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The first of 3 volumes of position papers presented at the first Native American Teacher Corps Conference (Denver, Colorado; April 26-29, 1973) presents 8 position papers and 3 addresses. The content is: (1) addresses; (2) on Indian's education; (3) culture and education; (4) theoretical construct of the ideal school system for American Indians...K-Life; (5) developing a Native American Studies Program; (6) Indian health professionals; (7) value conflicts as a cause for dropouts; (8) the role of communications in Indian life; and (9) Teacher Corps: a model for training teachers. (FF)

The second of 2 volumes of position papers presented at the first Native American Teacher Corps Conference (Denver, Colorado; April 26-29, 1973), is composed of 8 position papers. These include: Indian education: the rights of a people; education and politics; school as it relates to present and future societies; multi-cultural teacher education center at Rough Rock; the visual achievements of the 19th century Plains Indians; crisis in red and white; early childhood in Indian communities; and HEW and state responsibilities to Indian education. (KM)

The theme of this collection of papers focuses on emerging patterns of interest within the language teaching profession. The papers discuss (1) trends in language teaching, (2) FLES redefined, (3) educational objectives, (4) personal experiences of a language teacher, (5) public relations success stories, (6) the less-able student of foreign languages: heterogeneous versus homogeneous grouping, (7) student-centered learning, (8) evaluation of the less-able student, (9) culture, (10) teacher-developed materials, (11) televised Spanish programs, (12) teacher preparation, (13) college teacher supervision, (14) teaching methods, (15) guidance counselors, administrators and foreign languages, and (16) community attitudes toward language instruction. (RL)

THIS DOCUMENT IS A COLLECTION OF ARTICLES WRITTEN BY MEMBERS OF THE COLORADO INDIAN EDUCATION WORKSHOP. THE ARTICLES ARE CONCERNED WITH THE PROBLEMS OF SOCIAL, CULTURAL, MORAL, EMOTIONAL, AND INTELLECTUAL DEVELOPMENT OF BILINGUAL-BICULTURAL CHILDREN, AS A MEANINGFUL CURRICULUM IS DEVELOPED TO CORRELATE WITH THEIR SOCIAL AND CULTURAL ENVIRONMENT. THE CHILDREN CITED IN THE ARTICLES ARE--NAVAJO, APACHE, PUEBLO, COMANCHE, UTE, ESKIMO, AND SPANISH-AMERICAN. (JH)

THE FIRST SECTION OF THIS BOOK COVERS THE HISTORICAL AND CULTURAL BACKGROUND OF THE SAN CARLOS APACHE INDIANS, AS WELL AS AN HISTORICAL SKETCH OF THE DEVELOPMENT OF THEIR FORMAL EDUCATIONAL SYSTEM. THE SECOND SECTION IS DEVOTED TO THE PROBLEMS OF TEACHERS OF THE INDIAN CHILDREN IN GLOBE AND SAN CARLOS, ARIZONA. IT IS DIVIDED INTO THREE PARTS--(1) PHONICS AND LANGUAGE ARTS, (2) METHODS AND ACTIVITIES USED IN TEACHING NUMBERS IN KINDERGARTEN, AND (3) PROBLEMS IN COMMUNICATION AT THE HIGH SCHOOL LEVEL. THE THIRD AND FOURTH SECTIONS ARE CONCERNED WITH THE HEALTH CONDITIONS OF THE SAN CARLOS APACHES, COUPLED WITH A PRELIMINARY OUTLINE OF SAN CARLOS SCHOOL PROBLEMS AND PROPOSALS TO SOLVE THOSE PROBLEMS. (ES)

