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The Jan. 6 committee issued its final report Thursday night, and the team at Lawfare spent Friday reading through it and formulating some initial thoughts, observations, bewilderments, and questions. To give you an overview and some analysis, Lawfare editor-in-chief Benjamin Wittes sat down with Lawfare executive editor Natalie Orpett, and Lawfare senior editors Scott R. Anderson, Quinta Jurecic, Molly Reynolds, and Roger Parloff. Support this show http://supporter.acast.com/lawfare. Hosted on Acast. See acast.com/privacy for more information.

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The Las Vegas Police have issued their final report on the shooting. While they say they still do not know the motive, Sheriff Lombardo nonetheless concludes the attack was terrorism. Is he just trying to help the MGM in its case against the victims? We go through the final report and talk to former candidate for Sheriff Tim Bedwell. He slams Lombardo's cover up of police failures and provides insight into what it was like to run against Lombardo as well as the casinos and media he seemBecome a patron here: www.patreon.com/hiddentruthshowWebsite: www.hiddentruthshow.comFacebook:  www.facebook.com/hiddentruthshowInstagram: www.instagram/hiddentruthshow.comYouTube: www.youtube.com/channel/UC6LplGp0FMkS42uY5NVTOXg

The Las Vegas Police have issued their final report on the shooting. While they say they still do not know the motive, Sheriff Lombardo nonetheless concludes the attack was terrorism. Is he just trying to help the MGM in its case against the victims? We go through the final report and talk to former candidate for Sheriff Tim Bedwell. He slams Lombardo's cover up of police failures and provides insight into what it was like to run against Lombardo as well as the casinos and media he seemBecome a patron here: www.patreon.com/hiddentruthshowWebsite: www.hiddentruthshow.comFacebook:  www.facebook.com/hiddentruthshowInstagram: www.instagram/hiddentruthshow.comYouTube: www.youtube.com/channel/UC6LplGp0FMkS42uY5NVTOXg

The Las Vegas Police have issued their final report on the shooting. While they say they still do not know the motive, Sheriff Lombardo nonetheless concludes the attack was terrorism. Is he just trying to help the MGM in its case against the victims? We go through the final report and talk to former candidate for Sheriff Tim Bedwell. He slams Lombardo's cover up of police failures and provides insight into what it was like to run against Lombardo as well as the casinos and media he seemBecome a patron here: www.patreon.com/hiddentruthshowWebsite: www.hiddentruthshow.comFacebook:  www.facebook.com/hiddentruthshowInstagram: www.instagram/hiddentruthshow.comYouTube: www.youtube.com/channel/UC6LplGp0FMkS42uY5NVTOXg

The Las Vegas Police have issued their final report on the shooting. While they say they still do not know the motive, Sheriff Lombardo nonetheless concludes the attack was terrorism. Is he just trying to help the MGM in its case against the victims? We go through the final report and talk to former candidate for Sheriff Tim Bedwell. He slams Lombardo's cover up of police failures and provides insight into what it was like to run against Lombardo as well as the casinos and media he seemBecome a patron here: www.patreon.com/hiddentruthshowWebsite: www.hiddentruthshow.comFacebook:  www.facebook.com/hiddentruthshowInstagram: www.instagram/hiddentruthshow.comYouTube: www.youtube.com/channel/UC6LplGp0FMkS42uY5NVTOXg

The Las Vegas Police have issued their final report on the shooting. While they say they still do not know the motive, Sheriff Lombardo nonetheless concludes the attack was terrorism. Is he just trying to help the MGM in its case against the victims? We go through the final report and talk to former candidate for Sheriff Tim Bedwell. He slams Lombardo's cover up of police failures and provides insight into what it was like to run against Lombardo as well as the casinos and media he seemBecome a patron here: www.patreon.com/hiddentruthshowWebsite: www.hiddentruthshow.comFacebook:  www.facebook.com/hiddentruthshowInstagram: www.instagram/hiddentruthshow.comYouTube: www.youtube.com/channel/UC6LplGp0FMkS42uY5NVTOXg

/Documents/03. Budget Documentation/2020-21/Adopted Budgets/02. Local municipalities/KZN271 Umhlabuyalingana/2020-2021 FINAL MTREF UMHLABUYALINGANA MUNICIPALITY - BUDGET DOCUMENT NARRATIVE REPORT.pdf

/Documents/03. Budget Documentation/2020-21/Adopted Budgets/02. Local municipalities/KZN271 Umhlabuyalingana/2020-2021 FINAL MTREF UMHLABUYALINGANA MUNICIPALITY - BUDGET DOCUMENT NARRATIVE REPORT.pdf

