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The nine papers presented in this report attempt to discuss and describe Canadian library networks and systems as they exist today and as they are being planned for future development at the local, provincial, regional, and national levels. The first report provides, as an example, an overview of library systems and networking in Britain as they have developed since the passage of the Public Libraries and Museum Act of 1964. Other presentations summarize cooperative activities at various levels in Canada: those of the National Library, the National Science Library, and of single provinces or multiprovince regions across the country. In the concluding paper it is pointed out that all of the existing cooperative activity does not yet add up to a Canadian library network, which will not be realized without commitment and five major prerequisites: agreement on objectives, on a plan and on standards, plus money and legislation. (SL)

This paper attempts to document the cultural influences which the United States exerts over Canada because of Canadian reliance on foreign news agencies, especially news services that are located in the United States. The print material used to document this paper was drawn from a 1967 study of news flows for the Canadian Department of External Affairs and a 1969 content analysis of 30 Canadian dailies for the Special Senate Committee on the Mass Media. The broadcast material was gathered in a series of interviews done especially for this paper. The data in this case study is presented in both narrative and table form and the extent to which Canadian newscasts follow the American format and content when they are recorded for rebroadcast is examined. This news policy is especially significant when news is translated into French, but contains an American perspective on world events. The paper concludes with a five-point plan to solve the problem of Canadian reliance on foreign agencies for news. (RB)

This paper explores the perceived threat of American cultural "imperialism" in Canada, the effect of constant exposure to American broadcasting on the Canadian national identity, the role broadcasting plays in shaping Canadian identity, and the efforts by the Canadian government to "Canadianize" its broadcasting. A brief history of the broadcast media and Canadian-American relations is presented along with reports which emphasize the vital role played by the media in establishing Canadian identity. Special attention is given to the development of Canadian cable television which has a special function within the broadcasting system. (RB)

A research team from the School of Journalism at Carleton University in Ottawa, Canada, designed a research methodology for tracing the flow of interpersonal communication in a community in a crisis situation. They devised a completely detailed research plan including advance arrangements, a trained research team, a suitable survey instrument, and arrangements for a standby sample. For the study, they selected nine test communities in Ontario and the Atlantic provinces. During the first year of operation, the team encountered a shoot-out involving the murder of a policeman and a subsequent manhunt in one community, and a severe blizzard immobilizing another community for 48 hours. While this paper explains the methodology rather than outlines the results, some of the conclusions given include: (1) there is clear support for the multiple-step model; (2) evidence supports the idea of multiple-step flows without any involvement from the media; (3) there is some evidence that deviating chains originate around the scene of the disaster or very quickly after the impact of the event; (4) the longer the chain, the more likely the originating source will be a person involved rather than a media source; and (5) overhearing is a significant part of a long chain. (TO)

A study of the current expressed reading interests of children in the first two years of school conducted in ten countries--Austria, Canada, England, Israel, Italy, Japan, the Netherlands, Panama, Sweden, and the United States--is reported in this paper. Over 2,000 children drew pictures about what they would best like to read or have read to them. They were then interviewed for additional information in an attempt to ascertain the derivation of their interests. Specific topics drawn and/or stated by the children are listed along with the categories into which topics were placed. Three of the conclusions appearing to grow out of the study are: although some significant differences emerged from country to country, there were more similarities in interests across the ten countries than differences; fairy tales and fantasies were the most preferred expressed reading interests of first- and second-year children in the ten countries; and reading interests of second-year children demonstrated more preferences for nonfictional topics than the interests of first-year children. (Author/WR)

Current curriculum evaluation models tend to cater to desirable or ideal situations and offer little help to the evaluator of ongoing curricular innovations, many of which are characterized by little assistance or control of implementation, little monitoring or supervision of operation, and haphazard postimplementation modification or development. This paper describes the conception, operationalization, validation, and role of an Arbitrary Implementation Scale (AIS) in an ex post facto curriculum evaluation model which facilitated the provincewide assessment of an inquiry oriented junior high school science curriculum in Saskatchewan operating within the context described above. The AIS is included in the appendix of this report. (Author/RC)

A procedure for predicting categorical outcomes using categorical predictor variables was described by Moonan. This paper describes a related technique which uses prior probabilities, updated by joint likelihoods, as classification criteria. The procedure differs from Moonan's in that the outcome having the greatest posterior probability is selected as the prediction regardless of misclassification cost. It also differs in method of screening and weighting the predictor variables, and treats the problem of small-sample bias. Applications, to date, are in the analysis and use of questionnaire responses to predict categorical outcomes, namely, voluntary, academic, and military attrition from a Service College. Classification efficiency appears to be comparable to that of the Moonan technique. (Author)

