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The Dag Hammarskjold Foundation sponsored seminars on "The Use of Correspondence Instruction in Adult Education: Means, Methods, and Possibilities" in April-May 1967 and May-June 1968. Each seminar was about a month in length; on both occasions the participants came from African countries and represented ministries, universities, and paragovernmental or intergovernmental organizations. The participants at both seminars wrote papers on a subject within the field of correspondence and/or adult education. Some of the papers are included in this volume; others are to be published in another book (Mass Education: Studies in Adult Education and Teaching by Correspondence in Some Developing Countries). Most of the papers in this work are devoted to particular institutions or programs in specific African countries. (mf)

At the International Meeting on Film and Television Teaching held in Norway in 1962, experts and specialists from 18 countries came together to discuss aims, methods, and means whereby people, especially the young, would be helped to deepen their enjoyment of the cinema and television. The resulting study attempts to fill the need of teachers of film appreciation in different countries. It attempts to assess in what manner, and to what extent, the techniques of teaching a critical approach to television entertainment differ from those already in use for teaching about the film. Several papers prepared for the Meeting are reproduced in part or in full in the appendices. They are concerned with teaching appreciation of films and television, television as an art and as an instrument for communication, with production of screen teaching materials and international exchange of these, with teacher training in this subject area, and with a description of the International Centre of Films (Cinema and Television) for children. A list of materials for education in films and television is appended. A course syllabus is included. (GO)

This booklet contains five papers and reports from the Third Curriculum Research Institute of the Association for Supervision and Curriculum Development of the National Education Association (Chicago, May 3-7, 1958). The focus of the Institute was upon "Learning: An Area in Need of Study and Research"; its purpose was to draw on research findings in the fields of anthropology, psychology, and communications for the light they might throw on learning problems in school situations. Included are "Learning More about Learning: A Key to Curriculum Improvement" by Alice Miel; "Personality Theory and Its Implications for Curriculum Development" by Arthur W. Combs; "Anthropology and Learning" by Rhoda Metraux; "The Communication Revolution and Learning" by Robert E. Shafer; "Believing and Behaving: Perception and Learning" by Robert E. Bills; and a concluding section by the Institute staff discussing the ideas brought out in the study groups and suggesting ways to use the materials in the booklet as a basis for further study and research. (DD)

Abstracts are presented of 23 research papers on attitude changes resulting from supervisory training; nonparticipation in vocational retraining; methods and techniques (including mass media, small group discussion, correspondence study, and the use of programed instruction for health personnel and in human relations training); preferred adult educational methods among potential participants; adoption of new agricultural practices; dental health instruction and counseling; information systems development; program administration; attitudes and performance of extension agents; information needs and information seeking; faculty attitudes toward programs of continuing higher education; regional planning; homemaking education; effects of structure and sequence on adult learning; and professional career patterns. Basic adult education information sources, current information sources, and other publications of the ERIC Clearinghouse on Adult Education are also listed. (ly)

A STUDY WAS MADE IN NEBRASKA IN 1965 TO EXAMINE THE RELATIONSHIP OF FOUR INDEPENDENT VARIABLES--OPINION LEADERSHIP, INTEREST, GREGARIOUSNESS, AND SENSE OF POWERLESSNESS--TO THE EXTENT OF INFORMATION SEEKING AND THE RATIO OF INTERPERSONAL TO MEDIATED SOURCES, AND TO DETERMINE WHETHER THE RELATIONSHIPS BETWEEN THE FIRST FOUR AND THE LAST TWO VARIABLES HOLD TRUE FOR DIFFERENT AREAS. DATA WERE COLLECTED BY PERSONAL INTERVIEWS WITH OVER 400 PERSONS. AS PREDICTED, THE DEGREE OF INFORMATION SEEKING AND OF RECOURSE TO INTERPERSONAL SOURCES WAS POSITIVELY RELATED TO OPINION LEADERSHIP, AND INTERPERSONAL INFORMATION SEEKING CORRELATED POSITIVELY WITH INTEREST IN SPECIFIC ISSUES (WOMEN WORKING AND TAXATION). HOWEVER, THE EXTENT OF INFORMATION SEEKING AND OF RECOURSE TO INTERPERSONAL SOURCES WERE NEGATIVELY RELATED TO THE SENSE OF POWERLESSNESS ONLY ON THE TAXATION ISSUE, AND THE EXTENT OF INFORMATION SEEKING FAILED TO CORRELATE POSITIVELY EITHER WITH THE DEGREE OF ISSUE INTEREST OR WITH GREGARIOUSNESS ON THE ISSUE OF WOMEN WORKING. MOREOVER, USE OF INTERPERSONAL SOURCES WAS NOT POSITIVELY RELATED TO GREGARIOUSNESS ON EITHER ISSUE. THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (LY)

