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In 1975 the W. J. Barrow Research Laboratory, Inc., under the sponsorship of the Council on Library Resources, began a series of studies on the chemical and physical properties of book papers between 1507 and 1949. Their testing and review of the literature were concerned with book paper durability and permanence, reasons for decline in durability, methods for predicting paper durability, specifications for durable paper, processing changes needed to produce such paper, and work necessary to preserve weak papers. A history of paper production along with chemical tests showed the reasons for decreased durability; and the feasibility of producing durable paper was demonstrated. Restoring deteriorating books has also proved possible, but at a high cost. A bibliography, testing details, and the table have been included. (LS)

To aid in the evaluation of the physical qualities of books, specifications for permanent/durable book paper were developed and authenticated. Permanent/durable book paper was defined as paper suitable for use in the manufacture of books that meets or exceeds tests which demonstrate that it has an expectation of useful life under normal storage conditions of not less than 500 years. The literature was studied for material on factors affecting the longevity of paper and methods of testing permanence and durability. The resulting specifications include the minimum cold extraction pH, folding endurance, tear resistance, and retention of folding endurance after aging. Twenty commercially-available paper were tested by the study's methods. The test results are given in tabular form. A 211-item bibliography is appended. (Author/PF)

This short, narrative pamphlet accompanies the appropriate grade level curriculum guide. (BP)

Among the papers read in the conference on education of the Second Pan-American Scientific Congress, held in Washington December 27, 1915, to January 8, 1916, two contain much of interest and value to those who are responsible for the organization of secondary schools: (1) The Changes Needed in American Secondary Education (Charles W. Eliot), plus a Supplementary Statement furnished by Dr. Eliot; and (2) The Secondary School and the University (Ernesto Nelson). With permission of the authors, these papers are reproduced in this bulletin, to benefit principals of high schools in the United States. [Best copy available has been provided.]

The National Humanities Faculty working papers collected in this document consider the process of curriculum development and approaches in curriculum presentation. Janet Hanley's "Success or Failure in Curriculum Development: Six Ways to Know" provides a set of review questions for curriculum developers to help insure a successful course. A. D. Van Nostrand's description of the "portable module" includes the mechanics for an idea to enrich an ongoing course. Hyman Kavett emphasizes the importance of teachers' enthusiasm, willingness to make bold decisions, and ability to cooperate with other teaching colleagues in curriculum development. Frithjof Bergmann's report on a visit to the Berea Community School in Kentucky justifies a program emphasizing respect for the individual student's development and initiative. David Tyack's paper "Ask Yourself About the Humanities," is a set of questions for private pondering and public discussion in the preparation of a humanities curriculum. John Ratte's report of several days of brainstorming on the development of a humanities curriculum to examine values, culture, and their interrelationship reveals the nature of the development process. (JH)

The National Humanities Faculty working papers in this document represent reports of faculty participation in humanities projects around the country and emphasize program content that might be useful to teachers developing their own humanities programs. Arleigh D. Richardson's report is a description of the program he visited and is written by the teachers who developed it. The program, geared for the average student, stresses the interrelated and values content of the humanities. The result of John Cawelti's visit to a black, inner-city school is a detailed model for an 11th grade course, "Who We Are," that would involve the whole student. Roland B. Kimball, after visiting a Connecticut high school, suggests an outline and activities for a 9th grade humanities program that centers on the life of the students' community. John Anthony Scott's report on the theme and content of an American studies course is a specific program with a human and historical orientation to be implemented by integrating literature with historical topics. John Cawelti contributes another paper: his thoughts on the construction of an integrated curriculum that would develop the basic analytic and interpretive skills of the social studies, science, and the humanities, independently, and then set up problems requiring the interworking of the different skills. (JH)

