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Developed by representatives from state guidance, education, and employment, this resource guide was designed to facilitate the integration of career education concepts into the curriculum of junior high schools. Recognizing that career development is a life-long process, learning experiences to develop work concepts and attitudes are outlined for: (1) English, (2) mathematics, (3) physical and life sciences, (4) social studies, (5) art, (6) home economics, (7) industrial arts, and (8) physical education. Most of the activities are concerned with development of attitudes and skills associated with vocational awareness, and are designed for teachers who are concerned about, but not necessarily trained in, vocational learning-maturation. Activities emphasize work functions and worker trait components and exposure to relevant concepts, and should be adapted by the teacher and used with other related tools. In addition to identifying concepts to be taught, the guide also outlines content, teaching techniques, and resources. Included in the appendixes are data on classifying occupations. (JS)

Career education was officially established in Arizona during the 1971 legislative sessions. Three goals of career education, as stated by the state advisory council, are to help students: (1) learn to live, (2) learn to learn, and (3) learn to make a living. The program is available for students at all levels of education, from kindergarten through the university, and includes awareness of the world of work, broad orientation to occupations, indepth exploration of selected career clusters, and career preparation for all students. This document briefly describes the career education program in Arizona, particularly the 13 pilot programs funded by a $1.9 million allocation beginning in July of 1971. (GEB)

AS THE HEAD OF THE STATE'S EDUCATIONAL SYSTEM, THE BOARD OF REGENTS EXERCISES CONTROL OVER FOUR SEGMENTS OF HIGHER EDUCATION--(1) THE STATE UNIVERSITY OF NEW YORK, (2) THE CITY UNIVERSITY OF NEW YORK, (3) THE COMMUNITY COLLEGES OPERATING WITHIN THE PROGRAM OF THE STATE UNIVERSITY, AND (4) THE PRIVATELY CONTROLLED COLLEGES. IN 1964 THE REGENTS PREPARED THIS PLANNING DOCUMENT, GIVING ATTENTION TO (1) THE STATE'S HIGHER EDUCATION NEEDS, INCLUDING PROJECTIONS OF ENROLLMENTS, (2) THE REGENTS' GOALS FOR POST-HIGH SCHOOL EDUCATION, (3) REVIEWS OF INSTITUTIONAL PLANS, (4) A 63-POINT PLAN FOR ORGANIZATION AND ADMINISTRATION OF HIGHER EDUCATION, (5) FINANCING, AND (6) RECOMMENDATIONS FOR FUTURE DEVELOPMENT. THE PLAN IS INTENDED (1) TO MEET THE NEEDS OF INDIVIDUALS, (2) TO MEET THE NEEDS OF THE ECONOMY AND THE SOCIETY, (3) TO STRENGTHEN INSTITUTIONS, (4) TO IMPROVE STATE SERVICES TO THE COLLEGES, AND (5) TO GUIDE AND ENCOURAGE THE DEVELOPMENT OF NEW PROGRAMS AND INSTITUTIONS. APPENDIXES CONTAIN EXCERPTS FROM PERTINENT STATE LAWS, A LIST OF RELATED STUDIES AND REPORTS, AND LISTS OF THE STATE'S INSTITUTIONS OF HIGHER EDUCATION, WITH SELECTED STATISTICAL INFORMATION. SUPPLEMENTAL PROGRESS REPORTS SUBMITTED BY THE BOARD OF REGENTS IN 1966 AND 1967 ARE INCLUDED IN THE BASIC DOCUMENT. (WO)

SELECTED WORKS PUBLISHED BETWEEN 1911 AND 1965 ARE INCLUDED IN THIS BIBLIOGRAPHY FOR SECONDARY SCHOOL SPANISH TEACHERS. THERE ARE BRIEF SECTIONS FOR (1) DICTIONARIES, (2) ANTHOLOGIES AND HISTORIES OF CIVILIZATION AND LITERATURE, AND (3) BOOKS AND JOURNALS ON METHODOLOGY. THE MAJOR SECTION IS DEVOTED TO READING TEXTS OF LATIN AMERICAN AND SPANISH AUTHORS APPROPRIATE FOR THE FIRST THROUGH THE FOURTH YEAR OF A HIGH SCHOOL SPANISH SEQUENCE. EACH ITEM IS ANNOTATED FOR CONTENT AND FOR THE LEVEL FOR WHICH IT IS SUITED. ONLY TEXTS WITH END VOCABULARIES ARE LISTED. THE OTHER TYPES OF MATERIALS INCLUDED ARE GRADED READERS, NOVELS, SHORT STORIES, AND PLAYS. A LIST OF NAMES AND ADDRESSES OF PUBLISHERS OF FOREIGN LANGUAGE TEXTS ALSO IS GIVEN. (AM)

