AND 6 WERE TESTED ON AN 80-TRIAL, TWO-CHOICE DISCRIMINATION LEARNING TEST. THE ZEAMAN-HOUSE ATTENTION THEORY MODEL WAS USED WITH APPROPRIATE CONDITIONS FOR TESTING TO CONFIRM THE HYPOTHESIS THAT THE PROBABILITY OF OBSERVING A RELEVANT DIMENSION IN DISCRIMINATION LEARNING IS INCREASED MORE BY A HIGH INCENTIVE THAN BY A LOW INCENTIVE. THE HYPOTHESIS WAS CONFIRMED FOR MALES IN THE SECOND GRADE. EQUIVOCAL SUPPORT WAS FOUND FOR GIRLS AND FOR OLDER CHILDREN UNDER VARYING EXPERIMENTAL CONDITIONS. RESULTS SUGGESTED THAT DIFFERENTIAL INCENTIVE VALUES INFUENCE HOW QUICKLY LEARNING STARTS, RATHER THAN THE RATE OF LEARNING. (GD)

THE CHIEF TECHNICAL PROBLEM OF THIS STUDY WAS TO MEASURE THE NUMEROUS SOCIAL CONDITIONS WHICH MIGHT CONCEIVABLY IMPINGE ON THE PRODUCTION OF RESEARCH AND OF RESEARCHERS BY GRADUATE SCHOOLS OF EDUCATION. THE TECHNIQUES EMPLOYED INCLUDED (1) QUESTIONNAIRE SURVEYS OF EDUCATION DEANS, RESEARCH COORDINATORS, DIRECTORS OF RESEARCH UNITS, PROJECT DIRECTORS IN UNITS, AND AUTHORS OF PUBLISHED RESEARCH REPORTS, (2) FIELD INTERVIEWS AND OBSERVATIONS OF SELECTED RESEARCH BUREAUS AND CENTERS AND OF THE WORK OF PROFESSIONAL ASSOCIATIONS, (3) DOCUMENTARY ANALYSIS OF MATERIALS SOLICITED THROUGH QUESTIONNAIRES, (4) CONTENT ANALYSES OF SCHOOL OF EDUCATION CATALOGS, RESEARCH ARTICLES PUBLISHED IN 1964, AND RESEARCH PROPOSALS SUBMITTED TO THE COOPERATIVE RESEARCH PROGRAM, U.S. OFFICE OF EDUCATION, AND (5) SECONDARY ANALYSIS OF SURVEY DATA FROM RELATED STUDIES. NUMEROUS CONCLUSIONS, RECOMMENDATIONS, AND TABLES ARE PRESENTED IN EACH OF EIGHT CHAPTERS. (JC)

This study provides an overview of the status of jails and inmate populations in Texas in order to identify and solve existing problems. Analysis of the distribution of inmates among the 325 jails indicates that Texas has too many local jails for its total inmate population. Most of the jails lack adequate medical, recreational, or educational facilities. Recommendations are included to regionalize misdemeanant corrections, with emphasis on inspection standards and legal considerations. A proposed plan for a "modular" regional detention facility includes provision for work release units, and education and technical/vocational modules. (BH)

To determine the effects of military service on subsequent criminal behavior, especially violent crimes, this study compared veteran and non-veteran felons incarcerated at the Texas Department of Corrections. Available programed data on inmates born since 1930 were supplemented by interview and questionnaire data on 200 veterans concerning military experience and offense committed. Although statistically significant differences were discovered in social, criminal history, and institutional characteristics of veteran and non-veteran felons, no important differences were found in the types of crime committed. The hypothesized relationship between military service and specific criminality was rejected. Further research was recommended to evaluate the potential of specialized rehabilitation for the ex-serviceman felon. (BH)

Paraprofessionals have valuable roles to enact in the effective reading program; however, paraprofessionals in the classroom are justified only to the extent to which educational benefit accrues to the children in that classroom. Professionals must devise strategies whereby the resources in the classroom may be most effectively utilized and whereby the professional and paraprofessional may function as an educational team. Professionals must not squander on non-productive tasks the potential source of rich opportunities for children which the paraprofessional represents. The professional teacher of reading must assume the key role, while the paraprofessional assumes a supporting one; but this relationship should enhance the opportunities of each to make a positive educational impact on the lives of children in the reading program. (AW)

