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Generally, business policy is thought of as a course rather than as a field of study or as a broad discipline. This view has limited the development of substantive knowledge unique to the problems of total enterprise management. Evidence indicates that a broader view of these problems and new opportunities for further development are emerging. Strategic management is offered as a label for these broader viewpoints. The central task of the strategic management process is the need to deal with the problems of adapting the total organization to its environment and to environmental changes. Advances will likely come from empirical research and from hypothesis testing of the constructs now developing around the concept of strategic management. This wider view of business policy has a number of teaching implications, especially in light of the need for trained research scholars and teachers to work directly in the new area. (Author/JG)

Four geography concepts illustrate the varied nature of the science and provide a pluralistic basis for uniting professional and pedagogical geography and for promoting communication with laymen. The spatial tradition, based on interest in geometry and movement, separates aspects of distance, form, direction, and position from events themselves. Ancient Greek sailing records first showed this perspective; school teachers and research geographers of central-place theory show it today. The second tradition, area studies, focuses on the nature and character of places, emphasizing literature and history. The academic community recognizes this second tradition, although technical vocabulary isolates professionals from lay teachers. The third tradition, the man-land interrelationship, initially had an environmental perspective and then changed to a cultural one. Today, its acceptance is seen in studies of resource use and conservation. Earth science, the fourth tradition, studies concrete aspects of the physical world. Although geology-based college courses overemphasize physical geography and some social studies curricula reject it, earth science does provide a unified view of the earth as man's habitat. (AV)

In this paper, the author states that certain problems that have typically beset those concerned with professional preparation in physical education are caused by linguistic confusion. For this reason, he undertook a study in which he applied the Austinian technique of analyzing ordinary language to terms that are typically employed in the professional preparation of coaches and physical education teachers. These terms include (1) fact, (2) knowledge, (3) understanding, (4) ability, (5) competency, (6) skill, (7) appreciation, (8) attitude, (9) experience, (10) problem, (11) resource areas, and (12) function. The paper describes the limitations of the study and examines related literature. The methodology involved in using the Austinian technique is also explained. The findings are the definitions of the 12 terms cited above. (RC)

This paper discusses the rationale and teaching methods for a six-week unit, for a high school freshman English Class, on perception, semantics, and writing, which places special focus on developing tension in student writing. The first four objectives of the course focus on perception and the next two focus on semantics. The seventh objective--developing a point of view in an extended definition--is the first writing assignment. The eight objective concerns the revision of the definition paper; the ninth objective asks the student to write a personal narrative that shifts in point in view and evokes within the reader a sense of tension, and the tenth objective requires the student to pass a proficiency test on punctuation. The major portion of the paper discusses the personal narrative assignment, includes a description of preliminary teaching activities designed to motivate the students for writing, and discusses the results of the assignment. A number of the student narratives and a bibliography are included. (DI)

Much research and many publications have dealt with the concepts of rural-urban differences, but the controversy regarding the conceptual clarity of the variables remains. Assuming that these variables need clarification, this paper: (1) examines some of the conceptual and methodological problems involved in rural-urban differentiation, (2) proposes a multidimensional continuum and typology, and (3) tests the empirical utility of this continuum and typology. Using the Wirth-Redfield conceptual framework, these criteria were adopted within a given spatial-temporal context: an urban center, in contrast to a rural one, is characterized by larger size, greater density, and a preponderance of persons engaged in nonagricultural economic activities. In this definition, the demographic dimensions of size and density of population, and the occupational dimension indicating cultural differences are emphasized. There were 18 measures of urbanization employed--11 unidimensional and 7 multidimensional. All of these measures were then correlated with four dependent variables--fertitlity ratio, average number of persons per household, divorce rate, and income differences between professionals and laborers. A rural-urban typology was then developed, based on three major variables--size, density, and heterogeneity. The typological method of analysis compared favorably with the contimuum analysis of rural-urban variations. Additional testing with a Profile of Types of Rural Counties gave further evidence of the empirical utility of a typological analysis of rural-urban differences. (KM)

