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As funded from July 1967 to June 1968 by the Bureau of Work Programs, Operation Mainstream called for employing 120 community aides from the rural poor of the three most northern counties of Maine, New Hampshire, and Vermont, who were to be trained in counseling and problem solving skills. A staff of part time resource development consultants from the University of Maine developed the program; and supervision was provided by the community action agencies. Experiencing confusion and frustrations caused by lack of training, late funding, and problems of great distances, and facing a continual flow of debilitating crises, it was decided to identify the concepts underlying the program as well as planning and implementing it. It was decided to use a rational-emotional, individualized approach to training in problem solving; unique to this Mainstream project, aides were not only to be trained for increased employability but also were to have a client group; there was to be individual responsibility for learning, an evolutionary model of programing, role modeling the consultant on problem solving, and the right to fail; and it is hoped that the evaluation phase will become an ongoing phase. Despite its trials, it is felt that Operation Mainstream is overtly becoming a success. (nl)

In this working paper on adult education in the Los Angeles area, future needs for university extension and other specialized educational services outside the formal educational structure of the state are discussed. Professional continuing education and the needs of housewives and retired persons, high school and university dropouts, persons needing vocational skill training or retraining, immigrants seeking citizenship and employment, and other clientele groups, are considered. Such major problems and obstacles as geographic distance and access, lack of funds and facilities, and rising costs are described, together with instructional methods and aids meant to alleviate these constraints to growth. Also included are estimates of adult education enrollment in greater Los Angeles for 1980 and beyond. (ly)

A study was conducted of children's expression of social as well as spatial relations in their placement of dolls. The study was designed to determine how both face contact and physical distance varied according to the social relationship ascribed to the dolls. It was hoped to find out, through this, whether' children's working definitions of front, back, and beside are composed of social as well as purely spatial elements. Ss were 72 boys and 72 girls between 8-10 years. Each S was tested individually by being asked to make a series of "in front,""in back," and "beside" placements of one doll (the mobile doll) in relation to another (the stationary doll). Placements were recorded. Social relationships were manipulated by telling the Ss that the dolls liked each other, disliked each other, or by making no comment (control). Results showed that: (1) closest mean physical distance occurred when the dolls liked each other and farthest when they disliked each other; (2) "in front" placements were farthest," in back" placements were intermediate, and "beside" placements were closest; (3) sex differences were found not as a main effect but in complex interactions with other variables such as the sex combination of the dolls; differences did not follow any consistent pattern; and (4) placements were based primarily on the bodies of the dolls; patterns for different types of placements were analyzed. [Not available in hard copy due to marginal legibility of original document.] (KM)

The purpose of this study was to design an instrument to measure interpersonal racial attitudes among primary children in segregated and nonsegregated school settings. Subjects were 129 first and second graders enrolled in a lower-middle class all white school, an all Negro slum school, and an integrated lower-middle class school. All received test booklets with decals of a target figure (Negro teacher, white teacher, peer, or school) on each page, and a package of stickers on which self-figures were printed. They were directed to paste the self-figures in whatever position and at whatever distance from the target figure they chose. White subjects placed the self figures farther away from Negro targets than from white targets. Negro subjects placed themselves equally close to white and Negro targets. Integrated Negroes placed themselves significantly closer to white-children targets than did segregated Negro subjects. Figure placement indicated integration accelerated a tendency for white subjects to move closer to Negro children targets as grade increased. Regardless of race, integrated subjects placed themselves closer to school than did segregated subjects. Because this study was preliminary and small, many interpretations exist and cannot be resolved for some findings. Further research is needed to compare the validity of alternative interpretations. (DO)

In this study data were collected on "major" and "most helpful" sources used by high school students (incoming Syracuse University freshmen at the time of data collection) as they gathered information about Syracuse and other colleges. Sources were both interpersonal (family, friends, high school personnel, college representatives) and impersonal (college catalogs, guides, and the mass media). Personal and environmental data were collected to form a set of potential predicators. Four variables emerged as predictors of information-source response: (1) physical distance from the information object (operationally, the respondent's state of residence in relation to Syracuse University), (2) psychological distance (operationally, whether any member of the immediate family had attended Syracuse), (3) the number of friends and adult acquaintances who attend(ed) Syracuse, (4) and sex. These variables chiefly predicted whether interpersonal or impersonal sources would be dominant; intermedia preferences were ambiguous because of the rarity with which media sources were cited. The study affirms the importance of interpersonal sources and suggests factors on which their use is partly contingent. (Author/CC)

