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1. Drug Usage Rates as Related to Method of Data Acquisition. Technical Report No. 74-20.

Author

Human Resources Research Organization, Alexandria, VA. and Brown, George H.

Abstract

Assessing the extent to which survey results vary as a function of how the data was collected provides a sounder basis for interpreting the magnitude of a problem implied in a particular set of survey results. This study was concerned with drug abuse in the Army, and was directed at comparing reported drug rates obtained by a variety of data-gathering procedures. It was assumed that whichever methods of data collection yielded the highest rates of usage were probably the most valid. Two separate studies were conducted, using different methodologies. In Study 1, a comparison was made between the drug usage rates yielded by an anonymous questionnaire and indepth personal interviews conducted under nearly ideal interview conditions. In Study 2, the effect of type of administrator on drug usage rates obtained by the questionnaire was examined. The methodological finding in both of the studies showed that obtained drug usage rates, using several criteria, did not differ significantly for the several modes of collection. The study also presents supplemental findings on drug usage rates. (Author/PC)

Published
1974

2. Randomized Inquiry vs. Conventional Questionnaire Method in Estimating Drug Usage Rates Through Mail Surveys.

Author

Human Resources Research Organization, Alexandria, VA. and Brown, George H.

Abstract

This report is a product of research conducted under a program exploring improved methods of acquiring data on sensitive topics, such as the scope and intensity of current social problems. In this case, the problem studied was drug abuse in the Army. A mail survey dealing with illicit drug use was conducted, comparing the data acquisition effectiveness of the Randomized Inquiry (RI) technique and a conventional-type questionnaire. The respondents were four stratified random samples, of approximately 500 men each, drawn from the U.S. Army, Continental United States. Variables studied were (a) method used in questionnaire (RI vs. conventional), (b) rank of respondent (officers vs. enlisted men), and (c) effect of advance notice on return rate. Five sensitive questions were developed to get information of the respondents' use of five drugs. Conventional questionnaires yielded more response than questionnaires employing the RI technique; drug usage rates reported were not significantly different under the two techniques. The questionnaire return rate proved to be higher for officers than for enlisted men, particularly when they received advance notice of the survey. Since the research performed for this project is primarily methodological, this report is of interest especially to personnel in the fields of operations research, data acquisition, management, and program planning. (Author)

Published
1975

3. Degree Awards to Women: An Update.

Author

National Center for Education Statistics (DHEW), Washington, DC. Adult and Vocational Education Surveys and Studies Branch. and Brown, George H.

Abstract

An update, as of 1977, of four National Center for Education Statistics reports concerned with changing patterns in degree awards to women is presented. Separate chapters are devoted to bachelor's, master's, doctoral, and first-professional degrees. Each chapter consists of an overview, an examination by field of study of the percentage representation of women among degree recipients in 1977 as compared with 1971, and an examination of the relative popularity of different fields of study for men and for women, and how this has changed between 1971 and 1977. An overall finding of the report is that most of the trends identified in the four small reports continue to be evident in the 1977 data. Among findings are that at all four degree levels women continued to increase their percentage representation among degree recipients; that in 1977 women accounted for 46.2 percent of the bachelor's degrees, 47.1 percent of the master's degrees, 24.3 percent of the doctoral degrees, and 18.7 percent of the first-professional degrees; and that at both the bachelor's and master's levels women tended to show the greatest increases in those fields in which they have traditionally had small representation. (Author/PHR)

Published
1979

4. The Condition of Education for Hispanic Americans.

Author

National Center for Educational Statistics (DHEW/OE), Washington, DC. and Brown, George H.

