OTR BULLETIN SEPTEMBER 1964

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-03090A000200050006-8
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 45
• Document Creation Date: November 16, 2016
• Document Release Date: February 24, 2000
• Sequence Number: 6
• Publication Date: September 1, 1964
• Content Type: BULL

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OTR
111,11011LI
SEPTEMBER 1964
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ope"r
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"A teacher affects eternity; he can never tell where
his influence stops. " Henry Brooks Adams
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1 Bulletin Board
8 Non-Agency Training
14 Financial Need -- for Parents
20 Armed Forces Staff College
24 Supervisory Responsibilities
25 Is Teaching for You
31 What is a Conference
38 OTR Calendar
41 Directory of Training Officers
FIAL
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Contents
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IN THIS ISSUE....
If you are a parent with a soon- to-
be college-age child, read the arti-
cle on Financial Need on page 14.
A fifth in a series of articles on sen-
ior officer colleges -- this time the
Armed Forces Staff College -- on
page 20.
Many employees in CIA have been
teachers and are thinking about re-
turning to the profession after re-
tirement from government service.
If you fall in. this category or not,
read the article on page 25.
If your job requires that you be a
conference leader, you may be in-
terested in the article on page 31.
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BULLETIN
BOARD
25X1A
NEW
TRAINING
OFFICERS
AND
ASSISTANTS
INTELLIGENCE "What trends are likely to occur during the next
REVIEW five years--or even 10 years--demanding increas-
COURSE ed intelligence support for the U. S. policy makers?
...How does the President obtain adequate and
timely finished intelligence for national security
planning and decision-making? ... What are the
Agency's current relationships with the DIA, the
Department of State, and other members of the
USIB?... Are CIA's ties with the Congress as well
as its image with the public undergoing a signifi-
cant change? ... What are some of the major prob-
lems facing the DDI, the DDP, the DDS&T, and
the DDS? "
Answers to these and to other questions will be
covered by senior officials from the Agency--and
from other governmental departments--at the
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CIA INT SE ONLY
CHANGE
IN
TITLE
OF
MID CAREE R
COURSE
next Intelligence Review (IR #9) which begins on
19 October and continues full-time through 30
October in Room 1A-13, Headquarters. Designed
for the Agency's middle and senior grade officers
from all components of the Agency, the course
provides an up-to-date reorientation of current
developments and problems arising both in the
Agency and in the intelligence community. It is
recommended for nominees to Senior Officer
schools. Student contacts in class and in semi-
nars provide an opportunity, in addition to that
of the questioning of guest speakers, for gaining
greater insights into problems and developments
in CIA and in the intelligence community.
The course is limited to 32 students. Registra-
tion is handled through Training Officers and
closes Monday, 12 October. For additional infor-
mation on the course, call
Chief, Intelligence Orientation Fact ty on exten-
sion 2351; for information pertaining to registra-
tion, call AIB, extension 2365.
The Agency's Midcareer course has been renamed
the Midcareer Executive Development course. Al-
though the title has been changed, the purpose and
content of the course remain essentially the same.
It is for those at midcareier level, primarily but
not exclusively Grade GS-13'e, who exhibit poten-
tial for advancement in the Agency and who most
likely will be assigned to executive or managerial
responsibilities at senior levels. The course cov-
ers significant current developments and problems
in the Agency, in the U. S. Government, and in
world affairs generally. Speakers are some of the
most knowledgeable men from within CIA, other
government agencies, and organizations outside
the government. Notable among non-Agency speak-
ers have been W. Averell Harriman, Dean Acheson,
William Bundy, and Allen Dulles.
The course runs for six weeks. It is planned so
that the students divide their time between the
Broyhill, and Brookings
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PARKING
AT
BROYHILL
BUILDING
OT R
DIRECTORY
NON-AGENCY
TRAINING
REQUESTS
INFORMATION
ON
PERSONALLY
SPONSORED
NON-AGENCY
TRAINING
Registration is limited to 30 students and nomina-
tions are made by each Directorate to OTR through
the Senior Training Officers. The fourth course
is from 21 September-30 October; Course No. 5
will be from 11 January-19 February 1965.
Attention Training Officers: Please tell students
that parking in the lot at Broyhill Building is by
permit only; there is plenty of off street parking.
We mention this because of the embarrassment
on recent occasions to some of the students who
apparently were not informed on this restriction.
Inadvertently name was omitted from 25X1A
the OTR Dire Directory in a ul August edition of
the OTR Bulletin. is on the staff of
the JOTP. He is in Room 743 Broyhill on exten-
sion 3261.
It is necessary for accuracy of the Registrar's
records that employees who apply for Agency
sponsorship in non-Agency training show specific
dates and titles of courses they wish to attend. If
you need the title or dates, call on
extension 3101.
Maintaining the Agency Training Record is the re-
sponsibility of OTR, particularly the Registrar
Staff. Training information in the Record is only
that which is completed under Agency sponsorship
either within or outside the Agency. Reports of
such completion are sent by the Registrar to the
Office of Personnel for the official personnel fold-
er. No record of courses that are personally fi-
nanced is kept by the Registrar's office. If an em-
ployee completes a self-sponsored program it is
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OFF-CAMPUS
PROGRAM
GEOGRAPHY
OF
THE
USSR
INTELLIGENCE
RESEARCH
TECHNIQUES
his personal responsibility to inform the Person-
nel Officer of this. Information is sent in memo-
randum form to the Office of Personnel through
the Personnel Officer with a specific request to
include it in the official folder. A certificate, di-
ploma, or transcript may be submitted with the
memorandum.
Courses that will be offered in the fall semester
of the Off-Campus program at CIA Headquarters
were announced in the July-August edition of the
OTR. Bulletin. Exact dates of each course, room
numbers, and names of instructors will be pub-
lished in a Special Bulletin as soon as they are
available.
The Geography of the USSR from 9 November- 18
December will be held in the afternoons from
1400-1700, Room 401 Broyhill.
Intelligence Research Techniques, 16 November-
11 December, will be open to all offices. (Recent
courses have been given for OSI and ORR.)
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GUIDE
ON
EFFECTIVE
USE
OF
INTERPRETERS
FOR
TRAINING
PURPOSES
SCIENCE
POLICY
STUDY
INAUGURATED
AT
GEORGE
WASHINGTON
UNIVERSITY
NEW
MARINE
MILITARY
ACADEMY
"Effective Use of Interpreters for Training Pur-
poses, " issued in June 1963, is being republished
under the title "Effective Use of Interpreters in
Training. " It will be available in late September.
This guide, unclassified, is intended primarily
for the instructor who uses an interpreter in train-
ing foreign nationals but it can also be of use to
case officers or other employees who work through
interpreters. To obtain a copy call extension 3185.