The Pilot State Dissemination Program of the National Center for Educational Communication, carried out in three target states by field agents, is evaluated as to goals, procedures, and outcomes. The seven parts of Volume I, and their chapters, are as follows: Part I, Goals: Alternative Goals of Extension-Retrieval Projects; Part II, Field Agent Roles in Education: The Inout Interaction Phase; Relations with the Retrieval Staff--Referring and Screening; The Output Interaction Phase--Delivering and Assistant; A Statistical Profile of Field Agents' Activities and Clients' Evaluation; Part III, The Information Retrieval Process; Establishing an Information Retrieval Center--Problems and Solutions; Operating an Information Retrieval Center--The Process and Its Determinants; Summary and Conslusions Regarding Retrieval Activities; Part IV, Organizational Issues: Issues in the Internal Management of Extension-Retrieval Projects; Inter-Organizational Relations; Part V, Training: The Training of Project Staff--Methods, Outcomes and Continuing Needs; Part VI, Outcomes of the Program: Outcomes of Field Activities; Outcomes of the Retrieval Process; and Part VII, Recommendations: Recommendations for Future Projects. (For related document, see ED 065 740.) (DB)

This volume, a continuation of Volume I, presents Part VIII of the report and 12 appendixes. Part VIII is comprised of case studies of the activities of field agents in three states that are the target areas of the Pilot State Dissemination Program. The areas are designated "Southern Small Town,""The Hazelton Districts," and "Jordan County," which consisted of one rural and one rural and urban mixed counties, three rural regions, and one rural and one highly ubranized school districts, respectively. One field agent was assigned to each of the target areas a total of seven agents. Each state had one project director, and the number of full-time retrieval personnel varied from one to seven in number. Program evaluation findings show that the field agents were successful in producing concrete reforms in administrative and classroom practices in both the rural and urban areas. It is believed that the key to the field agent's success is the fact that he is "a generalist without authority whose presence is ligitimized by the provision of information." The 12 appendixes to the report are: Request for Proposal (RFP) for Pilot State Projects; Instruments Used in Evaluation; Guidelines for Observers and Field Agents; Indexing Scheme for Qualitative Observations; Taxonomy of Educational Topics; Model Request Form; Developing a Strategy Based on Particular Clients and Their Setting; Outstanding Training Needs; Measuring the Goals of Action Programs; Formative Evaluation--An Exploration with Case Materials; Tables; and Return Rates of Questionnaires. (For related document, see ED 065 739.) (DB)

This project involved the development of a manual for science teachers to use in improving their use of selected inquiry teaching behaviors. The behaviors are asking observation questions, asking interpretation questions, acknowledging and reinforcing pupil responses, extending pupil responses, and probing pupil responses. The manual, Handbook on Questioning and Using Pupil Responses in Teaching Science, was evaluated and revised through field tests with elementary teacher education students who studied the manual and practiced the teacher behaviors in science lessons taught to elementary pupils. An analysis of covariance of the results of a test on classifying teacher behaviors administered in a pretest-posttest control group design indicated that the students who participated in the main field test improved significantly in their ability to identify the behaviors. Frequency counts of the use of the teacher behaviors were made for 12 subjects, all of whom taught the same topics on two separate occasions. Analysis of the data yielded a pattern in the group's average use of the behaviors in the two lessons. The pattern can be used in establishing performance standards for teacher trainees. A 24-item bibliography and appendixes with related materials are included. (Author/MJM)

This handbook defines children with special needs and develops guidelines for providing services to them. It answers questions commonly raised by staff and describes staff needs, training, and resources. It discusses problems related to communicating with parents, questions parents ask, parents of special children, and communication between parents. It provides guidelines for program development including basic needs for all children, orientation activities, promoting good feelings among children, designing behavior, daily activities, dealing with difficult times in the day care day, evaluation, and follow-through. It gives techniques for dealing with special needs for visually-impaired, hearing-impaired, other physically disabled, and mentally retarded children as well as children with learning disabilities and other emotional problems. Appendices list community resources available to help provide services for children with special needs and a description of what services each gives; a description of local, state and federal funding resources, and a bibliography sectioned according to special problems dealt with in the handbook. (DG)

