Measuring the Outcomes of Career Guidance

This paper considers the importance of contextual factors which impinge on career guidance activities and their outcomes. It then seeks to identify and clarify definitional and measurement issues, and considers the types of outcomes which are considered desirable and can be identified. Following a discussion of the types of outcomes which are commonly addressed, and the criteria attached to those outcomes, it assesses the various methods of measuring outcomes which are, or might be, employed. It next reviews the existing evidence on the outcomes from career guidance. Finally, the implications of the discussion for both policy and future research agendas are addressed.     

A Two-Year Program of Counselor Education

If school counseling is to be a career commitment, not a temporary or occasional assignment, the school counselor must possess some special expertise that enables him to make a unique contribution to the school. It follows that counselor educators should identify this special expertise as precisely as possible and then offer an instructional program designed to develop it. Since such special expertise is not likely to be acquired without extensive and intensive training, the instructional program will ordinarily require a minimum of two years of full-time study. This position paper elaborates the rationale for the above beliefs and attempts to suggest directions in which they may lead.     

The long-term preservation of identifiable personal data: a comparative archival perspective on privacy regulatory models in the European Union,Australia, Canada and the United States

This article analyses the extent to which archival exemptions for historical, scientific and statistical research in privacy legislation support preservation in selected European Union countries, and comparable aspects of Australian, American and Canadian law within a legal, ethical and digital archival perspective. The authors recommend that the further processing of personal data under data protection law be given a wider scope of interpretation for archival preservation purposes in both the public and private sector, coupled with the use of researcher and archival codes in relation to access to personal data. They also recommend early appraisal and integration of privacy with freedom of information and archival regimes.

Religious broadcasting: 1920–1965, a bibliography

The following bibliography is the first installment of an extensive bibliography of books, pamphlets, theses, dissertations, documents, addresses, unpublished mimeographed and other miscellaneous materials, and periodical articles on religious broadcasting. The years covered are from the dawn of American broadcasting up to the present. Of particular importance is the first section on “Sources of Bibliographical Information” on this subject.

Because of the length of the entire bibliography, only the sections on sources, theses and dissertations, books and pamphlets, and unpublished and miscellaneous materials will be published in this issue of the Journal. The section on periodical articles will be published in a forthcoming issue. It is also intended to update the entire bibliography from time to time.

The importance of religious broadcasting is well‐recognized by anyone who has ever completed the programming section of an FCC application form, or has ever examined the body of law that has ranged from the Scott and Schuler cases of yesterday to the Maclntyre case of today. Those readers who find this bibliography of interest might also wish to read FCC Commissioner Lee Loevinger's “Broadcasting and Religious Liberty” in the Winter 1964–65 issue of the Journal of Broadcasting.

The major portion of this bibliography was compiled as a part of the author's Ph.D. dissertation, completed in 1965 in the Department of Speech of Michigan State University. Co‐chairmen of the guidance committee were Drs. Kenneth G. Hance of the Speech Department and Walter B. Emery of the Department of TV‐Radio. It has been updated and corrected to July 1965. Dr. Dick is Associate Professor of Speech and General Manager of KSDA at La Sierra College in Riverside, California.     

Education and the Changing Economic and Industrial Order: An International Perspective

The nature of the indigenous development movement in education is considered and a case made for using regional strengths in the developing world as a foundation for a new internationalism incorporating the best of the East and West. It is further argued that a well resourced education system is the best instrument for coping with the vast changes to the economic industrial and social order. However, the new demands will have to be met not by further narrow vocationalism but by an emphasis on universal education and providing opportunities for mature age students. Educators are called upon to maintain their commitment to the full personal development of all people.     

Learning outdoors and living well? Conceptual prospects for enhancing curriculum planning and pedagogical practices

In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey’s habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey’s writings are often vague on how ideas can be operationalised and criticisms that Aristotle’s educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices.