One hang-up in educational personnel de-velopment has been caused by the pressure to establish standards in finite guise.There is no need to spell out why professionals and the public seek such specificity and certainty. However, it should be emphasized that attempts through the years to establish and meet such standards have slowed progress toward preparation programs and state standards that are related directly to professional role expectations, relevant tasks, and essential competencies.Establishing and applying standards for truly professional roles based upon performance criteria presupposes departures from traditional and risk-free approaches to program design. Decisions about program prerequisites and course sequences can no longer be made beforehand by disinterested authorities, by normative surveys, or by applying &dquo;principles of education&dquo; out of context. Expertness in decision making (making judgments) is developmental, individual, and continuous. This means that those who are teacher trainers or curriculum designers have the responsibility for creating relevant and legitimate alternative learning experiences for students. At the same time, students (trainees) have the responsibility for choosing from these alternatives (or creating others) and experiencing the consequences of each choice. An individualized performance approach for the training of a person in a democracy requires that the act of choosing be a sacred right of the individual. The good society (or set of institutions) keeps alternatives for choosing open and real.If preparation for performance in professional roles is continuous and if the individual is the key element in the process, then we should not expect less preservice assistance from colleges and uniDr. Allen is assistant superintendent for teacher education and certification, and Drs. Cady and Drummond are associates for teacher education,
Since the discovery of heavy water, many experiments have been made to determine its influence upon living organisms. Although some of these investigations have shown little effect (Melot, 1934;Rea and Yuster, 1934), others (Lewis, 1933;Harvey, 1934;Ussing, 1935) reported a depressing action on the growth of plants and animals. The pioneer experiment in this field was carried out by Lewis (1933). Tobacco seed (Nicotiana tabacum var. purpurea) would not germinate in 100 per cent heavy water but did germinate very slowly in a 50 per cent concentration. Pratt and Curry (1937) found that wheat seedlings and the lower parts of buds of Kalanchoe daigremontiana grew only 0.025 as rapidly in 99 per cent heavy water as in normal water. The osmotic effects of heavy water on the leaf cells of Nitella clavata was studied by Brooks (1937), who found that the cells shrank in heavy water and expanded in normalwater. It was concluded that heavy water was hypertonic to the cells.Fox, Cupp, and McEwen (1936) measured the growth of diatoms in 1 per cent heavy water and in filtered sea water. They reported a lag of 16 per cent in the growth rate of Nilzschia bilabata over a period of 12 days in heavy water. Freshly collected Spirogyra placed in 0.06 per cent heavy water by Barnes (1933) was characterized by lack of movement, much less cell disjunction, and greater longevity than the controls in distilled water. A study of the influence of heavy water upon the rate of photosynthesis was made by Craig and Trelease (1937) upon Chlorella vulgaris suspended in a carbonate-bicarbonate buffer. Using the evolution of oxygen as a measure of photosynthesis, they found a decrease in the rate of 0.41 in 99.9 per cent heavy water. Using the same organism, Pratt (1938) found the decrease in growth to be in inverse linear proportion to the concentration of deuterium oxide up to 75 per cent, at which concentration practically no growth occurred.Taylor, Swingle, Eyring, and Frost (1933) showed that 92 per cent of heavy water influenced the life processes of tadpoles, Rana clamitans; fish, Lebestes reticulatus; flatworms, Planaria maculata; and the protozoan, Paramecium caudatum. The tadpole died within an hour; the fish within 2 hours; the flatworm within 3 hours; but the Paramecium lived 48 hours. When the concentration was decreased to 30 per cent, no effect could be detected on the tadpoles, fish, or flatworms over a period of 48 hours. When the white mouse was subjected (Barbour, 1935) to a 99 per cent solution of heavy water, the metabolism was slowed
Personnel Development The growing recognition of the need for continuing teacher education coincides with the efforts of the Leadership Training Institute and the Center to point out the usefulness of protocol materials in staff development programs.The purpose and nature of protocol materials and the history of their development was presented thematically in the Winter 1974 issue of the Journal of Teacher Education XXV, no. 4. Also discussed were their usefulness and potential as materials for preservice and continuing preparation of education personnel, the need for their dissemination, and the desirability of development of new protocols.A National Resource and Dissemination Center (NRDC) for protocol materials was established in the fall of 1974 at the University of South Florida in Tampa.* This action was taken after intensive consideration of dissemination issues and problems by the Leadership Training Institute for Educational Personnel Development and the directors of projects which developed protocol materials. These issues included consideration of commercial outlets, individual project distribution plans, universitybased dissemination, and effective distribution of materials at a minimum cost to the user. The activities of the National Resource and Dissemination Center are governed by a board of directors selected by directors of protocol materials projects and members of the Leadership Training Institute. The Division of Educational Resources of the University of South Florida assists with the distribution of protocol materials and provides technical consultation.Protocol materials from six of the projects are available directly from the Center, as is information about securing the protocols of those projects which have made other arrangements for distribution. Those projects which have made other arrangements have generally conformed closely to the policies established by the Center in order to avoid major inconsistencies in distribution plans. Other informational products are also available, including : (a) a film, (b) a filmstrip and cassette tape describing the total protocol program, and (c) a film on the use of protocols. A brochure may be requested from the NRDC which lists the protocol materials available from the Center as well as the sale and rental costs. A current catalog of all protocol materials may be secured from the During this first year of operation, the Center and the Leadership Training Institute are attempting to provid information about protocol materials and their use to a agencies, institutions, and associations concerned wit. initial and continuing teacher education. There has bee: widespread distribution of the brochure, and pre sentation-demonstrations are being made at numerou national, regional, state, and local meetings of educator, In addition, the directors of protocol material projects am members of the Leadership Training Institute hav become familiar with all protocols and can provid consultation in their use.The initial results of this broad-scale effort to inforr ...
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