This paper discusses difficulties in defining Standard American English, and the question of whether there is a need to define it. Several theories on why such a dialect should be defined are described. These are: the "propriety" theory, the "psychological" theory, the "power and prestige" theory, and the "better tool" theory, the "psychological" Standard American English is offered, but it is concluded that there is no real Standard American English to define, and no pressing need to define it. (AM)

Various issues involved in the redefinition of black people, especially as it concerns their education, are addressed in this paper. The cultural context is especially pertinent, as it forces black educators to be explicit about the issue of a distinctive black subculture. Other issues addressed include the following: the society's and in particular, the public school's failure to prepare the majority of black people for the complex, technological society of the present or future, the concept of culture and the problems involved in its definition, factors that set blacks apart from other immigrants in America, slavery, black self-concept, federal funding for the education of the disadvantaged, the dual culturalization processes, language and communication systems and the preservation of culture, the role of the church in the development of the personality of black folks and the role of music -- especially jazz and the blues. Various policy implications derived from the discussion are suggested. Among these are that there should be opposition to the philosophy and value system of this county based on the definition of black people which proclaimed as the supreme law of the land the status of black people as property. The importance of research on the concept of dual, simultaneous culturalization is also stressed. (Author/AM)

In this paper, the author examines the confusion that currently exists concerning the term "physical education." In particular, he analyzes the claim that"physical education" is a "family resemblance" term--a word or phrase which may be used to denote fundamentally different concepts, but concepts in which there is some overlapping of characteristics. The author first discusses three developments in philosophy which have dealt with the function and purpose of philosophy: logical atomism, logical positivism, and ordinary language philosophy. The author then looks at four studies concerned with the meaning of some aspect of the term "physical education." Next, William Frankena's explanation of the various meaning of the term "education" are presented, and the author explains how he came to apply these and two additional meanings to the term "physical education." These meanings include (1) the subject matter, (2) the activity of education, (3) the process of being physically educated, (4) the actual or intended result of 2 or 3, (5) the discipline, and (6) the profession. The author continues his analysis of the term "physical education" with a diagram which includes its various meanings. He concludes that "physical education" has characteristics of both being a "family resemblance: term and of not being one (i.e., it cannot be definitely stated that "physical education" either is or is not a "family resemblance" term). (PCB)

This paper discusses the problem of language standardization in education. The areas to which standardization may refer - phonology, spelling, punctuation, grammar and lexicon - are discussed, and problems associated with efforts to standardize them in schools are pointed out. The position taken is that a decision to promote language standards should weigh the advantages against the disadvantages, i.e., clarity in communication against time and effort needed to implement and teach standard usage. The complex nature of the process of language standardization is described by analyzing six interrelated components: isolation of a norm, assignment of value, establishing a purpose for the norm, acceptance, comparison and time span. Finally, the following criteria are suggested for standardizing or maintaining a standard within the educational domain: the number of styles it is useful to isolate, and whether schools want language standardization. (AM)

This speech presents a review of research concerning the nature of play. Some of the formal characteristics of play are: (a) it is distinct from ordinary life in its "temporariness" and its limitless location; (b) there is an element of tension in play that leads to uncertainty concerning the outcome but at the same time provides the opportunity to test the player's prowess against the rules of the game; (c) even though it is removed from real life, play is quite serious; and (d) play is a voluntary activity that is spontaneous and pleasurable. Informal aspects of play are also cited as described by various writers. The reason man plays is an inner "need" to play--to seek meaning in life by testing himself, by being free with himself, by seeing what is inside himself. The author gives the following reasons as to why the concept of play is important for physical educators: (a) if physical education programs are to contribute to the well-being of children, youth, and adults, then any program of sports and games must be infused with the joyful inner-directed play element; (b) if the need for integration and self-actualization is so great in our society, and if games and sport can enhance the possibility of man's self-awareness, then a basic task of physical education must be to maximize the opportunities for these types of occurrences. (JA)

The effect on concept learning of requiring the memorization of either examples or nonexamples prior to going through a theoretically effective training program was compared to the performance of groups of seventh and eighth graders who either memorized nothing or memorized subconcepts of the concept definition. Correct classification scores and undergeneralization error scores were the primary dependent variables. With both a disjunctive and a conjunctive concept, no significant treatment differences were found with these variables. The three prior-memorization groups took significantly less time to reach criterion in the training program, but took significantly more total instructional time than did the no-prior-memorization groups. (Author)