A new program of policy studies in science and
technology has been inaugurated at George Wash-
ington University. Initial studies will be concen-
trated in five areas: the national science and tech-
nology policy processes; the political, economic
and social implications of major scientific and
technological programs (such as the space pro-
gram); the changing relationships of government
and the community which flow from technological
advance; education and employment of scientific
and technical manpower; and the international
movement and influence of science and technology.
Vincent P. Rock, formerly a senior research ana-
lyst with the Institute for Defense Analyses, is di-
recting this program.
The new Marine Military Academy in Harlingen,
Texas will open in the fall of 1965 to about 900
students. The Academy plans to offer a four year
high school education covering the 9th through 12th
grades. It will emphasize academic excellence
while stressing military, physical, and discipli-
nary training traditional to the United States Ma-
rine Corps. Curriculum, and activities will be de-
signed and directed particularly to meet the needs
of young men who aspire to attend one of the serv-
ice academies or another military college.
The Academy will strive to provide whatever ad-
ditional courses or training which may be desired
to qualify its graduates for civilian universities,
entrance into the Armed Forces, or for civilian
life.
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NATIONAL
WAR
COLLEGE
AND
INDUSTRIAL
COLLEGE
OF
THE
ARMED
FORCES
NATIONAL
INTERDEPARTMENTAL
SEMINAR
In view of the varying needs of its students, the
faculty is expected to include graduates of all of
the service academies and of most of the military
colleges although the administration and faculty
will be composed predominately of retired Marine
Corps personnel.
Additional information on the Academy is available
through the AIB/Registrar Staff. Call Nancy
I on extension 3101. Overt inquiries may be
made trectly to the Marine Military Academy,
Inc., Harlingen, Texas.
Beginning with the August series, arrangements
for CIA employees to attend lectures at the Nation-
al War College (NWC) and the Industrial College
of the Armed Forces (ICAF) will be handled by
Training Officers through
of the Registrar Staff, extension equests
to attend lectures are to be made at least three
working days before the da of the lecture. At
the time of registration, will re-
quire either the employee's Agency age number
or an identification provided by CCS for attendance
under a cover arrangement.
The GS grade requirement for NWC lectures is
GS- 15 and above; at ICAF it is GS- 14 or higher.
Selection is based on a need to know of the subject
matter of the lecture. AIB/Registrar Staff informs
Training Officers of lectures at the Colleges.
Five presentations of the National Interdepartmen-
tal Seminar on Problems of Development and In-
ternal Defense given at the Foreign Service Insti-
tute are scheduled from September 1964 through
June 1965. The dates are:
14 September - 9 October
26 October - 20 November
25 January - 19 February
5 April - 30 April
14 June - 9 July
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CIA's quota is eight at each course. Nominations
of the Agency's candidates are due in OTR three
weeks before the course begins. Form 136 is
used and each application must have an attachment
which shows the candidate's military rank (if any),
his education, type of cover, area knowledge (gain-
ed through Agency assignments or otherwise),
Agency experience, and his next assignment. He
should be a GS-14 or higher.
The subject matter includes the study of develop-
ing nations - critical nations designated so by the
Special Group (CI) and with the U. S. Government's
resources and activities in assisting host govern-
ments in countering insurgency on both the policy
and operational levels. The development of inter-
nal defense plans, and the function of the country
team in U. S. Missions., are also covered exten-
sively.
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NON-AGENCY
TRAINING
The section on non-Agency training contains information
on courses or programs selected on the basis of profes-
sional interest to Agency employees. Their inclusion
does not mean that the Agency will pay for attendance at
them. Attendance under Agency sponsorship is based on
job orientation and professional development of the em-
ployee. Applications are sent through the Training Offi-
cer to the External Training Branch/RS/TR, 835 Broy-
hill. If the applicant has cover, Form 136 should be
sent first to the Central Cover Staff.
The employee who wants to take a non-Agency course at
his own expense is required to make his own arran e-
ments and in accordance with the provisions it
"Unofficial Courses of Instruction. "
Please note that the External Training Branch of OTR
has shown enrollment deadlines for some programs.
Supplementary information on the courses listed here or
on programs dealing with other subject matter can be ob-
tained from the Admissions and Information Branch,
Registrar Staff. Call on extension 3101.
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EXECUTIVE
SEMINAR
IN
ADP
MIDDLE
MANAGEMENT
INSTITUTE
INSTITUTES
OF
INTEREST
TO
SCIENCE
AND
ENGINEERING
PERSONNEL
The U. S. Civil Service Commission will conduct an Ex-
ecutive Seminar on 15-16 October 1964 for executives
who have broad responsibility for functions which are or
soon may be automated. It will provide an opportunity
to obtain information, develop ideas, and exchange views
on effective uses of automatic data processing (ADP).
Topics presented and discussed will focus on matters of
concern to top management. The technical aspects of
automatic data processing will not be stressed. Partici-
pants therefore, will not be handicapped by the lack of
prior familiarity with computers. The emphasis through-
out the seminar will be on the management implications
of ADP. Career executives, GS-15 and above (or equiv-
alent), are eligible for the seminar.
The U. S. Civil Service Commission will conduct a Mid-
dle Management Institute on 12-16 October 1964. The
Institute is designed to afford the participants an oppor-
tunity to share with its conference leaders current think-
ing on management concepts and techniques. It is intend-
ed for persons serving in management fields or programs
at Grades GS-11 to GS-13 (or equivalent) who have dem-
onstrated their ability and shown potential for holding
more responsible management positions. Nominations
are made by the Agency Training Selection Board.
The U. S. Civil Service Commission is conducting the
following institutes in Washington, D. C. that may be of
interest to science and engineering personnel:
Management of Scientific and Engineering Organiza-
tions --
26 October - 3 November 1964
5 - 9 April 1965
This institute for federal science and engineering
executives, GS-15 and above, is designed'to in-
crease awareness of the nature and scope of man-
agement responsibility and to suggest ways the
technically trained executive may more effective-
ly perform in his increasingly important role as
manager and administrator.
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Management Institute for Supervisory Scientists and
Engineers --
16 - 20 November 1964
1 - 5 March 1965
10 14 May 1965
This program gives scientific and technical per-
sonnel occupying supervisory or managerial posi-
tions at grades GS-l1 through GS-14 an opportu-
nity to explore new and significant ideas bearing
upon the management of scientific and engineering
groups within the federal government, and to de-
velop broader understanding of recent advances
in traditional management practices. Applica-
tions are due in ETB four weeks prior to the in-
stitute.
