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The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the credit collection occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Three duties are broken down into a number of tasks and for each task a two-page table is presented, showing on the first page: tools, equipment, materials, objects acted upon; performance knowledge (related to decisions, cues and errors); safety--hazard; and on the second page: science; math--number systems; and communications (performance modes, examples, and skills and concepts). The duties include: obtaining past due accounts for collection, analyzing individual consumer accounts, and conducting the collection process. (BP)

This paper details the unfavorable predicament of the United States as a consequence of using much of its own non-renewable material and energy resources. As a consequence, the United States will soon be subject to the political and economic conditions imposed upon it by other nations. The United States must begin to implement adjustments to the new resource realities. Fundamental changes in American institutions are necessary and can offer the quickest, longest lasting, and most effective ways to move to a more viable quality of life. Old problems that the United States has long ignored, such as population, trade, equity, and resources, are discussed. The values, alternative technologies, professional services, and changes necessary to develop a culture that can endure are detailed. A list of additional relevant sources is included. (BT)

The implementation of appropriate planning strategies can increase the probability that local school districts will successfully cope with change and meet the expectations of their communities. But educational planning does not guarantee that everyone will agree on the qualitative nature of the educational services provided. This paper outlines seven postulates and six propositions relating to planning, an activity that every school district should conduct in an organized manner. These postulates and propositions are intended to encourage local school district personnel to (1) analyze and evaluate their planning capabilities, (2) consider the development of an improved educational planning capability, and (3) reflect on the issue of quality education as it is perceived among the various constituencies in local districts. (Author/DS)

WISE-ONE, an information retrieval system, was designed to facilitate searches of the documents cataloged by the ERIC centers and distributed as ERIC RESUMAST master files. WISE-ONE is written to search for documents cataloged under any of the three indices (descriptors, identifiers, and author name), called search keys, and will yield the ERIC accession number, author, and title associated with the selected documents. This booklet explains the step-by-step procedure for using the WISE-ONE system at the University of Wisconsin. (JK)

The Sixth Annual Report on the characteristics of newly appointed full-time faculty in California Community Colleges for the academic year 1972-73 provides relevant data from 94 public and 10 private community colleges. The size of the faculties in these institutions vary from 3 to 557 full-time faculty, both new and continuing, for a total of 14,343. Adding the part-time faculties, the total is around 20,000 faculty members for 876,000 students. During the academic year, 827 new full-time faculty were hired, 440 of these being replacements. Comparisons with figures of the previous three years shows a steady drop in full-time faculty. Reasons for this drop are given: (1) a high retention rate of old faculty, (2) the larger number of part-time faculty and staff, (3) an increase in class size from 25-28 to 33-35, and (4) an increase in teaching, counseling, and housekeeping activities for full-time instructors. The characteristics of the newly hired full-time faculty are reported as follows: (1) 58% males, 42% females; (2) 78% Caucasian, 8% black, 9% Chicano, 3% Asian, 1% Native American, 1% other; (3) majority ranged in age from 26-42 years; (4) 24% had non-teaching experience; (5) 3% new instructors had no prior teaching experience; (6) 1% had been Research Assistants; 3% had practice teaching, private teaching or tutoring; 9% had been Teaching Assistants; 17% had secondary school experience; 26% were experienced community college faculty; and 15.1% had 4-year college or university experience; (6) 9% had less than a BA degree and 17% had less than an MA; 7% had PhD's; (7) 13% were in Health Services field, 7% in English, 9% in Trade-Technical, 6% in Public Personnel Services; (8) new counselors employed was 5.5%. (DB)

The City University of New York's College of Old Westbury was an experimental college that based its philosophy around a community living-learning concept. The College, unfortunately, was unable to survive because of several gross inconsistencies in the education/community process. In this document, the author points out the necessary elements for such a living-learning institution to survive. The author feels that the campus environment grows out of the chemistry of three elements: people, space and events. There is a need for a full and continuing analysis of people participating or served in the college, and there should be a large mix of people with a varied spectrum of interests. Space should be flexible and open in order to enhance creativity, and the more persons that are utilizing an area of space at one time, the better for increased communication and activity. Events are the result of a proper mix of people and density of space. Events should normally be kept small, using large events as punctuation only. Programs should be planned so that various persons might be involved and should be flexible enough to have room for improvement. (HS)