This paper investigates the effect of personal body buffer zones on compositional arrangements staged by novice directors. Relationships between directors' concepts of personal space and their projection of its dimensions into staging are studied through the use of a variety of proximity measures--distance, area angles of approach, and physical contacts. The results indicate a positive significant relationship between body buffer zone scores and proxemic measures in novice female directors only and not for males, as had been hypothesized. The experimenters attribute the difference in results for male and female subjects to the fact that females' perceptions of their bodies tend to be more concrete than males' perceptions. The parallel between female body buffer zones and female blocking is most likely a function of the clarity of the female's body image and, relative to males, a readiness to employ it as a frame of reference in blocking situations. The implications of this study are discussed in terms of their relation to training methods and exercises for theatre direction courses. (LG)

The author considers the issues of linguistic diversity (distribution of variation within communities) and linguistic distance (degree of variation between varieties within a system or between variety systems). He seeks to emphasize the usefulness for further development of distance studies of the concept of language area (Sprachbund), the necessity of its extension to include non-langue components of communicative systems, and the necessity to consider various types of constraints on distance. The author also proposes the concepts of linguistic union and communicative style. (Author/VM)

The papers in this document represent preliminary results of a study which is part of a 3-year project being conducted by the Educational Testing Service in cooperation with the New York City Board of Education, with support from the Carnegie Corporation of New York. This document is divided into seven sections: (1) Introduction, (2) Classification Skills, (3) Time Sequence Task, (4) Preschool Children's Understanding of the Coordinated Concepts of Distance, Movement, Number, and Time, (5) A Study of Number Conservation in Young Children, Under Two Materials Conditions, (6) Children's Understanding of Basic Language Structure, and (7) Discussion: Cognitive Growth in Preschool Children. A bibliography is included at the end of each section. (WD)

Given a graph G with weighted links, the problems considered in this paper are the following: (i) Find the shortest possible Hamiltonian chain (HC) of the graph G when the end vertices are not specified. (ii) Find the shortest possible HC of G when the end vertices are specified.Two basic algorithms are given each of which can solve both of the above problems with only slight modification. The first algorithm, A, is based on a decision-tree search with lower bounds used to limit the search. The second algorithm, B, is a fast iterative procedure which is based on simple transformations of the cost matrix of the graph G, ensuring at each step that the relative cost of all Hamiltonian chains stay unchanged.Both algorithms ensure the optimality of the final answer, but whereas the convergence of Algorithm A is self-evident, no proof of convergence has been obtained for Algorithm B. However, tests of Algorithm B (which is both simpler and computationally superior to Algorithm A) on a number of sample problems ...

The shortest route problems so far analyzed fall seriously short of reality in that they assume that the time required between any two vertices (nodes) is constant, an assumption which is certainly not true in many physical and biological applications. This analysis demonstrates how to perform a shortest route iteration in the more realistic case where internodal time requirements are time-variable. In the paper a modified form of Bellman's iteration scheme [1] for finding the shortest route between any two vertices in a network is developed for application to our generalized case. It converges to the shortest path between any two vertices in a finite number of iterations, and for any initial starting time, provided that certain initial conditions are satisfied. One of the main points of this treatment has been to arrange the work so that when computing a new iterate one does not have to recompute previous iterates at more advanced time points.

The Path Length Distribution (PLD) of a (p, q) graph is defined to be the array (X"0, X"1, X"2, ..., X"p-1), where X"0 is the number of (unordered) pairs of vertices which have no path connecting them and X"l, 1 =< l =< p-1, is the number of pairs of vertices which are connected by a path of length l (see [1, 2]). The topic of this paper is the occurence of non-isomorphic graphs having the same path length distribution. For trees, a constructive procedure is given, showing that for any positive integer N there exist N non-isomorphic trees of diameter four which have the same PLD. Also considered are PLD-maximal graphs - those graphs with p vertices such that all pairs of vertices are connected by a path of length l for 2 =< l =< p-1. In addition to providing more examples of non-isomorphic graphs having the same PLD, PLD-maximal graphs are of intrinsic interest. For PLD-maximal graphs, we give sufficient degree and edge conditions and a necessary edge condition.

Large graphs for which the calculation of the shortest distances between all vertices is required often consist of several parts with limited interconnections. This paper shows how this characteristic may be used to reduce computer storage for a matrix type calculation, to reduce calculations] labour, and to provide results in a form which is particularly convenient if a subsequent assignment of commodity flow to shortest paths is needed. The technique presented here allows the partition to be arbitrary, save for a single, easily achieved, condition.