2

2.A.ÊÊÊÊÊ Purposes and goals

2. B. Changes and Improvements

2.C.ÊÊ Chances of Institutionalization

2.A.ÊÊÊÊ Purposes and Goals

Funds are being requested for the improvement of an instructional program at the lower division level at the U.H.-Manoa campus. We are seeking support in the form of a one-time impetus to a key subject area in which Hawaii has a special scientific claim, namely, as a socio-historical laboratory for the study of ethnicity.

The students who attend our Psychology courses (about 9,500) last year) are, for the most part, native to our landsâ primary and secondary schools. Their language, their culture, and their history form the separate components that coalesce and interact to produce life on these Islands. The study of the interactions and transactions increase awareness of self, the group to which the self belongs, and the other groups with whom public life is intermingled. Thus, the ãsocial laboratoryä of this Island presents a special opportunity for students at the U.H. campus to objectify themselves in contrast to others, and thereby, to produce an awareness and understanding of manâs condition.

We are witnessing the dramatic increase in the size of university classes. The size of our Social Psychology (Psy 322) course on the Manoa campus this semester is over 400, forcing the Department of Psychology to offer two separate sections of over 200 each. This is a third year lower level division course. The first year level Introductory Psychology course (Psy 100 and 112) has 13 sections of 100 students each! The usual solution to the problem of increase in size of the student body has been to split such courses up into ãsectionsä and to staff these sections with makeshift and/or junior teachers and instructors. Another solution has been to automatize the instructional program into self-instructional packages where the student and the program (or machine÷program) involve each other in the absence of the teacher. A third solution is possible, in our case, given that we are teaching and researching the area of social psychology. Here, masses of students gathered together within the frame of a University semester-course form an ethnic conglomerate that replicates the Islandsâ social laboratory in miniature. Thus, fortunately, rather than being a disadvantage, large numbers of students can be turned into a distinct advantage in our case, because we are investigating and learning the micro-cosm or mini-world produced by students belonging to the same course.Ê Thus, the course becomes an environment and the learning becomes the experience.

In short, the goal of this project is to pilot an educational innovation that exploits the special Hawaiian situation within our current academic realities of shrinking funds and expanding class sizes. It is an innovation that has the following characteristics:

-ÊÊÊ does not add continuing additional costs to the department despite the increase in course size

-ÊÊÊ represents a significant improvement in mass-teaching that can be adopted University-wide by many other departments or units

-ÊÊÊ Represents a modification of overall instructional approach in the direction of community-based student work and classroom-as-laboratory for learning techniques of interact ional analysis and inter-cultural objectivity

-ÊÊÊ Creates a data bank of tapes and transcripts on the peoples of these Islands; these U.H. Archives are usable by the public as a source of information on ourselves, and our public consciousness in the form of what we talk about

-Ê Creates an institutional place for the study of ethnicity, language, and culture for scholars of East and West, not unlike the famous Anthropology Area Files at Harvard University where generations of scholars have made use of those materials for investigation and study.

2.B.ÊÊÊ Changes and Improvements

The sponsoring unit of this proposal is the Social-Personality Area, a divisional unit of the Psychology Department on the Manoa campus. The S-P Program, as it is called, creates Ph.D. Îs in Psychology and consists of two distinct branches: the experimental and the naturalistic. The changes and improvements proposed in this request affect the Naturalistic branch of the Social-Personality Area.

We envisage a natural extension of the philosophy currently being practiced but in a deliberately specialized direction, namely teaching through involvement in oneâs real condition or oneâs actual environment. To do this, the object of study must be available on some record÷÷audio, visual, text, or numbers÷÷but at the same time the record of the event must not distort or reduce the event. This attitude of vigilance against distortion through misrepresentation is the essence of scientific objectivity and it is the attitude we wish, as teachers, to be practiced by our students, especially in this key area of awareness of how the individual--as member of a particular ethnic group--works functionally in public settings with other individuals who themselves are members, each in their own right and authenticity, of an ethnic group identity.