The thirteen papers in this collection were presented at the eleventh Annual Meeting of the Midwest Modern Language Association in 1969. The general concern of the collection is an examination of the relationships between literary and social criticism and culture. The first section, consisting of four papers, includes "The Present Plight of a Man of Letters,""Whatever Happened to Criticism,""Cultural Elitism and the Study of Literature," and "Social and Literary Values and their Analogical Resemblances." The second section, consisting of nine papers, includes "The Irony of Nature: Tennyson's 'Idylls' and the Problem of Culture,""Baudelaire: Literary Criticism and the Advent of Technology,""Matthew Arnold and the Castration of Culture,""Some Aspects of Nineteenth-Century Russian Criticism,""Culture and Counterfeit,""Dreiser and Fitzgerald as Social Critics,""Sherwood Anderson and the Coming of the New Deal,""Czech Literature in the 1968 Crisis," and "The Concept of Formula in the Study of Popular Literature." (DI)

THIS REPORT CONSISTS OF A DETAILED DISCUSSION OF THE JUVENILE COURT SYSTEM AND THE PREVENTION OF DELINQUENCY. THE COMMISSION'S RECOMMENDATIONS ON JUVENILE DELINQUENCY INCLUDE THE AREAS OF THE JUVENILE JUSTICE SYSTEM, HOUSING AND RECREATION, FAMILIES, INVOLVING YOUTHS IN COMMUNITY LIFE, SCHOOLS, AND EMPLOYMENT. THE APPENDIXES, WHICH CONSTITUTE THE MAJOR PART OF THIS VOLUME, INCLUDE FOUR ON THE JUVENILE COURT--SUPREME COURT DECISION (IN RE GAULT) DEALING WITH THE ISSUES OF THE JUVENILE JUSTICE SYSTEM, PAPERS BY ROBERT VINTER AND EDWIN LEMERT, AND THE 1966 CHILDREN'S BUREAU SURVEY OF JUVENILE COURTS AND PROBATION SERVICES. HENRY D. MC KAY REPORTS ON CRIMINAL CAREERS OF MALE DELINQUENTS IN CHICAGO AND TRENDS IN RATES OF DELINQUENCY IN CHIAGO. OTHER PAPERS DISCUSSING ASPECTS OF DELINQUENCY ARE--THE YOUTHFUL OFFENDER (MILTON LUGGER), ECONOMIC FACTORS (IVAR BERG), RECREATION (BERTRAM M. BECK), THE FAMILY (HYMAN RODMAN AND PAUL GRAMS), THE SCHOOLS (WALTER E. SCHAFER AND KENNETH POLK), A U.S. OFFICE OF EDUCATION REPORT ON DELINQUENCY AND THE SCHOOLS, RELIGION (JOSEPH P. FITZPATRICK), COMMUNITY ACTION (KENNETH POLK), AND SOCIAL DEFINITION (CARL WERTHMAN), ASSESSMENT AND PREDICTION METHODS (DON M. GOTTFREDSON), THE CULTURE OF YOUTH (MARVIN E. WOLFGANG), AFFLUENCE (JACKSON TOBY), PREVENTION (VIRGINIA M. BURNS AND LEONARD W. STERN), AND PREVENTION AND CONTROL (STANTON WHEELER, LEONARD S. COTTRELL, JR., AND ANNE ROMASCO). THIS DOCUMENT WAS PUBLISHED BY THE U.S. GOVERNMENT PRINTING OFFICE AND IS FOR SALE BY THE SUPERINTENDENT OF DOCUMENTS, WASHINGTON, D.C. 20402, FOR $2.00. (JA)

This monograph contains papers presented at a symposium on the values, goals and career concepts of youth. The first article discusses cognitive personality theory which maintains that all behavior is a judgmental process carried out upon stimuli which impinge upon the organism. Major issues in general behavior theory are presented followed by a discussion of how these issues might be regarded within a cognitive theory approach. The second paper brings to bear some of the recent conceptions and findings from the area of person perception to the understanding of perception of self with attention focused on ways in which such ideas can be relevant to the work of college counselors. The next paper deals with the application of some social learning concepts to an analysis of some salient problems in our society. It is concerned with the following four areas in which our society has built into it serious culture conflicts: education, occupation, and recreation; love and marriage; friendship and social acceptance; and morality. The last article presents an overview of student personnel services in Georgia's Area Vocational Technical Schools. (RSM)