  Sudan S3M ll Final Report.pdf

  Sudan S3M ll Final Report.pdf

ROUTING AND RECORD SHEET STAT SUBJECT: (Optional) STAT SCI Denials Working Group Final Report on Appeals Procedures FROM: EXTENSION NO. STAT SECOM-D-423 Room 3E05 - Hqs. DATE 21 December 1978 STAT TO: (Officer designation, room number, and DATE building) OFFICER'S COMMENTS (Number each comment to show from whom INITIALS to whom. Draw a line across column after each comment.) RECEIVED FORWARDED STAT 1. Mr. Robert W. Gamb ino r~ 22 P9~?s For your use in planning 2. the January Agenda for Rm. 3E05 - Hqs. the SECOM meeting 3. 4. Memo sent to all SECOM members on 12/26/78. STAT 5. 7. 8. 9. 10. 11. 12. 13. 14. 15. FORM 3-62 r _ Approved For Release 2009/02/20: CIA-RDP96M01138R000900010064-0 CLASSitito U ONLY LXJ wN tNiIAL ^ SECRET 610 USEDITIONSUS r-1 SECRET ^ CONFIDENTIAL ^ USEERONLY ^ UNCLASSIFIED Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 0 ? DIRECTOR OF CENTRAL INTELLIGENCE Security Committee SECOM-D-423 2 2 DEC 1978 FROM: Mr. Robert W. Gambino Chairman SUBJECT: SCI Denials Working Group Final Report on Appeals Procedures REFERENCE: SECOM-D-407 dated 15 November 1978 1. As you are aware, the referenced memorandum trans- mitted to the Committee members the SCI Denials Working Group recommended Appeals Procedures which is the proposed Annex B to DCID 1/14. 2. Since there was insufficient time at the November meeting for discussion of this matter, it is now proposed that each member have their Legal Counsel review the recom- mended Appeals Procedures and be prepared to discuss and vote on this matter in our Security Committee meeting on 24 January 1979. ,,;P' KODeri w. a ino MEMORANDUM TO: All members of the DCI Security Committee Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 Approved For Release 2009/02/20: CIA-RDP96M01138R000900010064-0 ? ? SUBJECT: SCI Denials Working Group Final Report on Appeals Procedures Distribution: Air Force Mr_ MPrri11 T_ Ka11v Arm y CIA DIA Mr. Harvey E. Lyon DOE Mr. David Ryan FBI Mr. Jerry Rubino JUSTICE Mr. R. L. Welch Navy NSA Mr. Karl Ackerman STATE Mr. Dennis Southern TREASURY 1 - SECOM/Subject 1 - SECOM/Chrono 1 - SECOM/Chairman 1 - SEC/Registry SECOM jum/21 December 1978 Approved For Release 2009/02/20: CIA-RDP96M01138R000900010064-0 Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 BEST COPY AVAILABLE Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0

ROUTING AND RECORD SHEET STAT SUBJECT: (Optional) STAT SCI Denials Working Group Final Report on Appeals Procedures FROM: EXTENSION NO. STAT SECOM-D-423 Room 3E05 - Hqs. DATE 21 December 1978 STAT TO: (Officer designation, room number, and DATE building) OFFICER'S COMMENTS (Number each comment to show from whom INITIALS to whom. Draw a line across column after each comment.) RECEIVED FORWARDED STAT 1. Mr. Robert W. Gamb ino r~ 22 P9~?s For your use in planning 2. the January Agenda for Rm. 3E05 - Hqs. the SECOM meeting 3. 4. Memo sent to all SECOM members on 12/26/78. STAT 5. 7. 8. 9. 10. 11. 12. 13. 14. 15. FORM 3-62 r _ Approved For Release 2009/02/20: CIA-RDP96M01138R000900010064-0 CLASSitito U ONLY LXJ wN tNiIAL ^ SECRET 610 USEDITIONSUS r-1 SECRET ^ CONFIDENTIAL ^ USEERONLY ^ UNCLASSIFIED Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 0 ? DIRECTOR OF CENTRAL INTELLIGENCE Security Committee SECOM-D-423 2 2 DEC 1978 FROM: Mr. Robert W. Gambino Chairman SUBJECT: SCI Denials Working Group Final Report on Appeals Procedures REFERENCE: SECOM-D-407 dated 15 November 1978 1. As you are aware, the referenced memorandum trans- mitted to the Committee members the SCI Denials Working Group recommended Appeals Procedures which is the proposed Annex B to DCID 1/14. 2. Since there was insufficient time at the November meeting for discussion of this matter, it is now proposed that each member have their Legal Counsel review the recom- mended Appeals Procedures and be prepared to discuss and vote on this matter in our Security Committee meeting on 24 January 1979. ,,;P' KODeri w. a ino MEMORANDUM TO: All members of the DCI Security Committee Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 Approved For Release 2009/02/20: CIA-RDP96M01138R000900010064-0 ? ? SUBJECT: SCI Denials Working Group Final Report on Appeals Procedures Distribution: Air Force Mr_ MPrri11 T_ Ka11v Arm y CIA DIA Mr. Harvey E. Lyon DOE Mr. David Ryan FBI Mr. Jerry Rubino JUSTICE Mr. R. L. Welch Navy NSA Mr. Karl Ackerman STATE Mr. Dennis Southern TREASURY 1 - SECOM/Subject 1 - SECOM/Chrono 1 - SECOM/Chairman 1 - SEC/Registry SECOM jum/21 December 1978 Approved For Release 2009/02/20: CIA-RDP96M01138R000900010064-0 Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 BEST COPY AVAILABLE Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0

