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Two methods are presented for extending Holland's occupational classification to include all occupations in the Dictionary of Occupational Titles (DOT). Holland's classification is based on a theory of personality types, with occupations in the classification organized into major categories (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) and subcategories using the same concepts. The two conversion methods enable translation from any DOT occupational code (a six digit number) into the corresponding Holland Occupational code. The first method is essentially an application of Bayesian statistics to 399 occupations in Holland's Occupational Classification, while the second method was developed by using the definitions of each DOT group (first three DOT digits) and assigning the Holland code which seems theoretically consistent with the DOT definition. Testing and comparisons with four occupational samples revealed that Holland's classification could be extended to all DOT occupations. (Author)

This 117 item annotated bibliography of documents published in 1970 is divided into these sections: educational history and development; school reform; teacher training and staffing; schools and institutions; curricula and syllabi; audio-visual aids; motivation; polytechnical education; self-education; physical education; problems in education; management and financing; legislation and education in statistics. (VLW)

This study is concerned with the relationship between career orientation, choice of a predominantly masculine or feminine field, and feminine self-concept. It was predicted that career oriented women would see themselves as less feminine than noncareer oriented women and that women aspiring to predominantly male fields would see themselves as less feminine than women aspiring to predominantly female fields. A sample of 300 women completed and returned a questionnaire. The most striking finding was that women who aspire to male-dominated fields see themselves as less feminine than the traditionalists and also want to be less feminine than women oriented toward the more traditionally female fields. There were some trends in the data to indicate that women who are not career oriented show more discrepancy between the real and ideal feminine self concept. In general, on the female valued items, women would like to be more feminine than they believe themselves to be and on the male valued items, they would like to be more masculine than they believe themselves to be. (RK)

Included in this English translation are 197 entries citing Serbo-Croatian publications from 1970 through 1971 that deal with the educational resources, problems, and developments within the school systems of Yugoslavia. Only the annotations which average over 100 words each, and the titles are translated. The entries are grouped by instructional level terms and topics such as school reform, curricula, and legislation. Cited publications include books, monographs, and periodicals. Other numbers in volumes 5 and 6 are: ED 043 961; ED 049 995; ED 051 710; and ED 055 959. (DJB)

The 1970 paper is an expression of personal views acquired during 12 years of broadcasting in the Canadian North. The population of the North is polarized between 2 social groups: the minority of white incomers, who have the jobs, money, and power; and the native Indians, Eskimos, and Metis, who are economically deprived, culturally alienated, and politically powerless. Although broadcasting is the obvious means of mass communication for these isolated people who do not have a written culture, media in the North is predominantly middle class in its outlook and appeal, aimed at the white minority. If broadcasting is to change and help the native peoples it must serve them as both a source of information and entertainment and as a means of self expression. This paper explains experimental and community broadcasting programs that could meet the needs of native people. It also details programs currently being developed by the Northern Service of the CBC, one of 2 main broadcasters in the North, and by other agencies such as the Native Communications Society of Alberta and the Society for the Coastal Area Network in British Columbia. Additionally, it gives possible community and cultural involvement in broadcasting, and programs that could use native languages. (KM)

Radio communications have been as necessary to the development of Canadian territories north of the 60th parallel as roads, schools, medical services, and airstrips. The Canadian Broadcasting Corporation did not pioneer broadcasting in northern Canada, but its Northern Service has been the only broadcasting company north of the 60th parallel for many years. The network employs fewer than 100 Indians, Eskimos, and Whites. It broadcasts in 3 Eskimo dialects, Northern Cree, Chipewyan, Slave, Dogrib, Loucheux, English, and French. The Northern Service is vitally concerned with the development of both human and natural resources in the North, the end result of which must be the well-being of all Canadians, including the native people of the North: the Eskimos, Indians, and Metis. In keeping with this, the Northern Service is trying to give voice to the native people so that they may discuss their problems among themselves, in their own language if they wish, and then on equal terms with their fellow Canadians. (EJ)

This report comprises a description of the linguistic research carried out at the University of Arizona in 1967 on the subject of language rules. The approach originally envisaged was to consider the possibility that rules of language are informed and supported by, take their existence only within, and are thus virtually inseparabl" from, the entire way of life within which the language functions. It was proposed, in particular, to examine relevant work done by Mead and Skinner. The first task was to survey the mass of literature on the question: this resulted in a bibliography of some 2,500 titles. It was found that the prevailing drift of opinion on the part of scholars in linguistics, philosophy, psychology, and education was to the effect that criticism such as those of Chomsky had definitively shown the inadequacy of "behavioristic" explanations of language such as those of Mead and Skinner. This called for a careful examination of the implications of recent work in generative and transformational grammars, subsummable under the general topic "Mentalism in Linguistics." A Symposium on Thought and Language was held at the University o f Arizona in February 23-24, 1968, the proceedings of which will be published in 1969 by the University of Arizona Press under th e title "Thought and Language: An Interdisciplinary Symposium." Authors will be J.L. Cowan, G. Mandler, C. Osgood, Z. Vendler, P. Ziff, and R. Wells. See related document AL 001 607. (AMM)