Ideas and Authors - Science and Government --
4 November 1964
2 December 1964
6 January 1965
3 February 1965
This program for scientists and science admin-
istrators and managers, grades GS-15 and above,
encourages examination of the writings of knowl-
edgeable authors whose books are recognized as
dealing in an often controversial way with key
issues of government and science relations. It
provides an occasion for participants to discuss
the book directly with the author and thus to broad-
en understanding of ideas expressed and their use-
fulness in resolving problems of government-
science activities. Applications are due in ETB
four weeks prior to the date of the meeting.
Seminar on International Operations --
12 - 16 October 1964
3 - 7 May 1965
Offered jointly with the Foreign Service Institute,
Department of State, this seminar is designed to
increase and encourage interagency cooperation
in international operations, while furnishing a
broad background to senior federal executives
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(GS-14 and above) in the foreign affairs area.
Scientists, engineers, and scientific administra-
tors with responsibilities for agency and labora-
tory international programs and conferences are
eligible for nomination. Applications are due in
ETB three weeks prior to the date of the seminar.
Executive Leadership Institute --
30 November - 4 December 1964
8 - 12 March 1965
7 - 11 June 1965
This program for executives at grades GS-16 (or
equivalent) and above seeks to promote an under-
standing and appreciation of the basic framework
of the federal government, the ideas and traditions
underlying its evolving structure, and methods of
solving contemporary public problems. It also
seeks to provide insight into human motivation
and values and understanding of social influences
which shape administrative decisions. Nomina-
tions are made by the Agency Training Selection
Board.
PRESENTATION The General Services Administration Institute announces
OF a new course on Presentation of Ideas on the following
IDEAS dates:
21 - 25 September 1964
26 - 30 October 1964
30 November - 4 December 1964
The purpose of the course is that briefings have been
growing steadily in both usage and importance at virtual-
ly all levels of government. The course offers instruc-
tion in briefing techniques as well as in preparation of
graphic materials for presentation. This will be done
through lectures, discussions, demonstrations, and stu-
dent exercises. Federal officials whose duties require
them to present organized briefings to top management
are eligible for this course. Priority will be given to
nominations of persons GS-15 and above.
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AUTOMATIC
DATA
PROCESSING
FOR
FEDERAL
EXECUTIVES
The USDA Graduate School is presenting a special course
in Automatic Data Processing for Federal Executives.
The course will be scheduled in two-hour seminar ses-
sions held twice weekly for a total of thirteen sessions.
The first course will run from 19 October through 2 De-
cember 1964 Mondays and Wednesdays, 9:30 - 11:30 a.. m. ,
and requests to attend should be sent to ETB no later
than 14 September. The second course runs from 16 Feb-
ruary through 30 March 1965 Tuesdays and Thursdays,
9:30 - 11: 30 a. m. and requests to attend should be sent
to ETB no later than 4 January. The objectives of the
course are to consider the history and growth of Auto-
matic Data Processing, to examine in a non-technical
manner the logic employed in ADP systems, to explore
the management considerations involved in planning, set-
ting up, and managing ADP systems, and to familiarize
participants with representative equipment, its applica-
tion and potential. Nominees must be at the GS-12 level
(or equivalent) and above.
TECHNICAL The USDA Graduate School is scheduling two courses in
WRITING Technical Writing. Class sessions will be two hours
long and meet once each week for 16 weeks. The first
course will run from 28 September 1964 through 11 Jan-
uary 1964 Mondays, 10 a.m. to 12:00 noon, and requests
to attend must be sent to ETB no later than 14 September.
The second course will run from 1 February through 24
May 1965 Mondays, 10:00 a. m. to 12:00 noon and requests
to attend must be sent to ETB no later than 4 January.
Classes are kept email (participation is generally limit-
ed to 10 to 12 in professional level positions) to allow
extensive individual consultation. Students learn by doing,
as they present their own work for criticism and evalua-
tion by instructor and group. Exercises are used to de-
velop clarity and conciseness. Students are helped to
develop a habit of continuing self-criticism of their own
writing in light of their training.
FEDERAL The USDA Graduate School will conduct a Federal Con-
CONTRACT tract Negotiation Institute. It will run for five days (one
NEGOTIATION week) from 9: 00 a. m. until 5:00 p. m. each day. Candi-
INSTITUTE dates for the course running from 2-6 November 1964
must be in the hands of ETB by 21 September; those for
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the 1-5 March 1965 running must be received by ETB by
15 January 1965 and those nominations for the 3-7 May
1965 institute must be received by ETB by 15 March
1965. The course is designed to develop greater profi-
ciency and understanding in techniques and procedures
in negotiation, human factors in negotiation, legal re-
quirements and administrative policy in negotiation, and
contract award and administration. Participants are
limited to 30 federal officials GS-9 (or equivalent) and
above.
STATISTICAL The USDA Graduate School special program department
METHODS is offering a two-hour seminar session twice weekly for
FOR a total of twelve sessions 9 March through 15 April 1965
FEDERAL Mondays and Wednesdays, 9:30 - 11:30 a. m. The course
EXECUTIVES is designed for the non-statistician who is in a position
to use statistical results in planning and problem solving.
The objectives of the course are to help the participant
gain an understanding of the development and growth of
statistical theory and methods in government, to help
him explore the ways in which modern statistical theories
and practices can be used in dynamic management, and
to help him gain sufficient statistical background to en-
able him to communicate with specialists in the field and
to interpret their reports. This seminar is offered for
executives at the GS-13 (or equivalent) level and above.
Officials at a lower level will be considered on the basis
of strong agency need. Candidates for this seminar must
be received by ETB not later than 15 January 1965.
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FINANCIAL NEED
THOUGHTS NOW FOR PARENTS
Many parents generally consider that:
1. they fall in the middle-income bracket regardless
of government grade or rank;
2. their children, by the time of college entrance, will
have earned a grade average worthy of a scholar-
ship; and
3. they privately consider themselves as justifiably
in need of financial assistance to help them no mat-
ter how favorably Dame Fortune -smiles upon them.
OTR is in nopositianto take parents out of the middle-income
category, or to adjust the academic averages earned by their
children, or to court Dame Fortune on their behalf. How-
ever, the Registrar Staff would like to pass along some
guides to alert parents to reassess their financial need real-
istically and to see the case for need as college admissions
officers will view it.
FUNDS TO PAY FORA COLLEGE EDUCATION: WHERE
DO THEY COME FROM?
Chiefly: The Parents, Student, and Scholarships
The Parents are the principal source of funds for higher
education. Colleges anticipate that middle-class income
parents will use family savings and loans; these will ac-
count for about 10016 to 15% of expenses. Additionally,
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parents are normally expected to provide the balance
(say 40% to 50%, depending on the amount of any schol-
arship obtained) from their current income.