A QUESTIONNAIRE SURVEY WAS CONDUCTED OF ALL (1,155) 4-YEAR INSTITUTIONS OF HIGHER LEARNING IN THE UNITED STATES TO IDENTIFY PROBLEMS AND ISSUES OF COUNSELING SERVICES ADMINISTRATION. THE RESULTS OF THIS SURVEY, BASED ON AN OVERALL RESPONSE OF 54 PERCENT, WERE CATEGORIZED BY (1) COUNSELOR-STUDENT RATIO, (2) COMMITMENT OF COUNSELOR DIRECTOR'S TIME, (3) NUMBER OF CLIENT INTERVIEWS PER FULL-TIME COUNSELOR, (4) FUNCTIONS OF COUNSELING, AND (5) SALARIES OF COUNSELING STAFF. MANY OF THE RESPONDING INSTITUTIONS (31 PERCENT) INDICATED THAT THEY HAD NO COUNSELING SERVICE PROGRAM. SCHOOLS WITH SUCH A PROGRAM AND THEIR COUNSELING SERVICE ADMINISTRATORS WERE LISTED IN THE REPORT. (RS)

THIS TEACHER'S HANDBOOK IS FOR LANGUAGE LABORATORY INSTRUCTION IN MANDARIN CHINESE IN SECONDARY SCHOOLS. THE MATERIALS ARE PLANNED ACCORDING TO THE CHINESE CURRICULUM ADOPTED BY THE ADVISORY COMMITTEE ON CHINESE LANGUAGE INSTRUCTION IN CALIFORNIA PUBLIC SCHOOLS, AND CONSTITUTE THE FIRST LEVEL OF A 4-YEAR SEQUENCE TO BE USED BY NINTH-GRADE STUDENTS. FIFTEEN UNITS ARE PLANNED FOR TWO SEMESTERS' INSTRUCTION. EACH UNIT CONSISTS OF (1) A BRIEF ENGLISH EXPLANATION OF THE SITUATION, (2) A CUE SHEET, (3) A DIALOG, (4) A SUMMARY OF THE CONTENTS OF THE UNIT, (5) THE SOUNDS, (6) VOCABULARY, (7) STRUCTURAL PATTERNS, (8) NOTES, (9) DRILLS OF FLUENCY, REPETITION, SUBSTITUTION, REPLACEMENT, RESPONSE, AND DIRECTED CONVERSATION, (10) DIALOG EXPANSION, (11) NARRATION, (12) RHYMES, AND (13) PROGRESS EVALUATION. (FOR THE STUDENT'S HANDBOOK SEE ED 010 455.) (GC)

This volume, the second of a two part evaluation report, is devoted exclusively to the presentation of detailed course outlines representing an Animal Science Technology curriculum. Arranged in 6 terms of study (2 academic years), outlines are included on such topics as: (1) Introductory Animal Science, (2) General Microbiology, (3) Zoonoses, (4) Animal Reproduction, (5) Clinical Management, (6) Animal Parasitology, (7) Animal Nutrition, (8) Genetics, and (9) Technical Reporting. Each outline includes estimated instruction time, a lesson description, and reference materials. It should be noted that the establishment of the first year of this curriculum assumes a common core to be taken by all students during the first 3 terms of the program. The second year is characterized by a modified core approach, whereby a reduced number of required courses allow for the selection, by the students, of one of the two option areas; namely, the Laboratory Animal Option or the Veterinary Assisting Option. Volume I of this report, the description and evaluation of the program, is available as VT 013 804. (Author/JS)