Presented are a summary and working papers of a seminar that included participants from the Regional Development Program of the Organization of American States and heads of universities in Latin America and Canada. Following a brief overview of the issues, topics discussed are: (1) intercultural contact; (2) internationalization of the university; (3) international education; (4) educational reform; (5) some guidelines for international education; (6) an international curriculum; (7) the new University of the America's; (8) internationalization of the United States; (9) international education exchange; (10) the college and the urban community; (11) university education as a communication process; and (12) internationalizing the curriculum through the arts. (Author/KE)

Despite massive inputs of resources during the last 15 years, and despite numerous "adoptions" of educational innovations, very little significant change has occurred at the school level corresponding to the intended consequences of these innovations. The modal process of change has been characterized by a pattern whereby innovations are developed external to schools and then transmitted to them on a relatively universalistic basis. Instead of innovations being viewed as part of a universe of means, schools are viewed as part of a universe of adopters. This paper is based on a large scale research project involving students, parents, and teachers in 46 Ontario elementary and secondary schools. This study was conducted in order to facilitate students, parents, and teacher understanding of their roles in the educational change process at the school level by gathering, feeding back, and helping to derive action implications of data on the roles and role relationship of these groups and the nature of their involvement in the school. (Author/DEP)

Efforts of Native organizations, coordinated through the National Indian Brotherhood, resulted early in 1973 in acceptance by the Canadian Department of Indian Affairs of the policy paper, "Indian Control of Indian Education", which legally gives Indian, Metis, and Inuit people control over their own schools. The paper explains the environmental, economic, language, family, value, and teacher differences that make northern education unique from that of the majority culture of southern Canada. In Saskatchewan, programs concerned with intercultural education are an important component at the university level. The University of Saskatchewan, in cooperation with the Federation of Saskatchewan Indians and government agencies, is involved in study and training areas for Indian, Metis, and Inuit students. The Indian and Northern Education program within the College of Education at the university is the oldest and largest of the special intercultural programs. Related programs include the Indian Teacher Education Program, Indian and Northern Curriculum Resources Center, and the Indian and Northern Curriculum Materials Project. General suggestions for the future particularly emphasize the need for solid research on the effectiveness of established programs before designing additional northern educational programs. (KM)

Discussing the professional expert involved in local projects, the paper examined the dilemma of trying to find the proper place for this resource person in the many community-based, action-oriented curriculum development projects being developed for Native peoples. The 3 broad categories of involvement are social, administrative, and technical. This paper discusses the technical level of involvement and its implications for administration of local projects. In this day of local control and relevant curriculum, the only role of a professional resource person is that of technician. Unfortunately, that is not the role he has assumed. In local projects, the professional resource person is given the job of translating the desires of the locality, as expressed to him, into a proposal for funding. Even though the resource person may not name himself as an administrator, the importance accorded the professional is commensurate with his vision of his own contribution. But the role of the expert and/or specialist is changing -- the "new interculturalist" is essentially a translator and facilitator, an expert who brings the technical expertise to bear on the local situation in just the measure of its applicability is defined by the locality. There is a body of young Native people who know enough about the various disciplines that they can take on the job of administration and evaluation of the competence of experts in light of community goals. (KM)

The workshop was convened by the Social Science Research Council of Canada as part of its annual meeting. Its purpose was to explore the possible usefulness of a large-scale conference on the same topic. The three papers presented are included in the final report: (1) social science research needs of smaller Canadian universities (John T. Sears); (2) social science research in small Canadian universities (John R. Hofley); and (3) the problems of social science research in small or new Canadian universities (in French, Andre Bernard). In the papers and the discussion that followed, an assumption was borne out: that little social science research is effectively carried out in these institutions. Additionally, it was also seen that there is in the smaller institutions a growing conflict between increasing pressure for more research activity and the inadequacies of the current situation for conducting research. Two factors are identified as accounting for the difficulty in conducting research: (1) the virtually exclusive undergraduate teaching orientation of the institutions, and (2) their lack of research facilities. (MSE)