The research on intercultural communication design illustrates that definitions of propaganda and agitation can be altered if there is a change from an open to a closed culture, or vice versa. Russia and East Germany serve as examples of closed cultures, and the United States is employed on a comparative basis as an open culture. To enhance open culture understanding of the terms propaganda and agitation, the research delineates their closed culture functions. A communication design of the concept of feedback in specific closed culture propaganda and agitation is presented to illustrate intercultural concepts and functions. The design also serves to exhibit the intercultural effect of lack of information, definition confusion, and misconceptions of function. The research stresses that if there is little or no analysis of divergent communication functions and awareness of cultural definition, intercultural understanding may be thwarted and research stymied. (Author/RB)

The implications of career education are considered for handicapped persons. It is explained that career education consists of all experiences for learning about work; and basic definitions are given for "work", "career", "vocation", "occupation", "leisure" and "education". Work as a basic human need and human right is discussed; and economic, sociological and psychological reasons for working are explored. Statistical predictions concerning underemployment and unemployment of handicapped high school graduates during the next four years are cited in order to emphasize the necessity of making career education opportunities available. Stressed as particularly relevant for the handicapped are basic career education principles such as the right to choose from among a wide range of personally meaningful work possibilities and emphasis upon accomplishment and discovery of an individual's talents rather than his limitations. (LH)

Very little is known about the Chicanos in the northern U.S., especially those in the Northwest. Research and writing on Chicanos have concentrated on the Southwest or large urban settings, thus excluding those Chicanos residing in rural settings except for those in the migrant stream. These rural residents have become a forgotten people, overlooked even by their own leaders and authors. Yet, many of the movements which are developing in the Southwest are having an impact on the Northwestern Chicanos. This paper discusses the extent to which ties with the Southwest might have been broken by these Chicanos. Three types of generational configurations are discussed: (1) the recently settled migrants, (2) the sons and daughters of these migrants, and (3) the grandchildren. Various definitions of social problems by social scientists are discussed as they relate to the Northwestern Chicano. (NQ)

This paper represents introductory class material on linguistics. A definition of "linguistics" is attempted through a definition of "science" and "language." The American structuralist conception of linguistics as a science is characterized by the view that linguistics is the application of the inductive methods to the collection and analysis of language data. The generativist conception of linguistics as a science is characterized by the view that the description of a language is a deductive theory in which the sentences of the language are generated from rules of grammar. The language that is studied by a linguist is characterized as "human" and "natural." These terms are examined: human language as opposed to animal communication; and natural language as opposed to artificial and scientific language. Finally, linguistics is distinguished from other disciplines which are also concerned with human language by the fact that language is the primary object of study in linguistics, while in other disciplines language is ancillary. Finally, various branches of linguistics are discussed as they relate to structural and synchronic linguistics. (AM)

The author describes the emergence of community psychology and the disturbing elitism and authoritarianism which are characteristic of it, as well as the maintenance of individual rather than social explanations for phenomena. Disappointed by the absence of radical approaches to community psychology, he traces his personal search for a new definition of the role, beyond uplifting rhetoric and depressing reality. Acting on the idea that the place for psychology was in solving concrete and immediate problems, he became involved in the real lives of people by observing and listening. He began to use his psychological expertise in consultation, training, and research roles, and this evolved into the notion of the community psychologist as a resource broker whose function was to "give psychology away" by linking his bank of resources to a community which cared to use them. The community psychologist, in this sense, may work in a variety of communities or organizations, contributing problem-solving skills from the perspective of the "individual in social context." (Author/PC)