For favorable consideration in seeking a scholarship,
the Student--as the person gaining the most from higher
education--must assume some responsibility to pay part
of the expenses associated with attending college. Re-
cent studies suggest that savings and earnings of stu-
dents, on the average, pay for about 25% of college ex-
penses.
The student can exercise considerable control of his re-
sponsibility of choosing a college within his means since
Scholarships, in general, take care of less than 20% of
the total expenses.
Consider financial need from the viewpoint of the college ad-
ministrators. They check on two important factors:
A Total cost of attending a particular college
B Total amount parents and student can afford
Expressed algebraically:
Factor A includes tuition and all fees for resident stu-
dents. Add room and board. Allow for books and cloth-
ing. Include transportation costs for the academic year
between home and college, recreation, and a reasonable
amount of spending money.
Factor B includes savings, earnings, and any monetary
awards from sources outside of the particular college
accumulated by the student (this may include any money
such as that received from CIA's Educational Aid Fund).
Add to this what the parents can provide. How much
does B add up to for your family? Once the answer to
this question is determined, college officials re-define
the expression as:
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FINANCIAL NEED equals the amount of financial
help required to supplement Factor B in order for
the child to attend college.
This is the viewpoint of the college administrators; this
is why they need to know Factors A and B. and this is
the "why" of the Parents' Confidential Statement.
The total amount of the money the college will expect of the
family is a sum of three elements: parents' assets, and stu-
dent's assets. In most instances, unless the parent possess-
es savings and stocks andbonds adding up to $10,000-$15,000
or sizable non-liquid assets, the controlling factor will be
the parents' current income. The College Scholarship Serv-
ice (CSS), in which about 500 of the better known colleges
anduniversities participate, will want some facts if financial
assistance is anticipated. First, CSS estimates parents can,
or should be able to, contribute the amount toward annual col-
lege expenses of their children shownon the chart on page 17.
By reading up from net income to size of family and over to
the left of the chart, the amount of money from current in-
come that is expected from the parents as a contribution to-
ward the education of one child is shown. Picking three mid-
dle-income GS-grades and extrapolating the chart will show
the following amounts expected to be contributed by the par-
ents:
Net Income Before
Federal Taxes
1-Child
Family
3-Child
Family
5-Child
Family
$13,000
$2,650
$1,910
$1,580
14, 000
2,990
2, 190
1, 830
15,000
3,340
2, 410
2, 110
Unless there are unusual problems (extra adult dependents,
debts, or emergency expenses), it would normally be pre-
sumed that the parents should be able to contribute the pre-
determined amount (from chart or table) from current in-
come or salary each year. The size of the family is taken
into account. (Note: The expected share of college expen-
ses to be contributed from current income is not as great if
family financial circumstances require both parents to work.)
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Normal Annual Parents' Support for Col-
lege Expenses from Income--College
Scholarship Service (CSS) Procedure
2,400
2,300
1,200
2,100
2,000
1,goo
1,800
1,700
i,6oo
11 W
p
proximate level of support
expected from parents
This chart shows the a
-
according to their annual
incom
d
h
b
e an
t
e num
er
of children in the family.
V" I F1
?g 8 8 0rr 8
1 N M P N
Net income before federal taxes
7-child family
8-child family
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The totals shown in the chart or table may appear a bit high
to the parents. These totals do, however, include a coat-of-
living presumption that a family usually spends about $800
to maintain one child for an academic year (nine months).
For example, if net income is $13,000 and there is one child,
the expected contribution of $2, 650 is obtained from using
the $800 "saved" by not having the child at home; plus anoth-
er $1, 850 determined by CSS as a fair share of "discretion-
ary income" which presumably can be directed to such ex-
penditure items as education.
HOW ARE FAh4ILY ASSETS TAKEN INTO ACCOUNT?
If these are generally negligible - say less than $6, 000 - they
are not used in analyzing financial need. However, assume
that assets are of some significance. The CSS - when the
parents apply for financial assistance using the Parente'
Confidential Statement - will consider all stocks and bonds,
cash, and savings at full value. They'll also ascribe half-
value to certain "non-liquid assets" such as equity in the
home or the loan value of insurance policies. Other assets
of the "non-liquid" category, such as farms or business
holdings, are computed somewhat differently. As a rough
guide, add to the full value of liquid assets a half value of
non-liquid assets; then subtract from your "family total as-
sets" a general allowance of $4, 000 for the family and an
emergency allowance of $500 for each member of the family.
CSS calls this remainder net assets and divides it into shares
for further consideration. An example:
$2,
500
Bank Account and Cash
400
Stocks and/or Bonds
2,
000
Loan Value - Insurance Policies (half
of the value)
8,
000
Equity in Home (half of the equity)
$12,
900
Family Total Assets
Less
4,
000
CSS General Allowance
Less
2,
000
Husband, Wife, and Two Children - CSS
Emergency Allowance
$6,900
Total Net Assets
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When this amount is divided into six shares (CSS uses two
shares for each parent and one per child)it results in $1,150.
This is the amount estimated by CSS for the parents to pro-
vide from family assets over four undergraduate years. In
this case it comes to about $290 each year. If the child has
accumulated savings, he is expected to give up part of these
assets toward his college expenses. If he has $750 to $1,000
in savings and bonds, a college may expect him to spend
$150 to $200 (here CSS uses one-fifth) each year for college.
When the student's assets exceed $1, 000 the excess is con-
sidered with parents' assets.
Suppose a parent earns $13, 000 a year, has two children,
and his assets and the college age child's assets are as il-
lustrated above. The CSS could then compute that the parents
are able to contribute $2, 210 from current income, another
$290 from parents' assets, and $150 from student's assets.
Unless Factor A (tuition, fees, room and board, books, cloth-
ing, spending money, recreation, and transportation) ex-
ceeds $2, 650, in the eyes of the college the parents are not
considered to have any financial need, even though they feel
"strapped. "
On the other hand, total college expenses at another college
might be about $4, 200. If so, the second college might ar-
range to provide the child with as much as $1, 000 - $1, 500.
If this amount is offered to him, it likely will take the form
of a combination of partial scholarship, college loan, and
employment opportunity. However, if the parents are still
a bit short of funds this suggest they have chosen too expen-
sive a college from the alternatives available to them. They
are faced with digging deeper into savings or securing a
greater loan, or reconsidering whether their child can afford
to go to the college tentatively selected.
TO PARENTS: With this brief overview, you may wish to
check out how Factors A and B apply to you, using your
known family resources and the total expenses of the college
tentatively selected for your son or daughter. For the aca-
demic year 1965-66, you will have one year to plan and to
meet the financial problem. If further counsel or explana-
tion is needed, feel free to call the OTR Regis trar(extension
3101). Should you wish a personal copy of this article for
your family use call the OTR Bulletin editor (extension 3056)
and we will send you a copy.