Speakers at the Coombe Lodge study conference covered a wide range of subjects related to the continuing education college and the community. They include: adult education: the Russell Report, the community, and the college (D. J. Moore); the FE college and the community (A.N. Fairbairn); the Abraham Moss Centre (R. Mitson); the community college in Canada (D. Harrison); immigrant groups in the community (V. Stern); marketing the college (G. J. Bolt); the arts in the community (G. J. Spence); introduction to Project A (C. M. Turner); and introduction to Project B (C. M. Turner). The last two projects are for the consideration of (1) general problems relating to a college's involvement with the community, and (2) development of processes to respond to community needs through the college. A list of conference participants and a brief bibliography are included. (Author/MSE)

The Generic Skills project is a research study being conducted in Canada to determine those overt and covert behaviors which are fundamental to the performance of many tasks and sub-tasks performed in a wide range of occupations. Data aimed at determining the needs for adult education and training have been obtained in two surveys. In the first, 340 workers and their 340 supervisors in 27 different occupations answered questions related to mathematics and communications skills. In the second survey, 490 workers and 480 supervisors in 37 occupations, 18 of which were repeated from the first survey, completed questions related to mathematics, communications, interpersonal, and reasoning skills. From the data, certain core skill requirements for work performance appear evident. All occupations require reading and listening at least the literal level of comprehension--reading forms and writing words/phrases on forms. Most of the skills of one-to-one conversation are common requirements and all occupations require instructional communication, the ability to demonstrate and instruct. Complete data are presented in tabular form and conclusions and implications are discussed. (TO)

The aim of this study was to test a hypothesis derived from the Cognitive Clarity Theory which compares Indian and non-Indian children in two localities of British Columbia. It was hypothesized that, in comparison with Indian children, the non-Indian children would show significantly superior performance on objective tests of cognitive clarity in learning to read. The subjects consisted of kindergarten children from two school districts. In District 1 all the Indian boys and girls were tested and compared with a sample of non-Indian boys and girls selected by random procedures. In District 2 the same sampling procedure was followed. Five subtests of the Canadian Reading Readiness battery were administered to the subjects. This test is experimental and contains the following subtests: orientation to literacy, understanding literacy behavior, technical language of literacy, visual letter recognition and letter-name knowledge, and initial phonemes. The results supported the hypothesis derived from the Cognitive Clarity Theory of learning to read. The Indian children were significantly less able to recognize the acts of reading and writing, their ability to recognize and name letters was significantly poorer, and their concepts of word and letter were significantly less than those of the non-Indian children. (WR)

Research was conducted in 1972 to evaluate a program designed to improve the science teaching in grades seven, eight and nine in the Province of Saskatchewan. Since the program included a strategy for implementation and the use of an instructional package, a two-part evaluation was conducted. A general survey was used to evaluate the implementation phase and an in-depth study performed on a sample of classrooms to evaluate the effectiveness of the curriculum packages. The results have implications for curriculum change, in addition to assessing modified products from the curriculum reform movement. (Author)

The purposes of this study were to extend the investigation concerning the limitations of quantitative data, explore the need for and use of qualitative data, and to evaluate two chemistry courses (CHEM Study and Modern Chemistry, 2nd edition). In his research, the investigator conducted a partial evaluation of these two courses and assessed the knowledge about science and scientists possessed by grade eleven and grade twelve students in Saskatchewan. Thirty-eight teachers were randomly selected to participate in the study; 28 agreed to do so. Student data were collected via the Nature of Science Scale--form SASK (NOSS), an instrument originally designed to assess the effect of university science programs on university students' understanding of the nature of science; the Science Process Inventory form D-SASK (SPI); and the Test on the Social Aspects of Science (TSAS) which deals with the interaction among science, technology and society. The use of t tests for matched pairs indicated that both chemistry courses had a negligible effect on students' knowledge about the scientific enterprise. Qualitative data revealed a balance between a gain in understanding and an acquisition of misconceptions. Also identified were specific ideas which indicated strengths and weaknesses in students' understanding about science and scientists. (PEB)

A task force was formed to facilitate resource sharing of computer services among Ontario universities. The long range objective was to make available to the universities computer services of the highest quality, effectiveness, and efficiency. Control and financing of the system had to be arranged first. Different system structures were considered before the process approach was selected in order to cope with the rapidly changing world of computer services. The facilitating structure recommended provided for: (1) computer services policy definition and identification of needs at both the institutional and system level; (2) a means of problem perception by analysis of appropriate information; (3) an incentive for institutions to get together to resolve perceived problems; (4) a mechanism for participatory development of detailed proposals and establishment of resource sharing agreements; (5) a means of review and assessment to ensure progress and effectiveness; (6) an environment which encourages initiative; (7) a lower threshold for participation; and (8) a mechanism for ensuring fair and equitable interinstitutional trade. (Author/WCM)