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An explanation of the Continuing Education Unit (CEU) is offered in this paper. At Jefferson College in Missouri, the CEU is an evaluative unit used in awarding a Continuing Education Diploma. The CEU is defined as ten contact hours of participation in an organized continuing education experience under responsible leadership, capable direction and qualified instruction. It enables the adult learner to receive recognition for a broad range of self-fulfilling learning experiences. At the same time it provides the institution with a vehicle for measuring and recording these experiences. (Author/SW)

A study was made to aid in planning for future operations of the "listening services" for the Blind and Physically Handicapped (DBPH), Library of Congress. Available data was gathered and organized. DBPH operations were analyzed as were economic models and functional factors for decision-making regarding recording media and playback machines. The principal planning decisions were classified as system equipment costs and product quality factors. Equipment costs included system options as of 1976 as well as 1980 in order to show future trends in equipment costs. (Also, the unit costs for books and magazine media were projected as of 1976). The quality factors included machine breakdown rate, convenience, user acceptance, quality of sound, operational problems or risks, ease of duplication of media in the field, storage and shelving of media for libraries, wearing of media, and the possibility of reuse of media. A decision matrix was formulated which compared five alternative sound reproduction systems. The authors concluded that DBPH should adopt the 4-Track 15/16 ips C90 cassette format. Other recommendations and suggested items for follow-up are listed. (WCM)

QUESTIONNAIRES (1,000) WERE MAILED TO SCHOOL DISTRICTS IN THE 50 STATES. THE FINAL SAMPLE GROUP CONSISTED OF 350 USABLE RESPONSES. THE STUDY DEALT WITH THE CONSTITUTIONAL RIGHTS AND RESPONSIBILITIES OF STUDENTS, TEACHERS, AND SCHOOL ADMINISTRATORS. PERSONAL INTERVIEWS SUPPLEMENTED THE QUESTIONNAIRES. THE MAJOR TOPICS OF INQUIRY WERE (1) FREEDOM OF SPEECH AND RIGHT OF ASSEMBLY, (2) CRIME INVESTIGATION, (3) RELIGION, (4) STUDENT MARRIAGES, (5) STUDENT HEALTH, AND (6) EXPULSION OF STUDENTS. THE AUTHORS RECOMMENDED THAT (1) SCHOOL ADMINISTRATORS BE FURNISHED INSTRUCTION IN THE IMPLICATIONS OF CONSTITUTIONAL LAW AND BE PROVIDED HANDBOOKS OF GUIDELINES AND RECENT COURT DECISIONS, AND THAT (2) SCHOOL REGULATIONS BE REVIEWED PERIODICALLY BY LEGAL COUNSEL. (JK)

A survey of members of the Association for Education in Journalism secondary school division was taken to learn their recommendations for high school journalism courses and teacher certification requirements. Thirty-nine of 51 members replied. They recommended that a journalism minor and professional experience, in addition to teaching, be the minimum preparation for teaching journalism. Core courses in a journalism minor should include a survey of mass communication, news writing, copy editing, and newspaper make-up. Additionally, a teacher's education should include another primary teaching area along with some courses in radio/television and English. A secondary school should offer four semesters of journalism, including a one-semester course in the mass media. The courses should stress journalistic writing and analysis of the mass media more than the actual production of a high school publication. A news bureau staffed by students also is a good idea if the school administration allows adequate released time and compensation for supervising it. (JK)

This study examined the potential for integrating information on Navy careers into the career education programs which are currently being developed. This integration would result in the presentation of Navy employment information in the same educational context in which employment information on comparable careers in the civilian environment is presented. To verify the feasibility of the study concept and to obtain information either describing career education principles and program developments or describing manpower procurement procedures and Navy occupational information materials, interviews were conducted with key personnel in the U.S. Office of Education, National Institute of Education, and several agencies involved in career education development, as well as key personnel in the Navy and the Office of the Assistant Secretary of Defense. Based on the results of the interviews and the review of materials assembled, the concept of integration of Navy careers into career education was deemed feasible, and recommendations were formulated pertaining to: (1) development of career guidance materials describing occupations and career development opportunities in the Navy, (2) Navy support of career education curriculum, and (3) establishment of linkages between the Navy and agencies involved in career education. (Author/SB)