The pedagogical innovation here proposed addresses itself directly to this issue of ethnic objectivity. The following is a brief description of the work of about 200 students currently enrolled in Psy 322, Section 2, on the Manoa campus:

(1)ÊÊ Students carry out a series of assignments according to instructions, explanations, and guidelines. They hand in a typed report of their work. They review and study each otherâs reports. The professor and the teaching assistants summarize their own evaluations to each report and suggest new directions to be pursued by that student.

(2)ÊÊ Classroom time (about four hours a week) is divided into individual tutorial or personal discussions with the professor and teaching assistants (1-2 hours a week, after classes as needed) and public discussions (3 hours) during which the professor assumes the major role for controlling the topicalization. The professorâs instructional purpose is to get the student to look at himself: ãLook around! Who is here with you? What reasons do we give for being here? What things do we imagine about each other? What are the different ways in which we handle similar practical problems of living? What happens when we try to talk to each other? How do we summarize and objectify our impressions and experiences?äÊ These questions represent the

target themes that the professor tries to evoke as real in the mind and practice or work of the student. Therefore, he directs discussions, assigns readings, specifies assignments, and comments on reports, observes and reacts to the mini-world he directs and manages with the help of the graduate students who are teaching assistants appointed by the department. All of these activities are public and therefore accessible to the student by the same personal method of involvement each individual must exhibit in any social group. This kind of classroom-laboratory de-emphasizes competitive scholarship and debating style discussions and, instead, emphasize the explorative function of talk: how we can inform each other of our individual view through talking to each other. Thus TALK and TOPIC become central in the naturalistic approach to social personality, both in terms of performance or behavior, as well as in terms of study or reading. By studying TALK and TOPIC our students in effect practice the interactions and transactions that produce the TALK or are occasions for their production. And to study that is to study ourselves in interaction in our habitat.

(3) The assignments students carry out can be infinitely varied but they all must converge on comparison and contrast in ethnic behavioral terms. That is, each individual student has an ethnic background of family and neighborhood socialization which he shares, recognizes, and exchanges with peers and adults of his extended family unit. Student work involves

(4)

(a) the identification and acquisition of practices of his family-peer group

and

(b) its examination in comparison to the other, adjoining family÷peer groups

Only through such contrast can the student acquire awareness of his real position in this social environment. But contrast by itself fails to give objectivity because one is drawn by prior beliefs and convictions. That is why the naturalistic approach supplants the experimental: it creates actual involvements in explorative talk. It creates objectified topicalization through relationship involvement in the real setting created by the course.

Within the current framework described above, the students of Social Psychology at the UH Manoa campus (several hundred a year) are producing through their assignments a cumulative record of TALK and TOPIC as it actually took place in the interactions of the peoples of these Islands. These records include lists of topics and transcripts of conversations. Students in the course prepare the lists through observations of themselves on their ãdaily round;ä they also make tape recordings of talk and conversations in which they participate on their daily round, and then make transcriptions of these, or portions thereof. This cumulative bank of data can be and should be (i) preserved and housed; (ii) indexed and outlined; (iii) made available for contrastive study between daily rounds by students; (iv) made available to public use by interested citizens and scholars; (v) be declared by the State as Public Historical Archives of the peoples of Hawaii.

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ -5-

(4)ÊÊÊ The classification and indexing of daily round behavior and topic lists and of transcripts of talk requires skills in what we call ethnosemantic nomenclature, which is a special branch of study in the Social-Personally Area of this universityâs Psychology Department. Though other universities and scholarly projects at this University make use of ethnographic techniques of describing communities (as in Anthropology and Sociolinguistics), there is nevertheless nowhere to be found, to our knowledge, any such plan as this one which (a) authenticates learning in large classrooms by ratifying the place as an ethnic mini-world-in-real (real people are involved in joint interaction through the course); (b) exploits this special situation to create experience and information through ethnic contrasts of individual daily histories prepared by the students in objective record formats; (c) creates a data bank that cumulatively grows as a Public Archives of ethnic information, of living history, and of real human drama.

