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The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the air conditioning, refrigerating, and heating occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Six duties are broken down into a number of tasks and for each task a two-page table is presented, showing on the first page: tools, equipment, materials, objects acted upon; performance knowledge (related also to decisions, cues and errors); safety--hazard; and on the second page: science; math--number systems; and communications (performance modes, examples, and skills and concepts). The duties include installing, troubleshooting, servicing, and repairing refrigeration and air conditioning equipment and warm air heating systems. Included are lists for a standard tool kit, test equipment, and standard supplies. An appendix relates the duties to air conditioning, refrigeration, and heating. (BP)

The Federal Communications Commission has asked that companies seeking authorization to construct and operate communications satellite facilities for multi-purpose commercial uses in the United States give consideration to the communications needs of schools. In response to this request, MCI Lockheed Satellite Corporation proposes a low-cost telecommunication service for use by schools beginning in the 1970s. The service would offer satellite information transmission capacity equivalent to five television channels for school use at no cost for five years after the satellite goes into operation, and at a fraction of the prevailing commercial rates thereafter. This low-cost satellite information transmission capacity would be sufficient to provide many combinations of service. For example: three channels could provide at least one computer terminal full time in each U.S. school district; one channel could distribute instructional television and radio lessons nationwide to schools; and one channel could interconnect existing and planned noncommercial public broadcasting stations. School users will obtain access to the service through earth stations operated by the schools, the community, or the commercial common carriers. Capital costs for school-operated earth stations could be on the order of 1J per student-day for school districts of average size. (Author/JY)

Concordia Teachers College opened a counseling center to serve 1300 students with a structured counseling program. However, the center was not able to serve the number of students who called for appointments. The next step was to investigate the effectiveness of group counseling procedures. Three groups were formed: (1) A-group counseling (N=22), (2) B-individual counseling (N=21), and (3) C-deferred counseling (N=28). The Mooney Problem Checklist (MPC) and the Edwards Personal Preference Schedule (EPPS) were used for pre and post test indices. Results showed that Group A maintained a desire for change and added aggression as a result of their group experiences. They also reacted more aggressively by indicating a significantly higher number of problems in four areas of the MPC. Group B showed no change on either scale. Group C added both change and aggression to their significant changes. (KJ)

Characteristics and attitudes "of a substantial sample of teachers who teach Indian students in various kinds of schools" were studied by means of interviews, observation, and questionnaires. There were 634 teachers who filled out questionnaires, and 345 of them were interviewed. The following kinds of information about this sample of teachers was obtained: age, sex, grades which they taught, and types of schools. The study also revealed their attitudes and knowledge which might have a bearing on their effectiveness as teachers. Reliability was tested for 2 groups of attitude statements: those pertaining to authoritarian versus permissive attitudes about teaching and those pertaining to working with Indian children and their families. The statements making up these 2 complexes were ordered into 2 equal subgroups, each of which was subjected to a split-half reliability test which yielded reliability coefficients of. 64 for each complex. Appendix I contains schools studied and teachers contacted; Appendix II contains average scores on questionnaires and interviews for all teachers responding. (LS)

This document contains 66 one-paragraph summaries of reports on innovative programs in teacher education submitted to the Council on Teacher Education of the Association for Supervision and Curriculum Development by its state liaison members. Each description includes an address from which further information may be obtained. Programs are listed by state (the number of programs in each state is indicated in parentheses): Alabama (4); Colorado (1); Florida (12); Hawaii (1); Idaho (1); Indiana (8); Iowa (2); Maryland (5); Montana (2); Nebraska (1); Nevada (4); New Mexico (4); New York (1); North Carolina (1); Ohio (23); Oklahoma (2); Pennsylvania (13); Texas (2); Utah (1); Wisconsin (1). The following illustrate the variety of programs reported : a university's international student teaching program; a university/school district tutorial reading program; a school district's cooperative teaching program planned by school board, faculty, and parents; a county program of aerospace laboratory experience for elementary personnel to develop classroom demonstration skills; a university program to unite preservice and inservice education into a continuing education program; a graduate elementary education program; a college cooperative program in preparation of clinical teachers in special education; a university team approach to teacher education. (JS)

On the hypothesis that values have great strength in determining human goal direction, and that man's vocational decisions are in some way an extension of the self, it may be assumed that individuals choosing similar college majors will have similar work values, which differ from individuals choosing different majors. This report describes a research project studying the relationship between work values and college majors, after a brief review of the literature. During the academic year 1969-70, a random sample of 180 males representing Holland's 6 categories of vocational choice (realistic, intellectual, social, conventional, enterprising, and artistic) were administered the Work Values Inventory. The 6 groups varied significantly on 9 of the eighteen values: social welfare, freedom in work, satisfactory supervision, creativity, variety, material esteem, status, family esteem, and religious esteem. The results of the study seem to indicate that vocational counseling should take these differences into account. (AF)