The papers in this volume, read at the second national TESOL (Teaching English to Speakers of Other Languages) conference, are grouped by general subject as follows: (1) TESOL as a Professional Field--C.H. Prator, J.M. Cowan, T.W. Russell, J.E. Alatis; (2) Reports on Special Programs--H. Thompson, A.D. Nance, D. Pantell, P. Rojas, R.F. Robinett, B.E. Robinson, E. Ott, S. Hill, M. Finocchiaro; (3) Some Key Concepts and Current Concerns--W.F. Twaddell, R. Lado, V.F. Allen, B.W. Robinett, C.W. Kreidler, P. Strevens, J.D. Bowen, R.B. Lees, M. Joos, A.L. Becker, J.A. Fishman; and (4) Materials and Aids: Their Preparation and Use--K. Croft, F.C. Johnson, S. Ohannessian. The Conference Program is appended. See AL 002 208 for Series I and AL 002 064 for Series III. Papers from TESOL Conferences held after 1966 have appeared in the "TESOL Quarterly" as separate articles, not in series form. (AMM)

This paper offers some theoretical proposals for a radical re-thinking of educational theory. Rather than offering concrete methods for reform, it seeks to point out the general direction for change if education is to strive toward the liberation of man. The relationship of man to history, culture, and knowledge is considered, as is the role of the school and the university in the educational scheme. (VM)

The introductory statement to the plenary session of the Ninth World Congress of the International Political Science Association announces the first of two major themes, politics between economy and culture. This theme is described as investigating the culture-economy dialectic at all levels of politics -- global, territorial, national, community, and individual. The statement describes several models and analytical tools related to the disciplines at the two polar ends of the dialectic: economics and linguistics. The papers presented within this theme are on the following topics: Economic Models for Political Analysis: Markets, Elections, Public Goods; The Cultural Analysis of Political Action: Codes, Meanings, Styles; Models of Policy: Social, Economic, Cultural; Center vs. Periphery: Economic, Culture and Ideological Dimensions of Territorial Conflict; Economic Class and Cultural Identity; The Politics of Linguistic Conflict; Religion as a Factor in Identity-Building; Economy and Culture in the Politics of Nation-Building; The Politics of Regional Integration; Economic Interdependencies and Cultural Entrenchments; The Political Roles of Violence; and the Political Economy of Mass Communications. Instructions for ordering conference materials are included. (Author/KSM)

Collected here are ten unpublished work papers from a 1962 Seminar in Seattle, held for the purpose of evaluating the interdisciplinary needs of the doctoral candidate who is receiving special training to organize the teaching of foreign languages in schools and universities. Authors are Dwight L. Bolinger (linguistics), John B. Carroll (programed instruction), Jacqueline E. de La Harpe (teaching literature), Charles A. Ferguson (linguistics), Ronald Hilton (culture), Wallace E. Lambert (psychology), Morris E. Opler (cultural anthropology), Irving J. Saltzman (psychology), Stanley M. Sapon (programed instruction), Henry Lee Smith (culture). Included also are six short reports which summarize and interpret discussion at the seminar. (KM)

THE TWO COURSES, COMMUNITY DEVELOPMENT IN INDIAN EDUCATION AND EDUCATION OF THE INDIAN ADULT, WERE OFFERED FOR THE SECOND TIME DURING THE SUMMER OF 1963 AT ARIZONA STATE UNIVERSITY. THIS DOCUMENT IS A RESULT OF THE COMPILATION OF 32 PAPERS PREPARED BY THE STUDENTS FROM THESE 2 CLASSES. THESE PAPERS PERTAIN TO VARIOUS SUCCESSFUL COMMUNITY DEVELOPMENT PROGRAMS ON INDIAN RESERVATIONS IN THE SOUTHWEST AND TO UNIQUE INDIAN ADULT EDUCATION APPROACHES. BIBLIOGRAPHICAL REFERENCE SECTIONS ACCOMPANY SOME OF THE PAPERS. (ES)