Chances of Institutionalization

This proposal involves a one-time impetus request only. No additionalial outlay will be necessary once the innovation is operationalized. The ring unit, i.e., the Social÷Personality Area (Naturalistic Approach) will able through intra-departmental cooperation and procedures to keep the innovation going as part of its regular rate of expansion and improvement.

The needs for operationalizing the data bank are quite modest in view of itâs cummulative use and expansion over the years:

A.Ê An Access Index to the records and transcripts;

B.Ê Housing of the Access Index;

C.Ê Housing, servicing and using capacities of tapes, transcripts, lists (as a Listening Room);

D.Ê Small operating costs in tapes, cards, and stationary.

These will be briefly discussed.

A.Ê The Access Index is comparable to a library card catalogue but the units are neither by author nor by academic subject matter. Instead, the Access uses an ethno semantic nomenclature (see Appendix 2, for illustration) whichÊ retrieval of information in terms individuals naturally use to refer laily round topics and awarenesses. Thus, the user of the system need If be a social scientist, though he can gain real information about the world by studying those records.

To prepare the initial system which will operationalize the data bank, we) enlist the help of the four current assistants to our Psychology 322 (Section 2). Only one of these is now being paid as a T. A. by the Department due to shortage of funds. ÊThe other three offer some limited services free, but they are hampered by financial pressures which limits their availability.Ê

Nevertheless, they remain involved as practicing students of ethnosemantics (two are graduate students in the S-P Program, and one is planning to enroll). We can rely on them to help us draw up the Access Index and test run it through the classification of new tape segments added to the bank. They are presently available to the project.

The maintenance and continued improvement of the Access Index will be the task of succeeding generations of students of Psychology 322 at the UH-Manoa campus in collaboration with the existing T. A. Îs from the Social-Personality Area who are receiving training in ethnosemantics, educational psycholinguistics, and transactional engineering--these being sub÷specialties of the S-P Program. Graduate student research in conjunction with the preparation of M.A. theses and Ph.D. dissertations will improve the Cultural Access Index which like Rogetâs Thesaurus, will be published and periodically updated for use by scholars, teachers, trainees, foreigners, etc. These investigations of the Cultural Index Files belong not only to Social Psychology but also to Linguistics, Sociology, Anthropology, History, Literature, and even Religion.

B. Housing the Access Index will be arranged in Rooms 2l3A, B, C in Gartley Hall. ÊThese rooms now are used by Prof. James and his assistants, but a replacement office will have to be found for the professor using 2l3C when his current sabbatical leave ends. No special costs are envisaged except files and typewriters on a rather modest scale. The regular T. A. Îs for Psy 322 will be running the Access Index once operationalized. They will receive aid from other students who are involved in the specialized study of ethnosemantics and who are contributing their time as field research and practice.

It is anticipated that the cumulative data bank will attract scholarly proposals by us, our students, and our colleagues which will bring to the UHÐcampus extramural funds for research and dissemination of the data bank, information on the Culture of Hawaii and the Culture of Social Groups. Thus, though these outside efforts are not essential to this proposal, they will nevertheless add scope and importance to this project in the future.

C. The housing of tapes and records of topic lists, their maintenance, and processing for use by students can be carried out at this time by the unit that handles the Access Index (B, above). However, eventual expansion in subsequent semesters as well as making it available to other students and the public will require adequate support. Part or all of this can come from outside sources or through the sale and distribution of data bank records. This is not the place to elaborate on these future possibilities.

