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Simulation, defined as a representational model of a particular theory, has been the subject of some research in the communication field, but there has been little material published on the uses of simulation as a research tool. Simulations are considered helpful in closing gaps between field studies and laboratory research, serving to increase coherence and consolidate theories. A simulation will be representative of the theory it serves only to the extent that it fits a well-constructed, representative model and accounts for the interaction of variables consistent with the theory. If data from a simulation do not support the hypotheses of the theory, either the hypotheses or the simulation should be adjusted according to the experimenter's goals and his degree of objectivity. The validity of simulation must be tested for specific objectives. Many simulations are more correctly identified as games or metaphorical extensions of man's social behavior. Important considerations in the use of games as simulations include control of game behavior consistent with the reference system, proper introduction of subjects to the game activity, and determination of whether or not role playing behavior best serves the game. (RN)

Discrimination against women and minorities in higher education is by no means a new phenomenon. However, Executive Order 11246 only recently demanded that colleges and universities take positive steps to insure that nondiscriminatory practices are currently being instituted with regard to faculty and staff hiring and promotion policies. Some steps that universities in various parts of the nation have already taken are: (1) advertising new positions in professional journals in ways that reach minorities and women; (2) providing training for current employees; (3) assuring representation of women and minorities on search committees; (4) establishing adequate employee grievance mechanisms; (5) making provision for adequate day care for employees' children; (6) initiating sensible and fair policies for maternity, child rearing and other types of leaves; (7) equalizing retirement plans and other fringe benefits so that one group is not indirectly discriminated against; (8) liberalizing policies on part-time employment, including part-time tenure appointments; and (9) requiring that proposals of a candidate who is not a member of a protected class be accompanied by a statement that women and minority candidates were sought actively. (HS)

Two implicit mandates are posited as fundamental to the consideration of any successful evaluation procedure by every instructor in the basic speech course. First, a clear philosophical position must be taken for guiding both the course objectives and the evaluation techniques. Second, a successful method for executing the philosophical position must be implemented. Described in the article are three forms of tests currently being developed at Wichita State University for use in the basic course. Written tests which meet certain criteria in development and which are matched to a philosophy conducive to developing and evaluating communicative competencies become the most valuable part of the basic course. (EE)

Conflict is defined by the authors as a struggle over scarce status, power, and resources. They discuss the role of communication as one of the several strategies leading to conflict and as a potential strategy leading to conflict resolution. First, there is tacit communication, wherein the participants are engaged not in face-to-face interactions but in achieving a mutual goal; agreement, or success, is dependent on the interacting factors of culture and knowledge of the other's probable response. Second, there is implicit communication, the expression of intent to perform some act and the subsequent bargaining, which involves three methods of influence: persuasion, inducement, and constraint; the variables associated with conflict resolution include trust, defection, agreement, negotiation, and commitment. Finally, there is ideal explicit communication, showing confidence between the participants and correct interpretation of acts among the participants, and imperfect explicit communication, with attitudes of distrust and misinterpretations of acts among the participants. All three forms of communication interact with one another in almost every conflict situation. (RN)

This study explores the effects of an experimental training program on the achievement motivation level and other related characteristics for late adolescent age students. The five month training program consisted of the following: (1) Cognitive teaching: teaching the thoughts, feelings, and action strategies associated with the high achiever; (2) in group learning: experiencing the thoughts, feelings, and action strategies through (a) observation and modeling, and (b) simulated experiences; (3) out-group application: practicing learned principles through goal setting. An analysis of the data showed that the Experimental Training Program was significantly effective in increasing achievement motivation level and in reducing external control feelings. However, the treatment was ineffective in reducing fear of failure feelings. Further analysis revealed nonsignificant changes in grades and in instructors ratings of students. General aptitude was not critical in determining whether one could benefit from the program. A significant negative correlation between achievement motivation and external control feelings was found. (Author/WS)

This paper discusses potential uses for simulations and games in communication research and instruction. For research purposes, simulations can be used for increasing coherence within and among theories and for consolidating knowledge. As operational models for the study of interpersonal communication, simulations enable and facilitate the study of certain communication variables under dynamic development. The author cites the variables--commitment, concession, deterrence, threat, promise, and brinkmanship--which benefit most from investigation under dynamic development. In the classroom, simulations can be used to clarify cause-effect relationships. The direct consequence and almost instantaneous feedback characteristics of simulation techniques have great potential for demonstrating concepts which require actual experience. The author cautions against indiscriminate use of "packaged" games and simulations for instructional purposes. Many of the available "packages" unfortunately lack any relation to theory and are for all practical purposes useless. (LG)

This report provides a detailed account of California's probation subsidy program. Designed to reduce the county probation department's rate of commitment to state correctional agencies, the subsidy program offers the county a financial reward commensurate with the degree of reduction, an application of behavior modification and learning theory to a social institution. The program benefits the State which consequently maintains fewer correctional facilities, the county which receives financial support, and the taxpayer. Further consequences include better community services, higher standards and self-evaluation in probation departments, and improved supervision by probation officers. The report also examines California legislation for probationary services, the program's organizational consequences, its fiscal impact, and services for probationers. (Author/LAA)

An urban Telecommunications Center could offer much to the city of the future. First, it would be a media facilities center, offering materials, classes, and studios for the production of programs. Because it would have a professional staff, the Center would also be a source of expertise to the community. Another function of the Center would be to coordinate and combine community resources to serve the varied needs of the community. Looking further into the future, other functions that the urban Telecommunications Center might be performing 10 years from now could be controlling traffic patterns, providing a two-way-video system for interpersonal communication, and supplying a myriad of other public functions. If these Centers are to function as the coordinators of the future electronic culture, we will have to acquire new skills and understandings to deal with advances in technology. It is hoped that the Telecommunications Center will become a place of art as well as information, so that knowledge can be conveyed efficiently, but with humanity, grace, and humor as well. (SH)

