800R80908
   DEVELOPMENT OP A FIELD STUDY EDUCATIONAL PROGRAM
       FOR WASTEWATER TREATMENT PLANT OPERATORS
                       ABSTRACT

     Administrators who wish to improve the  operation of
wastewater treatment plants under their management can make
good use of the instructional materials described in this
paper.  A manual entitled Operation of Wastewater Treatment
Plants was developed for use by individual or group study.
Experienced operators wrote the material for operating
personnel who have not had the benefit of specialized
education in wastewater treatment facility operation.  A
three phase developmental program is described which defines
tasks and routines of daily plant operation, checks these
under on-site in-plant conditions and edits  and reviews
material for instructional purposes by individuals concerned
with personnel training and plant operation.  The instruc-
tional materials are intended to assist training operators
in the specialized responsibilities needed in daily treatment
plant operations and to encourage them to develop themselves
and their capabilities into better plant operators.

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   DEVELOPMENT OP A FIELD STUDY EDUCATIONAL PROGRAM
       FOR WASTEWATER TREATMENT PLANT OPERATORS
                     INTRODUCTION


     Administrators who wish to improve the operation of

wastewater treatment plants under their management can make

good use of instructional materials described in this paper.

Also important to the administrator is an understanding of

how the materials were developed and verified so that he can

evaluate their applicability to his particular situation.

Included is a history of how a new field study manual

entitled Operation of Wastewater Treatment Plants was

written, applied, evaluated and rewritten into its current

form.


       NEED FOR FIELD STUDY EDUCATIONAL PROGRAM


     Proper operation of wastewater treatment facilities is

essential to accomplish the intended purpose of the plant.

Educational institutions have stressed curriculums preparing

students for professional practice in the fields of process

research and design of wastewater treatment plants, but

frequently the operation of treatment facilities is virtually

ignored.  Many operators have not received an adequate education

to understand the complexities of successful plant operation.

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     Reasons for inadequate education include the lack of



proper educational materials and facilities.  Other factors



contributing to the problem include public apathy, insuffi-



cient qualified training instructors, and the desire of many



individuals and agencies to develop their own educational



materials.  To some extent specialized material is necessary



to include unique local problems and regulatory requirements.



This program contains the basic information essential for



all programs.  A group instructor or field study  (correspon-



dence course) administrator can use this material plus any



specialty information and organizational structures pertinent



to his area.  A pattern is provided for one area as a model



for others.








                INSTRUCTIONAL OBJECTIVE






     Development of capable, trained personnel who can



operate wastewater treatment plants efficiently is the



objective of this educational program.  Efficiency is defined



in terms of producing a high quality effluent as intended by



the plant designer, meeting established receiving water



quality standards, and minimizing costs of operation.  Accom-



plishment of the objective can be greatly assisted by



providing operators with the knowledge and procedures they



need for efficient operation of wastewater treatment



facilities.

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    IDENTIFICATION OF ESSENTIAL KNOWLEDGE AND PROCEDURES






     Experienced operators were requested to write the infor-



mation and procedures they felt an operator needed to know to



operate his plant.  Site visits to various types of wastewater



treatment plants were conducted to observe the situations



encountered by operators and their daily operational problems.



Special attention was given to plant start-up, daily opera-



tional schedule, frequently encountered problems, maintenance,



sample collection and analysis, and operator response to lab



results.






         REVIEW AND SELECTION OF EDUCATIONAL METHODS






     A team of experienced operators,  consulting engineers,



administrators, regulatory personnel,  and educators was formed



to develop a curriculum capable of accomplishing the objective



of this program.  How to best convey the desired information



and procedures to operators unable to  attend conventional



classroom programs was the next problem to be solved.  For



the program to be readily available to as many operators as



possible, the cost should be as low as possible without



sacrificing the transfer of knowledge.  Correspondence schools,



home study, and self-study manuals have been used extensively



in this type of situation in the past.

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     Correspondence schools for wastewater treatment plant



operators sponsored by International Correspondence School,



Clemson University and University of Arizona were examined.



