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The General Accounting Office (GAO) conclusion that it is impossible to determine the contribution of U.S. nuclear training of foreigners to the spread of nuclear weapons is presented. The GAO position is that there is no way to ascertain the true intentions of foreign nationals being trained or the motivations of their countries. Issues warranting further study are cited, and an overview of nuclear training is provided including such areas as U.S. policy and the availability of weapons-related data. The role of U.S. government facilities in training foreigners and alien participation in U.S. nuclear research is examined. Nuclear training at U.S. universities is explored including a survey of courses offered relevant to nuclear weapons and the government's role in admitting foreign students and supporting collegiate nuclear activities. Also discussed are industry-sponsored training programs available to foreign nationals and the training activities of the International Atomic Energy Agency. Among the conclusions listed is the finding that over a 22-year period only a relatively small number of foreigners received training related to the key nuclear technologies. Among appendices are a brief description of early formal training courses available to foreigners at Atomic Energy Commission facilities and a description of selected university courses in nuclear-related fields. (PHR)

Navy and Coast Guard enlisted men were the subjects of a study to determine the effectiveness of various instructional materials and methods in symbol learning. A repeated measures design was used to determine the differential effects of aptitude, type of instructional material, and amount of study time on acquisition of the International Morse Code. Four types of instructional materials were compared: (1) traditional materials (study guide pages and flash cards), (2) a Guided Practice handbook, (3) a Mnemonics Only handbook, and (4) a Guided Practice and Mnemonics handbook. The handbooks with Guided Practice components were prepared with the use of computer-aided authoring routines. Results verified the effectiveness of instructional material designed in compliance with the algorithm for symbol learning contained in "Interservice Procedures for Instructional Systems Development." The use of the three handbooks produced performance levels superior to that obtained with the traditional format. The use of mnemonics had no residual effect on final performance levels (i.e., mnemonics did not interfere with the development of accuracy and speed in the learning of Morse code sent by flashing light). These results indicate the feasibility of using computer-aided authoring routines to produce effective instructional materials. (Author/JB)

Descriptions of new developments in the areas of facilities, applications, user services, support staff, research, evaluation, and courseware production since the Second Summative Report (1977) are provided, as well as a summative overview of PLATO applications at the University of Delaware. Through the purchase of its own PLATO system, this university has become the first institution to offer comprehensive PLATO services on the east coast. New applications in accounting, anthropology, chemical engineering, honors, mathematics, military science, and security have brought the number of departments using PLATO to a total of 28. The project has also laid the groundwork for the publication of its PLATO materials on the national CDC PLATO network, and lessons have been produced for publication in the areas of agriculture, art, counseling, education, human resources, languages, music, nursing, psychology, and system utilities. Divided into three main sections, the report covers project history and development, departmental applications, and evaluation. A catalog of courseware under development at Delaware is appended. (Author/JEG)

Reading Grade Levels (RGLs) of 185 Rate Training Manuals (RTMs) and 188 Non-Resident Career Courses (NRCCs) were determined using the Flesch Reading Ease Score. Results indicated that the majority of the RTMs and NRCCs were written at the lower college grade level. The RGLs vary widely within each RTM and NRCC, ranging from the seventh grade to the college graduate level in many cases. It is recommended that the RGLs be interpreted with caution, because the relationship of reading grade levels and performance effectiveness has not been well established for any reading formula. Methods that could be used to improve the validity of reading formulas, as well as to determine factors involved in the reading skill development of experienced Navy personnel, are presented. (Author/AA)

The booklet assesses the present status of education for the promotion of disarmament in various grade levels and learning environments throughout the world. It also identifies and recommends ways to make disarmament education more effective. Disarmament is interpreted as the process leading from the present system of armed nation states to an international system in which security will be provided by a global peace authority. The document is presented in six chapters. Chapter I identifies the purpose and limits of the study. Although some information was obtained from every continent, most of the data were taken from secondary school programs within the United States. Chapter II defines terms used in the study such as arms control and disarmament education. ChaPter III outlines obstacles to disarmament education in schools, colleges and universities, among the general public, and among political leaders. Chapter IV describes disarmament education in schools, colleges, adult education programs, and among media and political leaders. Chapter V offers recommendations for promoting disarmament education programs. Recommendations include following UNESCO mandates in the area of peace education; allocating funds to disarmament education and research; helping students understand conflict resolution; and offering public lectures on disarmament at universities. The final chapter presents conclusions. Two conclusions are that disarmament education programs should combine efforts to educate the public for peace and that more educational resources should be allocated to disarmament programs. The document concludes with a bibliography and a directory of peace education organizations. (DB)