THIS COLLECTION OF PAPERS HAS BEEN PREPARED TO HELP THE TEACHER UNDERSTAND THE PROBLEMS RELATED TO THE CHILD'S DEVELOPMENT OF CULTURE AND PERSONALITY. IT IS ASSUMED THAT KNOWLEDGE OF THE SOCIO-CULTURAL MILIEU ADDED TO KNOWLEDGE OF THE BIO-PSYCHOLOGICAL WILL ENHANCE THE EFFECTIVENESS OF TEACHERS. THE PAPERS INCLUDED ARE TITLED AS FOLLOWS--(1) AMERICAN CULTURE, (2) MEXICAN POPULATION IN SOUTHWESTERN UNITED STATES, (3) THE SOCIAL HISTORY OF SPANISH-SPEAKING PEOPLE IN SOUTHWESTERN UNITED STATES SINCE 1846, (4) THE SPANISH-SPEAKING PEOPLE OF THE SOUTHWEST, (5) CULTURE PATTERNS OF THE SPANISH SPEAKING COMMUNITY, (6) MANANA IS TODAY, (7) LANGUAGE BARRIERS IN INTERCULTURAL RELATIONS, (8) SPANISH, MEXICAN, NATIVE - THE PROBLEMS OF NOMENCLATURE, AND (9) CULTURAL FACTORS IN PUBLIC HEALTH. (ES)

This conference report is comprised of 23 papers which represent the Third National Conference of the Tri-University Project in which faculty members from more than 60 institutions work with the staffs of three universities (New York University and the Universities of Nebraska and Washington) to determine how elementary school teachers ought to be trained. The papers deal with the general lack of knowledge about children in our culture and the too frequent failure to reach them, the reasons for the failure of higher education to encourage competent teaching, the results of cooperation between the disciplines and education, possible influences that higher education might have on public schools, the effect of more adequate professional training in clinical schools, and the problem of training teachers to allow children to think and to imagine. In addition, the report contains the recommendations of the Conference concerning the recruitment and training of better teachers. (JS)

The document reports on The First Convocation of American Indian Scholars, which was attended by professional people, artists, traditional historians, etc. As noted, the 4-day convocation was conceived, organized, and directed entirely by Native Americans and was limited to 200 participants, among whom were 36 Native American students. The document is a record of the assembly presentation, papers given at panels, and discussions held at the convocation only, since a comprehensive report of the proceedings would have been too voluminous. As stated, the aims of the convocation were to form a solid basis for educational accomplishment and to unite the scholarly forces on behalf of Native Americans. Among the 15 papers included in the report are (1) American Indian Philosophy and Its Relation to the Modern World, (2) Implications of the 1968 Civil Rights Act in Tribal Autonomy, (3) The American Indian in American History, (4) Native American Studies Programs: Review and Evaluation, (5) Native Arts in America, (6) Modern Psychology and Child Development: The American Indian Case, and (7) Red Power: Real or Potential. The document concludes with a list of convocation participants. (EL)

The traditional ways of American Indian life and the more contemporary life styles are described in this paper. The conflicts which currently exist between the Native American subcultures and the mass culture are described in terms of "culture clash". It is noted that the traditional values of Native American societies were deeply rooted in their religious beliefs. The harmonious blending of the individual and the group with the forces of nature in the traditional Indian way is in conflict with the mass culture. Other areas in which this conflict occurs include tribal government, the concept of power, the social environment, and justice. The influences of the American Indian Movement and the Bureau of Indian Affairs on various areas of this conflict are described. (PS)

A study to investigate the significance of teacher decisions concerning the social and physical dimensions of the Open Classroom was conducted. Preliminary observation reviewed teacher goals and decisions for the Open Classroom. This research is based upon Hall's theory of culture reflecting the communication model. There are five basic structural components in the theoretical model of decision making: (1) the period of decisions, (2) the locus of activity, (3) the interactive phenomenon involving the above activity, (4) the composite of decisions forming a pattern, and (5) the consequences of the decisions. The point is made that the levels or criteria of decision making directly affect the structural components of the teacher decisions and that the levels or criteria of decision making are represented by the policy goals, technical goals, and the institutional goals of the curriculum. The preliminary phase of the research included observing and recording classroom phenomena in the naturalistic situation. Goals centered around the essence of the educational philosophy in the open-concept classroom and learning routine order and providing several options for children. It was found that the teacher is faced with four basic questions concerning the decision for use of Group Meetings: Why it is necessary to have a meeting; What it is for; How the process will be selected; and When would be the most effective time to use the particular Group Meetings. (Author/CK)