ROUTING AND RECORD SHEET STAT SUBJECT: (Optional) STAT SCI Denials Working Group Final Report on Appeals Procedures FROM: EXTENSION NO. STAT SECOM-D-423 Room 3E05 - Hqs. DATE 21 December 1978 STAT TO: (Officer designation, room number, and DATE building) OFFICER'S COMMENTS (Number each comment to show from whom INITIALS to whom. Draw a line across column after each comment.) RECEIVED FORWARDED STAT 1. Mr. Robert W. Gamb ino r~ 22 P9~?s For your use in planning 2. the January Agenda for Rm. 3E05 - Hqs. the SECOM meeting 3. 4. Memo sent to all SECOM members on 12/26/78. STAT 5. 7. 8. 9. 10. 11. 12. 13. 14. 15. FORM 3-62 r _ Approved For Release 2009/02/20: CIA-RDP96M01138R000900010064-0 CLASSitito U ONLY LXJ wN tNiIAL ^ SECRET 610 USEDITIONSUS r-1 SECRET ^ CONFIDENTIAL ^ USEERONLY ^ UNCLASSIFIED Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 0 ? DIRECTOR OF CENTRAL INTELLIGENCE Security Committee SECOM-D-423 2 2 DEC 1978 FROM: Mr. Robert W. Gambino Chairman SUBJECT: SCI Denials Working Group Final Report on Appeals Procedures REFERENCE: SECOM-D-407 dated 15 November 1978 1. As you are aware, the referenced memorandum trans- mitted to the Committee members the SCI Denials Working Group recommended Appeals Procedures which is the proposed Annex B to DCID 1/14. 2. Since there was insufficient time at the November meeting for discussion of this matter, it is now proposed that each member have their Legal Counsel review the recom- mended Appeals Procedures and be prepared to discuss and vote on this matter in our Security Committee meeting on 24 January 1979. ,,;P' KODeri w. a ino MEMORANDUM TO: All members of the DCI Security Committee Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 Approved For Release 2009/02/20: CIA-RDP96M01138R000900010064-0 ? ? SUBJECT: SCI Denials Working Group Final Report on Appeals Procedures Distribution: Air Force Mr_ MPrri11 T_ Ka11v Arm y CIA DIA Mr. Harvey E. Lyon DOE Mr. David Ryan FBI Mr. Jerry Rubino JUSTICE Mr. R. L. Welch Navy NSA Mr. Karl Ackerman STATE Mr. Dennis Southern TREASURY 1 - SECOM/Subject 1 - SECOM/Chrono 1 - SECOM/Chairman 1 - SEC/Registry SECOM jum/21 December 1978 Approved For Release 2009/02/20: CIA-RDP96M01138R000900010064-0 Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0 BEST COPY AVAILABLE Approved For Release 2009/02/20: CIA-RDP96MO1138R000900010064-0

Approved For Release 2006/11/08: CIA-RDP65B00652R000100110008-4 11 March 1964 To: Contracting Officer %4 Subject: Contract No. SR-3662;; Final Report of Inventions Pursuant to the requirements of the clause entitled Patent Rights in subject contract, Contractor reports that no inventions reasonably appearing patentable have been conceived or first actually reduced to practice in the performance of subject contract. Very truly yours, D6CUMtNT NO. NO CHANGE 1,t 1iLSS, r,) CLASS. CtiN;__ 70: SS ~Syl~. NrkT AUTH: HD h-2 OATS Approved For Release 2006/11/08: CIA-RDP65B00652R000100110008-4

Approved For Release 2006/11/08: CIA-RDP65B00652R000100110008-4 11 March 1964 To: Contracting Officer %4 Subject: Contract No. SR-3662;; Final Report of Inventions Pursuant to the requirements of the clause entitled Patent Rights in subject contract, Contractor reports that no inventions reasonably appearing patentable have been conceived or first actually reduced to practice in the performance of subject contract. Very truly yours, D6CUMtNT NO. NO CHANGE 1,t 1iLSS, r,) CLASS. CtiN;__ 70: SS ~Syl~. NrkT AUTH: HD h-2 OATS Approved For Release 2006/11/08: CIA-RDP65B00652R000100110008-4

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Hampton Roads, Virginia Eight-Hour Ozone Maintenance Area Regional Conformity Analysis 2034 Long Range Transportation Plan and FY 12-15 Transportation Improvement Program Final Report  9.2011

Includes bibliographical references (p. 27)

50 p. : 21 cm

Communication skills classes must prepare students for living and for earning a living. As the postsecondary technical-vocational schools throughout Wisconsin showed great differences in the content of their communication skills courses, both among schools and within various educational programs, a statewide survey was conducted to determine the importance of various communication skills competencies. A list of 40 communication skills or tasks was developed. Questionnaires containing these 40 competencies were sent to employers and to graduates of vocational-technical programs for ranking of the competencies in 15 occupations in job clusters for business technology, secretarial and related science, industrial machine, health vocation, and industrial technology. Detailed rank orders and mean responses are presented in the report. Survey results indicated that some communication skills are more important than others and that different occupations require different levels of competency. Results also supported the cluster concept that vocational programs can be clustered for the purpose of teaching or learning communication skills. The appendix includes a bibliography of communication skills efforts, list of related microfiche documents, correspondence, and survey instruments. (MF)