The author endeavors to penetrate the "mists o f mentalistic myth" which enshroud the "very real, solid, and substantial results of generative or transformational linguistics." In attempting to clarify and clear up misunderstandings about theories of grammar as put forth by Chomsky (whose practice, the author feels, is "superior to his description of it"), the author discusses what he considers to be essential points of agreement between Chomsky and Bloomfield. He states that there is and can be no such thing as "the (only) correct grammar even of the English of some limited linguistic group at some particular time." Grammars should be treated as scientific theories "since it is only with this limitation that mentalism in linguistics has any plausibility whatsoever." There is nothing in linguistic practice which should lead to the belief that the internal structure and operation of a grammar is in any way identifiable with, or a duplication of, the internal structure or operation of a mind or a brain. A grammar represents, ideally, the output of the speaker-hearer-judge. This paper will appear in "Thought and Language: An Interdisciplinary Symposium," to be edited by J.L. Cowan and published by the University of Arizona Press, Spring 1969. (AMM)

THIS CONFERENCE REPORT CONTAINS A SUMMARY OF THE SURVEY MADE BY ELMO ROPER AND ASSOCIATES, "A STUDY OF THE PROBLEMS, ATTITUDES, AND ASPIRATIONS OF RURAL YOUTH," AS WELL AS THE MAJOR ADDRESSES FROM THE CONFERENCE. IT PROVIDES A SIGNIFICANT PORTION OF DISCUSSIONS ON PROBLEMS OF RURAL YOUTH INVOLVING URBAN ADJUSTMENT, OCCUPATIONAL TRAINING AND PREPARATION, VOCATIONAL COUNSELING, IMPROVED EDUCATION, POST HIGH SCHOOL EDUCATION, SPECIAL EDUCATION, DROPOUTS, HEALTH, YOUTH SERVING AGENCIES, THE ROLES OF THE CHURCH AND FAMILY IN TOTAL DEVELOPMENT OF YOUTH FOR TODAY'S WORLD, MIGRANT CHILDREN, MINORITY YOUTH, AND DELINQUENCY. RECOMMENDATIONS FOR THE SOLUTIONS TO THESE PROBLEMS ARE ALSO INCLUDED. AN APPENDIX OF FOLLOW-UP PROGRAMS AND PROJECTS CONCLUDES THE REPORT. A RELATED DOCUMENT IS RC 000 137. (CL)

THE FRESNO COUNTY PROJECT, IN DEMONSTRATION SCHOOL PROGRAMS, DEVELOPED SUGGESTIONS AND RECOMMENDATIONS FOR TEACHING MIGRANT CHILDREN. BECAUSE THESE CHILDREN HAVE POOR EXPERIENTIAL BACKGROUNDS AND SPECIAL EDUCATIONAL NEEDS, FLEXIBLE PROGRAMS PROVED SUCCESSFUL. SUCH PROGRAMS INCLUDE--(1) A WARM WELCOME TO SCHOOL, (2) INTERESTING AND CHALLENGING WORK, (3) A DIAGNOSIS OF BASIC SKILLS, (4) INSTRUCTION IN ENGLISH AS A SECOND LANGUAGE, (5) EMPHASIS ON FAMILY LIVING, RECREATION, SAFETY, AND HEALTH HABITS, AND (6) GUIDANCE TO STRENGTHEN VALUE SYSTEMS AND DEVELOP GOALS. THE WRITERS PROPOSE A WORK-CENTERED CLASSROOM, WITH FIELD TRIPS AND WORK UNITS WHICH PROVIDE CREATIVE ACTIVITIES, AS THE BEST APPROACH FOR MEETING THE NEEDS OF MIGRANT CHILDREN. SUGGESTIONS ARE GIVEN FOR DEVELOPING LANGUAGE ARTS AND ARITHMETIC SKILLS. READING, SPELLING, AND ARITHMETIC TESTS TO DETERMINE THE PERFORMANCE LEVEL OF THE YOUNGSTERS ARE PRESENTED. METHODS, ACTIVITIES, AND WORD LISTS FOR TEACHERS OF SPANISH-SPEAKING CHILDREN ARE OFFERED. CONSIDERABLE IMPORTANCE IS ATTACHED TO THE NECESSITY OF HAVING CONTINUITY OF TRANSFER RECORDS, EVEN TO THE POINT OF INCLUDING BLANK TRANSFER FORMS. THE WRITERS CONCLUDE THAT THE TOTAL COMMUNITY SHOULD BE INVOLVED IN THE EDUCATION OF MIGRANT CHILDREN. (ES)

This report is a continuation of a research project, begun by B. Spolsky and E. Migliazza in the English as a Foreign Language Program at Indiana University, designed to show that foreign students whose overall integrative motivation is high (+IM) have achieved a higher standard of English proficiency than those whose integrative motivation is low (-IM). The purpose of this report is to relate the English proficiency and bicultural attitudes of Japanese students who have all studied English for about the same length of time in Japan. The equipment used for testing consisted of a taped interview from which was derived an English proficiency score and two questionnaires designed to measure degrees of integrative motivation. The first questionnaire listed 30 adjectives which are traits in a person's value system. The second questionnaire listed reasons for coming to America; students indicated the importance of each reason. Figures based on the results show--(1) Students with a high total English score tend to have a +IM sign; (2) Length of stay in America is not a significant factor in determining whether a student has a + or -IM sign; (3) There is no positive relationship between reasons for coming to America and English ability; and (4) Most of the students considered learning English "rather important." This had no relationship to their English score, however. The final conclusion is that Japanese students with high IM--who tend to become somewhat "Americanized"--tend to become better speakers of English. (AMM)