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SUPERIOR STUDENTS IN RURAL HIGH SCHOOLS WERE GIVEN PROGRAMED INSTRUCTION IN SELECTED SUBJECT AREAS TO DETERMINE IF A NONDIRECTIVE METHOD OF DIFFUSING AN INNOVATION, LIKE PROGRAMED INSTRUCTION, WAS APPROPRIATE FOR DISSEMINATION IN A RURAL ENVIRONMENT. THE EFFECTS OF THE COOPERATIVE DEMONSTRATION PROJECT ON STUDENTS, PARENTS, TEACHERS, AND HIGH SCHOOL ADMINISTRATORS WERE MEASURED BY THE ATTITUDE TOWARD PROGRAMED INSTRUCTION INVENTORY AND THE SEMANTIC DIFFERENTIAL SCALE. RESULTS SHOWED THAT PREDISPOSITION OF THE INDIVIDUAL TO EITHER ADOPTION OR REJECTION WILL AFFECT THE RATE AND FINAL DECISION REGARDING THE ACCEPTANCE OR REJECTION OF THE INNOVATION. THE INVESTIGATOR RECOMMENDED THAT PREMEASURES SHOULD BE EMPLOYED TO DETERMINE THE PREDISPOSITION OF THE TARGET POPULATION AND CONCLUDED THAT THE NONDIRECTIVE METHOD OF DIFFUSING AN INNOVATION WAS APPROPRIATE FOR THE DISSEMINATION OF PROGRAMED INSTRUCTION IN A RURAL ENVIRONMENT. THE USE OF NEWSLETTERS PROVED TO BE AN IMPORTANT CONTRIBUTION TO THE SUCCESS OF THE PROJECT, AND WHERE DISSEMINATION IS AN OBJECTIVE, THE INVESTIGATOR RECOMMENDED THE USE OF SIMILAR MEANS OF COMMUNICATION WITH THE TARGET AUDIENCE. (GD)

The conference, which brought together key leaders from other States to share their experiences with year-round education, focuses on key issues raised during an earlier national conference on the same subject. Some of the topics highlighting conference speeches were: year-round education in transition; analyses of quality education, living patterns, and financial implications; organizing a community study on year-round education; analyzing resources and budgets for year-round education and operation; individualizing math and science; computer assisted instruction; an individualized self-selected elementary program, and case studies of some year-round plans now in operation. (Author/DN)

In an intensifying effort to track ocean change and distinguish between natural and anthropogenic drivers, sustained ocean time series measurements are becoming increasingly important. Advancements in the ocean carbon observation network over the last decade, such as the development and deployment of Moored Autonomous pCO2 (MAPCO2) systems, have dramatically improved our ability to characterize ocean climate, sea–air gas exchange, and biogeochemical processes. The MAPCO2 system provides high-resolution data that can measure interannual, seasonal, and sub-seasonal dynamics and constrain the impact of short-term biogeochemical variability on carbon dioxide (CO2) flux. Overall uncertainty of the MAPCO2 using in situ calibrations with certified gas standards and post-deployment standard operating procedures is < 2 μatm for seawater partial pressure of CO2 (pCO2) and < 1 μatm for air pCO2. The MAPCO2 maintains this level of uncertainty for over 400 days of autonomous operation. MAPCO2 measurements are consistent with shipboard seawater pCO2 measurements and GLOBALVIEW-CO2 boundary layer atmospheric values. Here we provide an open-ocean MAPCO2 data set including over 100 000 individual atmospheric and seawater pCO2 measurements on 14 surface buoys from 2004 through 2011 and a description of the methods and data quality control involved. The climate-quality data provided by the MAPCO2 have allowed for the establishment of open-ocean observatories to track surface ocean pCO2 changes around the globe. Data are available at doi:10.3334/CDIAC/OTG.TSM_NDP092 and http://cdiac.ornl.gov/oceans/Moorings/ndp092.

This document contains duplicates of the completed single page questionnaires sent in January 1972 to State Departments of Education. These pages are arranged in alphabetical order by State, and provide information as to persons in the State Departments of Education responsible for the development of year-round education, or one to write for further information; the minimum number of days required for a school year; and if the State provides support for the operation of school longer than the required number of days in the form of summer school or approved year-round programs. Appendixes contain lists of local schools and the persons to contact in (1) schools that operated a year-round education program for all or part of their students during the summer of 1972, (2) schools that expected to operate a year-round education program during the summer of 1973, and (3) schools conducting feasibility studies or otherwise seriously considering the adoption of year-round educational programs. (Light copy may reproduce poorly.) (MLF)