This document presents a creatively written description of Antioch College in Columbia, Maryland, written by a college consultant who was hired as a consultant to the governing council of the college to make an analysis of the college's governance system and the learning and social environment of the school. The author describes how the institution communicates with itself and with the outside; how the physical environment works--whether for the benefit of the organization or to its detriment; the institution's political processes; how the institution defines its business or purpose; how the institution supports its clients; how the college supports learning; what students do with their time; and finally, he addresses the question of whether or not the college is a fit place to be. The format of the document would be of interest to college and university administrators who are looking for promotional techniques, and the method that the author uses to gather information for his study and end product would be of great interest to educational researchers and developers both within and outside of college communities. (Author/HS)

This curriculum guide for a high school junior- and senior-level English program identifies twenty-two characteristics of a successful graduate. These characteristics are regarded as goals to be met through the completion of units on four communicative processes: (1) reading, (2) writing, (3) speaking and listening, and (4) thinking and perceiving. The guide explains precisely the student abilities, values, and understandings to be developed in each unit; shows how each lesson may be introduced to the student; lists many classroom ideas, activities, lesson plans, and suggestions for teaching each unit; and suggests sample tests and additional materials when applicable. Additional text materials recommended as supplements to this basic guide are listed in the back with publishers, addresses, and current prices. (Author/DI)

A preliminary study was conducted at which the "Test for Economic Understanding" was given to 98 Anglo and 35 Mexican American freshmen and sophomore students at New Mexico State University at the beginning and end of the 1971 fall semester. The following questions guided the investigation: (1) Is there a significant difference between Mexican American students and Anglo students in terms of their understanding of basic economics at the onset of a principles course in economics? (2) Is there a significant difference between Mexican American students and Anglo students in terms of their understanding of basic economics at the end of the same course? (3) Is there a significant difference in the relative gain in economic understanding between the two groups? The findings indicated that the significant difference in economic literacy which existed between Anglo and Mexican American students at the beginning of an introductory course in economics appeared to be eliminated upon completion of the course. In the expanded study currently under investigation, the sample size has been increased from 133 to 216 Anglo and Mexican American students. The primary interest of the current investigation is to determine what, if any, factors other than ethnicity, are related to changes in economic understanding. The analytical tool to be utilized in treating the data involves computing in sequence multiple linear regressions equations. (HBC)

At present it is difficult to evaluate broadcasting education programs because of a lack of suitable criteria integral to the broadcasting discipline itself. A set of criteria are suggested here. They are: 1) an identifiable local need for a community college broadcasting education program does exist; 2) a viable broadcasting education industry advisory committee is in operation at the community college; 3) the program undergoes continuous self-evaluation; 4) the faculty should combine higher education and broadcast industry work experience; 5) the faculty salaries are high enough to attract qualified personnel; 6) facilities and equipment are adequate to meet the needs of the program; 7) counseling and placement services are provided; 8) the learning resources center is able to meet student needs; 9) students receive credit for off-campus station internship experience; 10) the college integrates its programs with the offerings of other colleges; 11) the college provides equal educational opportunity, and 12) the program has the potential for balance between general and occupational education. Guidelines relating to these criteria are also stated. (JK)

The African-American curriculum guide for secondary students endeavors to bridge the gap of misunderstanding between blacks and whites and, further, to enhance the esteem of black people. The prefacing unit on prejudice provides a unique feature compared to most guides in that it encourages students toward self examination of their personalities in regard to racial biases and also helps them to understand ramifications of a nations' prejudice, giving relevance to the course and motivation to students. Ten units of study on Afro-Americans, given in the second part, are designed to be incorporated into existing United States history and curriculum, emphasizing the many contributions blacks have made to the civilization of America. Topics are included on America's African heritage, slavery, the paradox of the American Revolution, racial conflicts which lead to the Civil War, Reconstruction era, the birth of Jim Crow, the age of despair, and World War II and the establishment of new civil rights principles. The last major part, a bibliography of readings intended for teacher preparation and motivated advanced students, is arranged into four sections: broad phases of black history, works applicable to the ten units, a bibliography of bibliographies, and a bibliography of records. (SJM)

