Suchergebnisse

Volume II resumes the newsletter format used in Volume I No. I-VIII. Page 1 "A Cambodian Story" An account is given of Dick and Beth Myers' visit to Cambodia, alongside commentary suggesting a U.S. involvement in a regime change in the country. Continued on Page 2. "TODAY'S SCHEDULES IN BRIEFS…" Events are mentioned, including teach-ins, a general meeting, discussions, a candle memorial parade, and rapping. Page 2 [no title, a continuation of "A Cambodian Story" on Page 1] Dick and Beth Myers' story and accompanying commentary is concluded. "HAS THE U.S. FAILED YOU????????" Military involvement in Cambodia is criticized. Page 3 "WOODSTOCK THREATENING" Gary K. Marks A meeting of 1500 individuals in the Memorial Union lounge is reported, with the author holding the meeting in a general high regard. The main theme involved respect for the "sanctity of life." "KENT 1970" A poem by Lyndon B. Johnson is printed. "Value Systems Conflict" Eric Carty A case is made that the American Revolution was not successful. The primary evidence is that the United States is not a secluded state, militarily involving itself with the affairs of other countries. Continued on Page 4. Page 4 [no title, a continuation of "Value Systems Conflict" on Page 3] The case against the success of the American Revolution is concluded. "Senate moves….in the right direction" After two unsuccessful ventures, the ASOSU Senate is reported to have passed a bill presented nation-wide which deals with peace and dissent. "OREGON BROTHERS RESPOND" Strikes at Portland State, Lewis and Clark College, Oregon College of Education, and the University of Oregon are reported. The strikes were in response to action in Cambodia. Page 5 "BLOODBATH AT KENT STATE" Al Brown, Jr. A commentary criticizes Kent State for the shootings of five students. Information is given about the victims, although only four are identified. Protests at other universities are listed at the end of the article.

The tradition of free, universal, public & common secondary education in the US began officially in 1872 when the courts allowed secondary schools to be tax supported. Introduced in the colonial Latin Grammar schools in the 17th century, US secondary education expanded into the more practical academies in the 18th & 19th centuries & matured in the comprehensive high schools of the 19th & 20th centuries. Following a survey in 1892, the leadership of the National Education Association, a new professional coalition in the US, determined to promote more uniformity in the curriculums of the schools. The NEA plan involved having subject-area conferences make curriculum recommendations to be reported subsequently by the central Committee of 10. The report concluded that history should be taught in the same way to students preparing for Coll & to students heading directly into the labor market. Today, social studies in the secondary schools & the social sciences & history in Coll's & U's in the US maintain a fragile friendship. Some observers at both levels maintain that a student's success in the fields in Coll can be predicted best from his success in basic courses in the fields in high school. However, others believe that the high school versions are such gross misrepresentations of the disciplines that a student should avoid them if a Coll career in the fields is intended. Otherwise, he has too much misinformation to unlearn in Coll. Another position suggests the best preparation for Coll work in history & the social sciences is a social studies program in high school that fits the needs, enhances the interests, & engages the intellect of the adolescent as he is. Modified AA.

Progress in meeting the mental health needs of Coll & U has been very uneven. To bring together existing knowledge on the topic, the World Federation for Mental Health & the Internat'l Assn of U's sponsored an internat'l conference at Princeton in 1956. All delegates expressed the opinion that mental health problems were the most serious faced by S's, yet few institutions have sufficiently well developed psychiatric services available. A committee of the Group for the Advancement of Psychiatry has raised questions as to how we can promote better teaching & learning in our Coll's & simultaneously contribute to the emotional maturity of S's & faculty. The establishment of a mental health program should involve both faculty & administration as its success depends upon them. The Conference unani mously agreed on a set of recommendations: that the promotior of mental health is the concern of every person connected with the Coll; a mental health program should be adjusted to the particular institution; training programs for personnel should be developed; special attention should be given to S's who fail to complete Coll; guidance & counselling programs should be established in both secondary Sch's & Coll's; Coll's should provide opportunities for S's to obtain instruction in marriage & fam life; res should be a part of all mental health programs; educ in personality functioning should be made available to faculty members; factors impeding the development of maturity should be investigated; S's should be given as much responsibility as possible; special attention should be given the lonely S; the needs of married S's need to be recognized; proper housing is a proper concern of planners; sufficient time should be available for leisure time activities for S's; & severe overcrowding produces serious psychol'al problems for many S's. B. J. Keeley.

The career education curriculum, which should be educational, personal-social, and vocational, aims at informing the student about the world of work, teaching him flexibility in work roles, and stressing the importance of leisure activities. Such goals can be pursued through technical training or through a work experience program. The Tennessee School for the Blind has an open-enrollment work experience program that is correlated with classroom work. Continued community involvement, so necessary to the success of such a program, is the responsibility of a school staff member.