This collection of papers is the first in a series resulting from the Polish-English Contrastive Project. The overall purposes of the project are to prepare a Polish-English contrastive grammar and to develop pedagogical materials. The basic model used for the research is the transformational generative one. The papers included in this volume are as follows: (1) "The Polish-English Contrastive Project," Jacek Fisiak; (2) "Contrastive Analysis in the Classroom," Waldemar Marton; (3) "Some Grammatical Implications of the Contrastive Analysis of English Sentence Adverbs and Their Equivalents in Polish," Tadeusz Zabrocki; (4) "Some Differences between English and Polish on the level of the Basic Sentence Pattern, "Maria Lipinska; (5) "A Contrastive Analysis of Linking Verbs in English and German," Wolf-Dietrich Bald; (6) "Some Surface and Deep Aspects of Case in Polish and English," Stefan Konderski; (7) "'Must' and Its Equivalents in Polish," Piotr Kakietek; (8) "Some Remarks on the Relation between the Complementizer and the Form of the Verb in the Complement Structure in English and Polish," Anna Morel; (9) "The Polish and English Fricatives - a Problem in Phonological Equivalence," Andrzej Kopczynski; (10) "Aspects of Emotive Language: Intensity in English and Polish," Bogdan Lawendowski; (11) "On the Concept of 'Instrumental Case," Tomasz P. Krzeszowski; (12) "The Function of Translation in Foreign Language Teaching," Elzbieta Muskat-Tabakowska; and (13) "Bibliography of English-Polish Contrastive Studies in Poland," Tadeusz Zabrocki. (TL)

The role of the State educational agency has shifted from inspections giving and statistics gathering to a new one which finds the agency at the hub of local, State, and Federal information transmittal. This emerging role holds great promise for effective Statewide improvement in education, because relatively new leader-manager expectations of the SEA are beginning to crystallize--especially in the area of information systems. This paper has been prepared to assist State educational agencies that are considering restructuring their operations to better meet the needs for timely information in a cost-effective method. It discusses the alternatives and states a position for the problem areas of forms management and data collection procedures. (Author/WM)

The educational history and practices of the Republic of Singapore, prefaced by a description of the inception of the republic, are described in this paper. The uniqueness of that history stems from the republic's multiracial society which requires equal education opportunities for all four official language groups--Malay, Chinese, Tamil (Indian), and English. The information presented in this paper provides material for a case study approach to education in a multiracial society. (JH)

This paper takes the position that women can and should be represented as administrators in greater proportion to their numbers in public education, and that concrete steps must be taken to remedy the present imbalance. The paper is based on material from professional publications dealing with sexism and the role of women in education; conferences of educators and interviews with participants in these conferences; interviews with people in government agencies, private and professional groups, and several school systems involved in reform efforts; reports on specific school systems; reports of special task forces; and on events on the federal level and in selected States. The publication documents the virtual absence of women from administrative positions in public education, explores reasons for the declining percentages of women in public education, and reviews and recommends ways to begin reversing this trend. (Author/DN)

This paper analyzes authority-use patterns as they relate to the internal organization of a community college. Section 1 presents a hypothetical case study of a community college which practices several unique authority-use variations that are in actual use in two-year colleges around the country. The cluster college scheme, a new strategy for participative management, and management by objectives are presented in Section 2. Section 3 addresses itself to several broader implications of community college organization. All areas of discussion are supplementary by the identification and description of those colleges who have implemented and are practicing the variations set forth. The paper is designed to be a practical guide to viable alternatives verified by organizational practice, thereby being of particular interest to those contemplating organizational restructuring, those planning organizational and authority-use design, and those preparing to enter a community college leadership position. The author proposes that the ideal system is a cluster college with participatory governance based on management by objectives. (Author/AH)