A computerized content analysis of the "theory input" for a basic speech course was conducted. The questions to be answered were (1) What does the inexperienced basic speech student hold as a conceptual perspective of the "speech to inform" prior to his being subjected to a college speech class? and (2) How does that inexperienced student's perspective change after being exposed to speech training? A questionnaire was administered to undergraduate students at Bowling Green State University requesting them to write a "lecturette" on the subject "The Important Things to Consider for a Good 'Speech to Inform'". This was done at the first meeting of the quarter and at the end of the quarter. The WORDS System, developed by the University of Rochester Medical School, was used to analyze the data collected by stripping words of their endings and editing out prepositions, conjunctions, relative and personal pronouns, and the "to be" and "to have" verb forms. The concept of the WORDS System is that sufficient meaning exists in the association of "a word with itself and other words to conduct meaningful analysis". Results indicate that (1) students come to a basic course with much more awareness of speech-communication than might be expected, and (2) the student's principal concern is toward effective delivery; however, experienced students seemed to recognize a greater importance in the organization of ideas, while both groups seemed equally concerned with the importance of "interesting material and topics. (Author/LS)

This report is concerned primarily with impressions gained from a course on the role of school managers which was held for managers of schools in Liverpool's designated Educational Priority Area (EPA). The Liverpool EPA Project is an attempt to create support for the idea of the community school in socially deprived areas. The function of the school manager is to exercise a degree of local control over a school which is centrally administered by a large local authority. The manager acts as a means of communication between residents and the school, and is acquainted with the special needs and problems of his school. An account is given of the discussions during the course on the role and functions of school managers as they themselves see it, and an analysis is presented of those views in the light of the Plowden Report's recommendations on managing bodies within the concept of the community school. (CL)

The rationale for a diploma course in Community Adult Education is discussed, based on adult education work pioneered by the Workers' Educational Association, in association with the Liverpool Educational Priority Area Project. The need for an effective training program has become more apparent as increasing numbers of part-time tutors are involved in the project. Their continuing dependence on the tutor/organizer's advice and assistance in matters of curriculum, method, and approach illustrate the need for a new type of training for professionals working in this field. The proposed course would involve practical work in the Liverpool Project, as well as the following academic subjects: (1) theory and practice of community development, (2) market research and the social services, (3) sociology, (4) popular culture, (5) learning through doing theory and techniques, (6) sociology of education, and (7) philosophy of education. (CL)

Suggestions are given for involving working class adults in various forms of adult education. The material is derived from practical experience of the Workers' Educational Association (W.E.A.) and the Institute of Extension Studies in Liverpool, where experimental methods were developed for involving the working class communities in central Liverpool in adult education. It is shown that the W.E.A. is uniquely placed to make a major contribution in this field, because of its national organization and its network of tutors and branches, but that it must recognize the need for new flexibility and accessibility and a decision about priorities, as well as cooperation between W.E.A. branches, local education authorities, and universities. (CL)

This report deals with the philosophy behind the Liverpool Educational Priority Area Project, a program of adult education for working class persons, and describes two of the programs in detail. Education in an EPA needs to be relevant, grounded in real problems and situations, and the emphasis should be on involvement and discovery. The first experiment in community involvement described succeeded because of the initiative of the local people using their skills and experiences to set up their own community center. The other program went a step further in that as the residents became more involved, they reached the point where they felt they needed something of a more formal educational nature. The challenge that these innovative types of adult education present to the Workers' Educational Association is described. (CL)

This booklet describes the setting, conduct and results of an action research project in which the Workers' Educational Association and the BBC local radio station in Liverpool jointly prepared an educational radio series for working class adults. In February 1971, six programs were broadcast under the series title "Living Today." Each program dealt with a topic relevant to the target audience. The general theme was to examine the influence which particular institutions have on people's lives and behavior, and the effect on the individual, group and community when these institutions lose power and influence in a rapidly changing society. The objectives for the series were: extension of vocabulary; critical awareness; use of concepts; and action. The project represented a new approach to neglected areas of adult education, using local radio as a vital instrument of contact between educationists and those whose needs are overwhelming and almost totally unsatisfied. (CL)

A framework for the development of adult education within the community development process is presented, based on a three-year project in England that experimented with a number of approaches. The network system suggested involves: (1) an organizational model for adult education provision in a community development setting which may be adopted elsewhere; (2) a definition of roles for adult education in community development projects; and (3) an attempt to define more precisely the relationship between adult education and community development. The roles in a community adult education network are: (1) network agent--makes contact with the informal groups in his area, becomes fully aware of the problems, needs and interests in the area, and identifying those that are explicitly educational and recognizing those that would benefit from some form of adult education; (2) resources agent--sets up a network of contacts with organizations that can provide educational resources for the groups with whom he has established contact; (3) educational guide--acts as educational adviser for peer group learning situations, and helping interested individuals undertake more formal education leading to qualifications; and (4) teachers--persons with special knowledge of a particular subject of interest to the students. In this network, personal relationships with members of the community are all-important. The network is flexible and offers an opportunity for local control. (KM)