Abstract

Organized into 4 chapters, the report provides tabular data portraying the educational condition for about 12 million Hispanic Americans in the United States, and shows how Hispanics compare with the majority population on various measures of educational participation and achievement. Providing an overview of Hispanic Americans in the U.S., Chapter 1 discusses the problems of defining Hispanics and Hispanic subgroups, and presents general information on such characteristics as size of the Hispanic population, age and geographical distribution, and school enrollment status. Concerned with elementary and secondary education, Chapter 2 covers such topics as enrollment rates, characteristics of high school students, and school noncompletion. This chapter concludes with a brief description of education in Puerto Rico. Covering postsecondary education, Chapter 3 includes tabular data on such topics as enrollment, degrees awarded, and characteristics of students. Portraying the status in American society of Hispanic teenagers and adults as related to their previous level of education, Chapter 4 covers such topics as employment by broad occupational category, unemployment rates, post-high school experiences, and income levels. Throughout the report, data on Hispanics are compared with data on non-Hispanics to provide an interpretative context. (Author/NQ)

Published
1980

5. Bachelor's Degree Awards to Women.

Author

National Center for Education Statistics (DHEW), Washington, DC. and Brown, George H.

Abstract

The representation of women among bachelor's degree recipients in the academic years 1970-71 and 1975-76 is compared and data on the intervening years are appended. The total number of bachelor's degrees awarded in the United States in 1971 was 846,000, of which about 43 percent were awarded to women. In 1976, the total was 934,000, and the number awarded to women had increased to about 46 percent. In actual numbers, about 426,000 women and 509,000 men received bachelor's degrees in 1976. There appears to be very little difference between men and women in terms of the total number of bachelor's degrees awarded. The representation of women among degree recipients varies greatly by discipline division. Disciplines in which women most and least predominated are listed, and the trends are briefly analyzed. In addition to presenting year-by-year proportions and numbers of women in each field, the distribution of women and men across discipline divisions is provided. (SW)

Published
1978

6. Master's Degree Awards to Women.

Author

National Center for Education Statistics (DHEW), Washington, DC. and Brown, George H.

Abstract

Award patterns of master's degrees to women in academic years 1970-71 and 1975-76 are examined based on data collected through the annual Survey of Degrees and Other Formal Awards Conferred. In 1971, 23l,000 master's degrees were awarded in the United States, and 40 percent were awarded to women. In 1976, the total number awarded was 313,000, and those awarded to women had increased to 46 percent. In 1971, women predominated in six fields: education, foreign languages, health professions, home economics, letters, and library science. In 1976, women still predominated in the same six traditionally feminine fields, but women increased their percentage representation in 20 out of 24 fields, suggesting a general, though small, tendency among women to become less tradition-bound in selecting their field of study. The two fields in which women constituted an overwhelming majority in 1971 (home economics and library science) had declined slightly by 1976, and the fields in which women were at least represented in 1971 showed the largest increases in the 1976 data. Education continued to be the favorite field, accounting for 57 percent of all master's degrees awarded to women. Data are presented on the percentage distribution of degrees by academic field for both men and women for 1971 and 1976. Appendices provide data on the numbers and percentages of degrees awarded to women by academic field for each year from 1970-71 through 1975-76. (SW)

Published
1978

7. Degree Awards to Women: 1979 Update.

Author

National Center for Education Statistics (ED), Washington, DC. and Brown, George H.

Abstract

The enrollment of women in higher education in relation to overall enrollment during the past decade is examined. For bachelor's, master's, doctoral, and first-professional degrees, the following are considered: the overall picture, representation of women among degree recipients by field of study for 1979 as compared with 1971; and the relative popularity of different fields of study for men and women, and how this changed between 1971 and 1979. Among the findings are the following: in 1979, women accounted for 48.3 percent of the bachelor's degrees, 49.1 percent of the master's degrees, 13.8 percent of the doctoral degrees, and 23.6 percent of the first-professional degrees; education continued to be the most popular degree field for women at the bachelor's, master's, and doctoral degree levels; for men, business and management was the most popular at the bachelor's and master's degree levels, while education was the most popular at the doctoral level. In addition, women continued to increase their representation in all eight of the first-professional fields, such as medicine and law, in which trends could be measured, but they are still a definite minority in all of these fields. (SW)

Published
1981

8. El Estado de la Educacion para los Hispanos en los Estados Unidos (The Condition of Education for Hispanics in the United States).

Author

National Center for Education Statistics (ED), Washington, DC. and Brown, George H.