USING DATA FROM A STANFORD UNIVERSITY STUDY IN FRESNO, CALIFORNIA, A MULTIVARIATE ANALYSIS WAS MADE OF 25 MEDIA USE AND INFORMATION SEEKING BEHAVIORS. SEVEN SOCIAL-PERSONAL AND THREE PSYCHOLOGICAL VARIABLES WERE ALSO CONSIDERED. YOUNGER ADULTS WERE MOST LIKELY TO PARTICIPATE IN ADULT EDUCATION, ESPECIALLY VOCATIONAL COURSES AND EVENING CLASSES AND USE RADIO FOR MUSIC AND ENTERTAINMENT. OLDER ADULTS WERE THE ONES MOST LIKELY TO READ "READERS' DIGEST" AND RELY ON RADIO FOR INFORMATION. READING OF FICTION BOOKS AND OF DOMESTIC AND FASHION MAGAZINES (WOMEN), AND PARTICIPATION IN ARTS AND CRAFTS COURSES (MEN) AND LIBERAL ARTS (WOMEN) WERE BEST PREDICTED BY SEX. EDUCATION CORRELATED WITH READING OF BOOKS, NEWS MAGAZINES, AND PERIODICALS IN GENERAL AND WITH RECENT PUBLIC LIBRARY USE. INCOME AND EDUCATION WERE STRONG PREDICTORS OF NEWSPAPER USE. RECEPTIVITY TO NEW EDUCATIONAL MEDIA PREDICTED THE USE OF REFERENCE BOOKS, IMPERSONAL INFORMATION SEEKING, AND INDEPENDENT STUDY. MEMBERSHIP IN ORGANIZATIONS CORRELATED CLOSELY WITH INTERPERSONAL INFORMATION SEEKING, AND THE PERCEPTION OF PRACTICAL INFORMATION IN MEDIA WAS RELATED TO USE OF "LIFE" MAGAZINE, SERIOUS TELEVISION PROGRAMS, AND SPECIFIC INFORMATION SEEKING. ACHIEVEMENT MOTIVATION CORRELATED WITH NONFICTION READING. IMPLICATIONS AND ALTERNATIVE APPROACHES WERE SUGGESTED. INCLUDED ARE 52 TABLES AND FIGURES AND 28 REFERENCES. THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (LY)

IN A 1965 SURVEY OF FIVE COUNTIES IN THE GRAND TRAVERSE BAY REGION OF MICHIGAN, DATA ON INFORMATION SOURCES AND NEEDS WERE OBTAINED FROM A TWO PERCENT SAMPLE OF HOUSEHOLDS. ADULT SUBJECTS WERE ASKED TO IDENTIFY TOPICS OF IMPORTANCE IN EVERYDAY LIFE ON WHICH IT WAS "PARTICULARLY DIFFICULT TO FIND USEFUL AND RELIABLE INFORMATION," AND SOURCES OF INFORMATION PRESENTLY IN USE CONCERNING THESE TOPICS. (FINANCIAL MATTERS, OCCUPATIONAL, PROFESSIONAL, AND FARMING MATTERS, PUBLIC AFFAIRS, CONSUMER INFORMATION AND EDUCATIONAL AND CAREER PLANNING WERE THE MAJOR TOPICS NAMED.) RESULTS WERE ANALYZED IN TERMS OF THE HIERARCHICAL PATTERNS OF INFORMATION NEEDS AND INFORMATION SOURCES BY RESIDENCE, EDUCATION, AGE, AND SEX. THE LOCAL POPULATION WAS FOUND TO RELY HEAVILY ON THE MASS MEDIA AND VARIOUS KINDS OF READING MATTER FOR ALL TOPIC AREAS AND ON INSTITUTIONAL SOURCES AND OFFICIALS IN CERTAIN CASES. YOUNG ADULTS RELIED ALSO ON FRIENDS AND RELATIVES AND EXHIBITED THE HIGHEST LEVEL OF NEED FOR NEW INFORMATION. ADULT EDUCATION PROGRAMS WERE SIGNIFICANT SOURCES IN FEW TOPIC AREAS AND FOR ONLY SELECTED CLIENTELE GROUPS. OBSERVATIONS WERE MADE ABOUT THE IMPLICATIONS OF THE DATA FOR ADULT EDUCATIONAL PROGRAM DEVELOPMENT. (THE DOCUMENT INCLUDES SIX TABLES.) THIS PAPER WAS PRESENTED AT A NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH (CHICAGO, FEBRUARY 11-13, 1968). (AUTHOR/LY)