Intended as a guidebook for directors and staff of day care programs who are involved directly or indirectly in integrating exceptional children into programs with normal children, the manual offers numerous practical guidelines. The introduction offers brief suggestions on identifying the exceptional child and his special needs. The first chapter then examines staff in the program, staff needs, staff training, and staff resources. Discussion of parents in the program in the second chapter covers topics of communicating with parents, questions parents ask, parents of special children, and communication between parents. General guidelines for the program presented in the third chapter include a good program for all children, getting to know each other, promoting good feelings among children, guiding behavior, a structured or unstructured program, activities of the day care day, difficult times of the day care day, evaluation of staff jobs, and follow-through when the child leaves. The last chapter surveys ways of helping a range of exceptional children who are visually, aurally, or physically handicapped, mentally retarded, learning disabled, or emotionally disturbed. Appended is a listing of community and funding resources. (CB)

A conference on the role of the department/division chairman in the community college was sponsored by the Community Junior College Graduate Program of Sam Houston State University. The following were presented: (1) "Role of the Department Chairman in Improving Community College Instruction" by John Lombardi; (2) "Role of the Department Chairman in Staff Development" by John E. Roueche; (3) "The Division Chairman in the Multi-Campus Community College" by Bill Priest; (4) "The Role of the Department Chairman in Collective Bargaining" by Richard D. Strahan; (5) "The Department Chairman Looks at Developmental Studies" by Ruby Herd; and (6) "The Chairman in the Midst of a Revolution" by John Lombardi. (KM)

Included in this publication is a summary of principal findings and recommendations of the report entitled "Mexican American Youth and Vocational Education in Texas." The summary indicates that the Mexican American in Texas is more economically and educationally disadvantaged than his Anglo American counterpart. It is further concluded that, while the pattern of deprivation is similar in all parts of the state, the intensity of deprivation varies from region to region. Demographic data; the selection procedure; and attitudes toward life, school, cultural orientations, and vocational education (VE) are discussed for students, VE graduates, dropouts, employers, parents, and community and school personnel in the summary section. In the recommendations section is a discussion of "The Manpower Background." It is indicated that Mexican Americans are poorly represented in the statewide labor force and that, historically, there has been a gap between developing jobs and vocational patterns which would affect all VE students, especially the Mexican American VE students. General recommendations are made in the areas of career education, the organization and planning of vocational programs, post-secondary vocational/technical education, and communication. Some areas in which specific recommendations are made include the retardation of educational achievements, the Spanish language, bicultural courses, the tracking of students, role models, and agricultural migrants. (HBC)

Two distinct traditions have developed around the two leading methods of social research, i.e., surveys and field work. Because of the rivalry between the proponents of these two methods, there has been little opportunity to explore the advantages of combining them in a single project. Most sociological research either utilizes a single method of investigation or assigns a second to an extremely weak role. Examples from the literature and from the author's own research demonstrate how the interplay of the two methods may greatly improve design, data collection, and analysis. Educational research has been notoriously weak in both of these methods, placing greater emphasis on experimental designs and tests and measurements. (Author)

The purpose of this study was to comprehensively describe all aspects of the phenomenon known as "skyjacking." The latest statistics on airline hijacking are included, which were obtained through written correspondence and personal interviews with Federal Aviation Authority officials in Washington, D. C. and Houston, Texas. Legal and technical journals as well as government documents were reviewed, and on the basis of this review: (1) Both the national and international legal aspects of hijacking activities are provided, (2) The personality and emotional state of the skyjacker are examined, and (3) Prevention measures taken by both the government and the airline industry are discussed, including the sky marshal program, the pre-boarding screening process, and current developments in electronic detection devices. The human dimensions and diverse dangers involved in aircraft piracy are delineated. Specific hijacking attempts are enumerated, illustrated by means of case histories. Stages in the evolution of aircraft hijacking and specific suggestions for security measures are discussed, detailing background factors and concomitant problems. (Author)