Abstract

Organized into 4 chapters, the report provides tabular data portraying the educational condition for about 12 million Hispanic Americans in the United States, and shows how Hispanics compare with the majority population on various measures of educational participation and achievement. Providing an overview of Hispanic Americans in the U.S., Chapter 1 discusses the problems of defining Hispanics and Hispanic subgroups, and presents general information on such characteristics as size of the Hispanic population, age and geographical distribution, and school enrollment status. Concerned with elementary and secondary education, Chapter 2 covers such topics as enrollment rates, characteristics of high school students, and school noncompletion. This chapter concludes with a brief description of education in Puerto Rico. Covering postsecondary education, Chapter 3 includes tabular data on such topics as enrollment, degrees awarded, and student characteristics. Portraying the social status in American society of Hispanic teenagers and adults as related to their previous educational level, Chapter 4 covers such topics as employment by broad occupational category, unemployment rates, post-high school experiences, and income levels. Throughout the report, data on Hispanics are compared with data on Anglo Americans to provide an interpretative context. (Author/NQA)

Published
1981

9. Doctoral Degree Awards to Women.

Author

National Center for Education Statistics (DHEW), Washington, DC. and Brown, George H.

Abstract

The report is a sequel to an earlier report on doctoral awards to men and women since 1970-71, the focuses on the first and last years of the study, 1970-71 and 1975-76. The increase in women's representation among doctoral degree recipients has been steady over those six years, rising from 14.3 percent to 22.9 percent. While the numbers of degrees awarded to women climbed, the number for men actually decreased during that time. Data are presented for field of study, giving numbers and percentages of women recipients for the two years in question, and giving percentage gains. (MSE)

Published
1978

10. Earned Degrees, by Racial/Ethnic Status: 1978-79. Special Report.

Author

National Center for Education Statistics (ED), Washington, DC. and Brown, George H.

Abstract

Data on college degrees awarded in the United States in 1979 are examined by racial/ethnic status of the recipients. Approximately 920,000 bachelor's degrees and over 400,000 postbaccalaureate degrees were awarded nationally. In 1979, 87.3 percent of bachelor's degrees went to white graduates, with the next largest portion (6.6 percent) going to blacks. Bachelor's degrees were awarded to 3,410 American Indians, 15,407 Asians, and 17,839 nonresident aliens. Although Hispanics accounted for 6.4 of the population, they accounted for only 2.2 percent of all bachelor's degrees. Business and management was among the top three degree fields for all groups, while education was the field most often chosen among blacks and American Indians. Engineering was the top choice of nonresident aliens, and social sciences ranked number three for each of the groups and for all groups combined. Of the 300,255 master's degrees awarded, 83 percent went to whites, and blacks and nonresident aliens each accounted for 6.5 percent. Education ranked first for all groups except Asians and nonresident aliens, and business and management was either first or second for all groups. Public affairs and services and engineering were also frequently selected. A total of 32,675 doctoral degrees were awarded, and 80 percent went to whites. The second largest number went to nonresident aliens. Three fields were among the top five for all groups: education, social sciences, and biological sciences. The field of physical sciences was among the top five for all groups except Hispanics. Lastly, 68,611 first-professional degrees were awarded, 91 percent to whites, and the next largest number to blacks. Law was by far the largest field, followed by medicine, theology, and dentistry. (SW)

Published
1982

11. The Effect of Anxiety and Boredom on Cognitive Test Performance.

Author

National Center for Education Statistics (ED), Washington, DC., Brown, George H., and Carroll, C. Dennis

Abstract

Two factors which act to depress cognitive test performance are referred to as anxiety and boredom. The responses to a 20-item adjectival checklist administered to high school seniors after completing a cognitive test battery were subjected to iterative principal axes factor analysis. The relationships between anxiety or boredom and test performance were explored. Anxiety and boredom were shown to have adverse effects upon performance on reading and mathematics tests. Anxiety and, to a lesser extent, boredom sometimes appear to have effects on test performance which are strong enough to neutralize or reverse effects associated with other variables, such as sex, socioeconomic status, and race or ethnicity. Differences in anxiety level can lead to differences in test scores large enough to mask any evidence of growth. Cognitive growth may not be indicative of true growth, but reflects a change in anxiety level. (DWH)

Published
1984

12. The National Assessment of Educational Progress and the Longitudinal Studies Program: Together or Apart? Report of a Planning Conference (Washington, D.C., December 11, 1986).