Following a discussion of Federal legislation as related to regional programs, this 1970 report presents an assessment of attitudes toward regional educational cooperation. The 4 groups of respondents (n=426) were school administrators, teachers, school board members, and influential laymen from 25 school districts in Washington, Fayette, and Greene counties (Pennsylvania) who were surveyed using an instrument organized according to 5 areas in which school systems might cooperate: in the areas of finance, research and planning, and human relations functions, the respondent groups generally favored regional cooperation; respondent groups strongly supported cooperative special education in most cases; and, in the area of centralized services, the greatest diversity of responses was observed, with dissent predominating. Ten tables, 2 appendixes (tabular results of multivariate analysis of variance and the questionnaire), and a 10-item reference list are included in the report. (MJB)

The purpose of the present study is to explore cost-effectiveness factors that affect the choice among alternative system designs for retrospective searching services. A cost-effectiveness model that may be used to evaluate potential systems was derived, and a statement of the general magnitude of costs that the American Psychological Association (APA) can expect in implementing and operating alternate systems is given. These "typical" costs may be used to establish the cost-effectiveness of general classes of systems, such as mechanized search on-line by titles or by batch processing on index terms. (Author)

This review discusses the fiscal difficulties of the City and School District of Philadelphia and describes the projection of expenditures and receipts and the mounting deficits implied by these projections. Three different projections are made to point out alternative fiscal outlooks: a high projection that corresponds to strong economic conditions and aggressive spending; a medium projection that assumes some strengthening in the economy and slower paced public spending; and a low projection that corresponds to weak recovery and little attempt to increase the amount of services provided by government in Philadelphia. The article summarizes the projections, and emphasizes the medium projection. An appendix includes a more detailed description of all projections. (Author/JF)

This survey presents the highlights (not an inventory) of the environmental studies, capabilities, and instrumentalities on the Committee on Institutional Cooperation (CIC) campuses. The CIC institutions include the University of Illinois, Indiana University, University of Iowa, University of Michigan, Michigan State University, University of Minnesota, Northwestern University, Ohio State University, Purdue University, University of Wisconsin, and the University of Chicago. The survey was conducted during 1970 by a team from the University of Wisconsin by means of on-site interviews and conferences with faculty members, researchers, administrators, and students. These components of environmental studies are reviewed: university-wide committees, centers and institutes for environmental studies; interdisciplinary environmental research; university external affairs; student environmental activities; and rationale behind formation of new environmental institutes. Conclusions indicate that seven of the CIC Universities have established, or are establishing, university-wide Environmental Study Centers or Institutes, and that a variety of new environmentally-oriented courses in many disciplines are being developed. Other conclusions and recommendations are provided. Appendices include persons contacted, new courses, and student environmental organizations. (PR)

This study evaluated the extent to which 386 instructors in the North Carolina Community College System (NCCCS) use certain modes of knowledge utilization, and the effectiveness thereof as seen by the NCCCS instructors. It also examined differences in mode use and effectiveness among vocational, technical, and college transfer instructors as well as between six comprehensive community colleges and six technical institutes. A questionnaire containing 23 scale items was developed on the basis of interviews within the NCCCS and of a literature review on communication modes. Of the questionnaires sent, 336 (87%) were returned. Findings led to several conclusions: (1) modes should be stressed (especially textbooks, reference books, and consultations with coworkers) which instructors used most often and considered most effective; (2) use nonwritten rather than written modes, and external rather than internal modes, whenever practical; (3) since college transfer, technical, and vocational instructors use information sources to increasing degrees, respectively, diffusion efforts should be geared accordingly; (4) comprehensive and technical institutions require different approaches only in the case of college transfer instructors. Implications for further research were also noted. (LY)

Since behavioral change in the student teacher gravitates towards the supervising teacher (presently plagued by lack of role definition) and away from the college supervisor (who presently suffers from a lack of direction and specific objectives), a new role definition is needed for them both. Three professional people would be involved in this proposal of ideal supervision: the building coordinator, the college coordinator, and the public or private school supervising teacher. The new role of building coordinator includes the following functions: a) preparing supervising teachers to be more functional in the supervisory realm by conducting on-site workshops and/or seminars in order to present necessary skills and competencies to improve the effectiveness of the student teacher; b) working with all student teachers in a classroom setting; c) coordinating, preparing, and evaluating on-site course work for student teachers; and d) acting as liaison between supervising teacher, administrator, student teacher, community, and the college. Relieved of responsibility for observation and evaluation of the student teacher, the college coordinator will serve as a resource person to the student teachers, building coordinators, supervising teachers, and the university. The function of the supervising teacher will undergo little change. (JA)

