This article discusses forces that affect the professional ethics of organizational development (OD). Both driving forces and restraining forces have influenced the current status of OD ethics. These forces have operated since the emergence of OD itself, and their fluctuating intensity results in the dynamic nature of the OD profession. (SSH)

Materials in this bibliography were selected and recommended by members of the Use of Machine-Assisted Reference in Public Libraries Committee, Reference and Adult Services Division, American Library Association. Topics include: financial aspects, equipment and communications considerations, comparing databases and database systems, advertising…

Discusses questions concerning training students in techniques of academic work and use of the English language in this context. These questions, currently researched at the English Language Center of King Abdulaziz University, focus on the notion of task as a minimal pedagogic unit, and on task-objective coordination criteria. Societe Nouvelle…

Discusses the purposes, scope, and application of guidelines which have been developed in England to help resolve conflicts between conservation and land drainage programs. Emphasizes education, training, and research as essential elements to meet the guideline objectives. (DC)

Most evaluators surveyed favored professional training, and generally agreed upon the importance of 39 curricular elements for program evaluation study at the master's, educational specialist, and doctoral levels. (CP)

Reports the simulation of sensory and mobility problems of older adults as an effective training model when combined with a number of roles and scenarios. Discusses the application of the training model in work with geriatric health professionals. (Author)

Discusses the 'back-to-basics' issue, contending that conceptions of educational basics lie within three time frames (ego-time, clock-time, timelessness) and noting that educational decision-makers often defeat their own 'back-to-basics' attempts because they operate almost solely on clock-time due to their specialized training. (SB)

Describes the Open University's extension of its original role into continuing education, not only in the areas of professional and in-service training but also in community education. (Author)

Since 1960 the role of the secondary school principal has changed greatly for many reasons. Changes are apparent in the areas of competencies needed to be a principal, leadership, training programs for principals, and the relationship of principals to professional teachers' associations. The principal's primary task is now one of management. (SB)

Describes field oriented teacher internship program for elementary education majors and discusses results of a questionnaire answered by cooperating teachers in this program. Results of the study provide direction for planning in-service courses for social studies teachers. (KC)

In two 1969 articles, Maslow considers the dichotomy between humanistic and professional education, between education for personal growth and education for skill and competence. He expresses uneasiness at the trend toward Esalen-type teaching, which emphasizes students' feelings and interests at the expense of instructional content. (SJL)

Sources for additional information about cooperative education are provided. Approximately 40 books, reports, and articles are listed, along with four agencies and professional societies and information about grants from the U.S. Office of Education. (LBH)

Canada's community Health Representative Program trains Indians to act as teachers, organizers, promotors, and liaisons in health education among their own people. (MB)

World War II dramatically increased the scope of higher education/university extension. Two other forces creating educational change were the GI Bill of Rights (1944) and the President's Commission on Higher Education (1947). New directions included postgraduate professional training, labor education, human relations training, interagency…

Responding to the problem of an appropriate institutional structure to effectively and efficiently meet the needs of a clientele group dominated by the part-time student, the author promotes: (1) centralization, (2) the continuing education specialist, and (3) a centralized support operation. (EA)