D, The one-time support of this request will allow the modest stockpiling of a few hundred tapes and filing materials sufficient for three semesters. In the future, if no funds for tapes are available through regular departmental sources, the students may be asked to contribute their tape to the Archives, in the same manner we now ask them to buy books and other classroom materials. Most students already possess a cassette tape recorder, but a few of these need to be available for the work of the assistants and helpers. However, since the validity of the Archives rests on sufficient variability in the taped situations, it is essential that we provide recording accessories on a modest basis to allow students to record group talk using their own tape recorders. Appendix 1 discusses particular (atails on the items involved.

3. Funding--Budget

Four T.A.âs to operationalize the Access Index:

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Nov. 1, 1976 ÷ June 31, 1977ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $14,432

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Back pay for these for September and OctoberÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3,608

Temporary Cassette Tape Stockpile (3 semesters-÷Fall 1976,

Spring 1977, Fall 1977); 250 students average)

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ (750 x $3.60)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2,700

Access Index Housing

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2 typewritersÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ $ÊÊÊ 800

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 4 filing cabinets or wood shelvesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 400

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 4 tape recordersÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 800

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ accessories for trascriptionÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 200

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ filing cards and accessory stationary for

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Ê record keepingÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 500

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ typing assistanceÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 500

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ xeroxing costsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 250

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ recording accessories (see appendix 1 for

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Ê justification)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 5,000ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 8,450

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ total costsÊÊÊÊ $29,190

4.a.Ê Timing and Schedules

4.B. Criteria for Evaluation

4.A.ÊÊÊÊ Timinq and Schedules

The proposed innovation will have its trial run during the Spring semester of 1977 under the regular course of Psychology 322. The project is divided in two phases: preparation and practice (this semester) and actual trial run (Spring semester). The Access Index, the Housing, preparation, and use of Archives, and trial applications are to be completed during the summer and readied for full use in the Fall, 1977 semester.

4.B.ÊÊÊÊ Criteria for Evaluation

ÊÊÊÊÊÊÊÊÊÊ It is proposed that the sponsoring unit appoint a committee of faculty and students in the S-P Area to formulate effective evaluation criteria of the proposed changes and applications, to carry out whatever observations are deemed necessary for assessing the programâs progress, and to submit its recommendations to the Chairman of the Department.

Appendix 1

Recording accessories are specialized items that are not owned by students along with their cassette tape recorders. These should be available on a limited and modest basis to permit variability of recording situations beyond the face-to÷face dyad sitting in a quiet room. Included are such items as special microphones and stands, sound mixers that allow recording of a conversation where people sit at a table (e.g., at dinner, in the home), and others (see attached list given in a manual for field work on talk by students doing ethnographic dissertations (Slobin, 1967). Finally, in special cases videoÐtaping is warranted. These can be rented for modest one-time rentals.

Tape Erasure. It is at tim. desirable to erase and reuse a tape For this purpose, the best erasing job is done by a bulk eraser, a power fu]. electromagnet in whose field the reel of tape is slowly turned and gradually withdrawn. The bulk eraser is a little too expensive to be worthwhile unless a lot of erasing is to be done ð The recorder will have an erase head that is quite adequate for most purposes.

Lubrication

The instruction manual that comes with the tape recorder will either give exact instructions for the lubrication of certain parts of the recorder or it will instruct the user not to lubricate the recorder ð If in doubt it is much safer to not lubricate.

2.2.4ÊÊÊÊÊÊ Check List

Suggested Equipment to be Taken to Field

Tape Recorder: Uher 4000 Report L (1 or 2)

Carrying Case with shoulder strap (standard for Uher)

Battery recharging unit/AC power supply (or charger adapted to auto battery system)

Batteries:ÊÊÊÊÊÊÊÊÊ set of 5 Nicad ÎDâ cells + extra set of five

Microphones:

Combination 1

Shure 545L Unidyne III (cardioid $55 v/ discount)

Electro-Voice 654a dynamic microphone (omnidirectional $60)

CombinatIon 2 (more expensive, more specialized, slightly

better fidelity)

Sennheiser MU 421 (cardioid)