In 1973, the Northwest Adult Education Association distributed a questionnaire to the membership requesting information about accountability practices in the institutions represented. The survey format was open-ended, which facilitated diversity in the responses. Returns were categorized by types of institutions: Adult Education Training Centers, Non-Academic Associations, Community Colleges, Cooperative Extension Services, Libraries, Proprietary Enterprises, School Districts, University Extensions, and the U. S. Air Force. The findings of the survey are summarized and responses condensed with relation to various aspects of accountability. Many of the agencies included with their responses sample materials illustrating various procedures used, some of which are included in the appendixes, together with the questionnaire used. (KP)

This is an interim evaluation of a pilot program which utilized local farmers as program aides in cooperative extension education for small-farm operators. Specific objectives of this study were to determine the effectiveness of program aides in extension education in developing further the capacity of small-farm operators to take advantage of income opportunities available to them, and to identify activities performed by county extension staffs in support of program aides which could influence the socioeconomic development of small-farm operators in the pilot program. It was concluded that program aides helped to strengthen perceptions of most participants in the program and also played a major role in helping applicants apply for home improvement loans. The program was primarily production-oriented and increases in farm incomes for participants in four counties were much more than the added program cost in those counties. However, in some other counties little progress could be made. Recommendations for program improvements are included in this interim evaluation. (MF)

There are three approaches to the nonstandard dialects of Negro inner-city children: eradication; biloquialism, sometimes called functional bidialectism; and appreciation of dialect differences with no attempt to change speech patterns. The essays in the present volume are all written from the biloquialist point of view, which advocates that inner-city children be taught standard English to facilitate their functioning in the greater society without being encouraged to give up their home language. Whereas most past biloquialist discussions have offered only more-or-less programmatic suggestions of philosophies and possible methodologies, the articles in this volume attempt to offer practical solutions to the language problems of inner-city Negro children. The articles, most of which are printed here for the first time, are: William A. Stewart, "Foreign Language Teaching Methods in Quasi-Foreign Language Situations"; Joan C. Baratz, "Educational Considerations for Teaching Standard English to Negro Children"; Ralph W. Fasold and Walt Wolfram, "Some Linguistic Features of Negro Dialect"; Irwin Feigenbaum, "The Use of Nonstandard English in Teaching Standard: Contrast and Comparison"; Walt Wolfram, "Sociolinguistic Implications for Educational Sequencing" (ED 029 280); Roger W. Shuy, "Teacher Training and Urban Language Problems" (ED 030 116). (FWB)

This book was prompted by the success of a display mounted by the National Oceanographic Data Center at the 17th International Science Fair in 1966, which enabled visiting teachers and students to ask and receive answers to questions via teletype. The book contains one hundred questions typical of those asked, together with answers ranging in length from a paragraph to about a page. Topics include physical, chemical, and geological aspects of the oceans, marine biology, and the history and methodology oceanology. The authors paid particular attention to presenting the material in language understandable to secondary school students; elementary school students should also be able to comprehend some of the questions and answers. Some answers are illustrated, and each is followed by selected references providing additional information. (EB)

A large percentage of all US degrees in mineral engineering fields are awarded by 14 institutions of higher education in 13 western states: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. But low undergraduate enrollments in the mineral engineering curricula have increased per-student costs at most of these schools. Eight of the institutions must either continue their current mineral engineering programs, find ways to increase undergraduate enrollments, or discontinue the programs. This problem was the basis for a study of these institutions in which data were gathered and processed on operating budgets, degrees awarded, and enrollment figures. The findings of the study are presented in this report, with 4 recommendations for tackling this common economic problem: (1) the 8 institutions should enter into an agreement that would permit residents of any of the states to enroll as resident students in an institution of another of the states, (2) Hawaii, California, and Oregon should consider offering scholarships for qualified residents who wish to study mineral engineering at the undergraduate level, (3) the 8 institutions should explore the possibility of a cooperative recruiting effort to attract out-of-state students, and (4) state agencies should contemplate the feasibility of federal scholarships for nonresident students who are motivated toward undergraduate programs in mineral education. (WM)

