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Prepared by the Indiana University High School Curriculum Center in Government, this paper presents a brief but comprehensive introduction to the main characteristics of a behavioral approach to American politics. The first of four parts sets forth assumptions and requirements implicit in a behavioral approach and elucidates the relationship between science, political science, and political behavior. The second part explains one formulation of a behavioral perspective--the "field approach"--which conceives of the individual as a biological and human entity existing within social and cultural environments. The third part suggests how the field approach can make the political behavior of the American citizen more intelligible by emphasizing the relevance of four factors: political culture, sociology, psychology, and socialization. The fourth part applies the same four categories of the field approach to the behavior of political leaders, both formal and informal. (See TE 499 926 for a description of the Center's experimental course in American political behavior.) (LH)

This document contains the text of speeches presented in symposia at the April 1973 meeting of the Western Psychological Association held in Anaheim, California. "The Social Psychology of Change in Educational Institutions" and "Psychology as the Foundation for Elementary School Career Education Curricula" were the theme titles of the symposia. Presentations included: (1) "The AIR Career Education Curriculum" by Lauri Steel, (2) "Measuring Dispositions Toward The Implementation Of Career Education In The Classroom" and "Implementation Strategies for Educational Change" by Robert Kaplan and David Gross, and (3) "The Application Of Selected Psychological Principals to Career Education" by John Kroll. (SN)

The 19 papers in this collection cover diversified topics in the general area of psychology and second language learning. No single method of language teaching emerges, but the complexity of second language behavior and the importance of psychology in the field are underlined. Several trends seem to be most prevalent. There is a new focus on the individual learner as the central element in the complex process of second language acquisition. There is a growing awareness that the receptive skills of listening and reading are vastly complex. Listening behavior and comprehension processes must be more extensively investigated. The student needs closer contact with "real" language as it is used in the real world by people successfully communicating with each other. (Author/VM)

THE USES OF MYTH, ITS RELATION TO TRANSLATION, AND THE RELATION OF BOTH TO THE TEACHING OF ENGLISH FORM THE SUBJECTS OF THIS DARTMOUTH SEMINAR STUDY-GROUP REPORT. PAUL OLSON'S INTRODUCTION ON THE BASIC ISSUES OF DEFINITION AND SYSTEMATIC INTERPRETATION IS FOLLOWED BY THE POSITION PAPER, "SOME MEANINGS AND USES OF MYTH" BY ALBERT LAVIN, WHICH DISCUSSES THREE MODERN APPROACHES TO THE STUDY OF MYTH TO ILLUSTRATE ITS RELEVANCE TO THE ENGLISH CURRICULUM. RESPONSES OF GROUP PARTICIPANTS TO THE PAPER ARE (1) WILLIAM ROBSON ON THE LIMITS AND POSSIBILITIES FOR THE USE OF MYTHS AND MYTH CRITICISM IN SCHOOL PROGRAMS, (2) GEORGE ALLEN ON THE DANGERS OF CERTAIN TEACHING STYLES IN THE TEACHING OF MYTH, (3) BARBARA HARDY ON THE LIMITS OF TRAINING STUDENTS EXPLICITLY IN THE TECHNIQUES OF MYTH CRITICISM, (4) GEORGE ALLEN ON THE LOSS OF MYTHIC IMPORT THROUGH TRANSLATION AND THE PLACE OF TRANSLATIONS IN SCHOOL CURRICULA, (5) ALBERT LAVIN ON THE RELATION BETWEEN MODERN PSYCHOANALYTICAL APPROACHES TO MYTH STUDY AND THE UNDERSTANDING AND TEACHING OF LITERATURE, AND (6) PAUL OLSON ON THE DIFFICULTIES OF MAKING STUDENTS CAPABLE OF UNDERSTANDING MYTHS IN THEIR HISTORICAL CONTEXTS, AND THE PLACE OF THE STUDY OF MODERN OPERABLE SOCIAL MYTHS IN ENGLISH PROGRAMS. (THIS DOCUMENT IS AVAILABLE FOR $1.50, ORDER NO. 39407, FROM NCTE, 508 SO. 6TH ST., CHAMPAIGN, ILL., 61820.) (DL)

(1960). Discussion of Dr. John bowlby's Paper. The Psychoanalytic Study of the Child: Vol. 15, No. 1, pp. 53-62.

Punched paper tape readers, frequently used for machine control and computer input, are readily adaptable for the purposes of presenting extremely complex signal sequences such as those used in psychophysiology. A description of basic operating principles is given together with an explanation of the minor modifications necessary to adapt this instrument to signal control. Complete schematics are presented of an instrument with seven channel control capacity.

The question of whether the preventative measures and cures for glue sniffing are more dangerous than the glue sniffing itself is examined. Research is reviewed which indicates that glue sniffing does not seem to occur in isolation but accompanies environmental stress. Clearly, much of the stress is a result of school failure. It is recommended that more of our energy be devoted to developing alternatives within the school curriculum to reduce the stress, rather than aimed at dealing with the sniffing itself.

This report challenges the status quo in student teaching and outlines a program of joint responsibility by the college and the public school.