Amílcar Cabral, a little-known revolutionary intellectual and head of the major nationalist movement fighting the Portuguese in their territories of Portuguese Guiné and the Cape Verde Islands, has experienced considerable success as leader of an African independence struggle. His political thought has guided the African response to Portuguese rule for more than a decade. It has developed through the successive phases of his career, as a student in Lisbon (1946–1950), as an agronomist who surveyed agricultural resources for the Portuguese Government (1950–1956), and as a nationalist leader and a revolutionary (1956 to the present).

The introductory survey is the single most important course we offer in Latin American history. What we attempt to achieve, how we go about it, and the interest we generate among our students will determine our success or failure in opening to them what Lewis Hanke rightly calls "a significant segment of world history." Course organization is an intensely personal matter, yet formal and informal discussions at recent conferences have convinced me that an airing of some thoughts on the matter is needed.A declaration of faith is necessary before proceeding. I do not agree with those who would abolish the introductory survey and substitute a "problems" course or an assortment of country histories. A problems course tends to distort the richness and diversity of the area's historical growth unless the student has some foundations such as those provided by an introductory survey. I do not dismiss a problems course for undergraduates.

This is an address made by Raymond Nakai to educators new to the Navajo Reservation at the Navajo Area Orientation Program in August of 1967. Nakai speaks to educators new to Navajo students about the need to adapt to Navajo students and not come in teaching in the same manner as teaching to white students. He states that the Navajo Nation needs educators with vision to guide and influence Navajo students to flourish in the education niche. BIOGRAPHICAL NOTE: Raymond Nakai, a Navajo Indian, was born in 1918 in Lukachukai, Arizona, on the Navajo Reservation. Raymond Nakai is noted as being the first modern Navajo political leader serving as Chairman of the Navajo Nation from 1963-1971. As chairman, the issues most important during his tenure were self determination in Navajo Education, reservation unemployment, developing Navajo economy, further development of the tribal government and improving relations with the federal government and surrounding states. Nakai had much unprecedented success as Navajo Tribal Chairman: In 1967 the Navajo Nation Bill of Rights was created, in 1968 Navajo Community College opened being the first tribally controlled community college, the Tribal Scholarship Trust was developed, relations with off reservation natural resource companies began, he was supportive of religious freedom of the Native American Church on the Navajo Reservation. Raymond Nakai led an active personal and political life and was an innovative leader for the Navajo People. The Raymond Nakai Collection contains material documenting his activities as Chairman of the Navajo Nation from 1963 - 1971.

Observation of the schism between employers and disadvantaged females, leads to the preparation of counselees for job interviews and exploration of the world of work with them. By chance, roleplaying a job interview was used during a group guidance session with Job Corps females, and the comparative success encountered with the technique encouraged this investigation. As a technique, it was found to be flexible, adaptable, and timesaving. It was of benefit to the counselor in six areas, and students indicated that they found the technique of value as a means of preparation for a real job interview, acquainting them with the scope of their communications problems and reducing these shortcomings.

Reflecting the general concern about international relations felt in this country, social scientists have written a great deal recently about the images of Americans and of the United States which are held by foreigners. It is generally agreed that the attitudes of foreigners toward us are important factors in the success or failure of American foreign policy in the struggle against the threat of world communism. The quantity of material which is now available is drawn from diverse sources, including the informed judgments of experts, content analyses of newspapers, opinions of foreigners who are studying in the United States, polls of students and of the general populations of foreign countries, and interviews with political and other leaders in various countries.

ABSTRACTFormal education equips the modern decision scientist with an ample bag of mathematical tools. Among these are a wide variety of models, supplemented by techniques for creating new models and augmenting old ones. The purpose of a model, however, is not to serve only as a classroom exercise, but, rather, to represent reality in mathematical terms. Therefore, the performance of a model under real‐life conditions determines its success or failure.In this paper, the author examines the characteristics of successful models, concentrating on the potential pitfalls in both the formulation and implementation stages. Finally, the author discusses the implications of his views for business schools, especially in terms of the improvements in course requirements and teaching techniques which are needed to prepare students of quantitative methods for careers as effective decision scientists.

This is an address made by Raymond Nakai to students. Nakai talks about liberalism as a negative force to traditional principles of American heritage. He is encouraging students to pursue endeavors of keeping with traditional values. BIOGRAPHICAL NOTE: Raymond Nakai, a Navajo Indian, was born in 1918 in Lukachukai, Arizona, on the Navajo Reservation. Raymond Nakai is noted as being the first modern Navajo political leader serving as Chairman of the Navajo Nation from 1963-1971. As chairman, the issues most important during his tenure were self determination in Navajo Education, reservation unemployment, developing Navajo economy, further development of the tribal government and improving relations with the federal government and surrounding states. Nakai had much unprecedented success as Navajo Tribal Chairman: In 1967 the Navajo Nation Bill of Rights was created, in 1968 Navajo Community College opened being the first tribally controlled community college, the Tribal Scholarship Trust was developed, relations with off reservation natural resource companies began, he was supportive of religious freedom of the Native American Church on the Navajo Reservation. Raymond Nakai led an active personal and political life and was an innovative leader for the Navajo People. The Raymond Nakai Collection contains material documenting his activities as Chairman of the Navajo Nation from 1963 - 1971.