The final report evaluates the activities of the first nine weeks of a project designed to develop a curriculum guide for a school-model store at a North Dakota high school. The program combines the favorable aspects of both the school store and the model store, providing "live" experiences as well as simulated ones. The Distributive Education One curriculum is built into the store. The major retailing functions--merchandising, management, sales promotion, and finance are the foundations on which the store and the project are developed. Students are grouped into one of the retailing functions for nine weeks, rotating at the end of the period. The report presents the rationale for the program, a general description of its design, and suggested implications of the school store. (NJ)

Within broad guidelines provided by the Community College of Vermont (CCV), associate degree students write their own individualized, competence-based contracts. Development of the contract includes both assessment of prior learning, and planning for sponsored learning: These are integrated through a "degree development sequence" which includes a variety of workshops; regular meetings with review committee made up of peers, community practitioners and faculty, and CCV staff; and intensive counseling support. The CAEL special project was designed to take a close look at the problems encountered by students in the degree development process, and to create a set of written materials to help students develop better learning contracts. This report summarizes the results of the CAEL project to date. The project and outcomes are described in detail, and directions for future development are suggested. Although the full set of student materials developed in the project is not included, a detailed evaluation report of CCV contracting and review procedures, a copy of the interim report for CAEL, and a summary of an independent research study evaluating some of the impact of the degree development workshops on student values and career aspirations are appended. (Author/NHM)

From 1973 to 1975, the school systems of North Wilkesboro and Wilkes County, North Carolina engaged in a mutual venture to adjust the focus of special educational services from one of academic orientation to one of academic and occupational preparation. The special educational services provided to mentally retarded pupils in seven elementary schools and one high school were changed in format to include occupational preparation. The vehicle of occupational education was used to teach essential academic subjects, broaden awareness and involvement in community enterprise, develop interest and selection of employment opportunities, and introduce occupational proficiencies and requirements. The purpose of the project was to demonstrate the implementation and continuation of an occupational-academic public school program and to describe the benefit to mentally retarded students in terms of life-work preparedness. The success or failure of the project objectives was based on: pupil attitudes and achievement, description of population, teacher's opinions evaluation, principals' evaluation, pupil employment, graduates and dropouts, community participation, trainable mentally retarded, and a study of costs. Appendixes include a review of research and literature, instructional program outlines, competency assessment records, pupil attitude test, teacher opinionnaire, and related investigation. (Author/NJ)

Following a historical introduction to the Kentucky Educational Television (KET) project, this final report concentrates on five major issues: (1) KET's relationship with other educational and governmental agencies, (2) utilization and maintenance of equipment for school and evening programing, (3) programing, (4) technological considerations, and (5) funding. For each issue, problems are identified, objectives are stated, and recommendations are made. (EMH)

The report investigates the validity of career intent and job attitude statements for predicting reenlistments among 54,803 airmen in 101 enlisted specialties. Statements were made while completing Air Force occupational surveys during the period 1966-71. Frequency and percentage distributions characterizing item responses and career decisions of the sample are given. Relationships between career intent/job attitude responses and actual reenlistment decisions were studies using multiple linear regression techniques. Job attitudes were found to be substantially related to career decisions but did not provide unique contributions to predictions of career decisions when used in conjunction with career intent statements. A model-seeking exercise identified a second-degree polynomial model with career intent and time-in-service interaction vectors as the most appropriate prediction model. Separate prediction equations were obtained for a number of selected subsamples. Practical examples of forecasting reenlistment rates are illustrated. The regression model selected for the demonstration used weights derived from the total sample to predict the percentage of actual reenlistments for 30 specialties. Ten principal findings of the study are identified. Appended is a chart of Air Force specialties used in the sample. (Author/MS)

Based on the rationale that improved literacy skills in children can be most effectively obtained by first improving their oracy skills (auding and speaking), a special oracy instructional program was developed consisting of a workshop to train teachers in teaching oracy skills, sets of structured stimulus materials for use by teachers in teaching oracy skills, and an oracy test to assess the oracy capabilities of students. The program was administered during the 1974-75 school year to selected primary level teachers and students of the River Rouge, Michigan, School District. An oracy test was administered to project and control students before program implementation and as a posttest upon completion of the program. Oracy test results showed that the instructional program was an effective means for improving oracy skills of students. (Author/JM)