This volume resulted from an attempt to compile comprehensive and accurate data about the popular reaction to social change for a seminar attended by European and American social scientists. The volume contains eight papers which reflect the three objectives of the seminar: (1) a review of psychological indicators of social change; (2) an exploration of new areas of survey measurement of psychological phenomena; and (3) a mapping of research priorities. The first paper contrasts social indicators of the subjective type with the customary hard statistics and identifies areas for the development of indicators. The next paper stresses that quality implies value judgement and that experience is anchored in individual notions of adequacy. The relationship between subjective and objective indicators is the topic of the next paper, which points to the role of the social environment as a source of subjective welfare. Various measurement and methodological questions are dealt with, in particular the issues of scale development and causal modeling of satisfaction structures. A report on the substantive research in the area of economic welfare is followed by a caution against a straightforward interpretation of satisfaction measures as indicators of well-being. Finally, two papers deal with the interaction between the individual and society from two different perspectives. The volume concludes with a summary of the seminar proceedings. (Author/KSM)

This paper discusses evaluating and observing teacher performance. It consists of three sections. The first section is an introduction, in which it is stated that most observations are used for the following two purposes: (1) the improvement of instruction, and (2) the provision of information to those who make personnel decisions in a school system. The second section is the major part of the paper. It is in the form of an outline and is a guide containing general descriptive examples of items that might be included in teacher observations. The major headings are (1) "the teaching process," (2) "non teacher-controlled factors which influence the teaching process," and (3) "special strengths of teachers." Subheadings under the teaching process include: "preparation," which lists topics to be discussed with the teacher; "delivery," which lists things to be observed in the classroom; and "observational evaluation," which lists things to be discussed in conference with the teacher. The second major heading includes the subheadings "physical factors,""scheduling," and "extracurricular activities and responsibilities." Each of these subheadings is broken down into items to be evaluated. The last major heading is divided into the subheadings "personal and professional," and each of these is broken down into characteristics to be observed. The last section of the paper is a summary which states that observation is a complex undertaking and many factors must be taken in account. (RC)

The paper begins with a discussion of several recently proposed analyses of nominal compounds in English. It is then suggested that the relations which may appropriately underlie nominal compounds of the type Noun + Noun can best be defined negatively, i.e. by listing those relations between two nouns which cannot underlie compounds rather than those which can. It is further argued that in order for compound formation to take place the relation between the nouns in question must be "appropriately classificatory." A brief examination of abstract compounds in English and German leads to the conclusion that there are probably fewer systematic restrictions valid across languages on the formation of abstract than of concrete nominal compounds. The appendix to the paper contains a brief examination of English nominal compounds with a primary + tertiary stress pattern (e.g., bookstore) and nominal phrases with a secondary + primary stress pattern (e.g., morning coffee). (Author)

The purpose of this paper is to determine whether the sounds, ?, h, y, and w function as a natural class by investigating the following languages that have a metathesis rule affecting these sounds: Yagua, Zoque, classical Greek, Mandaic, Akkadian, Hanunoo, Tubatulabal, Twana, and Hungarian. The paper is divided into four parts. Section 1 briefly describes the rules in the nine languages chosen for the study. Section 2 explores the possibility of an implicational hierarchy of glides. Section 3 consists of some hypotheses about the motivation for metathesis, and the final section is a list of six additional languages which, because of insufficient data, are not included in the main arguments of the paper. (Author/PMP)

This resource paper on geographical spatial diffusion is part of a series designed to supplement undergraduate geography courses. Focusing on the unfolding of man's patterns over geographic space and through time, the paper provides the basic theoretical background of this new, rapidly growing area of geography. Following a short introductory section, chapter two outlines the various carriers and barriers to both physical and cultural diffusion. Carrier processes may take the form of expansion, relocation, hierarchical filtering, or contagious diffusion as with diseases. Barriers to diffusion may be physical or cultural, such as differences in languages or levels of technology. Since spatial diffusion takes place on many different scales, chapter three focuses on the various models of individual or micro-level diffusion, urban diffusion, regional diffusion, and macro-level (or national and international) diffusion. Chapter four discusses the frontiers of diffusion research. Also included is a list of further readings and illustrative references. (Author/DE)