Author

Center for Education Statistics (ED/OERI), Washington, DC., Brown, George H., and Faupel, Elizabeth M.

Abstract

The National Assessment of Educational Progress (NAEP) and the Longitudinal Studies Program (LSP) are major survey projects on educational outcomes performed by the Center for Education Statistics. NAEP is a continuing cross-sectional survey of young Americans' skills, knowledge, and attitudes. The LSP studies follow a sample of students as they progress through school into work and family life. This document reports on a planning conference to develop recommendations for the Center for Education Statistics on merging NAEP and the National Education Longitudinal Study (NELS) of 1988. Both the technical problems and complex ramifications of the merger were addressed. Summaries and full texts of the five conference papers which had been commissioned by expert panelists are presented: (1) "More Bang for the Buck: An Integrated Data Collection Strategy" (Alan L. Ginsburg et al.); (2) "Shooting at a Moving Target: Merging the National Assessment of Educational Progress and the Longitudinal Studies Program--A State Perspective" (Joan Boykoff Baron and Pascal D. Forgione); (3) "How to Optimize and Articulate a Longitudinal and a Cross Sectional Research Program" (Calvin C. Jones); (4) "Instrument Design for a Combined NAEP and NELS" (R. Darrell Bock); and (5) "Sampling Problems in Merging a Cross-Sectional and a Longitudinal Program" (Bruce D. Spencer). Summary remarks by David Sweet and Emerson Elliott of the Center are presented. Papers written after the conference by senior officials from the Center include discussions of implications by David A. Sweet, Gary W. Phillips, and C. Dennis Carroll. (BS)

Published
1987

13. The Assessment of Readiness for School: Implications for a Statistical Program. Report of a Planning Conference (Washington, D.C., January 13, 1987).

Author

Center for Education Statistics (ED/OERI), Washington, DC., Brown, George H., and Faupel, Elizabeth M.

Abstract

In January of 1987, a planning conference was convened by the Center for Education Statistics as part of an effort to study the feasibility of various approaches to the nationwide assessment of children's readiness for instruction in kindergarten and first grade. This report provides, in an appendix, the texts of the four commissioned papers presented at the conference: (1) Pamela A. J. Selden's "Readiness for School: A Teacher's Perspective"; (2) Virginia C. Shipman's "Basic Abilities Needed as a Precondition for School"; (3) David Elkind's "How Children Learn"; and (4) Lorrie A. Shepard's "The Assessment of Readiness for School: Psychometric and Other Considerations." Also provided in the report are brief introductory remarks concerning the conference; summaries of the presented papers; condensed statements of the principal viewpoints expressed in the conference discussions; a commissioned synthesizing paper by Lorin W. Anderson which concerns implications of the papers for the Center; and a summary of discussions, recommendations, and arguments advanced at the conference. The four conference papers are reproduced in Appendix A. Appendix B lists conference participants. Appendix C offers biographical sketches of the speakers. (RH)

Published
1987

14. Postsecondary Assessment. Report of a Planning Conference (Washington, D.C., November 20, 1986).

Author

Center for Education Statistics (ED/OERI), Washington, DC., Brown, George H., and Faupel, Elizabeth M.

Abstract

A report of a 1986 planning conference on postsecondary assessment is presented along with four commissioned papers from the conference and their summaries. Titles and authors of the papers are as follows: "Postsecondary Assessment: The State of the Art" (Leonard L. Baird); "Assessing Student Progress in College: A Process-Oriented Approach to Assessment of Student Learning in Postsecondary Settings" (Paul R. Pintrich); "Assessment of College Outcomes" (Aubrey Forrest); and "The State of the States in Postsecondary Assessment" (Edward A. Morante). An edited version of the general discussion that ended the conference is also provided. The objectives of the discussion were to summarize the conference and elicit recommendations for the Center for Education Statistics (CES). The final section of the report considers implications for the Center. A paper prepared by Dennis Jones, "Postsecondary Education Assessment: The Role of the Center for Education Statistics," synthesizes the conference. In addition, comment on the conference is provided by David A. Sweet, Director, Education Outcomes Division, CES. A list of conference participants and biographical sketches of speakers are appended. (SW)

Published
1987

15. A Comparison of Methods of Studying Illicit Drug Usage. Technical Report.

Author

Human Resources Research Organization, Alexandria, VA., Brown, George H., and Harding, Francis D.