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THE ARMED FORCES STAFF COLLEGE
This is the fifth in a series
of QTR Bulletin articles on
Senior Officer Colleges. Ar-
ticle s on National. War College,
Senior Seminar in Foreign
Policy, Industrial College of
the Armed Forces, and the
Naval War College appear in
previous editions of the Bulle-
tin. * In subsequent issues
the Air War College, Army
War College, and the Advanc-
ed Management Program-
Harvard University, will be summarized.
The Armed Forces Staff College at Norfolk. Virginia con-
ducts two five-month courses a year, usually beginning in
February and in August. The course is for military officers
primarily (including 15 observers from Britain, France,
Canada and Australia). Four civilian agencies are repre-
sented,by quota, in each course. CIA has a quota of four
(until August of 1964 it was only two); NSA, USIA, and the
Department of State also send representatives. Until this
year there have been about 235 members in a class; this
year AFSC has increased its registration and the August
class will open with about 270. Since its establishment on
3 February 1947, AFSC has graduated over 6, 000 officers.
CIA began sending representatives in .1952; to date, forty
have completed a course.
An Agency candidate must be between the ages of 30 and 45
and be in grade GS-13 or higher. (The average age of Agen-
cy participants is 42.) Initial screening and nomination be-
gin in each of the Directorates about a year in advance of
# National War College May 1963
Senior Seminar in Foreign Policy August-September 1963
Industrial College of the Armed Forces December 1963
U.S. Naval War College June 1964
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nomination in August. After nomination by a Deputy Direc-
tor the Agency's Training Selection Board (TSB) screens
further and interviews employees whose names have been
submitted and who are available for interview. (Employees
who are not available tobe interviewed because of overseas
assignment are at no disadvantage; full consideration is giv-
en to his responsibilities abroad.) After the TSB chooses
the nominees, the list of names is sent to the Deputy Direc-
tor of Central Intelligence for final selection. Successful
candidates are notified officially of selection and the Office
of Training makes arrangements with the College for each
nominee's attendance.
The original mission of the College has been expanded to in-
clude education for combined staff planning and operations
and an understanding of the political-military problems
which are mainly met at every level of staff and command.
Specifically, the objectives of the course are:
1. To promote teamwork among the Services.
2. To prepare officers in the organization, planning,
and conduct of joint and combined operations.
3. T o prepare officers for duty in the higher echelons
of the armed forces.
4. To promote the development of understanding be-
tweenhigher echelons of the armed forces and those
other agencies of the government which contribute
to national security and to provide an appreciation
of the related aspects of national and international
security.
The objectives are attained through seminars, lectures,
a thesis, and orientation trips. The seminar groups are
made up of 15, usually five from each Service. Each semi-
nar has three faculty advisors. Guest lecturers are key
military and civilian officials of the government, as well as
speakers from outside government. Their subjects are on
organization and mission of government organizations re-
lated to national strategy and defense. A staff-study thesis
is intended to acquaint officers with the principles of re-
search and with the format used in a staff study. The orien-
tation trips. are made to domestic military training establish-
ments and are planned so the student can visualize the
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military-power capabilities of the ground, air, and naval
forces. (One class had a field trip which included a two-day
program at Fort Benning, Georgia, a day at Camp Le Juene,
North Carolina; a cruise aboard the nuclear-powered air-
craft carrier "Enterprise;" a deep dive aboard the nuclear-
powered submarine "Shark;" and finally a day at the Tacti-
cal Air Command and NASA Research Center at Langley Air
Force Base, Virginia.)
1. Characteristics, organization, and employment of
the armed forces and the relationships of those
forces to each other with adequate exposition of
their respective capabilities and limitations.
Principles involved in the U. S. unified command
organization and the organization of joint and com-
bined commands and staff and their responsibilities
and procedures.
THE ARMED FORCES STAFF COLLEGE
Norfolk, Virginia
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3. Organization, composition, and functions of joint
and combined commands with respect to strategic,
tactical, and logistic responsibilities of the com-
manders, with emphasis upon major war conditions,
and the organization and composition of current
major combined commands in which the United
States participates.
4. Aspects of joint and combined operations, including
command relationships, organization, and planning.
5. Trends of new weapons and scientific developments
and their effects on joint and combined operations.
6. Military, political, geographic, historical, eco-
nomic, psychological, ideological, and other facts
affecting U. S. national strategy and U. S. - Allied
security including the threat to that security.
The course has been evaluated veryfavorably by Agency em-
ployees. Many think that the great value is the opportunity
to work with and learn of the interrelationships among the
CIA, Department of State, and the Armed Services. Appre-
ciation of the workings of the military organization and the
role of the military in formulating national policy was one
of the observations made by a recent returnee. To quote,
"the students from CIA, State, etc., were provided a better
appreciation and understanding for the workings of the mili-
tary organization.... " This employee also commented that
"In the case of a CIA officer assigned to a Staff function on
the joint or combined level, this course provides the back-
ground and references which lead to better understanding.
Another student from CIA said that "it filled some large gaps
in myknowledge" and he believed that it presented CIA with
a rare opportunity to improve its reservoir of competent
personnel in military problems.
If you are interested in more details about the AFSC, call
the Admissions and Information Branch of the Registrar
Staff (extension 3056).
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CIA INTERNAL USE ONLY
Reorientation in Supervisory
Responsibilities
Because of the interest in better supervision on
the part of top-level management in the Agency,
a reorientationin supervisory responsibilities is
underway in the various Directorates. The pur-
pose of the program is to remind supervisors of
their responsibilities to themselves, to the Agen-
cy, and to their subordinates in the fields of se-
curity, health, and personnel management.
The first program was given on 10 April 1964
for the DDS and since then almost 2, 000 supervi-
sors from the DDS, DDP, and DDI have attended
a program. The sessionfor the DDS&T is sched-
uled for late September. The reorientation pro-
gram is now half-days and tailored for supervi-
sors in each Directorate. Mr. McCone has spo-
ken at each meeting with inspiring talks in which
he gives his ideas of the prime responsibilities
of Agency supervisors. A talk by the Deputy Di-
rector of each Directorate involved on their spe-
cific problems has been followed by talks by the
Director of Personnel, the Director of Security,
and the Chief of the Medical Staff. The programs
for the DDS and DDI were concluded by a panel
discussion chaired by Mr. Kirkpatrick, Execu-
tive Director-Comptroller, and included the
speakers on the program. The DDP program
was concluded by a talk by Mr. Kirkpatrick.