A proposal to assist some Western Council on Higher Education for Nusing (WCHEN) schools in the development of programs for the inclusion of minorities was designed to impact on nursing education in the West by assisting schools of nursing faculty in the formation and expansion of programs for the recruitment and retention of ethnic students of color and to revise curricula to include diverse cultural perspectives. Forty-four schools of nursing participated in the project. Faculty development workshops with follow-up consultation formed the basis for providing information, experiences, and supportive guidance to two faculty members from each participating school. Some project results are: (1) pre-entry and post-entry programs that increase rates for retention, successful graduation, and licensure of their students; (2) curricula including basic information regarding the ethnic groups and their geographic areas; (3) increased enrollments of students and faculty from ethnic groups of color; and (4) activities that will continue in each school beyond the formal end of the project. (Author/KE)

A study sought to determine if deterrents to the introduction of certain kinds of educational technology were statutory in nature. The thesis was advanced that educational technology is a threat to the power base of education and the more comprehensive the technology, the greater the threat; therefore the laws and policies setting forth the governance of education would act to inhibit and/or prohibit applications of educational technology that are alternatives, rather than supplements, to classroom teachers. Four key areas of educational governance were studied: (1) certification; (2) accreditation; (3) state financial aid; and (4) professional negotiations. While the hypothesis was confirmed, the situation was found to be in a state of flux, with some traditional means of enforcing certain barriers easing, or disappearing, and other means of enforcing those barriers taking over. Thus state financial aid is moving away from instructional units, toward "equal yield" formulas based soley on equal support of students. However, teacher associations are moving in to ensure continuance of what they regard as favorable pupil/teacher ratios. Another finding was the unsettled question of the extent to which school districts can contract away their responsibilities and authority. It was concluded that education is no longer a self-governing community, and now the courts have become key agents of change in education. (HAB)

This research paper proposes several mathematical models which help clarify Piaget's theory of cognition on the concrete and formal operational stages. Some modified lattice models were used for the concrete stage and a combined Boolean Algebra and group theory model was used for the formal stage. The researcher used experiments cited in the literature and demonstrations to determine the appropriateness of the models. With some reservations which are sited in the research, the mathematical models were quite consonant with the cognitive stages they were designed to describe. (Author)

The communication course presented in this document was developed as it was being offered at correctional centers throughout North Carolina from the fall of 1971 through the spring of 1976. The document contains 12 "encounters," or lessons, each of which discusses behavioral objectives, physical facilities, general advice, the time sequence, a simulated encounter and/or methods of approach, and evaluation. A bibliography is often included. Encounters focus on various communication problems and ways to achieve effective communication, as well as related problems, such as drug and alcohol use, racial and ethnic barriers, and probation and parole. Appendixes include a discussion of group dynamics and a model which integrates concepts, game theory, script writing, and decision making. (JM)

Beginning with the 1971-72 school term, the public schools of Lynchburg, Virginia, were racially balanced. In the elementary and junior high schools, this was achieved by busing; in the high schools it was achieved by having all ninth and tenth grade students attend the same school, and by having all eleventh and twelfth graders attend the same school. The two races involved were blacks and whites, making up approximately one-third and two-thirds of the school population, respectively. Early in 1972, a study of racial attitudes of Lynchburg school children was made in order to provide a base-line measurement at the time racial balance was instituted. In the spring of 1976, the 1972 study was replicated in order to find out what was happening to racial attitudes under racial balance. It was found that racial attitudes between the races were more favorable, that social distance between the races had decreased slightly, and that there was greater racial self-acceptance and a more favorable own race evaluation by both races in 1976. These findings gave limited support to the "structural normative theory" or prejudice and to the "equal status contact" theory. They also suggested that racial attitudes were more likely to become more favorable in racially balanced schools under certain conditions. (Author/JM)

This study examines the first two years of the Higher Education Act (HEA) Title II-B Institute Program, 1968 and 1969. The primary objective is to describe the institutes and provide a data base for the program. The data base includes Division of Library Programs records, final evaluative reports, "plans of operation," and information on the institute participants and directors collected by mailed questionnaires. Unstructured, in-depth interviews were held with Regional Program Officers, Division of Library Programs staff, and with a sample of institute directors. During the two-year period 156 institutes were funded, which some 4668 participants attended. Most of the institutes were full-time residential programs with 67 percent held during the summer months. Roughly classified, some 39 percent of them were school library-oriented; the next highest, 10 percent, were oriented to public libraries. The directors reported the greatest impact (32 percent) was "stimulation and interaction between the regular staff and students and those of the institute." For the participants, attitude change, job satisfaction, job skills, and improved job performance were given the highest ratings. Directors derived greatest satisfaction from interaction with participants. The issues of greatest concern to directors were negotiations with the Division, participant selection, ad hoc decision-making, and timing. (Author)

This report summarizes the results from the first year of a proposed three-year study into ability patterns for learning second languages in intensive training. The languages sampled were Arabic, Mandarin Chinese, German, French, Korean, Russian, Spanish, Turkish, and Vietnamese. Before training, the students were administered these predictive measures: the Modern Language Aptitude Test, the Pimsleur Language Aptitude Battery, the Army Language Test, the Horne Assessment of Basic Linguistic Abilities, the Al-Haik Foreign Language Auditory Aptitude Test, the Foreign Language Interest Inventory, the Otis-Lennon Quick-Scoring Mental Ability Test, the Need for Social Approval, and the Taylor Manifest Anxiety Scale. In addition, certain biographical items were used as predictors, such as age and education. Some of the students in the sample were also assessed for motivation with the Q by Q Interview. Results from preliminary data analysis after six weeks of training suggested that each language may have a unique factor structure with very little overlap between languages. Statistical data are included. (RL)