Abstract

The purpose of this study was to compare the effectiveness of several methods of acquiring data on the nontherapeutic use of drugs. Data were collected by means of an anonymous questionnaire, a Randomized Inquiry technique, and a Card-Sort procedure. Subjects totaled approximately 1,100 enlisted men, noncommissioned officers, and junior officers, both Vietnam veterans and men without such experience. The sample was obtained from four Army posts between September and November, 1971. For enlisted men, the questionnaire and the Randomized Inquiry technique yielded substantially equivalent drug usage rates; for officers, the Randomized Inquiry technique yielded somewhat higher rates than the questionnaire. The Card-Sort procedure, as used here, was less effective as a method of collecting data on drug usage. (Author)

Published
1973

16. Development and Evaluation of a Self-Instructional Spanish Course.

Author

Human Resources Research Organization, Alexandria, VA. and Brown, George H.

Abstract

This paper describes the development and evaluation of self-instructional Spanish course designed to produce an elementary communication skill sufficient to meet conversational and travel requirements. Some 106 lessons, known as AUTOSPAN and organized in seven major sections are described. Two novel pedagogic techniques which simulate live tutoring and live conversation are used in the course. Normally, the average time required to complete the course is 80 hours. Student achievement has established the feasibility of designing self-instructional language courses to teach useful, elementary communication skills. For a more detailed report, see ED 044 996. (RL)

Published
1971

17. Development and Evaluation of a Self-Instructional Spanish Course.

Author

Human Resources Research Organization, Alexandria, VA. and Brown, George H.

Abstract

This introductory course, designed to satisfy routine travel needs of U.S. military personnel, serves as a model for preparation of self-instructional foreign language courses. Description of the research and program design focuses on: (1) educational objectives, (2) course description, (3) student schedules and performance data, (4) testing and scoring procedures, (5) student achievement, (6) student attitudes, and (7) discussion of course effectiveness. Course guidelines, auditory discrimination lessons, simulation, dialogues, and tests are examined in the appendixes. Tables cover student data, final examinations, scoring, and attitudinal factors. (RL)

Published
1970

27. Preface

Author

Brown, George H.

Published
1987

31. Selling and the Social Scientist

Author

Dichter, Ernest, Henry, William, Leavitt, Harold, Riesman, David, Brown, George H., and Leavitt, Harold J.

Published
1954

33. Alcuino, De Orthographia

Author

Brown, George H.

Subjects
Alcuino, De Orthographia (Book) -- Book reviews, Books -- Book reviews, History
Published
1999

34. First Professional Degree Awards to Women.

Author

National Center for Education Statistics (DHEW), Washington, DC. and Brown, George H.

Abstract

Changes in the percentage representation of women among recipients of first professional degrees are examined between the academic years 1970-71 and 1975-76. The data were collected through the annual Survey of Degrees and Other Formal Awards Conferred. A first professional degree is one that "signifies completion of the academic requirements for beginning practice in a given profession.'" Eight professions are considered: dentistry, medicine, optometry, osteopathic medicine, podiatry, veterinary medicine, law, and theology. While women increased their percentage representation in all eight of these professions, they still constitute a distinct minority in all fields, and available enrollment data suggest that these trends will continue. Data are presented on the percentage of women among first year enrollments in medicine, dentistry, veterinary medicine, and law for each year from 1971 to 1976. Women's percentage representation among first-year enrollments increased every year from 1971 through 1976. Data are presented on the relative popularity of the various fields among women seeking a first professional degree, and comparative data for men are presented. Based on the 1976 data, pharmacy is the field in which women are most highly represented, and the fields of law and medicine together account for 86 percent of all first professional degrees awarded to women in 1976. Appendices provide data on the numbers and percentages of degrees awarded to women by professional field for each year from 1970-71 through 1975-76. (SW)

Published
1978

35. Army 'New Standards' Personnel: Relationships between Literacy Level and Indices of Military Performance.

Author

Human Resources Research Organization, Alexandria, VA., Fisher, Allan H., and Brown, George H.

