Art education should be concerned with five categories of behavior: starting, orienting, assimilating, symbolizing and completing. Through these behaviors man develops his intuitive structures of comprehension, awareness, openness, and emotion. The author develops a more comprehensive model in rationale than the six models he examines. (VW)

Analyzes a study on student living arrangements and offers some interesting early findings. (Editor)

Responses to questionnaire to parents indicate that they want to know what is happening in the lives of their students, and students want them to know and understand. It is conceivable that the arena of personnel work may well extend to include more work with parents. (Author)

From an address given at the January 1971 annual meeting of the Council of Protestant Colleges and Universities. (Editor)

The authors describe an experimental curriculum they developed, whose central core is the child's recognition of his uniqueness, identity, and legitimacy as a real person. The curriculum is based on the belief that the basis of a child's learning is himself and his need to get information about his world. (JB)

Describes innovative classroom practices developed by teachers with support from the Teacher Innovation Fund Award Program (TIF), established last year in the District of Columbia. (NH)

This paper was presented on the Seminar on Drug Dependence and Abuse sponsored by Ball State University, Muncie, Indiana, August 1968.

Each school media specialist creates his or her own role. Media specialists are instructional leaders, curriculum developers, consultants, and administrators. The ability to cope with technological change while creating a future which will be personally satisfying and professionally rewarding is the key to defining the role. (PP)