BETWEEN JANUARY 1962 AND JULY 1967, 164 INSTITUTIONS IN 44 STATES OFFERED, VIA MASS MEDIA, 1,244 CONTINUING EDUCATION COURSES TO 1,685,058 PERSONS. TELEVISION WAS THE MOST WIDELY USED MEDIUM, WITH MOST GENERAL SUBJECTS AIRED OVER COMMERCIAL STATIONS. WHEN DIALOGUE BETWEEN PARTICIPANT AND INSTRUCTOR WAS NEEDED, THE TWO-WAY RADIO CONFERENCE WAS USED. OF THE PRINTED MEDIA, MAGAZINES INVOLVED THE LARGEST GROUP OF PARTICIPANTS. TEACHING METHODS VARIED--INDIVIDUAL METHODS DOMINATED TELEVISION COURSES, MOST RADIO COURSES USED GROUP METHODS, AND NEWSPAPERS, MAGAZINES, AND DIRECT MAIL WERE USED IN SOME GROUP-STRUCTURED EFFORTS. GROUP INSTRUCTION WAS BEST ACCOMPLISHED WITHIN AN ESTABLISHED ORGANIZATION WHICH INCORPORATED THE COURSE INTO ITS PROGRAM. COMMUNITIES SUSTAINED ORGANIZED TELEVISION EDUCATION ONLY WHEN CONSISTENT AND EXTENSIVE RESOURCES WERE ALLOCATED, AS IN THE ST. LOUIS METROPLEX ASSEMBLY. THE DOMINANT PURPOSE FOR CONTINUING EDUCATION VIA MASS MEDIA WAS THE ACQUISITION OF INFORMATION, PARTICULARLY THROUGH GENERAL EDUCATION COURSES OFFERED BY UNIVERSITIES. PARTICIPANTS FAVORED PROFESSIONAL OR VOCATIONAL-CENTERED COURSES. PROFESSIONAL HEALTH SCIENCE WAS ENGROSSED IN SKILL-ORIENTED COURSES, WHILE VOLUNTEER GROUPS WERE INTERESTED IN THE APPLICATION OF KNOWLEDGE. (THIS PAPER, BASED ON THE AUTHOR'S UNPUBLISHED PH.D. THESIS (UNIVERSITY OF ILLINOIS, 1968), WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 12, 1968) (AJ)

Basic information about the characteristics, uses, and implications of communication satellites is presented. Characteristics covered include the various types of systems--such as point-to-point, distribution, and broadcasting satellites--and the flexibility, capacity, geographical coverage, cost and disadvantages of satellites. The section on uses discusses existing and planned satellite communication systems, patterns and purposes of use, categories of services and users, remarks on costs, and alternatives. Implications for information, education, culture, the law, and institutional frameworks are noted. A selected bibliography is included. (JK)

The United Nations Educational, Scientific and Cultural Organization (UNESCO) entrusted to the International Film and Television Council (IFTC) the task of collecting documentation on world cinematographic organizations, in order to provide developing nations with information useful to the establishment of similar services adopted to their particular needs. The IFTC's study focuses upon institutions of a public nature whose objective is to promote the cinema and its applications to education, science and culture. The nature and function of the cinema are discussed, along with the kinds of audiences aimed at, the stages of operations involved in making films, and the types of institutions which carry on these operations. Information is provided on particular institutions which are responsible for specific categories of films--such as educational, scientific, and children's films--and for different stages of film production. The final major section explores examples--drawn from India, Canada, Sweden, Britain, France and Poland--of centralized national cinematographic institutions with inclusive functions. Seventeen appendixes provide additional details about aspects of cinema. (PB)

Contrary to the dismal expectations prevalent in the 1950's, educational radio has not only survived the phenomenal growth of educational television, but has shown unmistakable signs of health and maturity. Though some stations are still groping to overcome problems, others have moved steadily toward the goal of wider and better service for the community. The relationships between parent institutions and stations have become much stronger as the institutions realize the potential of the stations. Local community needs have gained priority in programing, and because of this, new sources of financing are being revealed. The Subsidiary Communications Authorizations of the Federal Communications Commission is being utilized for simultaneous broadcasting and community cable systems are being encouraged. These impressions were gathered by the authors from visits to 181 non-commercial educational radio stations throughout the United States. (MC)