RC& BK÷12A (omnidirectional

Other good mikes are: Senrtheiaer ES14 (cardioid); Uher M533

(cardioid)

Microphone stand

Microphone plugs adapted to .chine to be use&

Headphones:ÊÊÊÊÊÊÊ Koss SP-~3x

Y connection for using more than one mike at a ti

extra plugs (at least 2): Hirschman type for Uher (three prong)

Extra length of shielded microphone cable (at leastâ 25 feet)

Tape clips (1 per reel)ÊÊ 4

Leader tape (2 feet per reel)

Tape head demagnetiser

Splicing tape

Empty five-inch reels (number depends on use)

Self-threading reel

Tape reels with prepared tape head cleaner and lubricant

Reel labels

Tape (Scotch or PAST)

Foot control

Scissors

Suw1i screwdriver (to take off head guard)

Splicing kit

Record book for tape indexing

Stopwatch

equipment Care in the Field

1.Ê Clean and lubricate tape heads once a week machine use of

50 hours)

2.Ê Demagnetize tape heads every month or two.

3.ÊÊÊÊÊ Store tapes away from magnetism heat, humidity.

GUIDE

TO OFFICE CATALOG SYSTEM

213B Gartley Hall

Jacklyn Litrnan

(Summer Project, 1976)

GUIDE to Office Catalog System, 213B Gartley Hall

CONTENTS oF GUIDE:

List of General Office Categories and Location MarkersÊÊÊÊÊÊ PageÊÊÊÊÊÊÊ 2

ÊÊÊÊ Description of File Notation and ordering SystemsÊÊÊ 5

ÊList of Topical Areas in File CabinetsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 7

Alphabetical list of annotaition CodeÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 9

Master list of File Categories (Drawers by Drawer)ÊÊÊÊÊ ÊÊ10

Suggestions for Further Cataloguing of the officeÊÊÊÊÊÊ ÊÊ14

I.ÊÊÊÊÊÊ General Categories

A. Catalog complete as of September, 1976

1. Papers (including student papers)

2. Reprints of articles

a.ÊÊ Reprints by James

b. Other reprints

3.ÊÊÊÊ Pre÷publication mimeos

4.ÊÊÊ Unsolicited mail

5.ÊÊÊÊ Files

6. Data

B.ÊÊÊÊ To be catalogued

1. Textbooks

2.ÊÊÊ Books

3.ÊÊÊ Journals

4.ÊÊÊ Magazines

5.ÊÊÊ Personal knick÷knacks

6. Tapes

7.ÊÊÊ Equipment

II. Category function (facilitating accessibility and indicating what is available in the office)

A. Comprehensive reading lists in Psycholinguistics (organized titles of books, articles, papers, etc.)

B. Preparing an outline (lecture, talk, *rticle, etc.)

C. Giving students a set of reprints or other information defining a problem/issues.

D. Information on current topics

ÊÊÊÊÊÊÊÊÊÊÊÊÊ iii. Physical location markers

A. Printing format

1.Ê Books (on shelves)

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ a. Introductory psychology texts (complementary)

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ b. Reference books

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ c. OtherÊÊÊÊÊÊÊÊ books

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1.Ê Linguistics

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.Ê Sociolinguistics

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3.Ê Sociology

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 4.Ê Psychology

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 5.ÊÊÊÊÊ Psychic

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 6.Ê Philosophy

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 7.Ê Religion

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ a. General

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ b. Specific

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1. Judaism

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊ 2. Zen

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3.ÊÊÊ Hare Krishna

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 8.ÊÊÊÊÊ Myth

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 9.ÊÊÊÊÊ Fiction, including science fiction

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 10. Cookbooks

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ d. Context of Foreign Language Teaching by James & Gordon

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ (multiple copies)

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2. Collated sheets (in file drawers)

