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Modern colleges can better serve their students if they strive to create a warm community that revolves around education and meets man's basic need for affiliation. The University of Denver is striving to develop community residence halls around the dogma of a philosophical approach to learning. The university has initiated residential programs for students in the empirical or fact-oriented sciences and in the symbolic disciplines. Staff in each of the residence halls consists of several full-time resident directors and a student staff of graduate or undergraduate students in one of the disciplines of interest. [Not available in hard copy due to marginal legibility of original document.] (HS)

This publication is a collection of papers and reports presented at the Fifth Curriculum Research Institute. The articles included reflect the Institute's position which recognizes that a teacher must know the child whom he is to teach; knowing the children's experiential background enables the teacher to alter the sequence of curriculum content and the pace of presentation. In addition, being aware of aspirations and self-conceptions of children suggests appropriate, effective methods of evaluation. Papers on anxiety and motivation by Seymour Sarason and Richard Alpert indicate ways in which certain psychological variables influence learning. Group relationships and individual uniqueness are explored in papers by Herbert Thelen and Ronald Lippitt. Calvin Taylor, a consultant to the Institute, discusses how creativity is apparent in the behavior of individuals. The publication not only identifies selected aspects of human variability but it also explores their relationship to learning. (Author/SES)

A detailed specification of the LOGO programing system is given. The level of description is intended to enable system programers to design LOGO processors of their own. The discussion of storage allocation and garbage collection algorithms is virtually complete. An annotated LOGO system listing for the PDP-10 computer system may be obtained on request. For further information about the LOGO program of computer-assisted instruction in mathematics see volumes I, II, III of the report (EM 009 419, EM 009 420, and EM 009 421). (JY)

The authors discuss the difficulties in adapting American methods of field work to the cultural conditions in pre-industrial societies, in this case a pilot study on family planning in a Middle Eastern Moslem country. It is demonstrated that if the researcher is native and has kinship ties in a traditional community, he can use these assets: (1) to expedite the hiring of relatively qualified field workers, (2) to bypass intervention from local officials and gain their support, and (3) to bridge gaps between the project director and field workers by making the research a clan project. Certain drawbacks are discussed. Acknowledging the increasing number of social scientists from underdeveloped areas who are being trained in empirical research methodology, the authors feel their work might contribute to an understanding of problems associated with doing research in underdeveloped areas and their possible solutions. (TL)

The purpose of this study was to determine the perceptions of vocational directors and high school principals regarding the role of the vocational director, to determine if programs need to be developed to provide for optimum relationships between the director and the principal. Mailed questionnaire responses were received from 121 pairs of vocational directors and high school principals from the same school districts. It was found that the role of the vocational director was understood by both directors and principals, with both groups agreeing on 59 of 61 functions listed. Little association existed between the perceived role of the director and the local school district's line and staff relationships. The line and staff relationship of directors and administrators was not clear as evidenced by more than half of the principals and directors disagreeing as to whom the director is responsible to. Directors in single school districts seemed to be more concerned with day-to-day operations while directors of multi-school districts showed more concern for overall planning and program development. The type of school district was also found to be associated with the preferred title of directors. (Included are a 26-item bibliography and the questionnaire and form letters used). (Author/SC)

A special education workshop (Cleveland, Ohio, October 9-10, 1969) for integrating blind children with sighted children into ongoing physical education and recreation programs is described. Physical education and blind children from the viewpoint of opthalmology, social and psychological aspects of blindness as they relate to participation in physical activities, mobility and orientation in relation to physical education, highlights of Dr. William Freeberg's banquet presentation, and a summation of the workshop's activities given by Robert Holland are included. The question and answer periods at the end of each presentation are also recorded, as well as an evaluation form used at the end of the conference. (CD)

"College Union 101" was a leadership training program in College union work with an emphasis on programing. It was given to 25 persons at Cuyahoga Community College during the summer of 1969. This report discusses the development of the course, the course outline, the faculty, cooperation between campus departments, the organization of the program, finding ideas, and feelings of those who were involved in the program. The book "College Union 101" is a complete transcript of the course. It is included with the first report, and presents the sessions as they occured with very little editing. (KJ)

Some research and ideas about learning, which are of interest to elementary school counselors, deal with individual differences and classroom environment. Studies find girls markedly superior to boys in language skills, with boys better in analytic thinking and transfer of learning. However, no sex differences in intellect have been found. There are differences in perceptions of self and the school experience, basically more negative for boys than for girls. Teachers respond differently to boys than to girls by differentiating instruction in segregated classes, and by giving higher grades to girls even on comparable achievement. The climate of the classroom effects the maturation of students. Counselors, therefore, can help teachers (1) use individual differences constructively, both in tests and in the classroom experiences; (2) become better diagnosticians in collecting data on intellectual and nonintellectual factors and in keeping useful records; and (3) deal effectively with children experiencing classroom difficulties. To accomplish their goals, the counselor should be nonevaluative and experimental in attitude. (KP)

MODERATELY GIFTED AND HIGHLY GIFTED CHILDREN WERE STUDIED TO DETERMINE DIFFERENCES IN EDUCATIONAL DEVELOPMENT, ADJUSTMENT, PHYSICAL DEVELOPMENT, AND FAMILY BACKGROUND. SCHOOL PSYCHOLOGY INTERNS NOMINATED POTENTIALLY CAPABLE PUPILS FROM GRADES THREE TO SIX. FROM THESE, 65 MATCHED PAIRS OF MODERATELY GIFTED (IQ SCORES OF 120 TO 130) AND HIGHLY GIFTED (IQ SCORES OF 148 AND ABOVE) WERE SELECTED. STANFORD-BINET INTELLIGENCE TEST SCORES, IOWA EVERY PUPIL TEST OF BASIC SKILLS SCORES, INSTITUTE FOR PERSONALITY AND ABILITY TESTING CHILDREN'S PERSONALITY QUESTIONNAIRE SCORES, PARENT RATINGS OF CHILD, AUTOBIOGRAPHIES, WHO IS IT SCORES, SCHOOL RECORDS, SOCIOECONOMIC LEVELS, AND HOME INFORMATION WERE OBTAINED. STRUCTURED INTERVIEWS AND INSTRUMENTS MEASURING CREATIVITY AND SELF CONCEPT WERE USED WITH 40 OF THE SUBJECTS. FINDINGS INDICATED THAT THE HIGHLY GIFTED GROUP CAME FROM MORE AFFLUENT BACKGROUNDS, HAD MORE HIGHLY EDUCATED PARENTS, AND RATED HIGHER ON CREATIVITY MEASURES. BOTH GROUPS WERE FOUND TO BE WELL ADJUSTED, AND THERE WERE NO OUTSTANDING DIFFERENCES OF PHYSICAL DEVELOPMENT. TEACHERS DID NOT IDENTIFY 25 PERCENT OF THE HIGHLY GIFTED. LARGE NUMBERS WOULD HAVE BEEN MISSED THROUGH RELIANCE ON GROUP TESTS. THE STUDY RECOMMENDS A STATE REGISTRY OF HIGHLY GIFTED CHILDREN, SUMMER WORKSHOPS FOR TEACHERS, AND EXCESS COST SUPPORT. (RM)