A 2-week therapeutic camp was held for 24 emotionally disturbed elementary school children of average intelligence. (GW)

Discusses a six-week course in urban problem solving conducted by Newark College Engineering for high ability inner-city students in the summer of 1971 and 1972. Indicates that the experiment in mixing urban laboratories, city problems, and high school juniors is an educational success. (CC)

Criticizes present trends in preparing science teachers to teach newer science programs via summer institutes which concentrate on cognitive aspects while ignoring the teacher as a vulnerable risk-taking human'' whose emotional needs must be met. Second of three parts--SE 506 133. (AL)

Describes the initiation and progress of summer science and mathematics institutes for secondary and college teachers in India achieved by the cooperative efforts of United States and Indian personnel and agencies. Summaries of participant evaluations at the 1963 and 1964 institutes are presented. Bibliography. (LC)

A group of independent schools developed summer remedial and enrichment programs for disadvantaged urban youth which were conducted with the cooperation of the communities, public schools and State Department of Education. Funding was through Title I and Title III, poverty agencies, and individual contributions. (JB)

Described are the effects of using experiential methods, or sensory experience, in a summer group therapy program with seven blind adolescents. The group therapy objective is increased personal and social adjustment by the blind students. (CB)

Describes a summer program in Spanish conducted at the State University College of New York at Buffalo, New York. (DS)

A description of a remedialsummer school program which combined English, mathematics auto mechanics andbuilding trades into a program for students who had failed English and mathematics courses. (GR)