There is a need to supplement skill-oriented training in personnel training programs and career development programs with basic economic education to help an employee understand his roles as consumer, employee, citizen, and entrepreneur. (AG)

Positions in organizations serve as organizational frameworks for the performance of roles. The views of a role vary. Conflicting views leave the position-holder with seven options, only one of which is viable. That one, an open problem-solving confrontation, may require some inservice education in interpersonal relations. (AG)

Using elementary school pupils as an example, the author distinguishes between equal and equivalent knowledge and shows how both relate to individualized learning situations applicable to continuing education. (AG)

The interrelationship between historical events and the Israeli elementary and secondary school structure is established to determine the implications for continuing education at these levels. (A 27-item bibliography accompanies the article.) (Author/AG)

Internship and inservice training, traditional continuing education approaches for media, library, and information specialists, are being supplemented by simulation of community contexts within which principles of lifelong learning can be applied. One such simulation is briefly described. (Author/AG)

Since continuing education students have their own set of characteristics, visual presentations used to instruct them should be reexamined. Six suggestions for improving the content, impact, and effectiveness of teacher-prepared slide presentations are offered. (AG)

The role of nature photography as a continuing education offering is examined and some photographic techniques are suggested. (AG)

It is necessary to evaluate what went wrong with federal efforts to ease the manpower shortage so progress can be made toward establishing new vocational and literacy training programs to meet the workers' and the industries' needs in the era of technological revolution. (AG)

Non-traditional study (its nature and its appropriateness in adult higher education) is examined from the viewpoint of an adult educator in higher education. Six factors are cited which should be included in a feasibility study of non-traditional studies to help determine the studies' appropriateness. (AG)

The communications system at the residential New England Center for Continuing Education is described. Using the Center as an example, ways are explored in which educational technology can be supportive of adult conference activities which focus on concerns to campus and community. (AG)

The diversity common to university continuing education programs complicates both planning for the future and operating national professional continuing education societies. The NUEA View-of-the-Future committee report received mixed reactions from NUEA members. They seem to be in doubt as to the direction of extension's and continuing education's…

The report to the presidents of six New England Land Grant Universities examines possibilities for joint ventures in various areas. The report recommends creation of a committee with representatives from each of the six colleges to jointly plan programs, supervise work of cooperative committees, and make recommendations to the presidents. (AG)

A second article on the Multiple Alternatives Program (MAP) analyzes the effects of MAP on the attitudes and self-concept of the participants. The statistically significant findings indicate a more favorable attitude toward higher education among MAP participants than the control group but no differences in self-concept between the two groups. (AG)

The changes that occurred in facility development, enrollments, school time available for industrial education, and the extent of special provincial grants to maintain the programs are documented in a status report on the long term effect of Canadian Federal legislation and aid. (AG)

From workshops in andragogy, the art and science of helping adults to learn, it was observed that an individualized approach was preferred to a behavioralistic one, that it is important to be able to help participants work within a changing organization, and that knowledge of task and process should be coordinated. (AG)