This selected partially annotated bibliography of English translated materials on Chinese education since the "Cultural Revolution" is arranged as follows. Section I comprises books and pamphlets. Section II, papers and journal articles, includes "Chinese Education,""Current Scene: Developments in Mainland China,""Daily Report: People's Republic of China,""The Peking Informers,""Selections from China Mainland Magazines,""Survey of China Mainland Press," and "Union Research Service." Section III, magazines, lists "China Pictorial,""China Reconstructs," and "Peking Review." (RJ)

Despite similarities between Hindi and Urdu and mutual intelligibility, at least on the spoken level, slight grammatical differences between the two languages do exist. The treatment of gender provides an example of such differences. Explanation of the actual differences in gender usage can be based on a synchronic, linguistic level as well as on a diachronic, cultural level. First-year students learning these languages, unless well-versed in linguistics or literature, probably do not need to receive such explanations for learning purposes. Such linguistic and cultural complexities are more easily understood by second-year students who have been exposed to other exceptions in Hindi and Urdu grammar and to Indian culture in general. (VM)

The Uppsala International Seminar in Physics assists universities in developing countries in their endeavors to provide a useful and solid training of scientists at all levels (secondary, undergraduate, and postgraduate), to promote basic and applied research within the field of physics, and to demonstrate the fruitfulness of international and regional cooperation and communication. These objectives are met by providing assistance in three forms; fellowships to members of the Swedish research teams, complimentary equipment to supported research teams, the expert advice by able research leaders who make "expert missions" to the nation from which the Fellows have come. The assistance is designed for institutions, not individuals, in the developing countries. By training scientists to cultivate the research needs and priorities of their own localities and by maintaining educational and personal ties between scholars after the ten-week seminar, the program is engaged in dialogical communication instead of the traditional monological approach between the modernized country and the developing country. (EE)

The study of the history of a country must be accompanied by study of all the elements that contribute to its folklore: music, dances, legends, myths traditions, proverbs, and customs. This paper provides examples of elements within the folk tradition of Cuba that contribute to the study of history. The background of several songs, games, and dances is presented. Examples of religious stories and legends are discussed. (VM)

Motivation has been called the most important variable in foreign language learning. Of the possible motivators, that of desire for integration with the culture of speakers of the language correlates most highly with learning success. American Indian students are faced with the need to integrate to a certain extent with speakers of English. Their hopes for jobs and social advancement largely depend on their success in coping with the language and culture of the larger society. Yet many things in their life situation militate against an integrative motivation. The history of white wrongs against Indians, the prejudice that they encounter, and the increasingly militant anti-white attitude of some members of their race make integrative attitudes difficult or impossible. Tests show a positive correlation between low achievement scores, low English scores, and feelings of normlessness, meaninglessness, negative attitude toward school, and low expectations for the future. Problems that are probably more related to the culture of poverty than to ethnicity become polarized in the direction of ethnic identity. The resulting negative attitudes are directed specifically against the white culture and the effectiveness of English language learning may be impaired. Results of an attitudinal test administered to Indians are included. (Author)

An overview based upon papers presented and discussions held at the seminar is presented. The major focus is upon the theme "Auto-Video", emphasizing the assumption by the public of responsibility for its own training, education and culture. The aims are to study the pedagogical and socio-cultural aspects of video technologies and to draw up recommendations to the United Nations Educational, Scientific, and Cultural Organization which will aid its member states in developing and improving video technologies. Section I discusses video technology's importance and reviews eight experimental projects. Section II deals with problems related to new concepts, new audiences, new teachers, new producers, new documents and new systems. A brief concluding section lists some recommendations. A list of participants, a roster of working documents and a bibliography are appended. (Author/PB)