This document presents basic conceptual components associated with the development and implementation of a college information system at Freed-Hardeman College. Section one presents the rationale for college information systems and establishes the need for improving information systems. The major characteristics essential to the design and implementation of a college information system are discussed in section two. In addition, a generalized network of major activities relating to the development and implementation of a college information system is provided for the purpose of presenting a conceptual activity plan. The third section describes the work in progress at Freed-Hardeman College where unit record (punch-card) equipment is still being used for data input preparation and for processing many applications that have not been converted to computer processing. Personnel of the college have demonstrated quite effectively that a small college has obtained the advantages of a low-cost, unit record system and the minimal cost of purchased computer time. The compatibility of its card processing system has been effectively coupled with the use of a computer on a part-time basis. The disadvantages of such an arrangement have been kept to a minimum through an adequately trained staff maintaining a high level of communication with the computer center. (Author/HS)

This report is an updated version of an earlier report -- State Education: Structure and Organization. It is designed for use by State education agency personnel, by Office of Education staff concerned with providing leadership or services to the several States in improving the education enterprise, by national education organizations, by students of State school administration, and by other individuals and organizations. This work is primarily concerned with the present overall administration and organization of the central education agencies in the 50 States, the District of Columbia, American Samoa, Guam, the Commonwealth of Puerto Rico, the Trust Territory of the Pacific Islands, and the Virgin Islands. The compilation contains a description of the legally created State coordinating or governing agency for public higher education and narrative and tabular summaries of pertinent data of the State education agencies, State boards of education, and chief State school officers. (Author)

Seventy-four participants attended the 4-day National Conference on Pre-Release Programs for a symposium on adult offender programs. Presentations heard included: (1) "Halfway House Programs--A National Overview" by O.J. Keller, Jr., (2) "The Evolving Program of a Privately Operated Halfway House" by Robert P. Taylor, (3) "The Employment Program of a Halfway House for Narcotic Addicts" by Keith Turkinton, (4) "Correctional Assumptions and Their Program Implications" by Vincent O'Leary, (5) "The Changing Program of Pre-Release at the Federal Level" by Gerald A. Collins, (6) "A Warden Looks at Pre-Release" by J.E. Baker, (7) "The STEP Program and Work Release" by Robert E. Joyce, (8) "Management and Operation of a Work Release Program" by Robert Anderson, and (9) "The News Media and Work Release" by Kuyk Logan. (JS)

This document is both a survey of inservice training practices for police officers in the State of Texas and a manual for use in the training and education of police officers. The survey indicates that continuous training for Texas peace officers is far from sufficient while the manual provides information on developing and improving inservice training programs. Specific chapters are: (1) Police Training in Texas, (2) Police Training and Education, (3) Planning Inservice Training, (4) Departmental Police Training, and (5) Conclusions and Recommendations. Supplemental data are appended. (JS)

This report contains summaries of mental health training projects conducted under grants awarded by the Experimental and Special Training Branch of the Division of Manpower and Training Programs. The projects have been developed in both academic and non-academic settings for professional, subprofessional, and nonprofessional training for a variety of functions including service, teaching, research, and prevention in the mental health field. The project summaries are arranged by training location under 33 sections, some of which are: (1) Mental Health Workers (Associate of Arts and Non-academic), (2) College, Hospital, Community Agency, or Model Cities Personnel, (3) Films and Television, (4) Pharmacists, Dentists, or Architects, (5) Volunteers and Citizen Participation, (6) Child Care Personnel, (7) Nursery School Teachers for Emotionally Disturbed Children, (8) Specialists in Sex, Marriage, and Family, (9) Educational Administrators, (10) Personnel in Crime and Delinquency, (11) Alcoholism and Drug Abuse Personnel, (12) Geriatric Workers, and (13) Professional Psychology. (SB)

A library-oriented, concentrated course in the use of computers in libraries is a definite need in the profession. Librarians can learn the use of computers even though they have no background in data processing. The profession is also in need of a course syllabus which can be used either in a formal college course or in an in-service training situation. One of the by-products of this institute will be such a syllabus. Pre-institute activities included a programmed instruction course to acquaint participants with terminology, theory, and logic of computers and to furnish all participants with a common store of background knowledge. Eight manufacturer's representatives presented their firm's hardware capabilities, library applications, cost and learning arrangements, and impending developments of interest to the library user. Fourteen papers on automating library technical processes, problems in library technical processes, systems analysis and flowcharting, and COBOL programming language are included. (Author)