The intention of the initial portion of the discussion is to show how residential displacement can affect the school child and why cooperative agency response is necessary. The major objectives of the research are twofold: 1) to determine the extent and nature of cooperation between elementary schools and relocation agencies in responding to the mobile child; and 2) to uncover the reasons for organization cooperation, or its absence--in terms of the particular traits of each organizational type. Organizational literature is used as a basis for conceptualizing the research design. Information used in the study was obtained through field interviews with the personnel of twelve schools and ten agencies providing relocation services in four cities: Detroit, Cleveland, Minneapolis, and Milwaukee. Direct cooperative response to the mobile child by these two agencies was found to be virtually nil. However, certain relationships did occur between them. Organizational Properties of the public elementary school seemed to severely restrict any chances for the development of serious relations with the relocation agency. Findings suggest that public policy makers should give more serious thought to how human services can be planned and integrated so that they are fully responsive to the complex needs of the individual. (Author/JLB)

Examined was whether systematic use of motivational games by teachers of the culturally disadvantaged and educable mentally retarded (EMR) can improve students' attending behaviors (operationally defined in terms of teacher-pupil interaction). Teachers of five randomly selected regular inner city first and second grade classes and five primary EMR classes were trained in games stimuli and systematic introduction of games into class curricula. Results showed that use of games did not significantly affect overall frequency of off-task behavior in either regular or EMR classes, although individual teachers produced considerably different results. Noted were differences in deviancy patterns between the two types of classes and games' effects on specific forms of deviant behavior. (KW)

This document is a digest of a final report presenting the view and experiences of former students in Texas high schools who left as graduates or dropouts during the school years 1963-64 and 1968-69. The study's objectives were to: (1) determine the extent to which work and studies or training beyond the high school were based on high school experiences, (2) gather employment status information, (3) obtain appraisals of courses, activities, and school personnel, (4) obtain suggestions for improving schools and preventing dropouts, and (5) establish a data base for educational planning and assessment. From the data collected, it was concluded that: (1) The most popular high school courses were electives in which practical skills were learned, (2) Demand for more advanced college-preparatory courses was balanced if not exceeded by a reaction (from those never entering or not succeeding in college) against required courses, (3) The counselor's role should be more clearly defined, (4) Although teachers were generally approved, numerous criticisms indicated a need for greater attention in teacher selection and retention, (5) Boredom is a major problem in many classrooms and an important factor in dropouts, and (6) Progress was made by the schools between 1964 and 1969 in redirecting programs toward the world of work. The three report volumes are available in this issue as VT 021 092-VT 021 094. (MF)

This report describes a project to develop an internship program for prospective technical and vocational community college teachers providing both requisite teaching skills and work experience through actual classroom exposure, while allowing an on-the-job evaluation of the prospective teachers. To develop the program, a pilot internship project was conducted in the 1972-1973 school year by the University of Houston and seven area community colleges. Specific requirements for a working internship program as well as the pilot project structure are presented in the report. Program evaluation was made by the participating colleges and by the internship students. Both unanimously approved the program as valuable to the prospective teacher and to the college in which the internship occurs. For the intern the program provides an opportunity to observe an experienced teacher and to apply classroom instruction methods, while benefiting the college by helping the college instructor. It was concluded that an internship program should be established as a regular part of the Texas educational system. A second pilot project was recommended for the 1973-74 school year to complete development of the internship program. (MF)

Three experiments were conducted to examine the effects of providing extrinsic rewards for engaging in an activity on children's subsequent intrinsic interest in that activity. In each study, preschool children were asked to engage in an activity of initial intrinsic interest in individual experimental sessions. The children agreed to engage in this target activity under three different reward conditions. After these sessions, unobtrusive measures of the children's subsequent intrinsic interest were obtained during a series of free-play periods. In each of the studies, results indicated that asking children to engage in an activity of initial interest as a means to some ulterior end proved a consistently effective method for undermining these children's intrinsic interest in that activity. In addition, the results indicated that close adult surveillance also produced a similar decrement in subsequent intrinsic interest. Suggestions to maintain children's intrinsic motivation included: 1) systems of extrinsic reward systems should be employed only when nesessary to elicit the desired behavior pattern; and 2) when necessary, such programs should attempt to employ the least powerful rewards when required to produce the desired behavior change. (Author/KSM)