Abstract

In 1966, the Department of Defense lowered entrance standards for military service. Men who enter the service as a result of this action are called 'New Standards' men. In this research, the relationship between literacy status of a sample of New Standards men after 23 months of Army service and various indices of military performance was determined. A second objective was to develop an equation for predicting 23-month literacy status. Analysis was carried out for 3,009 men on data extracted from the computerized Project 100,000 Data File. Literacy status at 23 months was found to be only slightly, although positively, related to most of the performance and status indices. A regression equation was developed for predicting 23-month literacy status on the basis of entry characteristics using half the sample and produced a multiple correlation of +.62; a cross-validation test on the other half of the sample showed a correlation of +.60. (Author)

Published
1971

36. Army 'New Standards' Personnel: Effect of Remedial Literacy Training on Performance in Military Service.

Author

Human Resources Research Organization, Alexandria, VA., Fisher, Allan H., and Brown, George H.

Abstract

In 1966, the Department of Defense lowered entrance standards for military service. Many of the 'New Standards' men who then entered the service were placed in remedial training programs (Army Preparatory training, APT), designed to upgrade their literacy status to a fifth-grade level or higher. The research sought to determine whether success in remedial literacy training was associated with superior military performance. Another objective was to develop an equation for predicting terminal literacy scores. Analysis for 9,000 Army personnel was carried out on data extracted from the computerized Project 100,000 data file. Men who were successful and unsuccessful, respectively, in literacy training did not differ greatly in most performance indices. Successful trainees were slightly more likely to achieve higher pay grades and to be judged eligible for reenlistment. A multiple regression equation was developed for predicting success in the literacy training course. This analysis, using a randomly selected half of the group, yielded a multiple correlation of +.52; cross-validation with the remaining half of the group produced a correlation of +.50. (Author)

Published
1971

37. Student Attitudes and Foreign Language Learning.

Author

George Washington Univ., Alexandria, VA. Human Resources Research Office., Fiks, Alfred I., and Brown, George H.

Abstract

The goal of this research was to determine what implications student attitudes and motivational factors might have for foreign language student selection and course administration purposes in the Defense Language Institute (DLI) system. Data were collected from 326 military students at eight DLI schools studying nine different languages. Attitude domains assessed were interest, utilitarian orientation, xenophilic orientation, and course satisfaction. Secondary variables studied were age, military rank, foreign language aptitude, the training environment, the language studied, the type of course, and volunteer status. The criterion data were the final course scores and Army Language Proficiency Tests. It was concluded that: (1) Student attitudes toward foreign language learning in DLI classrooms are measurable in the form of various components, all of which appear to be fairly high in the sample measures. (2) The glamour and status associated with foreign language study was the single greatest source of student satisfaction with their course. (3) The impression of many language teachers that student motivation typically declines as the course progresses was substantiated by data in this research. (4) Two of the attitude components, interest and xenophilic orientation, correlated significantly, though modestly, with achievement indices. Future research might be directed at improving the predictive validity of these subscales. (JD)

Published
1969

38. Providing Communication Experiences in Programed Foreign Language Instruction.

Author

George Washington Univ., Alexandria, VA. Human Resources Research Office. and Brown, George H.

Abstract

Two recently developed techniques in programed instruction were designed to offer students genuine communication experiences in a foreign language. In "simulated tutoring," a recording was made of only the tutor's voice as he tutored a live subject in the correct pronunciation of a short dialog. The student subsequently responding to the pre-recorded utterances experienced the illusion that a live teacher was tutoring him. In "simulated conversation," a student was given information relevant to a communication situation (e.g., making a purchase) which was then simulated for him on a tape in a foreign language. On the tape he was confronted with a relatively unpredictable set of questions and comments, to which he had to generate appropriate responses. (Author/AF)

Published
1968

39. Modern Approaches to Foreign Language Training: A Survey of Current Practices.

Author

George Washington Univ., Alexandria, VA. Human Resources Research Office., Brown, George H., and Fiks, Alfred I.