Erdos (6) provides considerable insight to all aspects of



a correspondence program in a UNESCO source book.  U.S. Navy



training course manuals for Water and Sewage Plant Operators



(20) and the excellent manuals of practice published by the



Water Pollution Control Federation (11) were reviewed.  Very



good textbooks on the operation of wastewater treatment plants



that were studied include the "Texas Manual" (10), "New York



Manual"  (9), and a publication by Bloodgood (3).  Techniques



used in DuPont (lp) and other self-study manuals (2, 18) were



carefully studied.  Persons actively developing self-study



manuals using programmed learning techniques were interviewed



(16, 19) and research reported by the Educational Research



and Methods Division of the American Society for Engineering



Education (5) was thoroughly reviewed.  Innovative audio-



visual techniques  (1, 7, 13) were examined for potential use



by operators.



     Programmed instruction techniques were selected as the



most appropriate means of conveying the desired knowledge



because no additional facilities or material other than the



basic manual would be required.  Other methods might be more



effective, but the limited budgets of small agencies and

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income of their operators could preclude the purchase of any



special facilities.



     A strict programmed instruction lesson is classified as



either a linear (12, 1?) or a branched type (19).   In a



linear type, the student covers a portion of the page with a



piece of paper as he reads the lesson.  Whenever he comes to



a blank space or a question, he thinks or writes his answer,



uncovers the correct answer, and checks his result.  A



branched program consists of questions with multiple choice



answers.  The student reads a short section in the lesson and



then encounters a question.  He selects what appears to him



to be the correct answer.  Then he is instructed to turn to a



specific page where he is informed whether his answer is



correct or not and where to read next, depending on his answer,



     Strict adherence to either programmed instruction tech-



nique requires considerable time and ingenuity to develop the



instructional material.  Neither approach is familiar to most



operators, although they could adapt to the procedure.  Pre-



sentation of material on the operation of wastewater treatment



plants by either technique limits the value of the material



for quick and easy reference when olant operational problems



occur.  To overcome these shortcomings of strict programmed



instruction, the material was arranged in the form of a



typical textbook but presented using the techniques of pro-



grammed instruction.

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     Tests by educators and psychologists have indicated that



answering questions immediately after reading the material



provides immediate reinforcement of knowledge.  Research with



equivalent groups using programmed instruction indicates that



essay and multiple choice questions are equally effective;



however, retention is much better one year later in groups



using essay questions.  The adopted procedure was for the



operator to read a short section (1 to 5 pages), write the



answer to a few questions (1 to 5>)» compare his answers with



suggested answers at the end of the chapter, and decide



whether to reread the short section or continue on to the



next section.  A major advantage of this approach is that an



operator can precede at his own pace and operators with



considerable variations in education and experience all can



use the material.





                   PREPARATION OF MATERIAL





     Information and procedures needed by operators of waste-



water treatment plants was divided into seventeen chapters on



the basis of subject matter as shown in Table I.  Experienced



wastewater treatment plant operators wrote the chapters on



treatment plant processes with emphasis on what the operator



needed to know to perform his duties effectively.  Each treat-



ment process chapter followed the format outlined in Table II,
                           8

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     After the writers of each chapter had prepared their



material, it was reviewed, edited, and rewritten in the



selected programmed instruction format.  Following each short



section of a particular topic, several questions were prepared



for the operator to answer.  These questions were designed to



reflect problems an operator could encounter and attempted



to obtain a solution from the operator that he could apply to



his plant.  When the operator checked his answers, he found



sueprested answers that contain a discussion of possible



solutions to the questions posed.  Numerous sketches, illus-



trations, photographs, and useful tables were provided to



enhance the appearance of the material and facilitate its



usefulness.



     The material is written to allow an operator to study



only selected lessons which apply to his problems, or to



proceed through the entire book, whichever he chooses.