In conjunction with the televised presentation of the Nat'l Citizenship Test by CBS-TV, Nov 23, 1965, a questionaire was admin'ed to a nat'l sample of HSch students. This questionaire was designed to assess the impact of the Nat'l Citizenship Test by surveying both before & after the presentation of this program, students' knowledge of (true-false questions) & att's toward (questions calling for degree of agreement or disagreement) the rights & obligations of US citizens. Consideration of present theories concerning attitude change (eg, F. Heider's 'balance theory,' L. Festinger's 'cognitive dissonance,' D. Katz's 'functional' theory) suggested that, in many cases, student's att's would be modified as a result of the information presented on this program. However previous field studies have had little success in demonstrating the occurence of attitude change. 3 matched random samples of 1,505 students were developed; Pre-group (those admin'ed the F?] one month before the program), Viewers (those admin'ed the j one week following the program who indicated they viewed the program) & Post-group (admin'ed questionaire following program but did not view the program). It was hyp'ed that the 3 samples would not differ in either knowledge items (Control Knowledge Scale) or attitude items (Control attitude Scale) re constitutional laws not discussed on the program. It was predicted that the Viewer sample would respond more accurately on the knowledge items (Exp'al Knowledge Scale) & in greater agreement with constitutional law on the attitude items (Exp'al attitude Scale) actually discussed on the program compared to the Pre-group & Post-group samples. Signif diff's occurred, as predicted, when comparing the Viewer sample with the Pre-group & Post-group samples on the Exp'al Knowledge & Exp'al attitude Scales. The Viewers demonstrated greater knowledge of & agreement with US constitutional law. Modified AA.

A particularly thornly problem is the old one of homework. This is an area in which there is much misunderstanding} teachers, students, and parents rarely see eye-to-eye. What should you tell parents about homework? Homework, by definition, is a task motivated or initiated in the classroom, performed outside of regular school time, which enriches, extends, stimulates, or strengthens learning directly related to classwork. "A child's success in school depends largely on how he does his homework," says Dr. Theisen," Parents should aim to give the kind of help that encourages a child to succeed on his own. This is not as simple as it sounds. Many sincere parents are puzzled about homework. They are fearful of helping incorrectly; for example, they are fearful of using outdated methods of reading or problem-solving in arithmetic. Parents are fearful of helping their children too much with their homework. As a result of parents helping them too much, the children will become dependent upon the parents and will not do anything themselves. STATEMENT OF THE PROBLEM The purpose of this study was to collect and present data relative to the opinions of teachers of Industrial Arts concerning assigning written homework. In making this study, data was sought which would assist in answering the following questions? 1. Do you assign written homework? 2, How often should written homework be assigned? 3. To what degree expended by the teacher in assigning homework is justified by student participation? 4, To what degree should students be allowed to work on assignments of their own interests? It Is imperative that social institutions in a democracy have a worthwhile purpose, In determining the direction or goal of Industrial Arts in a dynamic society.the needs, abilities, and interests of students are paramount. The needs of the individual must be served if education is to be of maximum assistance, To be able to supply these needs, various studies are constantly in progress to determine specific areas in which aid will be needed in rendering a better-vocationallyprepared graduate.

An interpretation is presented of the role of youth in Senator E. McCarthy's presidential campaign of 1968. The massive intervention of youth on behalf of McCarthy in the New Hampshire primary introduced a new element into Amer pol. Hitherto, that pol had been largely pre-empted by 2 elements: (1) people who made pol their profession & source of livelihood; & (2) professional people, who had the leisure to engage in pol on a part-time basis & found it an interesting & useful activity. Now that almost 50% of America's pop is under 25, & youth, esp students, have plenty of spare time, the young voters are attempting to move US pol in those directions which they think right, ie toward civil rights, peace in Vietnam, etc. Whether this new pol of youth will make a serious impact on old-style Amer pol will largely depend on the ultimate success of the McCarthy campaign; but a beginning has already been made. I. Langnas.

A description of tactics employed to obtain documents & attitudinal information from city agencies during a study of "socio-legal aspects of housing problems in a Chicago, Ill community" is presented to aid researchers who need information that is difficult to obtain (although it may be publicly on record) from bureaucrats in a variety of situations. The approach stresses nonstructured interviews, maximization of interpersonal relationships between interviewer & R, avoiding "gatekeepers," & reliance on middle or low-level bureaucrats. Invitations to lunch or lunchtime office visits were the most successful. The most effective interviewer role was the "old-fashioned' inquisitive student," & F interviewers who were willing to act in stereotyped F roles also met with success. An empathetic attitude on the part of the interviewer was most often all that was needed for cooperation, but in some cases an assertive attitude based on a 'legitimate' complaint (a broken sidewalk as opposed to a complaint with political implications) was necessary. Several "catalytic tactics" to encourage R's to talk after access is gained, are noted. J. N. Mayer.