Bibliography: pages 203-211. / This study focuses special attention on some crucial aspects of 'Native Education' policy during the period 1939-48. It is contended that 'Native Education' cannot be analysed outside its political and economic context. It was an essential aspect of the broader 'Native' policy followed by successive white governments (Provincial and Union) in S.A. before 1948. The study is divided into two parts. Part one provides the economic, political and educational (Native) background of the period 1939-48. Chapter one assesses the political and economic context of 'Native Education' prior to 1939. Chapter two provides an historical analysis of 'Native Education' prior to 1939 and highlights the following crucial issues: (i) the role of the missionary as educator; (ii) the State's interest in industrial education for Africans; (iii) the State's financial provision for 'Native Education'. Part two attempts to uncover aspects of the political orientation of the U.P. Government's 'Native Education' policy (1939-48) and investigates the following issues: (i) why the State provided insufficient financial backing for 'Native Education' when compared with that given to White Education (Chapter five); (ii) the reasons for the introduction of the 1943 School Feeding Scheme for African children; (Chapter six). (iii) the reasons for the State's provision of insufficient technical and vocational training for Africans when compared with that given to whites (Chapter seven). This section also analyses the political ideologies of the U.P. Government and the N.P. Opposition with regard to 'Native Education' (Chapters three and four) as well as the Smuts Government's 'Native' policy and the reaction to this policy (Chapter eight). The study also focuses attention on the House of Assembly Debates (1939-48) relating to the issues examined in Chapters five, six and seven. It is contended that these debates are of paramount importance for an understanding of subsequent policies as they touch on a particularly sensitive area in the field of race relations in South Africa in specific ways.

A research experiment was performed in the Utah State University Child Development Laboratory on a group of pre-school children consisting of ten boys and ten girls between the ages of three and four years in an attempt to discover that teaching method which will best sustain a child's interest while teaching a foreign language in an experimental situation. The procedure involved the evaluation of three different methods. 1) German conversation in a group utilizing audio-visual aids, 2) Group singing of a German song, and 3) Telling a story in German using a flannel board with illustrations. These three methods were performed three times each over a five-week period. The results showed that there was not statistically a significant difference. The findings did show, however, that the flannelboard story sustained the interest of the group best, next the singing of a German song and the least effective was conversation in German. The results did indicate that the interest of the children dropped considerably from the first to the third time that the conversation method was performed. The interest of the children increased considerably from the first to the third time that the singing of a German Bong was performed. The interest of the children appeared to stay about the same over the three times that the flannel-board story was performed. Femininity and masculinity appear to influence the responses of children to a language-learning situation. That method which will best sustain children's interest in a language-learning situation appears to be dependent on where the children are in their familiarity with the language.

A survey instrument was designed to yield information regarding hearing conservation activities. This instrument was then distributed to those individuals identified as the coordinators for the various district programs.

The principal aim of this master´s thesis has been to analyze the available Czech and foreign cartographic works that may be used wholly or partly for preschool children. A design and a model of an orientation map of a village for educational needs in nursery schools and the first stage of primary schools are part of the work. A basic map of the village of Boretice (a disctrict of Breclav) has been used as a basis for creation of my own design of a map. The usability of the newly designed map has been tested in the local nursery school.

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Purpose of the Study The purpose of this study was to examine the pupil transportation program in Virginia relative to those used in the fifty states, to examine variations in transportation costs among Virginia's school districts, and to analyze Virginia's present pupil transportation funding method and alternative funding plans in relation to recognized principles of pupil transportation finance. Design of the Study The research design for this study was implemented in five phases. First, pupil transportation information was collected from all states in order to review current state pupil transportation programs. Second, pupil transportation literature was reviewed to identify cost factors, fiscal models and evaluation criteria. Third, Virginia's present pupil transportation program was evaluated. Fourth, pupil transportation data for the 1978-79 school year were collected from all school districts in Virginia and analyzed. The best predictor(s) of cost was determined by using appropriate statistical analysis (such as correlation, stepwise multiple regression analysis, and scattergrams) to examine the relationship between per pupil transportation costs (dependent variable) and various independent variables that contribute to variations in cost. The best predictors of cost were used in alternate funding formulas. Finally, computer simulation was used to analyze the fiscal implications of the alternate formulas on the school districts and the state. Conclusions and Recommendations State pupil transportation programs are characterized by diversity and individuality. This writer grouped the fiscal models used by the states to allocate pupil transportation funds into five models: equalization concept/ formula, percentage grant, flat grant, approved cost, and state-owned/operated. From the review of literature, statements and terms related to evaluating state pupil transportation programs were grouped into twelve summary terms. The following terms were considered valid for use in this study: adequacy, reliability, simplicity, efficiency, objectivity, and equity. Virginia's current allocation plan met the requirements for simplicity, objectivity, and partially fulfilled the requirements for efficiency but did not meet the standards for adequacy, reliability and equity. Nine factors that cause variations in the cost of pupil transportation were selected for analysis. The average cost per pupil per year was selected as the dependent/ criterion variable. The analysis concluded that linear density was the best predictor of pupil transportation costs in Virginia. Three alternate funding formulas were developed, and all were judged to be better predictors of cost than Virginia's present reimbursement plan. However, only two of the three plans met all of the evaluative criteria established in the study. Based on the findings of this study, three recommendations were offered. First, Virginia should adopt alternate equation 3 (regression equation utilizing linear density - inverse form - as the cost predictor) for use in distributing pupil transportation funds. Second, Virginia should provide more funds for pupil transportation, eventually providing the full funding of predicted cost. Third, Virginia should conduct a study to determine if special funding provisions are needed for the cost of transporting special education pupils in special buses and, if necessary, develop an appropriate funding plan. / Ed. D.