This paper compares population growth and affluence in developed nations in which per capita income and consumption have been relatively high, and in developing nations in which per capita income and consumption have been relatively low. The paper is one in a series of occasional publications intended to increase understanding of the interrelationships between population growth and socioeconomic and cultural patterns throughout the world, and to communicate this understanding to scholars and policy makers. In this publication, the author uses the consumption of energy and steel between 1950 and 1970 as primary indicators because of the obvious implications of the growth of such parameters upon the environment and the world resource base. Graphs and tables are provided. (Author/RM)

This document is a collection of three papers originally prepared as part of a series of public lectures presented by the Faculty of Education at the University of Rhodesia. Each paper stresses the vital need to examine assumptions made about the pupil in school to see whether provisions made for him are really in accordance with his present and future needs. Titles of the three papers are: "The Early Years: The Vital Years of Childhood,""Sex Bias as a Variable in Primary Education," and "Sex Differences in Scientific and Mathematical Competence at Adolescence." (Author/JMB)

This bulletin presents abstracts of papers presented at St. Louis, Missouri, February 26-29, 1912, before the National Council of Education of the National Education Association; the Department of Superintendence of the National Education Association; the Department of Normal Schools of the National Education Association; the National Society for the Study of Education; the Society of College Teachers of Education; and the National Committee on Agricultural Education. Abstracts of papers presented to the National Council of Education, National Education Association include: (1) Economy of time in education (James H. Baker and James M. Green); (2) Economy of time in elementary and education (James H. Van Sickle); (3) High-school preparation of candidates for normal schools (David Felmley, J. H. Phillips, Homer H. Seerley, and Charles S. Chapin); (4) High-school preparation of normal-school candidates, from the high-school point of view (J. Stanley Brown); (5) Health problems in education (Thomas D. Wood); (6) Securing public support for health work in schools (William H. Allen); (7) Status of the country school (E.T. Fairchild); (8) Consolidation of rural schools (Adelaide Steele Baylor); (9) Standardization of the country schools (Thomas H. Harris); (10) Rural-school funds--their source and distribution (Edward C. Elliott); (11) The rural-school plant (Luther L. Wright); (12) The problem of rural education (David Snedden); (13) The problems of standards or tests of the efficiency of schools or systems of schools (George Drayton Strayer, Carroll G. Pearse, Charles H. Judd, and Lotis D. Coffman); and (14) Standards and tests of rural-school efficiency (Edward C. Elliott). Abstracts of papers presented to the Department of Superintendence, National Education Association include: (1) Waste and efficiency in school studies (W. H. Elson); (2) Departmental teaching in the elementary grades (W. L. Stephens); (3) The child v. promotion machinery (D. E. Phillips); (4) Some adjustments and changes in the course of study, and school organization suggested by the needs and the capacities of children that vary from the standards set for average pupils (D. H. Christensen); (5) A reorganization of our school system (J. H. Francis); (6) The value of the educational commission in determining the efficiency of a city school system (Calvin N. Kendall); (7) The relation of an urban community to its public-school system (Martin G. Brumbaugh); (8) How may a community learn its unmet school needs? (William H. Allen); (9) Quantitative tests in education (George H. Chatfield); (10) The function of the kindergarten in the public-school system (Lucy Wheelock); (11) Duty of superintendents in the enforcement of child-labor laws (Owen R. Lovejoy); (12) How far shall the public-school system care for the feeble-minded? (James H. Van Sickle); (13) Do schools of trades meet the needs of city children for vocational training? (Carroll G. Pearse); (14) How should the school system contribute to an intelligent choice of vocation on the part of the pupil? (George Platt Knox); (15) The education of girls (I. D. Harvey); (16) The educative value of the study of agriculture (Earl Barnes); (17) The next step in teaching agriculture in rural schools (E. C. Bishop); (18) Types of special schools in the larger American cities (Andrew W. Edson); (19) A definite propaganda to impress upon the American mind the necessity of an expansion of the field of education to provide as ample facilities for education by work and education by play as are now provided for