This package of individualized curriculum materials for industrial arts, developed by the 1969-70 Experienced Teacher Fellowship Program for teacher and student use, is a result of an in-depth study of the 1968 revision of the American Vocational Association's booklet, "A Guide to Improving Instruction in Industrial Arts." The 10 major units included are: (1) Industry and Civilization, (2) The Industry, (3) Organization and Management, (4) Research and Development, (5) Planning for Production and Manufacturing, (6) Production and Manufacturing, (7) Distribution, (8) Service, (9) Hand Tools and Simple Machines, and (10) Sophisticated Machines. Each unit, identified by a prefix letter, contains color coded individualized packages of information for student use, teacher use, and teacher reference information which outlines special preparations or materials required for student or teacher packages. Each package within the unit is designed to be flexible for use in Grade 7 through Grade 12 and with slight modification it can be used for lower or higher grades. Several teacher-designed simulation games about industry are included. A related document is available as ED 024 814 (RIE, April 1969). (GR)

The instrument was designed for an assessment program to assist schools and institutions in determining specific needs of their vocational programs and to provide the North Dakota State Board for Vocational Education with accountability data for use in program development. The form is divided into 12 sections to facilitate identification of program needs: philosophy and objectives, curriculum, instructional staff, administration, physical facilities and equipment, instructional materials and supplies, guidance, community involvement, student organizations, advisory committees, students with special needs, and occupational experience. Detailed criteria for each section are listed with ratings to be indicated on a five-point continuum ranging from major improvements needed to no improvements needed. The scale also provides a space for indicating that the criteria does not apply. Each page of the instrument, to be marked by a self-assessor and/or outside evaluator, is produced in duplicate for use with carbon paper. A rating scale (0-100) following each section represents a summary evaluation to be marked based on responses to the criteria for each section. Space for comments and recommendations is also provided. Finally, an assessment profile sheet contains space for indicating the summary ratings for the major sections and an overall program rating. (Author/MS)

Developed and reviewed by a committee of 16 teachers, the state supervisory staff, and the teacher education staff, this curriculum guide is for vocational agriculture teacher use with ninth grade students interested in agricultural occupations. Some objectives for this 1-year course in animal science are--(1) to develop competencies in agricultural occupations, (2) to develop appreciation for the significance of the animal industry, (3) to understand livestock production and marketing, (4) to develop fundamental knowledge and skills in agricultural mechanics, (5) to discover career opportunities in agriculture, (6) to develop leadership, and (7) to apply classroom learning. Included are sections on careers, leadership, supervised occupational experience, animal science, production agriculture, and agricultural mechanics. Each unit contains objectives, references, suggestions for student motivation, a subject outline, the recommended teaching procedure, and a summary. Supplementary materials include 59 student handouts and 112 pages for transparencies. (DM)

Prepared for the purpose of supplementing "Guide for Planning School Plants" published by the National Council on Schoolhouse Construction. In outline form it contains chapters concerning--(1) The School Plant Program, (2) School Site, (3) The Elementary School, (4) The Secondary School, (5) School Plant Safety, (6) Service Facilities, (7) Common Environmental Factors, and (8) Related Information. The beginning of each chapter contains appropriate page references to the Guide, followed by the related supplementary material. Also included are references to pertinent sections of the West Virginia State Code related to school construction, suggestions for architectural contract provisions, project approval forms, and a checklist of school board and school administrator task responsibility areas related to school construction. (NI)

THIS MASTER PLAN FOR HIGHER EDUCATION IN ILLINOIS IS IN FOUR DOCUMENT--(1) THE ORIGINAL MASTER PLAN OF JULY 1964, (2) THE MASTER PLAN, PHASE II, PUBLISHED DECEMBER 1966, (3) THE TEXT OF THE ACT, APPROVED AUGUST 22, 1961, CREATING A BOARD OF HIGHER EDUCATION, AND (4) THE ILLINOIS PUBLIC JUNIOR COLLEGE ACT, REPRINTED FROM ILLINOIS REVISED STATUTES, 1967. THESE PUBLICATIONS COULD SERVE AS GUIDES TO THOSE DEVISING MASTER PLANS IN OTHER REGIONS. (HH)

A guidebook of required procedures for capital construction programs for community colleges in New York State. Existing community colleges are listed giving actual and estimated enrollments for 1963-1974. Required procedures specified include--(1) initiation of capital construction and budget requests, (2) space utilization and space projections, building requirements program, (3) rules of procedure for approval of preliminary drawing requirements, and (4) acquisition of additional land for community colleges. Other requirements outlined include building codes, fee schedules, time schedules, site selection, and policies regarding carpeting and air conditioning. Cost data for existing colleges and cost guidelines for proposed facilities are included. (NI)

