Describes measures taken at Ohio State University to reduce the closed-course problem including computer assisted scheduling (CAS), departmental adjustments, and class hour redistribution. (Author/PG)

The author describes the experiences of a school that tried a computer assisted system of class scheduling. The process is modeled after college systems. (RP)

When all of the analysis has been done, and the studies have disclosed that it is time to implement a computer-based procedure to secure the desired objectives, several problems arise. One problem is that of building the data file which will form the basis for the new procedure. (Author)

Neither students nor teachers run like clockwork, but the schedule does. Author discusses ideas for more flexible scheduling. (GB)

An actual application of linear graphs is described. (MM)

Fairfax County, Virginia, inaugurated an out-of-the-ordinary plan for boosting staff morale and making the most of consultants, and Williamsville, Virginia, instituted a multiple tracking schedule that provides for unscheduled emergencies. (MF)

Author offers suggestions for broadening the scope of education and educator. (RK)

The traditional lower-division, upper-division studies sequence is inappropriate for many students in a large number of institutions. (HS)

Reported are the proceedings of the Conference on Teaching Mathematics to Occupational and Developmental Students. Topics considered include: curriculum, personnel, methods, placement and scheduling, and math labs. A short description of an audiotutorial approach to teaching junior college mathematics is also presented. (JG)

The author outlines steps in establishing continuing education for management, and suggests curriculum and program structure. (JB)

A Connecticut high school has devised a registration procedure to avoid computerization confusion. The author, who is principal of the school, gives the details of the new method. (MF)

Describes program at the University of Wisconsin. (RT)