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      TABLE I.  TREATMENT PLANT OPERATION COURSE OUTLINE
CHAPTER
   1
   2
   3
   k
   5
   6
   7
   8
   9
  10
  11
  12
  13
  11+
  15
  16
  17
                    TOPIC

Introduction
Why Treat Wastes?
Wastewater Facilities
Racks, Screens, Comminutors, and Grit Removal
Sedimentation and Flotation
Trickling Filters
Activated Sludge
Sludge Digestion and Handling
Waste Treatment Ponds
Disinfection and Chlorination
Maintenance
Plant Safety and Good Housekeeping
Sampling Receiving Waters
Laboratory Procedures and Chemistry
Basic Mathematics and Treatment Plant Problems
Analysis and Presentation of Data
Records and Report Writing
                           10

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     TABLE II.  TYPICAL TREATMENT PROCESS CHAPTER OUTLINE



SECTION                       TOPIC


   1            Relationship of process to overall plant

   2            Purpose and description

   3            Plant start-up

   Ij.            Daily operational problems

   5>            Sampling and analysis (includes performance
                    evaluation)

   6            Safety

   7            Additional useful information
                           11

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                   FIELD TESTING - PHASE I





     Initial testing of the material consisted of recruiting



a group of persons willing to test the material and to provide



constructive criticism.  The initial group was composed of men



whose experience ranged from over 20 years down to people



interested in becoming operators.  Their education level



varied from tenth grade to college graduates.



     One week was devoted to each chapter, except two weeks



were allocated to the chapters on activated sludge and labora-



tory procedures because of their complexity and length.  Each



participant was requested to work a pre-test, read the



material, answer questions, check his answers, and work a



post-test.  While the student did his assignment, he marked



sections that were not clear or difficult to read and he noted



questions whose solutions or answers were not adequately



explained in the chapter.  The pre-test was used to indicate



to the student important topics in the chapter and to evaluate



the effectiveness of the teaching techniques and material



presented, when compared with the post-test.



     Both the pre and post tests contained essay, multiple



choice, fill-in, matching, and the true-false types of



questions to provide experience in taking various types of



tests.  Essay questions were used most because they help
                          12

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reinforce knowledge, aid in developing writing skills,  provide



the opportunity for the student to indicate what he knows,  and



allows the designer of the program to identify weaknesses and



misconceptions in the prepared material or in the participants



experience prior to starting the program.



     At each weekly meeting the material was reviewed by the



group on a page by page basis.  These meetings were recorded



on tape and areas needing improvement were noted.  The  writer



of the chapter explained the unclear section to the satisfac-



tion of the participants and these verbal  explanations  proved



very helpful when the material was revised.  Potential



operators were extremely helpful in identifying words used



by professionals that are not understood by the layman.  These



words are defined at the beginning of each chapter where they



are used, footnoted in the chapter where they first appear,



and all of these words are listed and defined in one summary



glossary at the urging of the participating operators.   A



special pronunciation key using everyday words and syllables



was developed to aid in the understanding  of uncommon words.



After each meeting the writer of each chapter rewrote his



material with the aid of the program consultants and education



specialist.



     Difficult problems encountered included the sequence of



working the chapters, especially the relationship of mathematics
                          13

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and chemistry with respect to the other chapters,  the  breadth
and depth of the material in each chapter,  and the explanation
of theory needed to successfully operate a  wastewater  treat-
ment plant.  Logically one would assume that the operator
must possess a strong background and understanding of  the
fundamentals of mathematics and chemistry before he could
comprehend the material in the chapters on  the operation of
wastewater treatment processes.  Experienced operators coun-
tered that they know little chemistry and were not interested
in mathematics and that they felt their plants were being
operated at a satisfactory level.  Efforts  by potential opera-
tors revealed that they lacked sufficient familiarity  with
treatment plants and vocabulary of the profession to compre-
hend the need and basis for chemistry and mathematics  in
treatment plant operation.  Discussions with operators
indicated that they wanted to learn the "nuts and bolts" of
plant operation and were not concerned about mathematics or
chemistry.
     To solve the problem of the appropriate location of the
chapters on mathematics and chemistry in the work sequence
of the chapters, these chapters were introduced early  in the
program but the operator has the choice of  working the
chapters, using them for reference, or waiting until the end
to work them.  Mathematics are introduced first in Chapter i;
in the operation of grit chambers.  The calculations are very
                          111,