This program is required for all employees of
the Agency in grade GS-14 and above and for any
other employee who completes at least two fitness
reports. These sessions will continue until all
employees whofit the criteriahave hadan oppor-
tunity to attend.
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IS TEACHING FOR YOU?*
So you are thinking about becoming a teacher. What will
you say if someone asks you, "Why do you think you might
like to teach?" Will you answer, "I like the idea of work-
ing with children and young people"? Or, "Mr. Jones was
such a good teacher that I've wanted to be a teacher like
him since I was in his classes"? Or, "I don't know, I've
just always wanted to teach"?
On the other hand, maybe you won't be able to answer the
question at all. You may be having trouble deciding defin-
itely that you want to teach. Possibly you find the whole
idea a little frightening. You may not be sure you can be a
good teacher. Then, too you may have heard some things
about the teaching profession that are not encouraging.
Perhaps you know you want to teach, but you can't decide at
what level- -kindergarten? high school? university? May-
be you would like to work in education in another capacity-
administration? counseling? research?
If you have made up your mind to become a teacher, a look
at some facts about the teaching profession will probably
fortify your determination to enter the profession and possi-
bly will supply you with concrete reasons for entering the
field. If you are wavering, the material presented in this
article may help you decide whether teaching is the right
career for you.
*Editor's Note: Many employees are interested in a teach-
ing career after retirement from government service. This
article is addressed to them but the material is intended to
be valuable to all readers l
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Two characteristics distinguish the teaching profession:
diversity and size. Possibly you didn't realize that although
most people in the teaching profession work in classrooms,
classroom teaching is only part of the profession. The
possibilities for other types of careers in education are al-
most limitless.
Generally, the profession is divided into the following cate-
gories: classroom teachers, administrators, supervisors,
consultants, researchers, and other specialists in public
and private elementary and secondary schools; professional
personnel in higher education institutions; and professional
staff members in professional organizations, in govern-
ment offices of education, and in private agencies with educa-
tional programs. You might become a counselor or serve in
another specialized capacity such as school psychologist or
athletic coach;you might find your abilities lie in administra-
tion, writing, or research, you might prefer one of dozens
of other possibilities.
Teaching is the largest profession in the United States and
the second largest cooperative enterprise in this country;
only the U. S. government can claim more people in service.
More than 2,125,000 people work in the education profession.
Even a count of engineers in the many branches of that pro-
fession would not total the number engaged in the field of
education.
Of course, there is no such person as the "average" teacher--
except in the minds of the artists who produce caricatures
of typical teachers for the comic strips. According to car-
toonists, the average teacher is a woman, certainly no
youngster, who prefers spinsterhood, who rules her class-
room with an iron hand and a short temper, and whose per-
petual expression is a frown. But if you examine the fol-
lowing statistics about average teachers, you will see that
the caricaturists are going to have to find a new image in
order to portray today's teachers accurately.
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Three of every 10 teachers in the public schools are men;
most men teach in secondary schools, where they outnum-
ber women. Most college teachers today are men, although
many colleges express a willingness to employ a greater num-
ber of women in future years than they have employed in the
past.
It may have been true once that the teaching profession of-
fered a haven to bachelors and spinsters, but today 80. 5
percent of the men and 62. 4 percent of the women in public
school teaching are married;another 2. 2 percent of the men
and 13 percent of the women are widowed or divorced.
HOW DO TEACHERS LIKE THEIR WORK?
Most teachers like their work. The NEA Research Division
recently asked public school teachers the following question:
"Suppose you could go back to your college days and start
over again; in view of your present knowledge, would you
become a teacher?" In their answers to this question, only
1. 8 percent of elementary and 4. 1 percent of secondary
school teachers claimed they would not become teachers.
An artist drawing a true picture of an average teacher of the
1960's would sketch a married man or woman of about 40
who is well qualified for his profession and happy in his
work--but since only the average teacher's sex and age could
be put on paper, you willprobably never see an accuratepic-
ture of a typical teacher, except, perhaps, in your mirror
one day.
You might like to know what reasons other prospective teach-
ers give when they are asked why they plan to teach and,
even more significant, what teachers who have been working
for several years say about their work.
The members of the Future Teachers of America of Silver
Spring, Maryland, and Washington, D. C., gave the follow-
ing as some of their reasons for planning to become teachers:
"I want to be a teacher because there is no more rewarding
vocation.... " "To know that someone has profited by my
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teaching would be a wonderful feeling.... " "I want to see
the light of comprehension dawning on a child's face.... "
"I am interested in people.... " "The teacher's influence
makes the difference between the student's success or fail-
ure in life.... " "Teaching is not only interesting and enjoy-
able work, but gives you a chance to play your part in shap-
ing the world. "
It is encouraging to learnthat teachers in service echo these
same sentiments from the day theymeet their first students
until their retirement after many busy years in the class-
room. When they retire, they express satisfaction that
their busy lives in teaching have been diversified, challeng-
ing, and rewarding.
Perhaps the beat description of how most teachers feel about
their profession is found in the official declaration of the De-
partment of the National Education Association.
GLADLY
REVERENTLY
CONFIDENTLY
PROUDLY
do I teach--for I believe in the personal
worth and potential ability of every child
and youth.
do I teach--for the guidance of the young
toward high ideals and great achievement
is a sacred trust.
do I teach--for professional and cultural
studies -enable me to meet the complex
tasks of teaching,
do I teach--for the story of our nation and
the history of mankind reflect the whole-
some influence of many teachers.
HOPEFULLY do I teach--for the teaching profession
is gaining in public esteem and education
is advancing toward new and challenging
opportunities.
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You know who the fellow members of your potential profes-
sion are and how they regard their work. Now you must
want to know what that work entails. In other words, what
is involved in teaching?
Teachers are not found stalking up and down the aisles of
schoolrooms demanding that students learn their textbooks
by heart--at least not in any up-to-date school system.
Modern teaching goes far beyond seeing that students know
the facts and ideas of the past and present. Teachers are
interested in seeing that their students acquire abackground
of facts and that they prepare for future vocations; but
teachers realize that knowledge is useless without under-
standing, and it is in order to impart understanding that
they devote themselves to teaching.
To a good teacher, each of his hundreds of students is an
individual who needs personal help in bridging the chasm
of ignorance, potential inadequacy, and possible defeat.
Probably no two students need the same kind of help. In a
variety of ways, teachers must motivate, inspire, and en-
courage students in their efforts to achieve knowledge and
understanding and, at the same time, prepare them to be-
come responsible and, hopefully, happy adults.