Recent social unrest has widened the communications gap between police and community. Police-community relations programs are designed to establish a better relationship and understanding between police officers and the citizens. This requires coordination with schools and other community agencies in providing information on the goals and operation of the police department. First, however, police officers themselves must be convinced that such a program is part of their function and that any changes in the status quo will be positive. Also, the program must not compromise the autonomy of the police in enforcing the law, especially when special interest groups try to achieve preferential treatment. By overcoming these obstacles, a police-community relations program can result in a smoother relationship with the community, reduced crime rates, and a more professional police department with a better image in the community. (BH)

The present paper is the first in a series dealing with the development of the role of the educational field agent, and deals exclusively with issues relating to gaining initial access and soliciting requests from local educators. The first issue facing each field agent was how to sell his services to the educational community. Initial activities were, therefore, publicizing the program and trying to stimulate requests. A questionnaire was sent to the agents asking them to indicate the origin of their requests over the first few months of the program. Data analysis of the results revealed that the model group of clients represented the most recent status in education held by the field agent himself. This distribution indicates that most field agents may find it easier to stimulate their first requests from a group which is more accessible to them and whose problems are more familiar to them, although the client-group with which a field agent works initially is not always a matter of the field agent's choice. All new social service programs have two major objectives: (1) to establish the program and build acceptance of it among the target groups, and (2) to develop procedures which will help to ensure that the program achieves its goals. (CK)

A summary analysis is made of problems encountered by retrieval staffs in three states during the initial year of the Pilot State Project in Information Dissemination. Problems discussed are: (1) Computer Related; (2) Furnishing the client with complete copy; (3) Record keeping and Filing; and (4) Staffing. Recommendations resulting from the experiences of the first three pilot states, and which might be useful to other states that are attempting to establish information dissemination projects, are: (1) A state should plan initially to provide its own computerized search capacity; (2) A state that decides to install QUERY might well plan to have their computer and retrieval personnel visit a similar installation that has already been through the process, so that ways of overcoming problems can be learned; (3) The Office of Education or the QUERY contractor should provide assistance to new installations until the program is operational; (4) The rationale behind packaged information should be well understood; (5) Retrieval services should adopt a means of continual reassessment of their methods; (6) Procedures for completing the process should be determined in advance; (7) Personnel of an information service would do well to visit an existing retrieval service and analyze their record-keeping and filing systems; and (8) The qualifications and capabilities of the staff should be determined in advance. (DB)

The sixty participants at the Institute, held at Sam Houston State College included school board members, principals, administrators and classroom teachers. The needs of the participants were considered, in relation to the dynamics of school integration in the program format. The improvement of attitudes and opinions necessary to reduce the educational disparities between Negro and white students was another central part of the content. The processes of: racial isolation; student desegregation and resegregation; faculty cross overs and related unrest in both white and Negro communities; administrative techniques for communicating support of programs; bus transportation; and, compensatory education programs were focused upon. The Institute was held from September 1, 1968 through August 31, 1969. This document is an evaluative report. (Authors/CB)

The papers contained in this volume offer the opinions and evidence of sixteen specialists on matters pertaining to literature for children and adolescents--the writing of literature, the selection of literature, and the role of literature in reading instruction. Taken together, they cover a wide range of grade levels and represent many points of view. Divided into three main sections--on appreciation and selection, techniques and types, and programs and projects--the papers include: "Fun and Facts in Writing of the West,""Old Values in New Books,""Selecting and Evaluating Materials for Recreational Reading,""Reading Literature Critically,""Let Them Listen,""Teaching the Reading of Plays,""Improving the Literature Program: Poetry,""The Storyteller's Role,""Gateway English--A Literature Program for Educationally Disadvantaged Students,""Junior Great Books Discussion Programs,""The Oregon Curriculum in Literature,""A Literature Program Matched to Students' Interests,""The Joy of Reading Rediscovered in High School Reading Centers," and "Sacred Cows: Real and Fancied--Evaluation of the Traditional Literature Program." (RB)