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simple and the mathematical operations  gradually  become  more



difficult with each chapter as the operator works problems



encountered in the daily operation of the  various types  of



treatment processes.  The mathematics chapter was provided



simultaneously with Chapter 1; to serve  as  a reference  and



guide to working mathematical problems  in  the other chapters.



     Chapter 5 °n sedimentation and flotation requires the



use of laboratory procedures to evaluate the performance of



a primary clarifier or sedimentation basin and to determine



whether any adjustments in plant operation are necessary.



The chapter on laboratory procedures and chemistry was pro-



vided with Chapter 5 to serve as a reference and explanation



of laboratory procedures to evaluate the performance of



treatment processes and overall plant performance.  Some



experienced operators have completed the chapters on mathe-



matics and laboratory procedures first  because they said



they wanted to concentrate on the treatment processes  when



they worked on those chapters and not have to refer to other



chapters.



     Many operators interviewed before  the material was



prepared indicated that in their opinion most of the available



information on the operation of wastewater treatment plants



was too vague, too theoretical, or lacked sufficient instruc-



tions on how to do a particular task.  This problem was

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attacked by asking the question, "What does the operator need
to know?"  Sketches were provided in the laboratory procedure
chapter to illustrate the measurement of water quality on a
step-by-step basis (11;).  Operators were urged to consult
manufactorers'  literature for details on maintenance pro-
cedures .
     Operators  frequently feel that, theory is not pertinent
to the operation of their plant.  Basic knowledge required to
operate plants  is contained in sections on the principles of
the treatment process and the operation of the process.
Originally this material was placed at the end of each chapter
at the request  of the participating operators, but it was
evident that it must be placed at the beginning to provide
the necessary background information to comprehend the
material in the chapter.
     Fourteen operators started Phase I and eight were awarded
Certificates of Completion.  Most stopped attending before
the third week, stating they agreed to help because they
wanted to see what the program was like.  Mainly these were
operators who had attended other operator training courses
in conventional classrooms.  They appeared to want to listen
to lectures, but did not wish to spend the time outside of
class going through the material.
                          16 ,

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     Following completion of Phase I and evaluation of the
program, the material was rewritten.  With all of the material
available, format was standardized, topics expanded and added
where appropriate, and duplication eliminated.

                  FIELD TESTING - PHASE II

     Phase II consisted of field testing the program with
operators in Northern California and with potential operators
enrolled in the Mechanical-Electrical Technology Program at
Sacramento City College.  This group consisted of men and a
woman whose ages ranged from 17 to over 60, experience was
from zero to over 20 years and education varied from grammar
school to a graduate degree (Figure 1).
     Chapters 1 through 3 were mailed immediately.  When a
chapter was completed by a student, it was mailed to the pro-
gram director who forwarded it to the author of the chapter.
It was corrected, returned to the director for review, and
mailed to the operator with another chapter.  Mailings were
arranged to keep the student working as fast as he desired.
Again Chapter l£ on Mathematics was mailed with Chapter [j. on
Racks, Screens, Comminutors, and Grit Removal and Chapter llj.
on Laboratory Procedures was mailed with Chapter 5 on Sedimen-
tation and Flotation.
                          17

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   75
            PHASE II

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     After the operator had completed Chapter 3> he was



visited at his plant by the program director and an exper-



ienced operator.  The purpose of this visit was to become



acquainted with the operator and his plant, explain the



purpose of the program to him, urge his cooperation in



identifying sections that need improving, and request him



to provide the program director with "tricks of the trade"



that had been omitted from the material.