It was the purpose of this study to assess the extent of growth of machine shorthand programs, evaluate current practices related to its instruction, and determine whether its results warranted encouragement by the State Education Department. The machine system was compared to the manual system in the areas of: (1) scope and sequence of curriculums, (2) cost to the school district, (3) educational backgrounds of graduates, (4) types of businesses or industries which employ machine stenographers, (5) employment opportunities, (6) salaries and vocational use of shorthand skills, and (7) potential promotional opportunities and achieved promotional advancement. The study included 699 machine graduates and 750 manual graduates from two 2-year colleges and 14 secondary schools. Results indicated: (1) although the manual shorthand writers were slightly more successful, it was not due to major differences in curriculum offerings or educational background of the machine and manual writers, and (2) a blanket recommendation concerning the introduction of machine shorthand programs could not be made since the introduction of such programs should be considered on an individual school system basis, after close consideration of the group and the employment needs of the area. (MM)

THIS DOCUMENT, THE FIRST OF FIVE PLANNED REPORTS, PRESENTS THE HISTORY AND BACKGROUND OF PRACTICAL NURSING, WITH PARTICULAR REFERENCE TO ILLINOIS. IT DESCRIBES THE BETTER LICENSING PROCEDURES AND STANDARDS THAT HAVE COME WITH THE INCREASED RECOGNITION OF THE VALUE OF THE OCCUPATION TO THE MEDICAL PROFESSION. THE REPORT ALSO DESCRIBES A 1600-HOUR CURRICULUM, INCLUDING THEORY AND PRACTICE, SUGGESTED BY THE ILLINOIS DEPARTMENT OF REGISTRATION AND EDUCATION IN 1965. TABLES GIVE DATA ON THE PRESENT BACKGROUND OF THE NURSES (BY EDUCATION AND EXPERIENCE), ON THEIR CHARACTERISTICS (MOST NOTABLY, DEVOTION TO THEIR CAREERS AND STABILITY IN THE LABOR MARKET), ON PRESENT EMPLOYMENT IN ILLINOIS AND ADJACENT AREAS, AND ON THE NEED FOR ADDITIONAL RECRUITMENT AND TRAINING TO FILL CURRENT AND FUTURE NEEDS. (HH)

THIS WORKBOOK FOR TEACHERS IS CONCERNED WITH IDEAS AND CONCEPTS THAT WERE CONSIDERED IN A JUNIOR HIGH SCHOOL MATHEMATICS PROGRAM. THE ORGANIZATION WAS DETERMINED BY TWO MAJOR GOALS--(1) TO PROVIDE AN INSERVICE TRAINING WORKSHOP WHICH WOULD BE OF IMMEDIATE USE TO THE JUNIOR HIGH SCHOOL MATHEMATICS TEACHER, AND (2) TO PROVIDE THE TEACHER WITH AN OVERVIEW OF THE MAJOR OBJECTIVES OF A JUNIOR HIGH SCHOOL MATHEMATICS PROGRAM AND THE THEORY UPON WHICH THESE OBJECTIVES ARE BASED. PRELIMINARY NOTIONS OF ELEMENTARY SET THEORY AND THE MATHEMATICAL SENTENCE ARE DISCUSSED BEFORE PROCEEDING TO THE NATURAL NUMBERS, THE INTEGERS, AND THE RATIONAL NUMBER SYSTEM. (RP)

THE IMPORTANCE OF LEARNING A FOREIGN LANGUAGE IS STRESSED IN A BRIEF BROCHURE DESIGNED FOR STUDENTS OF ALL LEVELS, PARENTS, TEACHERS, COUNSELORS, AND ADMINISTRATORS. INFORMATION IS GIVEN ON WHEN TO BEGIN A LANGUAGE, THE IMPORTANCE OF BEING ABLE TO SPEAK A LANGUAGE, USES FOR A FOREIGN LANGUAGE AT HOME, LANGUAGE JOB OPPORTUNITIES, AND LANGUAGE LEARNING AND THE NATIONAL INTEREST. A BIBLIOGRAPHY SUGGESTS SOURCES FOR FURTHER INFORMATION. (AF)