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A description is provided of a demonstration use of the ATS-3 satellite to provide computer-assisted instruction to students at an Indian Pueblo in New Mexico from the computer center at Stanford University's Institute for Mathematical Studies in the Social Sciences. The role of this and other technologies in improving productivity and efficiency in education are also discussed. (Author/RH)

Technology now permits the transmission of caption information during the vertical interval of regular television broadcast signals. This development promises the feasibility of television for the deaf. Demonstrations of devices that televise captions are reviewed. These demonstrations have shown that three steps are necessary to put such a program into operation: 1) an inexpensive decoder-caption unit suitable for use with the home receiver must be developed; 2) a single system for accommodating the caption information associated with film program material must be developed; and 3) extensive field tests of the entire system are necessary. Characteristics of the proposed signal format and of the decoder/captioning unit are described. Transmission requirements and broadcasters' requirements for the system are also explained. (JK)

Problems of cost stall substantial implementation of computer-assisted instruction, (CAI) particularly for dispersed populations. This paper examines the problems inherent in providing CAI to scattered groups so that accurate estimates of the costs of different technologies (including satellites) which could deliver CAI to dispersed populations can be made and so that, on the basis of these costs, educators can make decisions about the allocation of their resources. The paper first outlines a CAI system capable of reaching dispersed populations without excessive costs (i.e., the system requires only 110 bits per second communications capability for each student terminal). This makes the service economically feasible. Next, models of several communications alternatives for the system are provided. The results of this modeling constitute approximate minimum cost communication designs for many configurations of population dispersal. Finally, some basic economic trade-offs and implementation alternatives are described which are relevant to educators who must decide whether or not to use CAI for certain student populations. (Author/PB)

The study investigated the life career of a sample of native Puerto Rican narcotic addicts who were treated at the Lexington, Kentucky Public Health Service Hospital. Specifically, it deals with the relationship between the addicts' involvement in a drug subculture and their subsequent drug use and abstinence. The hypothesis presented states that the higher the degree of involvement in the drug subculture, the less likely abstinence will follow a period of treatment. The sample consisted of 235 Puerto Rican residents whose post-release information was studied. An interview was conducted to obtain information of each subject's criminality, occupation, hospitalization and drug history. The report contains an index which measures the degree of involvement in a drug subculture. The study also indicated whether or not the patients were cured following a period of treatment. Included are five tables which reflect the findings: (1) the number of years spent taking drugs since onset; (2) the number of years of drug use for the cured group; (3) number of cures categorized by involvement; (4) the social position of the cured categorized by involvement; and (5) the number of cures categorized by involvement using the age of onset of opiate use as a control. (Author/MC)

Under the sponsorship of the National Project in Agricultural Communications, a series of 14 lessons by various authors has been compiled to serve as a reader or training manual in the field of visual communications. Several models of communications are outlined and evaluated. Many studies which concern themselves with the concepts of source, encoding or decoding methods, channel, message, and receiver are described briefly. The development, structure, and function of visual perception are sketched, with reference made to the part that individual differences, motivation, and set play in visual communication. Several specific theories of perception are presented in a condensed form. Some guidelines for planning and evaluating a communications program are laid down. The choice and use of effective design and appropriate medium for visual communication are discussed. Some solutions to problems in obtaining, coordinating, storing, and filing visual materials are offered. Research studies on the roles of drive, cue, response, reward, and visual factors as a part of the learning process of communication are surveyed. An extensive bibliography is included. (JY)