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ a. Copies of book chapters

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ b. Transcripts of tapes

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ c. Papers

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ d. Mimeographed notes

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ e. Reprints

3.ÊÊÊ Periodicals (on shelves)

a. Magazines

b.ÊÊÊ Journals

B. Unsolicited mail (in boxes on shelves)

1. Concerning available books

2. Departmental memos

3.Ê Other mail

C. Folders containing student papers (in file drawers)

D. Authorship

1. James and Gordon (file drawers #5 ÷ 8, right file cabinet)

2.Ê Other authors (file drawers #1 ÷ 4, left file cabinet)

Papers, booklets, reprints, miaieographe, and all other printed materials the left file cabinet have been annotated by code per right corner) according to topical order. Lists, ãCode for otation (alphabetical)ä, ãTopical Areas in File Cabinetsä, and materialists of File Categories (Drawer by Drawer)ä, which follow this Guide clarify the system of coding and annotation.

All printed information with the same code is filed either in folder or in one ãslotä between file drawer dividers. A sample index tab for either folder or divider follows:

Bi/CÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊBiculturismÊÊÊÊÊÊÊÊÊÊÊÊ 2ÊÊÊÊ

Annotation codeÊÊÊÊ topical areaÊÊÊ numerical inicating consecutive order

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Êof folder or filecategoryÊÊÊÊÊÊÊ

TOPICAL AREAS IN FILE CABINETS

(Annotation Code is in Parentheses)

I. Linguistics

A. Bilingualism (Bi)

1. Biculturalism (Bi/C)

2. Bilingual education (Bi/E)

3. Second or foreign language learning/teaching (FLL)

4. School language (SL)

5. Standard English/dialects (SE/D)

6. English as a second language (ESL), Teaching ESL (TESOL)

B.Ê Ethnography and coaponential analysis (E & CA), Cognitive anthropology (CA)

C. Ethnomethodology (Emeth)

II. Psycholinguistics

A. Verbal learning (VL)

B.Ê Memory

C.Ê Meaning (M), Semantics (SEM)

D.Ê Developmental

1. Children (DP÷1 or LD÷1)

2. Animals (DP÷2 or LD÷2)

III. Ethnosemantics (Eth)

A. Cataloguing practices (CP)

B.Ê Logic (L), Mathematics (Math), Notation systems (NS)

C.Ê James and Gordon Notes on ethnoeeinantica

D.Ê Lexicography

IV. Transcript (Trans)

Bi/C

Bi/E

DP-1

DP-2

Bilingualism

Biculturism

Bilingual Education

Cognitive Anthropology

Developmental Psycholinguistics (children) code also LD-1

Developmental Psycholinguistics (animals) aksi LD-2

E & CAÊÊÊ

ETH

EMETH

ESL,TESL

FLL

Math

Misc

SE/D

SEM

Ethno semantics

Ethnomethodology

English as a Second Language, Teaching English as a ₂nd language

Foreign or Second Language Learning/Teaching

History

Logic

Language Development (code also DP)

Mathematics

Meaning

Miscellaneous

Notation SysteÊ ms

StandaEnglishDDialects

School Language

Semantics

Studentsâ papers

Teaching

Verbal Learning

MASTERLIST CF FILE CATEGORIES (Drawer by Drawer)

NOTE: This Guide is to be kept in front of all files in drawer #1.

Drawer #1, LINGUISTICS

Sub-categories in numbered folders:

1.ÊÊÊÊÊ Bilingualism

2.Ê Biculturism

3.Ê Bilingual Education

4A. Foreign Language Learning/Teaching (published)

4B. Foreign Language Learning/Teaching (unpublished)

4 .Bâ. Foreign Language Learning/?eaching (ãIndividualizingä)

5.Ê School Language

6.Ê Standard English/Dialects

7.Ê English as a Second Language

BA. Ethnography, Componential Analysis, Cognitive Anthropology (published)

8B. Ethnography, Componential Analysis, Cognitive Anthropology (unpublished)