The goal of the project was to train a nucleus of vocational educators in curriculum preparation and modification of instructional material to enable disadvantaged and handicapped students to achieve success in career preparation programs. Over 1200 vocational educators across the country participated in one-week workshops designed to achieve the project goal with the hope that this "nucleus" would train and assist colleagues in developing relevant, performance-based curriculum and learning materials. The Project was unique in these aspects: it was a united, concerted teacher-training and development effort conducted on a national scale; it was planned specifically for in-service training of teachers of disadvantaged and/or handicapped vocational students; it accomplished more than expected at less than anticipated cost; and, the training was conducted by personnel who were not faculty members of traditional teacher-training institutions. The Final Report describes pre-workshop planning and decisions, workshop activities with daily guides, followup activities, and "spin-off" activities. (SC)

The evaluation of the Project World of Work as implemented in the Contoocook Valley (Con-Val) School District, New Hampshire, uses the term "career education" as a synonym for Industriology, the science of industry, and the focal point of their program. Twelve management objectives of the program are evaluated: desk study, development of goals and objectives, budget, fiscal procedures, evaluation, time sequence chart, job descriptions, information dissemination, needs assessment, inventory of equipment and materials, phase out of activities, and staff development. Three program objectives were examined: industriology, work study/work experience, and vocational guidance. Materials related to the program and to the evaluation are included in eight appendixes. The overall intent of the evaluation was to identify the successful elements of the program as well as the unsuccessful elements. The external evaluation strategy consisted of external monitoring of project activities, multiple on-site visits requiring files audit, classroom visits, and interviews classed into four phases. It was concluded, among other observations, that the numerous changes in project staff had hindered efficient program function. (AG)

This study was designed to extend the schema-theoretic perspective of understanding general discourse to include graph comprehension. The sample included 204 fourth-grade and 185 seventh-grade pupils. Data were collected on achievement in reading and mathematics, sex, prior knowledge of topic, mathematical content, graphical form, and graph comprehension. Results indicated all independent variables, except sex, are unique predictors of graph comprehension for fourth graders. For seventh graders, unique predictors included mathematics achievement, reading achievement, and prior knowledge of content. There were no significant sex-related differences with fourth-grade pupils, but seventh-grade girls significantly out-performed boys in mathematics achievement. The results are viewed to imply that fourth graders focus their attention on a graph's surface structure, notably the topic and graphical form used. Seventh graders can scan graphs more effectively and become concerned with a graph's mathematical content. Implications for teachers are noted. (MP)

A project was conducted to develop, field test, and disseminate a series of 36 entrepreneurship modules for use with secondary vocational students. Seventy-eight occupations were evaluated as potential areas for module development. After a review by the United States Department of Education, a final set of 35 businesses was identified. Based on a literature review, staff compiled a list of basic skills considered important for small business owners to possess. Also surveyed were various formats and types of learning activities. Module content was limited to "Start-up skills" and skills that are critical to small business success. The modules were written, edited, and field-tested. A resource guide and a handbook on module utilization were also developed. Field test sites were selected and evaluation instruments were developed. A test with 30 multiple-choice items was constructed and administered as a pretest and a posttest to both treatment and control groups. An end-of-module questionnaire also elicited suggestions from teachers on how modules could be revised and ways in which they could be taught. Pre- and posttests were then scored and analyzed. Dissemination workshops were held and project staff delivered papers at meetings and conventions. (CT)

The study evaluated two early intervention programs for rural preschool handicapped and developmentally delayed children to determine the degree of integration into the community and program-community interaction. Analysis of 6 months of observation in the two programs resulted in the following conclusions: (1) administration of early intervention programs is accomplished largely through the controlled distribution of special knowledge about the program to the staff, participating families, local political structures, and the general public; (2) the more centralized a program administration is, the less the program will be responsive to traditional or changing community needs, and the absorption of the program into the existing network of community services will be reduced; (3) federal early intervention policies will be adapted by local political structures to meet local needs for control over program operation and evaluation and for community support; (4) early intervention programs will not necessarily serve those children and families for whom the programs were intended; (5) regardless of intended goals, centrally funded/locally administered programs are conducted so that program design is determined by perceived program needs rather than perceived family needs; (6) the local allocation of early intervention resources is determined by political and economic factors in those communities eligible for the resources rather than by an assessed need for such services; and (7) there is no difference in degree of program-community integration between programs under public school sponsorship and those under private nonprofit sponsorship. (DB)

Field experience reports are provided for exemplary adult education programs in Connecticut, New Jersey, New York, Ohio, Pennsylvania, and Virginia which were each visited by an adult education administrator from another of the programs. Each report overviews the program, makes observations on unique aspects of the program (such as programs, services, participants, program effectiveness, funding), and provides conclusions regarding valuable adult education concepts, strategies, and techniques practiced by the program as well as recommendations for adaptation to other programs. These programs are included: Literacy Volunteers of Connecticut; Connecticut Adult Basic Education (ABE) Staff Development Project; New Haven ABE Program; Upper Montclair, New Jersey; West New York Adult Learning Center; Dutchess County Area Occupational Education; Niagara Falls Learning Center; Canton City Schools; Columbus City Schools; Middletown City Schools; Warren City Schools; Southeastern Ohio ABE Program; Pleasant Gap (Pennsylvania) Development Center for Adults; Harrisburg State Hospital; Caroline County (Virginia) ABE Program; Virginia Adult Learning Center; and Fairfax County ABE Program. The Program Background Information Summary Form and Host/Visitor Evaluation Form are appended. (YLB)