Everyone, of course, cannot be a good teacher. Teaching
requires special talents and abilities, just as does being a
doctor or an engineer or an architect. Certainly if you are
considering becoming a teacher, you must wonder if you are
capable of doing well in your profession--even beyond doing
well, you must wonder if you will be as good a teacher as
America's schools need today and in the future.
There is no single quality that will make you a good teacher.
In different schools, the standards by which a teacher is
judged may vary according to the school's educational
philosophy and policy. There is, however, one general re-
quisite to being a good teacher that you must satisfy: you
must get the best education and preparation available to
you.
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Recently, researchers at the University of Wisconsin con-
ducted a survey of what were generally considered the
characteristics of a good teacher. The study isolated the
following as most essential:
1. General intelligence that includes the ability to
pass college work, to assimilate a good cultural back-
ground, and to understand students and how the learn-
ing process takes place
2. A thorough understanding and basic knowledge of
and about the subject matter taught
3. Good verbal facility that enables the teacher to
express himself and present his subject matter well
4. Creative imagination that allows the teacher to
make classwork so interesting that the student will
want to learn
5. Physical energy and drive
6. Moral and personal prerequisites such as patience,
considerateness, emotional stability, good judgment,
and maturity.
If you possess these characteristics when you are ready to
begin teaching, you will probably be a good teacher. If you
are well prepared, idealistic, and talented, with high moral
values and a gift of persuasion, not only will you probably
be a good teacher but it is likely that you will find teaching
the most rewarding profession in the world. Choose to
teach only if you are sure you can and want to teach. There
is no place in the education profession for the ill prepared,
the lazy, or the impractical. In education, failure is too
expensive--its cost is the futures of young people.
The guidance of a good teacher can help students learn to
become good citizens who are fulfilled and satisfied in their
personal lives and who contribute positively to their society.
Through helping students shape their lives, teachers truly
play a part in shaping the world.
Condensed from TEACHING CAREER FACT BOOK publish-
ed by the National Education Association, 1964.
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WHAT IS A CONFERENCE?
Today everyone uses the word "conference. " It is a stall
by the executive's secretary when the boss doesn't want to
answer the phone "I'm sorry but Mr. Big is in conference. "
It is baseball lingo when the infield is called to the mound
for strategy. It is a highly structured meeting between dip-
lomatic heads of state. It is used colloquially to represent
a group of "visiting firemen, " dignitaries, Boy Scouts and
countless other gatherings. While the word "conference"
has become as much of a household word as "Coke" its dis-
tinctive meaning has been lost. The common acceptance and
interpretations of the word have added to its usage but they
serve to dull its intrinsic value as a learning method. Just
what, then, is a conference or more specifically the confer-
ence method.
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The true conference is an informal yet planned meeting, or
series of meetings, of experienced people with related
interests and common problems who meet to exchange oral-
ly mental perspectives with the thought of pooling ideas and
reaching a solution or conclusion. This activity is carried
out under the guidance of a trained conference leader.
The conference, then, is planned--at no time should it re-
vert to a "bull session, " A plan is outlined, -objectives are
determined, discussion occurs and group conclusions are
drawn. The modern conference does not use parliamentary
procedure or Robert's rules of order, but each individual is
free to speak whenever he has something to offer for group
consideration.
Genuine conferring takes place where there is free,
orderly discussion between members seeking jointly an
appropriate course of action, a decision, or a common
understanding. In contrast with a "debate, " a true con-
ference begins properly not with a proposal but with an
effort on the part of all to recognize each other's points
of view. The discussion takes account of attitudes as
well as of the ideas expressed; it invites tentative sug-
gestions to be tested through discussion; and it opens
the way for artful handling of differences in points of
view by the chairman so as to permit members to change
their minds without embarrassment. Thus the outcome
tends to be a decision which-enlists a maximum of agree-
me nt.
... Behavior is not altered by debating; in fact, the chief
consequence of debating is to leave individuals more
deeply entrenched in their differences and insulations.
Unlike the lecturing process, the conference does not aim
to present new facts. Through grouping and experience the
conferees are already familiar with the facts common to the
subject being discussed. One important purpose of this
method, then, is to promote thinking rather than to impart
knowledge.
The success of a conference is directly proportional to that
care taken in selecting (1) a capable leader, (Z) appropriate
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topic or problem, (3) suitable conferees and (4) adequate
physical facilities. It essentially follows four steps.
1. the drawing out of the group experiences which have
a bearing upon the problem or topic at hand
2. the weighing of the various facts and experiences to
sift out the most valuable contributions
3. the group evaluation of the experiences
4. the conclusions, solutions, or decisions reached by
group action.
Throughout each of the four steps it is the group that makes
the contributions, the group that does the weighing, and it
is likewise the group that makes the evaluation anddevelops
the final solution.
The directed or guided conference is a modified version of
the true conference which is being used quite extensively and
has some bearing upon the definition of the conference meth-
od. The basic theories and philosophies remain unchanged,
but in the modification the leader tends to assume the role
of a teacher. The method is used when a certain amount of
information must be imparted to the group before it can pro-
ceed with the group action. The group still needs to possess
sufficient background, interest, experience, etc. as is re-
quired when employing the free or undirected conference.
For example, the leader may lecture to the group of con-
ferees on the technical aspects of some new law that has
just been passed which affects them. This presentation is
purely a setting forth of information on the part of the lead-
er. After the group has assimilated the facts the conferees
may proceed using their past experience to discuss how this
new law will affect the group and what decisions they should
reach regarding it. It should be noted, then, that although
the topic may be selected by the leader the conclusions that
are eventually reached are not predetermined.
In drawing an analogy, the conference method may be liken-
ed to a racing shell. It has a "coxswain" to control its pulse
and see that it remains on course, but the moving force is
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supplied by each and every individual member of the "team.
"For in the last analysis the basic purpose of all conference
work is to bring understanding, clarification, agreement and
often the creation of new ideas, out of the interplay of the
ideas, emotions and wishes of the participant. "
On the basis of the preceding definition, the following may
be considered as outstanding characteristics of the method.
1. The number of conferees is relatively small--ap-
proximately ten to twenty-five. The group is large
enough to assure a proper distribution of experience
but small enough to allow ample time for each mem-
ber to freely participate in the discussion.
Z. The physical arrangement places the individuals
comfortably about a large table or group of tables
in such a manner as to have face-to-face contact
with each other.
3. The conferees are no longer school boys but ma-
tured persons, informally grouped to work on a
common problem for which they desire a solution.
4. The leader is not a teacher. He is present only to
help direct the discussion and thinking and to assist
the persons in expressing their thoughts.
5. A planned outline is used to assure that the desired
objectives are reached--there is no set course of
study. The discussion may proceed at a rapid
pace or barely crawl, it may follow the outline or
deviate greatly; for, it is the amount of participa-
tion of and benefits received by the conferees that
is the determining factor.