The attitudes and opinions of rural Michigan residents were surveyed on selected issues and policies in 1970. The sample included 343 respondents drawn from 34 randomly selected sampling points. Each point was a rural township from which about 10 interviews were made. Responses of the 88 farm and 255 nonfarm residents were compared in the study. Some major areas covered in the interviews were farm policy, political tactics, strikes by farm workers, and the family farm. It was found that meaningful differences in attitudes on certain social issues existed between rural subgroups, that including the respondent's sex as a control variable led to additonal insights, that farm males always supported positions interpreted as favorable to agriculture, and that the nonfarm female clearly reflected the consumer orientation. It was noted that, while it was difficult to draw many generalizations from this limited study, sex should be taken into account in future studies of farm families. (PS)

WISE-ONE is a bibliographic information retrieval system which is designed to perform keyword searches of such data-bases as the ERIC RESUMAST and the ERIC CIJEMAST. Produced as a result of the search are the ERIC citation numbers, titles, authors, and, in the case of the journal file, the journal citation. Because WISE-ONE allows for nesting of the search formula to a depth of fifteen parenthetic levels, it gives the user a great deal of power in finding entries of interest. The heart of the system is the hash coding scheme which is incorporated into the data-base structure. A hash coding scheme is a method of telling the computer the storage location of a record based on the search key contained within the record. WISE-ONE is currently running on the Univac 1108 computer at the computing center at the University of Wisconsin at Madision. Detailed explanation of how the system works is provided in this paper. (JK)

This paper abstracts more than thirty sources selected for their usefulness in providing contexts and specific illustrations for understanding observation and analysis. Some Reasons for Classroom Observation and Analysis, includes seven selections that deal with factors related to the rationale for observing and analyzing classroom behavior. Perspectives for Viewing the Process of Instruction, includes selections by Carl R. Rogers, Ronald T. Hyman, and others. The Components of Instruction Amenable to Analysis, contains selections on aspects of instruction that are analyzable and controllable: strategies, questioning, objectives, and classroom management. Classroom Observation Systems, has three sections: 1) general background papers, reviews of systems, and instruments designed to gather data on cognitive and affective behaviors of teachers and students; 2) summaries of instruments amenable to modification by the classroom teacher for use in observing and analyzing interaction and outcomes on the cognitive and affective dimensions; and, 3) summaries of observations systems focusing on cognitive dimensions usable by one observer in a live situation. Feedback and Observation and Analysis, covers selections that deal with the final step in teaching improvement. Twenty-two additional sources are listed in a bibliography. (Author/DJB)

Brief descriptions of 9 marine science programs for students at various educational levels are given in this special issue. Most of the accounts describe the procedures followed by the center concerned, but some specify the objectives that guide the work. Most of the projects described involve students using the facilities in active research, rather than providing lecture-demonstrations. (AL)

Attempting to delineate urban Mexican American life patterns, this analysis seeks to indicate the distinctions in the patterns of life of different types of Mexican Americans in order to provide a workable framework for empirical research. The analytical framework contains 4 levels: the rural novice (from rural areas in the United States) or the immigrant novice (from a rural setting in Mexico) having little education and not conversant in English; the hard-core individual who has rejected society, and/or is deviant as defined by society, and/or is a barrio dweller; the transitory individual who is the would-be assimilate, would-be biculturate, or would-be hard-core regressor; and the mainstream individual who is either an assimilate or a biculturate. This framework, along with the accompanying values schemes and allegiance-group patterns, furnishes general guidelines for mounting action programs for urban Mexican Americans. It is recommended that such programs (1) begin by reinforcing basic Mexican American values, (2) be aimed simultaneously at different economic levels, (3) attempt to supply interdisciplinary technical support, (4) be designed to enable Mexican Americans to help their own, and (5) be national in scope and commitment. The greater issue is the mobilization of effort to enable most Mexican Americans to join the mainstream of United States society. Two figures and 13 references are included. (MJB)