This document provides details about the Teacher Education and Mathematics (TEAM) Project, which developed a model program and instructional materials that can be used to increase confidence and skills of students in undergraduate teacher education courses. TEAM materials and curriculum were specifically designed to: (1) reduce mathematics anxiety in teacher education students; (2) develop instructor skills in identifying sex bias in mathematics curriculum materials and teacher-pupil classroom interaction; and (3) increase teacher knowledge of mathematical concepts needed for elementary school instruction. The project concentrated on writing, field-testing, and evaluating instructional modules and assessment instruments to meet the goals stated above. Sections of this document cover: (1) Executive Summary; (2) Review of Year One Activities; (3) The TEAM curriculum; (4) Activities, Material Development and Revisions; (5) Evaluation; and (6) Implications for Future Research. The material notes that while several modules were identified as in some need of revision, the material overall was perceived as satisfactory by both faculty and students. (MP)

Twenty-five experienced F-4 and F-16 Air Force pilots were instructed in carrier landings in the Visual Technology Research Simulator (VTRS). The training was conducted under three instructional conditions, two of which employed the simulator's "freeze" feature. Additionally, two methods of defining errors for carrier glideslope tracking were examined. These experimental training techniques were compared to a conventional training approach in which no "freezes" were imposed during the training sequence. While pilots who were trained under the "freeze" condition developed control strategies that distinguished them from pilots trained by conventional measures, no differences were found between these groups on rate or extent of learning. In response to a post-experimental questionnaire, pilots who were trained under "freeze" conditions indicated that the simulator "freeze" was "frustrating" and added to the overall difficulty of the task. These pilots further reported being more motivated to avoid the "freeze" than to perform the task correctly during training. A probe technique was used to examine differential transfer in lieu of the more traditional transfer-of-training technique. Although this experimental use of the probe technique was a preliminary effort, it does appear to hold promise for transfer-of-training experiments of this type. (Author/KC)

A three phase study was conducted on the role of regular classroom teachers in implementing individualized education programs (IEPs) for mainstreamed special education students. IEPs in 20 elementary sites were reviewed in phase 1, 59 elementary teachers were surveyed in phase 2, and 16 of those surveyed participated in interviews in phase 3. Five major research issues were addressed in the study: role specification of the IEP document, characteristics of the IEP implementer, environmental characteristics, and child characteristics. Findings from the three data sources were highly consistent, suggesting that regular class teachers were basically uninvolved in the formal aspects of IEP development and implementation (they typically did not attend IEP meetings, did not receive a personal copy of the completed IEP, and rarely referred to one when they did have it). Teachers with more skills, training, and experience in special education, and those who had students from resource specialist programs, were likely to be more involved in the formal IEP process. Informal involvement in the process was noted through meetings with special education teachers. It was concluded that regular class teachers should be included in IEP meetings whenever possible, should be provided with a personal copy of the IEP, and should be given training in diagnostic/prescriptive teaching, special education techniques, collaboration skills, available special education services, and relevant legislative requirements. (CL)

This project analyzed the regular patterns of social interaction in science classrooms and the verbal and non-verbal strategies by which the science content of lessons is communicated. Based on observation and recording of 60 lessons by 20 teachers in 3 schools and a university, the project identified: (1) the principal science classroom situation types and the rules of behavior by teachers and students in each of them; (2) principal strategies by which the system of scientific meanings being taught is expressed in the classroom dialogue; (3) the rules observed by teacher and students concerning what is a "proper" way to talk science; and (4) the relations between teachers' observing or breaking those rules and the likelihood of students showing attentiveness to the lesson. Results indicate that: (1) students are three to four times as likely to be especially attentive when rules are broken by the teacher as when they are being followed; (2) most of the time the scientific meanings being taught are expressed implicitly, not explicitly in the classroom dialogue; and (3) social beliefs about science and learning artificially limit classroom dialogue in ways which make it more difficult for most students to learn science. (Author/JN)

This study was designed to increase knowledge of the functioning of item bias techniques in detecting biased items. Previous studies have used computer-generated data or real data with unknown amounts of bias. The present project extends previous studies by using items that are logically generated and subjectively evaluated a priori to be biased or unbiased, and simultaneously controls the amount of bias and true ability differences (as measured by the unbiased items). The study evaluated the functioning of four statistical methods of assessing test item bias (transformed item difficulties, chi-square, three parameter and one parameter item characteristic curves) when (1) tests have varying amounts of bias (0 biased/60 items, 18 biased/78 items, 40 biased/100 items) and (2) ability differences on the unbiased items were either one-half or one standard deviation apart. Results indicate that agreement among the methods and between the statistical methods and judged bias was generally high except for data set VI (40 percent biased items, one standard deviation difference). Problems with individual methods and with cutoffs are discussed. Finally, presence of biased items did not affect reliability but did decrease validity and increase score differences between groups. (Author/CM)