The major goals of education for ethnic minority youth should be to maximize their cultural and social options, to present them with cultural and ethnic alternatives, and to help them attain the skills which they need to function successfully in different co-cultures. The school needs to become a multi-ethnic institution which accepts, encourages, and perpetuates values endemic to diverse ethnic communities. However, focus on ethnic and cultural variables must not divert attention from the role of individual and institutional racism in American society. Effective educational policy and programs must be based on research and theory which focus on both race and cultures and the complex interactions between these two major variables as well as related variables, such as socioeconomic status, ethnicity, values, language, and behavioral patterns. Because of the immense complexity of the problem, there is a need to examine multiple variables in determining causes and to devise effective change programs related to race and education. Further research and analyses need to better clarify the relationship between cultures and race in explaining interracial problems and conflict. Concepts related to race and ethnicity can best guide the research and programmatic efforts in this field. (Author/JR)

The author reviews the literature and offers recommendations regarding the measurement and identification of creative potential. The assessment of creative thinking in measures of intellectual ability is discussed, and various definitions of creativity are cited. Measurement problems are identified and several creativity measures (especially the Torrance Tests of Creative Thinking and Thinking Creatively with Sounds and Words) are described. Results of research concerning the production of analogies are reported and the need for qualitative as well as quantitative analysis is stressed. (LS)

This report treats some of the technical difficulties encountered in lexicological studies that were undertaken in order to establish a basic vocabulary. Its purpose is to show that the computer can overcome some of these difficulties, and specifically that computer programming can serve to establish a vocabulary common to scientific and technical languages. The discussion of the advantages of computer programming centers on the following topics: (1) availability, including a description of the compilation and correction of data, indexing, and programming; and (2) general vocabulary that is scientifically oriented, including a description of the process of choosing and identifying words, and the choice and structure of dictionaries. (AMH)

The traditional dichotomies of urban and rural may no longer be valid. Investigating whether or not there are socially significant areal units to redefine rural and urban areas, the report described one attempt to delineate such units and to test them for sociological utility. Counties were placed in homogeneous social units based upon the characteristics of the resident population. The methods utilized were termed "factor ecology" and the phenomenon chosen for the test of social utility was selected patterns of migration. The latter choice was arbitrary; the emphasis herein concerned methods and their verification. The areas tested -- 208 counties in Missouri and Nebraska -- were for experimental purposes only, but they did represent a broad range of socioeconomic conditions. The process used 8 steps: (1) determine the relevant variables that describe each county's population; (2) subject these to factor analysis; (3) from step 2 obtain the factors and significant variables for each factor; (4) determine the index score for each factor for each county through the use of factor loadings; (5) standardize the index scores; (6) divide the standardized scores into quartiles; (7) delineate the counties into homogeneous, non-continuous social units based upon the quartiles; and (8) test the resulting areal units by comparing them with areal units formed through analysis of migration patterns. (KM)

If the path to a better rural life is to be a change preferred by the rural people involved, recent world experience would suggest that it must be a change born from within the given rural social system, be controlled by its beneficiaries, and be integrated into the larger system of which it is a part. Such a perspective and such a process might be labeled "rural renaissance", for as perspective, it gives priority to the view of the farming family, and as process, it draws initiative and energy from that same family. Rural renaissance, then, may be defined as the marriage between traditional patterns (values, norms, technologies, and behavior) and those innovative patterns which result in the birth of change. Since values and beliefs vary from one social system to another, interaction between a rural renaissance stimulation system (outsiders) and a rural renaissance acquisition system (insiders) should facilitate positive change, if consideration is given by both outsiders and insiders to questions of appropriate organization, doctrine, leadership, programs, resources, and linkage systems. The larger rural renaissance stimulation system, then, would be a world wide network of interacting people who are able to learn from each other in the universal quest for improvement of the human condition. (JC)

The career education movement is briefly summarized, and some of the special problems involved in developing career education programs for gifted and talented students are discussed. The terms "work", "career", and "education" are defined, and it is noted that the term "career education" refers to all activities and experiences through which one learns about, prepares for, and gains satisfactions from work. Some of the existing career education programs (such as Workshops for Careers in the Arts, Washington, D.C. and Project TALENT Demonstration Centers, California) for gifted and talented persons are listed. Six problems (such as the danger of assuming that the gifted and talented have special responsibilities to use their gifts and/or talents in the world of paid employment) in providing effective career education to gifted and talented students are described. (SB)