The foundation for this publication was a workshop at The University of Michigan which put together three programs in the area of psychological education. These three group approaches, documented by research, are presented. The first approach assists people, through achievement motivation training, to be more effective in reaching their goals. Some ingredients of such a program include measuring achievement thinking, learning achievement thoughts and action strategies, experiencing achievement thinking, and practicing achievement strategies through goal setting. The second approach, human potential training, helps people to expand their goals and to realize more fully, their potentials. Because it focuses on positive characteristics, this approach is particularly suitable for the public school setting. The third approach, elimination of self defeating behaviors (SDB) helps people rid themselves of behaviors detrimental to achieving full potential. A unique feature of SDB groups is strong direction provided by the leader. Some guidelines for implementing the three programs are offered, and two appendices are included. Appendix A provides references covering group approaches and special problems. Appendix B, a Guide to Career Goal Accomplishment, indicates ways in which achievement motivation research and training can be related to career development planning and exploration. (EAK)

In an effort to develop a new approach to comprehensive college and university planning, Colgate University and the American Foundation for Management Research (AFMR) undertook a joint study that involved (1) an intensive investigation of planning practices at selected colleges and universities, (2) a review of the available literature on planning, (3) the observation of planning practices in business and industry, and (4) consultations with various planning experts. Generally, the trial planning process that was developed for Colgate University involved a 1-week session to discuss institutional objectives and to define strategies for long-term development. The institutional data collected during an interim period were indexed and analyzed, and a second 1-week session concentrated on the analysis of these data to identify significant internal trends of the university and their relationship to environmental influences. Planning "gaps" were identified, alternate courses of action were broken down into specific programs, and a planning guide for future comprehensive planning was developed. This process, which has also been tested at Franklin and Marshall College, compresses the amount of time required for planning but provides a coordinated approach to the development of a practical, flexible, and feasible plan to serve as a broad frame of reference for individual institutions. (WM)

A smooth-working relationship between educators and technologists depends upon the examination of the structure of the educational process today. This paper discusses the setting in which educational decisions are made and implemented. The author identifies some of the common characteristics of educators and provides a brief explanation of the systems approach to education. The process of change and innovation is discussed. Based on this background information, he makes long and short-range suggestions for both educators and industry to consider when trying to work together. A list of references is appended. (JY)

It is relatively easy to gather data but to disseminate and ensure utilization of that data in a way which will induce meaningful change is not so easy. In exploring the reasons for the apparent resistance to social change, a series of three dissemination activities were organized for school personnel using materials developed on the work orientation of teenagers. These activities provided insight into the problems encountered when endeavoring to promote change. As they were identified, the problems were classified as (1) psychological resistance, (2) sociological resistance, (3) ecological resistance, (4) economic resistance, and (5) political resistance. A suggested general principle to follow in planning such activities is to identify sufficient similarities of the new context with contexts familiar to the participants. Specific suggestions were also made regarding materials content, participant's role, the format of the activity, and implementation of objectives. (JS)

RESEARCH CONCERNING SENSORY DEPRIVATION AND ITS RELATIONSHIP TO PERSONALITY VARIABLES AND SUBSEQUENT BEHAVIORAL AND COGNITIVE CHANGES IS REVIEWED. THREE LIMITATIONS OF THE CONGENITALLY BLIND ARE LISTED (1) RESTRICTION IN THE RANGE AND VARIETY OF EXPERIENCES, (2) DEFICITS IN THE ABILITY TO MOVE ABOUT, (3) DEFICITS IN THE CAPACITY TO CONTROL THE ENVIRONMENT AND THE SELF IN RELATION TO IT. SEVERAL POSSIBLE RELATIONSHIPS BETWEEN THESE LIMITATIONS OF THE CONGENITALLY BLIND AND CERTAIN TRAITS THEY EXHIBIT ARE EXPLORED--(1) BLINDNESS AND AUTO-EROTICISM, (2) LOWERED OBJECT RELATIONS AND NARCISSISM, AND (3) FANTASY. THE RELATIONSHIP BETWEEN SENSORY DEPRIVATION AND CREATIVE THOUGHT IS DISCUSSED. THE REHABILITATION COUNSELOR, KEEPING IN MIND THE FUNCTIONAL NATURE OF THESE TRAITS IN THE BLIND, MUST (1) DESIGN PROGRAMS TAKING THE TRAITS INTO ACCOUNT, (2) USE MULTISENSORY TRAINING TO FACILITATE MEANINGFULNESS OF LEARNING SITUATIONS, (3) EMPHASIZE CREATIVE VOCATIONS SUCH AS DESIGNING, MUSIC, AND ADVERTISING. A REFERENCE LIST OF 19 ITEMS IS INCLUDED. (RS)

The study was conducted (1) to survey and evaluate the current use of computers in the Texas System of Higher Education, (2) to study the role of computers in the institutions of the system for the immediate future (1967-1970), and (3) to project the role of computers at the institutions for the foreseeable future (1971-1980). A list of 17 findings and recommendations are presented. Some findings indicate that computers are used in a few state-supported colleges and universities in Texas to register students, produce payrolls, and keep track of the various inventories that must be maintained. There is a shortage of specialists educated in the computer sciences at both graduate and undergraduate levels, and computer-oriented research programs are almost nonexistent. It is felt that all college and university students should acquire some basic understanding of computers on their campuses, and students majoring in business, engineering, and science should be trained to use computers as tools of their trades, since their future careers will require this knowledge. Computer science departments should be established at selected 4-year institutions, and doctoral programs should be developed. The report also contains a discussion on future trends in computing, and compares computer developments in Texas with those in other states. (WM)