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Presented in this paper is an illustration of the Lantran Chincode System for coding the Chinese language on ordinary English language typewriters or computer terminal keyboards. The key element of the Lantran coding is the use of the Pinyin phonetic romanization which has been officially standard in Communist China for the past 10 years. The end letters in the full coding for each character are the phonetic transcription of the pronunciation of that character in the Pinyin. Since many characters have the same pronunciation, the first part of the coding indicates as concisely as possible which particular character is intended. In general this means specifying the radical of the character and the number of additional strokes required, these two items together with the pronunciation being sufficient to correctly identify the written character in all but a few cases. The key board arrangement pictured is that of the Frieden Communications Terminal generating USASCII code for computer. (Authors/AMM)

This survey was made to identify, describe, and analyze research related to social work education published between 1960 and 1968, and to provide classified abstracts of the relevant research. In addition, it is hoped that the survey will identify and call attention to major trends and gaps in research in social work education. After an introduction to the survey in Chapter One, Chapter Two presents the methodology of the project. Chapters Three through Six give the content of social work education: (1) history and philosophy; (2) manpower supply; (3) curriculum; and (4) institutional characteristics and inter-institutional relationships. Chapter Seven summarizes the survey, discusses trends and gaps in research, and the limitation of this survey.

Since the 17th century, Chinese lexicography has been dominated by a character classification system divided into 214 radical groups. The proposed initial three-stroke system would eliminate the need to select (or guess) the proper radical and count strokes. The aim of the system is to facilitate the use of dictionaries and provide the student with a better base for independent study. In the new system the strokes of characters are classified into five groups in the order of: (1) horizontal, (2) vertical, (3) down-left, (4) dot, and (5) turned strokes. The initial three-stroke directions of all characters are then identified by digits from the number groups and, if necessary, further sub-grouped by succeeding strokes. This new system, which will require further study and improvement, is a combination of several existing systems. In particular, it will give priority to teaching stroke recognition, proper stroke order in writing, and recognition of differences between printed forms and longhand. (RS)

The 13,000 entries in this English-to-Chinese dictionary were chosen to represent "common words and expressions in art, education, science, sports, and music, as well as basic terminology in military and other fields." Each entry consists of an English word, an abbreviation for its part of speech, and one or more Chinese equivalents in Yale romanization. The entries are numbered to correspond to the Chinese character representation of the word which appears in a separate section of the dictionary. A conversation table is prefaced for comparison of different romanization systems. (JD)

Compiled here for the first time in Yale romanization are 2,000 common Chinese sayings, idioms, proverbs, and other figures of speech. The entries are arranged in two series: once in alphabetic order according to the Yale romanization and then again by the stroke-count of the Chinese characters. The romanized entries are accompanied by several English translations which convey various usages of the entry. Cross-reference numbers and indexes to both romanized and character forms are provided to further aid the user. (JD)

This paper describes the development of a new language laboratory program for advanced students at the English Language Center on the Michigan State University campus, which is designed to bridge the gap between manipulative classroom drills and the demands of the lecture halls. (Author)

This volume, a collection of selected papers from the Conference on African Languages and Linguistics organized by the Department of Linguistics of the University of Illinois and held at Urbana-Champaign on April 24-25, 1970, contains: W. E. Welmers, "The Typology of the Proto-Niger-Kordofanian Noun Class System"; D. Dalby, "A Referential Approach to the Classification of African Languages"; T. Givon, "Some Historical Changes in the Noun-Class System of Bantu, Their Possible Causes and Wider Applications"; L. M. Hyman and E. F. K. Voeltz, "The Linguistic Status of Bamileke"; J. B. Eulenberg, "Conjunction Reduction and Reduplication in African Languages"; I. George, "The a-Construction in Nupe: Perfective, Stative, Causative, or Instrumental?"; G. Haile, "The Suffix Pronouns in Amharic"; J. Harries, "Verbless Sentences and 'Verbs of Being' in Tamazight"; D. P. Kunene, "Special Deverbative Nouns Used as Eulogues in Sesotho"; A. Myers, "Assertion and Presupposition in Kikuyu"; E. F. K. Voeltz, "Toward the Syntax of the Ideophone in Zulu"; C. S. Bird, "Observations on Initial Consonant Change in Southwestern Mande"; F. Heny, "Explanatory Tone Assignment Rules in Bantu"; W. R. Leben, "The Morphophonemics of Tone in Hausa"; I. Richardson, "'Displaced Tones' in Sukuma"; R. Spears, "Mende, Loko, and Maninka Tonal Correspondences"; H. Stahlke, "On the Status of Nasalized Vowels in Kwa." (FWB)

This study was designed to test the relationship of 4-H Club work to the interests of rural youth during their school years (grades 6-12) and to selected performances--attitudes toward and participation in adult education and occupational choices--five years after high school. It was also intended to examine the relationship between interests and other sociopsychological factors and selected adult performances. The sample consisted of 339 persons who had lived in their respective communities from grade one through grade twelve and had been tested at grades one, six, and twelve and questioned about selected adult performances five years after high school. By means of multiple analysis, a significant relationship was found between 4-H club membership and rural youth interests and later participation in, and attitudes toward, adult education. Interests were shown to relate significantly with personal social behavior, mental age and adults' occupational choices. Results of the study suggested that there should be greater concern for a diversified 4-H program by emphasizing more intrinsic learning experience at later stage of 4-H tenure, and a more nonagricultural program for youth. (Author/PT)

This book, compiled by six practicing teachers of Chinese, is designed to provide supplementary work for regular textbooks such as "Speak Chinese,""Speak Mandarin," and "Modern Chinese," and hopefully to help the teacher to avoid the monotony and boredom of much drill practice by providing a greater variety of material for drill purposes. It contains 24 lessons, each designed to last two hours, one hour being dedicated to vocabulary drills and the other to pattern drills. Drills are of several types: transformation, substitution, expansion, integration, replacement, and rejoinder. Drill materials are presented in a romanized form of Chinese. English translation equivalents for words and phrases to be used in the drills are given at the beginning of each lesson, and drill directions, occasional grammatical explanations and introductory materials are given in English as well. (FWB)

Paper is based on a dissertation submitted to Brown University in partial fulfillment of the requirements for the Ph.D. degree in Psychology, June, 1966.

Revised version of lectures given at the University of Maryland, the University of Hawaii, and the University of Illinois. Bibliography included. (VM)

The difference between the requirements for teaching in the West and the Orient are analyzed. (CK)