Contents of this issue are as follows: "A Study of the Use of the Lozanov Method of Accelerated Learning in a Naval Science Classroom" by E.E. Peterson; "Initial Approach to Relaxation and Subsequent Relaxation Treatment Effectiveness" by Lawrence Mohr; "Summary Statement on Counseling-Learning and Community Language Learning" by Earl W. Stevick; "The Effect of Background Music Volume Relative to Speaking Volume, Previous List Exposure and Sex of Subject on Learning Rare English Words" by D.H. Schuster and Rebecca Pansegrau; "Accelerated Learning: An Experimental Evaluation of Sugqestive-Accelerative Learninq and Teaching as a Method of Teaching Vocational Agriculture" by Randy G. Walters; "The Interaction of Trait Anxiety and Muscle Tension in Learning" by D.J. Martin and D.H. Schuster; "Student Attitudes Toward Music Used as an Integral Part of Remedial Reading Instruction Based on the Lozanov Methods" by John W. Rhodes; and "Abstracts of Articles Published in the Bulgarian Technical Journal." (SW)

Coeducation at the U.S. Military Academy from June 1977 to April 1978 is analyzed. Summaries of individual research projects conducted to understand and evaluate specific aspects of coeducation are included. An open-systems model served as a conceptual guide for the study. The following areas were explored: individual adjustment, attitudes, social background characteristics, individual performance, attrition, unit performance and leadership, and institutional reaction. Data were obtained through periodic surveys, interviews, and observations of cadets and officers. The classes of 1980 and 1981 were highly similar in terms of abilities, interests, and attitudes. Sex differences that were found to exist for the class of 1980 were also found in the class of 1981. Men and women differed significantly in physical aptitude, in attitudes toward appropriate roles for women in society and in the Army, and in personal life-style preferences. Although men's attitudes toward appropriate roles for women in society tend to be traditional and relatively fixed, stereotypic attitudes and expectations toward women's abilities are giving way to a recognition of the talents and abilities of individual women cadets known. The report includes background information on the intellectual bases for the role of women in the military, information on women faculty and administrators, and a description of human relations lectures and workshops for cadets and officers. A bibliography, a sample "Attitude Toward Women Scale," schedules of activities, and a lesson outline on "Women at West Point" are included. (SW)

Significant actions taken from June 1975 to June 1977 to integrate women into the U.S. Military Academy (USMA) and results of research on coeducation are summarized. Three time periods are discussed: pre-admission phase; cadet basic training, and the initial academic year. Data are presented on characteristics of entering cadets; resignation rates; performance of cadets in academics, physical, and military training; attitudes; and adjustment problems of men and women. Research on the men and 119 women entering USMA in July 1976 indicated that there were more similarities than differences between them. Areas of significant differences were in their physical aptitude and in their general attitudes toward the role of women in society. Men and women performed similarly in most phases of basic training, with the exception of physical training and physical aspects of military training. A higher percentage of women tended to voluntarily resign during the first summer and academic year. During the academic year, men and women performed similarly in most areas of cadet life. Separate grading scales were used for women on some physical tasks. Women tended to be rated lower than men on leadership ability. It is concluded that women are being effectively integrated into West Point. Conclusions, recommendations, and a future forecast are provided. Regulations on social behavior and conduct, a list of activities in preparation for women, two lesson outline summaries, an data on sex differences/changes are appended. (SW)