     When the operator was approximately half through the



program he was visited at his plant again.  At thio time he



was asked to identify his plant operational problems and



discuss his solutions to insure that solutions to most



typical operational problems were contained in the material.



Occasionally the visitors were able to help the operator



find his problem in the material and also a potential



solution.  This approach helped the operator realize that



the material could serve as a valuable reference source when



problems are encountered.  Near the end of the program the



operator was visited again to provide the opportunity to



discuss improvements in the material.



     One intended purpose of the plant visits was to evaluate



the effectiveness of the material.   Originally, a comparison



of the quality of the plant effluent when the operator



started and completed the program was felt to be an appro-



priate measure.  At the start of the program the local
                          19

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regulatory agency was provided with a list of operators in



the program with the request that inspectors offer to help



the operators with the lessons and to listen for means to



improve the program.  The agency responded that all plants



being operated by program participants were meeting discharge



requirements and that the best operators in the region had



enrolled in the program.



     At the beginning of the program, supervisors were



notified that their employees had volunteered to participate



in the program.  Following completion of the program, super-



visors were polled regarding their impression of the influence



of the program on the operator.  All supervisors indicated



that they detected increased communication skills and a



better knowledge of the operation of the treatment plant.



Every agency indicated they would be willing to pay from $10



to $200 per manual for the material for other operators to



participate in the program.  None of the operators received



a pay raise upon receipt of his Certificate of Completion.



     Performance of operators completing the program on



California Certification Examinations and civil service



examinations is confidential; however, informal discussions



with operators and Certification officials has revealed that



operators who completed the program achieved a much higher



degree of success and higher passing grades than operators



who had not participated in the program.
                          20

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     Figure 2 illustrates the percentage of operators  who



started the program that completed each chapter.   Discussions



with a large number of operators, or their supervisors,  whc>



stopped working the lessons early in the program indicated



that the operators were not too interested, but their  super-



visor- thought it would be a good program and enrolled  them



in the program.  Chapter 7, Activated Sludge, was an impossible



hurdle for many operators because it was too long and  too



difficult and, consequently, was extensively revised.   Other



reasons for quitting included passing of the certification



exam and graduation from school.  Many operators were  unable



to complete the program because of lack of time due to the



demands of a second job.  The large number of operators in



remote regions holding second jobs reflects the poor salary



structure in these areas.



     In an attempt to reduce the number of persons who did



not complete the program, an illustrator was retained  to



improve the presentation of the material (Pig. 3).  His



sketches were very pertinent and he has received many  compli-



ments on the appropriateness of his work.  Revision of



Chapter 7 on Activated Sludge consisted of completely  rewrit-



ing the introductory lessons to provide a better insight into



the description of the process, how it works, and what is



required to keep it working.  Details on the start-up,
                          21

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23

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operation, and maintenance of the process were condensed



where possible.



     Again the material was reviewed by the project consult-



ants and educators and rewritten on the basis of the evalua-



tion of the Phase II testing program.







                  FIELD TESTING - PHASE III






     Phase III was a national testing program with operators



from 25 states located all over the United States.  These



operators were requested--and many did—to suggest improve-



ments in the lessons where local operational problems had



been overlooked or not included in the material.  Vital



statistics of these operators are contained in Figure 1.



Each state and Environmental Protection Agency Regional



Director of Manpower and Training received a copy of the



material and several agencies contributed helpful comments.



     Procedures for working the lessons were similar to



Phase II except approximately 20 operators were assigned to



an individual who corrected all of their material.  This



plan was instigated to allow the person correcting the



material to become familiar with a group of operators and



encourage them to stick with the program.  If an operator



made the same mathematical error in several chapters, he

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could receive comments on how to correct this error.  Field



visits, unfortunately, had to be eliminated because of the



dispersed locations of the operators.  Contact was maintained



with local operators to encourage suggestions for improvement.



