Among the social sciences, guidance is relatively young, having evolved out of the American social experience with its concern for the welfare of the individual. As an independent discipline, guidance is about seventy years old. However, the foundations for guidance are imbedded in the nation's historical past. Beginning with seventeenth-century New Englanders, who stressed religious and economic reasoning, a systematic approach to occupational selection began. By the close of the colonial period, the precedent of freedom of choice of vocation and educational opportunity was well established.

This heuristic and inductive study proposes a philosophy and models for a humanizing role for higher education in the computer age. The university's traditional role stands the risk of serious erosion through increasing emphasis on technological programs, particularly in the computer areas. The pressures from inside and outside the university threaten to produce increasing numbers of what have been termed "highly educated barbarians." Because computerization offers to be a pervasive and widely-felt influence on society, the university must see that its graduates—both the producers and the consumers of computerization—become humane, liberally educated persons; they must have technical excellence and also an understanding of the "system Man." The study calls for an enhanced new curriculum fostering a "new mind" for the computer age, encompassing quality of both technique and humanity in its students.

The problem of this study was to analyze institutional cocurricular goals, objectives, programs, and activities and determine institutional cocurricular needs of international graduate students at North Texas State University. The purposes and objectives of this study were twofold: first, to explore the differences between perceived and desired institutional cocurricular goals, objectives, programs, and activities and, second, to analyze and interpret the data from two different positions, "perceived as existing" and "should be existing."

The problem to which this study is addressed is that of education in a technological age. The principal concern is for the recognition of technology in developing general education for the student with particular reference to industrial arts education. The purposes of the study are to assess technology's significance for education, concepts of education which postulate technology as significant, and the impact of technology on education. Finally, the study discusses critically the implications of these assessments for industrial arts education. Four categories of sources provide the data: the history and philosophy of technology, social sciences, the work of generalists, and education. Selection of data includes both common and divergent viewpoints of facts and judgments. The data are formed into a composite structure of ideas which have implications for education in a technological world.

This study is an attempt to find causes and indications of insecurity in elementary school children. Possible solutions and ways to increase security are also explored.

An investigation of attitudes toward selected international problems and issues, and the relationship between attitudes and some independent variables was conducted among 234 graduate and undergraduate students in the College of Education at North Texas State University, Denton, Texas. Attitudes toward Chauvinism, World Government, Cooperation, War, and Human Rights were measured by thirty-two Likert-type items developed by Educational Testing Service. The 234 returned, useable responses were tabulated according to each attitude scale and educational level. The attitude scales enumerated above were all correlated with students' backgrounds, educational experiences, and political attitudes.

The purposes of this study were two-fold: to develop a program model for vocational assessment of handicapped students in the public schools that would include information concerning the following components: goals/outcomes, methods, procedures, target populations, and staffing. (2) to compare perceptions of four types of personnel (vocational evaluators, vocational adjustment coordinators, vocational counselors, and educational diagnosticians) concerning the components that should be included in a program model of vocational assessment of handicapped students.