The central task of a 1980 workshop on the role of the National Aeronautics and Space Administration (NASA) in aeronautics was to examine the relationship of NASA's research capabilities to the state of U.S. aviation and to make recommendations about NASA's future role in aeronautics. The findings and recommendations of the Panel on Military Aviation, focusing on all fixed-wind military airplanes and aerodynamic missiles, are presented under the following categories: (1) Status and Dimensions of the Military Aeronautics Community; (2) Military Aeronautical Research and Technology Needs; (3) Evolution of NASA's Current Role in Military Aeronautics; (4) NASA's Role in Military Aeronautics - 1980 and Beyond; (5) Alternatives; and (6) Recommendations. A White House memorandum and definitions of roles and disciplines are included in appendices. (Author/DS)

This document describes the requirements for the degree of Master of Military Art and Science (MMAS) at the United States Army Command and General Staff College (CGSC), Fort Leavenworth, Kansas. Chapter one outlines program requirements for the MMAS, discusses the place of research at CGSC, describes research requirements for the MMAS, and discusses the CGSC faculty. Chapter two describes general research methodologies, tells how to prepare a research proposal, and discusses the research process and the writing of the thesis. Appendixes provide an outline for a proposed thesis problem statement, a sample title page for a thesis, a sample thesis approval page, special instructions for preparing defense documentation center documents, a list of proofreader's marks, and typing guidelines. The document includes a bibliography of publications on statistical and research processes. (GW)

This study sought to define the relationships between reading skill, reading requirements, and success in a sample of navy Class "A" schools. A further objective was to provide a methodological demonstration of the procedures required to allow an inference about causality in these relationships. Reading skill was compared with a nonverbal measure of general ability and scores on the navy's Basic Test Battery as predictors of school success and failure. Results showed wide variations in the dependence of performance on reading skills among the schools, as well as the amount and difficulty of the reading they require. Reading skill and general ability were as good as or better than course selector tests as predictors of school performance in some schools. A discussion of the advantages and disadvantages of several options for dealing with deficient reading is included. (Author)

The results of a comprehensive investigation of all aspects of the U.S. Military Academy are presented in this report. Specific problems that were noted by the Study Group are: (1) a slackening of the pursuit of excellence; (2) a concomitant decline in the standards demanded of cadets at the academy; (3) an apparent lack of accepted common objectives for the whole institution; (4) the Academy is not institutionally sensitive to evidence of the need for change nor is it organized to be decisive in making changes. Specific recommendations judged by the Study Group to solve the current problems at the academy are presented. The findings of the Study Group's investigations along with detailed explanations of resulting recommendations are provided in the areas of : (1) the environment; (2) governance; (3) academic program; (4) military professional development program; (5) intercollegiate athletics; (6) extracurricular activities; and (7) the honor code and system. (SPG)

The U.S. Naval Reserve Officer Training Corps (NROTC), offered through host colleges and universities, requires enrolled midshipmen to complete all institutional requirements for the baccalaureate degree in a technical or scientific field or an academic major of interest to the Navy, and to complete specific naval science courses. This study addresses the relationship of technical preparation to performance in post-accession training programs and gives a general assessment of the NROTC program's effectiveness. A management information system was developed to identify, track, and analyze pertinent data. Analyses were done of graduate performance in these follow-on training programs: surface warfare officer, supply corps, submarine officer basic, nuclear power, and aviation. Results showed that graduates performed at a consistently satisfactory level in all programs. Grade averages were well above established pass/fail scores and showed minimal deviation from those of other accession programs. Attrition, setback, correlations with students' technical background, and institutional variables were also considered. Study data are displayed in tables and charts with narration. Appended are NROTC core curriculum requirements, a data elements list by source, and institutional variables and assignment notes. (MSE)

Free-form games are applicable to a range of problem-solving situations. This document discusses gaming as a procedure for organized study of the complex problems entailed in confrontations and crises. The major focus of the booklet is on the various forms of this game type, the kinds of problems to which it is best adapted, and some approaches to its application that have been found to be most useful. It is addressed to individuals and organizations that might consider using free-form gaming as a study technique. Individual sections of the document deal with: (1) an introduction to free-form gaming; (2) the traditional two-playing-teams free-form crisis game (including its uses, structures, required preparation, manning, procedures, post-exercise analysis, and limitations); (3) some suggestions for organizing, conducting, and analyzing free-form seminar games; and (4) variations on the theme (including game purposes, structures, and procedures). A bibliography of 13 references is also included. (TW)