The purpose of this study was to explore cost-effectiveness factors that affect the choice among alternative systems. A cost-effectiveness model that may be used to evaluate potential systems was derived and a statement of the general magnitude of costs that the American Psychological Association (APA) can expect in implementing and operating alternate systems is given. These "typical" costs may be used to establish the cost-effectiveness of general classes of systems, such as mechanized search on-line by titles or by batch processing on index terms. A bibliography used for the literature survey is appended. (Author/AB)

The methods given for collecting, preserving, and processing mosquitoes and other archropods for isolation of arboviruses are those used by the National Communicable Disease Center. Techniques of collecting mosquitoes as they bite, using light or bait traps, and from their daytime resting sites are described and illustrated. Details of subsequent storage and processing for virus extraction and identification are included. A short section describes differences in procedure when ticks or mites are collected. (AL)

Five hundred current innovative media projects in 300 colleges and universities are reported here by faculty members responsible for them; these reports are the basis for state-of-the-art evaluations; and both evaluations and reports are arranged in this Higher Education Media Study by fields; instructional television, mediated self-instruction, special multimedia facilities; transparencies, telephone applications, simulation, systems, and media services management. Introductory comments relate media to their instructional use and this study to one in 1963, "New Media in Higher Education." Some of the concluding remarks are that: applications seem to be more adaptive than creative, credible materials of instruction need to be developed nationally and regionally, and housing of media is still inadequate. Indices by topic, contributore, and institution are provided. A "Media Activity Inventory-Directory," the product of two nationwide mail surveys (1966-67) is appended; it is arranged by state, institution, and media project leader. (MF)

This is a guide to the nature, purpose, and potential uses of 12 course goal collections produced by the Tri-County Goal Development Project through the cooperative efforts of school districts and intermediate education districts of three counties in the metropolitan Portland, Oregon, area. The Project initially fostered collections of educational goals appropriate for use in managing and planning at all school system levels and the coding of these goals to make their curricular uses apparent and permit their retrieval in various combinations from a computerized storage system. A long-range purpose is to help bring consistency to the way school districts develop goal structures for instructional planning and evaluation. The collections are designed to be used when school administrators make decisions about individualizing instruction, planning cross-disciplinary education, and establishing accountability. The collection can be used in long-range planning and educational development, evaluating effectiveness of regular and experimental instruction, teacher education, and diagnostic-prescriptive instruction. The Project provides both knowledge and process goals, and in this way offers alternative learning outcomes of both the traditional meaningful-reception/content-mastery type and the increasingly important rational thinking process type. (Author/EA)

This is a folow-up report on developments in long-range faculty personnel planning since the publication of "Steady-State Staffing in Tenure-Granting Institutions and Related Papers," covering the period from March through December 1973. Following references to newly available data, the paper deals first with work done at SUNY-Buffalo, Stanford, the University of Pennsylvania, the American Association of University Professors, and the Institute for Educational Development using mathematical models of steady-state staffing. Reference is next made to several institutions at which some tenure-related action has recently been taken: Miami-Dade Community College, the University of Hawaii, Bloomfield College, the Virginia Community College System, the City University of New York, Vassar College, and Colgate University. Attention is then given to four special issues: (1) tenure quotas, and the effects of high and low percentages of faculty with tenure on the chances for tenure of probationary faculty; (2) the cost implications of a faculty evenly distributed by age and rank; (3) the growing limitations on institutional choice imposed by government requirements under the Equal Pay Act and other legislation involving nondiscrimination; and (4) the place that provision for early retirement might have in a long-range personnel plan. Three other unresolved issues are identified: the labeling of all nontenured faculty as "probationary," the problem of shifting student interests within an institution, and the question of what tenure guarantees. For related document see ED 076549. (Author)

The handbook helps American Indians and Alaskan Natives learn about their rights under the Bureau of Indian Affairs General Assistance (GA) welfare program. This program is run by the Bureau of Indian Affairs (BIA) and is only for Alaskan Natives and Indians in 15 states: Alaska, Arizona, Colorado (Southern Ute Reservation only), Idaho, Minnesota (Red Lake Reservation only), Mississippi, Montana, Nebraska, Nevada, New Mexico, North Carolina, North Dakota, Oklahoma, South Dakota, and Wyoming. The handbook tells the reader where to look in the GA part of the BIA Manual, Section 3.1, to find the rights mentioned in the handbook. It also tells the number of the Bureau's rule on a subject for further reference. This handbook covers 5 main areas with subtopics: (1) welfare programs and definitions; (2) who can get GA and how to get it; (3) GA payments; (4) BIA decisions, records, and appeals; and (5) other programs, such as food programs and legal advice. (FF)

The present method of governance of California's public higher education, including the Coordinating Council for Higher Education, has worked well for coordination of the three segments of public higher education--the University of California, the California State University and Colleges, and the 96 California Community Colleges. A combination of local boards, statewide boards, and a coordinating board provides an effective system of governance. The processes and mechanisms for college governance should be established at the campus level, with appropriate review at the system level, and corrective measures, where necessary, at the legislative level. Local boards and child executive officers of each campus should be given responsibility--and strict accountability--for governance of their campuses. At the same time, its is the responsibility of the statewide board to insure that due process is observed on each campus, and that faculty, students and other members of the campus community are consulted and have some appropriate advisement role in the decision-making process. (DB)

The five objectives of this paper are: (1) to make some observations about the California Community Colleges, (2) to state appropriate goals to be accomplished by a system of public education, (3) to relate these goals to alternative options in possible changes in governance of public education, (4) to relate these goals to possible changes in the California Constitution, and (5) to provide suggestions in respect to possible revisions of the California Constitution. (Author/DB)

Sufficient research has been generated to economically justify the necessary capital investment expenditures in developing the public school site into a community land asset. Open space school sites designed, developed, and maintained as community land reserves are self-liquidating economic land units because they contribute significantly to the expansion of the surrounding property tax base. Accordingly, it behooves school officials to develop and implement comprehensive public land use policies applicable to the enhancement of the public school site. These public policies can insure the environmental quality of community-owned school sites and create a land resource that rightfully belongs to future generations as part of their "inherited public land rights." (Author)

An information system analysis, development, and implementation program was conducted at Hamline University to create a dynamic, responsive targeted information system that would support curriculum-based requirements. Existing information system inadequacies were diagnosed; a new concept was proposed and empirically tested. The concept was put into effect on a small scale and used to project the requirements of an expanded operation, and a full-scale system was implemented. The system focused upon the information specialists who linked information requirements generated by the curriculum to information resources; task models of courses were constructed and used to derive information needs and to evaluate products and services. The system proved to be effective, for interactions with librarians rose by a factor of three for students and 14 for faculty. Material provided from off-site sources increased tenfold and the judged effectiveness of disseminated materials was around 85 percent. Professors expanded the range of material in their courses and modified the format of some courses due to the availability of the information specialists, who became the partners of the professors in enriching the educational experiences of the students. (Author/PB)

Information pertaining to the overall grading standards and practices within the five Peralta Colleges is compiled and analyzed here. The report is presented in three parts. The first part deals with the historical background of traditional and non-punitive grading, the national trends toward innovation and experimentation with various forms of nonpunitive grading and a review of several studies on grading practices and policies in California Community Colleges. The second part deals with the formal laws, rules, regulations and policy statements that make up the legal background of the issue of grading. This section covers the constitutional background, California statutory provisions, Title 5 of the California Administrative Code, the Peralta Board Policy Manual, and college catalogs. The third and concluding section contains the actual compilation and analysis of the Peralta grade distributions and course withdrawal frequencies: limitations, grade distribution comparisons (institutional patterns and departmental patterns), Peralta course withdrawal frequencies, and summary and analysis. Relevant codes, regulations and data analyses are appended. (KM)

The faculty of the Division of Instructional Systems and Learning Resources at the University of Utah is developing a model for a competency-based curriculum in instructional media and technology. The group first defined the roles of the instructional technologist at different educational levels and then delineated appropriate functional expectations. These were divided into competencies which, in turn, were further broken down into behavioral objectives. The major program areas were identified as: instructional design; evaluation and selection; integration; utilization and dissemination; media design and production; administration and implementation; data processing; reference; instruction; and research and development. Standardized terms were specified and the Model of Mastery was adopted to assist in the development, implementation, and evaluation of instructional materials and programs. This Model allows instructors to evaluate alternative approaches by specifying stimuli, student responses, products of responses, effectiveness, cost and difficulty. Instructional modules based on this approach have been field-tested and the initial results are highly favorable. As a result, additional modules in the area of design and production of media, integration, utilization and dissemination are being prepared. (PB)