A view contrary to the implication that resource levels are to be largely taken as givens. Aruges that the level of resources made available may be increased by the insightful administrator. (Author)

Common sense and operational research can lead to significant savings in the use of capital resources. (HS)

PPBS, an important and useful decision tool, is deficient in political processes because it cannot account for power and value allocations. (RA)

Reports a training session on the role of media in individualized instruction. (Author/MF)

Speech given before the annual meeting of the American Association of Colleges for Teacher Education (22nd, Chicago, Ill., Feb. 1969)

Speech given before the annual meeting of the American Association of Colleges for Teacher Education (22nd, Chicago, Ill., Feb. 1969)

Examines nine definitions of equality that have been applied to the American educational system. Discusses value tradeoffs in the implementation of each in educational policy. Considers negative, full opportunity, foundation, minimum attainment, maximum variation ratio, reasonable classification, equal group achievement, equal dollars/equal…

Offers 12 ideas for making quick, short-term cuts in expenditures when a budget crisis occurs. (JM)

This article reviews the key features of zero base budgeting as a budgeting/planning system, discusses the applications of ZBB reported in the literature, and summarizes its special benefits and problems for libraries. Fifteen references are included. (Author/RAA)

Examines the connection between resource allocation and its anticipated results by emphasizing the multi-level nature of the educational system, the importance of nonpurchased resources, and the effect on learning of both the manner in which the classroom is structured and the mix of peers with whom students learn. (Author/IRT)

The Age Discrimination Act of 1975 was premised upon a fundamental but doubtful analogy between race discrimination and age discrimination. The law is thus inconsistent, confusing, divisive, and poses practical problems regarding interpretation, enforcement, and resource allocation. (Author/GC)

Criticizes the National Science Foundation (NSF) for funding research for which the American public, the author holds, would not approve the expenditure of its taxes. Gives examples of NSF funded projects that either duplicate existing knowledge, provide relatively unimportant information, or potentially bias future policy. (GC)

Provides a point-by-point rebuttal of John M. Ashbrook's article (UD 508 063) which criticized the social science research funding practices of the National Science Foundation. (GC)