Drawer #Ê 2 ÊETHNOMETHCDOLOGY, PSYCHCLINGUI~TICS, ETHNO SEMANTICS, TRANSCRIPT, HISTORY

9 (continued from LINGUISTICS, Drawer #1) Ethnomethodology Sub-categories marked by index tabs:

1.Ê psycholinguistics

a.ÊÊÊÊ Verbal Learning Îb. Memory

c.Ê Meaning/Semantics

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ d. Developmental~Chi ldren

ÊÊÊÊÊÊÊÊÊÊÊÊÊ e. Developmental÷Animals

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2. Ethnosemantice

ÊÊÊÊÊÊÊÊÊÊÊÊÊ a. Cataloguing Practices

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ b. Logic, Mathematics, Notation Systems

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ c. Transcribed Lectures about Ethnosemantice

ÊÊÊÊÊÊÊÊÊÊÊÊÊ d. Transcript

ÊÊÊÊÊÊÊÊÊÊÊ 3.ÊÊÊ History

Drawer 3, UNIVERSITY CF HAWAII INFORMATION, CCRRESPONDENCE, PERSONAL, STUDENT PAPERS

Sub÷categories:

1. U.H. Information

a. Social/Personality Area

b.ÊÊÊ Departmental Requirements

c. Doctoral Contrict

d. Psychology Department, Fall 1971

e.ÊÊÊ Budget and Equipment Committee 1975

f.ÊÊÊ Promotion Committee, 1975

g. Past courses taught by Jakobovits (rosters and outlines)

h. Sample vitae

2. Correspondence

a. Larry Lionetti

b.ÊÊÊ Miscellaneous

3.ÊÊÊ Personal

a.ÊÊÊÊ Toad notes

b. L.A.J. vita

2.Ê McGill University (McNainara; Lambert

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ d.ÊÊÊ Rough drafts, plane for trips

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1. Japan

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.Ê Sweden

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3.France-FL 2000

4.ÊÊÊÊÊÊÊÊÊ Miscellaneous Student Papers

Drawer #4,Ê STUDENT PAPERS FOR PSYCH. 322, OUTDATED BILINGUALISM FILE OUTDATED STUDENT FILES

Sub-categories marked by index tabs:

1. Fall 1975, Psych. 322 Student Papers (in alpha order by studentsâ last names)

2. Spring 1976, Psych. 322 Student Papers (alpha order)

Drawer #5, categories marked by index tabs:

1. Jamesâ Published Works reprints

2. A Psycholinguistics Speaks to the Language Teacher

3. Introduction to Educational Psycholinguistics

4. New Directions in Language Teaching

5. Voyage to a Separate Reality

DraWer #6.

1.ÊÊÊ Ethnosemant.ic Topic Glossary

2. Notes on Topic Focus

3. Notes on the Radicaliet Register, Part A

Drawer # 7

1. Notes on the Radicalist Register, Part B

2.Ê Notes on Display Repertoire II

3.Ê Notes on Transactional Engineering

Drawer #8

1.ÊÊÊ Natural Memory Scanning Mechanisms

2.ÊÊÊÊ Miscellaneous

a.ÊÊÊÊ Canoe Caetaneda

b.ÊÊÊÊ Teaching

c.ÊÊ Bio÷feedback

d.ÊÊÊÊ Group e/Parkland Groups

e.ÊÊÊÊ Franklin Jones, Baba Ram Das

f.ÊÊÊ Other Miscellaneous

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 14

SUGGESTIONS FOR FURTHER CATALOGUING:

Continue filing incoming new materials into existing categories;

Obtain new file cabinet to accomodate printed materials and tapes now on table outside office door;

Subdivide voluminous topical areas such as ETHNOMETHODCLCGY, ETHNOGRAPHY/COMPONENTIAL ANALYSIS, and MEANING/SEMANTICS

into more specific file categories;

Complete unfinished categorization (see I.B, ãGenera]. Office Categoriesä list in this Guide).