Abstract

This report presents detailed, nonevaluative descriptions of instructional methods used in a sample of outstanding language training centers. Together these 19 different training programs represent a student age range from subteen to adult. Included are both intensive and nonintensive, military and civilian, and governmental and nongovernmental programs. For each program, the report presents fairly detailed description of such features as (1) training objectives, (2) methods of teaching phonology, grammar, and vocabulary, (3) language laboratory activities, (4) student evaluation procedures, and (5) faculty characteristics. Fifteen of the 19 programs were characterized by their respective officials as adhering to the audiolingual method. The report includes copies of an interview guide, a training techniques checklist, a classroom observation guide, and a 37-item bibliography. (AF)

Published
1967

42. A.M.A. Notes.

Author

Brown, George H.

Subjects
CONFERENCES & conventions, MARKETING, ADVERTISING, MARKETING personnel, MARKETING executives, INDUSTRIAL marketing, CONSUMER goods, RETAIL industry
Abstract

The article reports on the schedule for the American Marketing Association's Winter Conference. On Wednesday, December 27, 1951, James L. Palmer, president of the of association, will deliver a speech entitled "Responsibilities of Marketing Men Today." Business workshops will cover topics relevant to the field of marketing, including consumer non-durable goods, marketing research methods, and salesmanship. Sessions on marketing, advertising, industrial goods, and retailing will also be presented.

Published
1951
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43. A.M.A Notes.

Author

Brown, George H.

Subjects
CONFERENCES & conventions, MARKETING, ADVERTISING, RETAIL industry, INDUSTRIAL organization (Economic theory), WHOLESALE trade
Abstract

The article presents information about the bi-annual mid-year American Marketing Association Conference held in San Francisco, California in 1950. The author discusses the event's schedule. The event included opening remarks by the Conference Chairman Stuart P. Walsh and a speech about Retail and Wholesale market structures presented by David E. Faville.

Published
1950
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44. A.M.A Notes.

Author

Brown, George H.

Subjects
CONFERENCES & conventions
Abstract

The article presents information about topics discussed at several conferences held by the American Marketing Association in 1949. Topics include intertype competition among retail stores, sales planning, market research, and sales control. The conferences featured several speakers including Charles W. Smith, Richard H. Moulton, Richard D. Crisp, and Frank W. Mansfield.

Published
1949
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47. Convergence and Creativity in Telematic Performance: The Adding Machine

Author

Brown, George H. and Hauck, Gerhard

Subjects
Culture, Language
Abstract

Entre diciembre de 2005 y marzo de 2007, el Departamento de Arte Dramático y el programa Multimedia de la universidad de Bradley, la universidad de Waterloo y la universidad de Central Florida desarrollaron un acontecimiento teatral único que agrupaba a cuatro artistas, alrededor de cien estudiantes de siete departamentos universitarios y una ingente cantidad de tecnología de la comunicación. La versión completa de la representación transducida de la obra expresionista The Adding Machine, de Elmer Rice, integraba decorados virtuales, actuaciones telemáticas en vivo y tiempo real a través de Internet2, grabación de vídeo analógica, actores digitales, fotografías, gráficos y sonido. Este artículo presenta y analiza algunos de los descubrimientos artísticos, dramatúrgicos y técnicos realizados y ofrece una reflexión teórica sobre las representaciones telemáticas convergentes., Between December 2005 and March 2007, the Department of Theatre Arts and the Multimedia Program at Bradley University, USA; the University of Waterloo, Canada; and the University of Central Florida, USA developed a unique theatrical enterprise that encompassed four creative artists, over one hundred students from seven academic departments, and an array of sophisticated rendering and communication technology. The fully mediatized production of Elmer Rice’s expressionistic play The Adding Machine integrated virtual scenery, live, real-time telematic performances facilitated via Internet2, recorded composite video, avatar performers, photographs, graphics and sound. This paper reports and analyses some of the artistic, dramaturgical, and technical discoveries made from the production and offers some theoretical insights about convergent telematic performances.

Published
2008

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