6. A proposed outline of the conference session is
distributed to all members in advance of the meet-
ing date. This promotes better understanding and
stimulates discussion.
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7. Each member of the group has had years of practi-
cal experience which he brings to bear in solving
the matter at hand.
8. The conferees meet together--to learn together,
to think together, to solve a problem by pooling
their experiences.
9. Incomplete ideas are "tossed out" for group im-
provement--it is ideas and not complete statements
that make the conference a success.
"The good conference of today--the better conference of
tomorrow--is switching over from a listening pattern to a
working pattern. "
The topics which may be considered and the material which
may be developed under the conference procedure are bound-
less. The application is limited only by the definition stated
previously, and no distinction is placed upon who may be-
come a conferee. Anyone may join with his peers and use
the conference method to an advantage.
From the simplest neighborhood organization to the
United Nations, therefore, government is conducted in
a large part by conference. We take it for granted that
conference will be the order of the day in government at
the higher levels--in the executive offices and in the
legislative committee room.
The real merit of this method of learning may lie in its psy-
chological benefits, in the results produced or in both. Con-
sider first the social and psychological implications.
Possibly one of the greatest benefits to be derived from
conferences is the development of analytical ability and
a questioning attitude.... In the planned conference,
every problem is analyzed; facts are assembled and
studied; pros and cons
advantages discussed.
arrive at conclusions.
considered; advantages and dis-
Only then are attempts made to
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The opportunity for self-expression and participation is an-
other of the psychological advantages. Through the confer-
ence method each conferee is free to express himself as of-
ten as he has something to contribute to the discussion. He
is not only free to do so, it is his duty as a conferee to do
80. By accepting an active part in the discussion, one's
prestige, thinking ability and social drives are all stimulated.
This method aids in improving morale among the conferees,
since they can feel, and justly so, that they had an "in"
with the planning, This, too, increases the feeling of ac-
complishment or success--success which is so important
to our daily existence.
When one is interested in tanglible results produced, in addi-
tion to those human factors mentioned, the conference meth-
od again has some advantages to offer.
The primary aspect is that the group as a whole has arrived
at a decision of their own--not one passed down for their ap-
proval. As a result of this, any policy, plan, or procedure
established will receive the full support of each conferee in
putting it into action since it is partially "his baby. "
Secondly, the conferees see to it that the discussion is lim-
ited to a practical plane- -one on which they have had experi-
ence. Thus, should a person develop an idea that is good in
theory only, the practical ability of the men in the conference
will be apt to "spot" the fallacy in reasoning and cause it to
be revised before costly time is spent in an actual work sit-
uation.
The conference method offers other advantages in varying
degrees; the following would be included in this category:
It encourages self analysis on the part of the con-
feree and aids in the changing of personal attitudes.
2. It helps to clarify problems and eliminate miscon-
ceptions.
3. It appeals to those who are practical minded because
of the informal way in which it operates.
4. It promotes teamwork and strengthens the democratic
process.
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5. It affords an opportunity for persons of similar in-
terests to meet. This may also aid in the better-
ment of communications between different men and
levels.
6. It is a useful means of assembling information that
is best known by the conferees.
7. It may function just as successfully when the leader's
knowledge of the subject content is limited.
OTR offers a course in CONFERENCE
TECHNIQUES for Agency officers who
are responsible for planning and for
leading various types of group discus-
sions and conferences. Call your Train-
ing Officer about enrollment procedures.
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German:
Basic (ft-800 hra) - RSW - 20 wks........... 14 Sep 64 - 5 Feb 65
Basic (pt-120 hrs) - RSW - 3 phases - 20 wks each -
Phase I, III .. .. .. .... .... . . .. 21 Sep 64 - 12 Feb 65
Inter. (pt-120 hrs) - RSW - 3 phases 20 wks each -
Phase I .. .... ...... ........ 21 Sep 64 - 12 Feb 65
Luganda:
Basic (pt-216 hrs)
Malagasy:
Basic (pt-Z16 hrs)
Persian:
Basic (ft-960 hrs) - RS
. .7 Jun 65 - 4 Feb 66
14 Sep 64 - 4 Jun 65
- 24 his . .... ...... Z8 Sep 64 - 19 Mar 65
Russian: Full time courses offered upon request.
Familiarization (pt-24 hrs) 12 wks ..... .... Z8 Sep 64 - 18 Dec 64
Basic (pt-120 hrs) - RSW - 3 phases - 20 wks each -
Phase I, II, III .. .. .... .. .. .5 Oct 64 - 26 Feb 65
Inter. (pt-120 hra) - RSW 20 wks .. .. ...... .5 Oct 64 - 26 Feb 65
Adv. (pt-120 hrs) - RSW - 20 wks.. ? . ?, . .. ... 5 Oct 64 - 26 Feb 65
Basic (pt-Z00 hrs) - R - 40 wka .... ...... .. 28 Sep 64 - 9 Jul 65
Inter. (pt-ZOO hrs) - R - 40 wka ............. 28 Sep 64 - 9 Jul 65
Basic (pt-120 hrs) - R - 20 wka. ...... ..... .. 5 Oct 64 - 26 Feb 65
Inter. (pt-120 hra) - R - Z0 wks .. ........ . ... 5 Oct 64 - 26 Feb 65
Inter. (Sci & Tech)(pt- 100 hra) - R - 20 wks .. .. 28 Sep 64 - 19 Feb 65
Inter. (Eco & Pol)(pt-100 hra) - R - 20 wks . .. 28 Sep 64 - 19 Feb 65
Inter. Refresher (pt-60 hrs) - RSW - 20 wks..... 5 Oct 64 - 26 Feb 65
French, Spanish, Italian, Portuguese: (Classes begin the first Monday of
each month)
Basic (ft-800 hrs) - RSW - 20 wks
Inter. (ft-400 hrs) - RSW 20 wks
Basic (pt-100 hrs) - RSW - 3 phases - 10 wks each
Inter (pt-60 hrs) - RSW 3 phases - 10 wks each
VOLUNTARY LANGUAGE TRAINING PROGRAM
Fall-Winter Semester (before and after hrs) .... 21 Sep 64 - 19 Feb 65
Spring-Summer Semester (before and after hrs). . 22 Mar 65 - 6 Aug 65
There is no schedule for the following courses. Instruction can be arranged,
however, on request: Albanian, Bulgarian, Czech, Greek, Indonesian, Hungar-
ian,Japanese, Lingala, Polish, Romanian, Serbo-Croatian, Swahili, Turkish,
and Vietnamese. Call extension 3271 to schedule instruction.
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