education by study (M. G. Brumbaugh); (20) The scientific study of arithmetic work in school (J. T. Giles); (21) The utilization of the school plant (William Wirt); (22) Vocational guidance (Meyer Bloomfield); (23) The schoolhouse as the civic and social center of the community (Edward J. Ward); (24) The bookman in his relation to the textbook problem (Frank A. Fitzpatrick); (25) Effect on education and morals of the moving picture shows (Joseph R. Fulk); (26) Standardization of janitor service (G. M. Wilson); and (27) Relative cost of education of high and elementary school pupils (E. O. Holland). Abstracts of papers presented to the Department of Normal Schools, National Education Association include: (1) Attitude of the normal schools toward education (W. J. Hawkins); (2) Work of the normal school in the reorganization of the elementary school curriculum (Eugene W. Bohannon); (3) Place of the normal school in agricultural education (E. E. Bacomb); (4) Place of the State normal school in agricultural education (W. M. Stewart); and (5) A plan of normal school statistics (Homer H. Seerley). Abstracts of papers presented to the National Society for the Study of Education include: (1) Classification of plans for industrial training (Frank Mitchell Leavitt); (2) Prevocational industrial training in the seventh and eighth grades (George A. Mirick); (3) The separate or independent industrial school (M. W. Murray); (4) The separate technical high school (James F. Barker); (5) Industrial training in the cosmopolitan high schools (H. B. Wilson); (6) The public trade school (Charles F. Perry); (7) The part-time cooperative plan of industrial education (Adelbert L. Safford); (8) The Cincinnati continuation schools (Pliny Johnston); (9) Vocational guidance (Meyer Bloomfield); (10) Training of teachers for secondary courses in agriculture (A. C. Monahan); (11) The vocational agricultural school. With special emphasis on part-time work in agriculture (R. W. Stimson); (12) State aided departments of agriculture in public high schools (Dick J. Crosby); (13) High-school agriculture without State subsidy (W. H. French); (14) In public high schools should agriculture be taught as agriculture or as splendid science? (William R. Hart and G. F. Warren); (15) What should be the difference between graduate and undergraduate work in education (Edward F. Buchner); (16) Relation of normal schools to departments and schools of education in universities (George F. James, Charles H. Johnston, and Elmer E. Jones); (17) Undergraduate degrees in education in various colleges and universities (James E. Lough); (18) Undergraduate degrees in education in various colleges and universities: Outline of a course in school hygiene (William H. Beck); (19) Undergraduate degrees in education in various colleges and universities: Their academic and professional requirements (Anna Jane McKeag); (20) The present status of education as a science: The problem of educational psychology (V. A. C. Henmon); (21) The present status of education as a science: The principles of education (William C. Ruediger); (22) The present status of education as a science: The principles of education (Bird T. Baldwin); and (23) The present status of education as a science: Educational methods (S. Chester Parker). Abstracts of papers presented to the National Committee on Agricultural Education include: (1) Definiteness in agriculture (A. B. Hess); and (2) What Uncle Sam carries in the second-class mail: Does this help the farmers or other industrial workers? (J. W. Heston and Manley J. Wixson). An index is included. [Best copy available has been provided.]

A selection of papers on Asian population trends and educational development is presented in four parts. Part I defines the major components of Asian population growth as the rapid decline in mortality after 1945, relative increases in the population of less developed regions, accelerated fertility potential, and unequal distribution of wealth. Education is characterized by unequal opportunity and a high dropout rate in primary grades. Part II views rapid population growth as an obstacle to progress and discusses the shortage of capital, the employment dilemma, rising costs of services, social development, and the difficulties of setting educational priorities. Case studies are presented which focus on educational expansion and equality in Japan, Sri Lanka, Pakistan, Thailand, and Singapore. Part III focuses on rural-urban migration and highlights the problems of this migration with case studies of India, Japan, and Indonesia. Part IV discusses the need for educational innovation and suggests that planners redefine educational objectives more democratically. This section discusses international cooperation in education, radical policies for rural areas, local input into the educational system, and the importance of family planning. A selected bibliography is included. (Author/DB)