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A former principal and superintendent, the writer believes community relations is an extremely important responsibility of today's school administrators. He presents here his model for a good community relations program. As a summary of the essentials, it will help the principal know what has to be done in SCR, he says.

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This work details a mass rate-of-rise (mROR) apparatus and analysis method for the accurate and precise determination of capillary wick parameters: permeability, K, effective pore radius, reff, and porosity, ε. Three factors were examined: (i) the accuracy of the theoretical models and their curve-fitting approaches associated with the mROR technique, (ii) the influence of the experimental procedure on repeatability, and (iii) how the uncertainty of the experimental input parameters propagates through the data analysis procedure and compounds the overall uncertainty of the wick parameters (K and reff). Four models and fittings methods were investigated: the Lucas–Washburn method, the gravity-based dm/dt method, the gravity-based t~m method, and the gravity-based m~t method. It is demonstrated that the m~t method developed here shows the lowest error and, equally importantly, that it is free of user decisions in the context of “data scrubbing” because the entire mROR data set is used in its raw form. To test accuracy and repeatability, a precision-controlled mROR apparatus is proposed. Experiments were performed for commercially available wicks. A robust Monte Carlo error analysis method was developed and applied to quantify the overall uncertainty in the wick parameters as a function of the input uncertainties of all measured quantities.

Finding time to supervise staff is a concern of most principals. The model presented here attempts to help principals improve their efforts to supervise their staffs democratically. THE SUPERVISORY MODEL proposed here is based upon two premises: . First, principals and their assistants do most of the supervision of teachers ; Second, the main obstacle to achieving effective supervision in the schools is a lack of time. Barr, Burton and Brueckner, who 35 years ago asked whether supervision should be separated from administration, quickly responded that modem knowledge and insight have made this a purely academic question ... a separation in function is impossible. Current practices have proved them to be prophets! The size of school districts throughout the country dictates this pattern. Fifty-four percent of the 15,994 school districts enroll fewer than 1,000 pupils, 28 percent fewer than 300. Most school districts are too small to afford full-time supervisors, and supervision falls mainly to principals. LACK OF TIME Traditionally, principals, overwhelmed with running the store and put-_ ting out fires, have lamented the lack of time. Sad but true, modem theories of supervision have made the time crunch worse for principals. They can no longer duck into a classroom, record a few notes, complete a form, and call it supervision. With the advent of clinical supervision there is the demand for more time for research, planning, and conferences with the teacher before and after the classroom observation, thus compounding the demand for more supervisory time for busy principals. Kimball Wiles, who dominated the thinking about school supervision in the post-World War II era, developed a concept of supervision around the sub-