     Evaluation of Phase III consisted of comparing the



improvement of scores between the pre and post-tests.  Added



to the post-tests in Chapters 9 through 13 and 16 and 17



were reveiw questions.  Several of the operators worked the



review questions on the answer sheet they labled pre-test,



confirming a suspicion that they worked the chapter and then



answered both the pre and post-tests.  Figure [j. summarizes



the grades received on the post-tests by the operators



completing the program.  The results reveal a high degree of



success by these operators on the questions the authors



deemed pertinent to the operation of wastewater treatment



plants.  An advocate (19) of programmed instruction claims



that everyone should obtain an A grade because the operator



is not supposed to continue until he understands the material



in each short section.



     Following the completion of Phase III the material was



reviewed by consultants and educators and revised where



necessary on the basis of the evaluation of this phase.  All



of the material was edited and all words were checked for



reading-skill level (1|).   Colloquialisms were eliminated to

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to
fn
O
4^
ctf
O,
O
   10  --
            I
    80        85        90        95

               Percent Correct

Out of 1233 Possible Multiple Choice Answers
                                                         100
       Pig.  1|.   Summary of Average Score of Successful Operators on
                 All  Post-Tests,  Phase III
                                  26

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facilitate translation to other languages.  Virtually all of



the words remaining in the completed Manual, Operation of



Wastewater Treatment Plants (8), are twelfth-year level or



lower, with the exception of those -words essentdal for the



operator to communicate with his colleagues in the wastewater



treatment profession.







                   SUMMARY AND CONCLUSIONS






     Procedures followed in the development and use of



operator educational material are outlined in this paper.  In



summary, the procedure involved:



     1.  Defining educational objectives



     2.  Identifying knowledge and procedures essential



         to achieve objectives



     3.  Reviewing educational techniques, materials,



         and media



     [4..  Developing curriculum



     5.  Selecting qualified instructors and/or writers



     6.  Administering the program



     7.  Evaluating the program



     8.  Repeating administration and evaluation until



         material and method of presentation were



         satisfactory




     9.  Providing procedures to revise'program when



         necessary






                          27

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     A field study manual on the operation of wastewater



treatment plants was developed and tested by experienced



operators which is capable of providing operators with the



information they need to know to operate their plants and



solve operational problems.  Operators studying alone or



enrolled in regular courses who use this manual are provided



helpful learning material and a useful reference.
                      a
                        KNOW LEDGE ME NTS
     This project was funded by the Environmental Protection



Agency, Office of Water Programs, under Technical Training



Grant No. £TT1-WP-16-03.



     The authors wish to express their gratitude i^o the many



operators who participated in the development of this program.



Special thanks are due to the men who wrote the chapters and *> ,



our technical and educational consultants.  Illustrations in



the manual were drawn by Martin Garrity.  F. J. Ludzack,



Chemist, National Training Center, Office of Water Programs,



Environmental Protection Agency, provided many helpful



suggestions throughout the entire developmental period.
                          28

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                         REFERENCES

1.  Austin, John H., "Current University Activities in
         Wastewater Treatment Plant Operator Training,"
         Proceedings Educational Systems for Operators of
         Water Pollution Control Facilities, USDI/FWPCA
         and Clemaon University, Atlanta, Georgia,  Nov.  3-5>»
         1969, p. 133-11*9.

2.  "Basic Mathematical Computations for the Sanitarian,"
         CDC Training Program, Homestudy Course Series,
         U.S. Department HEW, PHS,  Bureau of Disease Preven-
         tion and Environmental Control, Atlanta, Georgia,
         19-68, 37 PP.

3.  Bloodgood, Don E., Sewage Treatment Practice, Scranton
         Publishing Company, Inc.,  Chicago,  79 pp.

U.  Dale, Edgar, Graded Word Lists, Ohio State University,
         1970.

5.  ERM, published by Educational Research and Methods
         Division, American Society for Engineering Education,
         published quarterly in October, December,  March, and
         June.
                          29

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 6.   Erdos,  Renee  P.,  Teaching by  Correspondence--A UNESCO



          Source Book, Longmans, Green &  Co. Limited, London,



          1967,  218 pp.





 7.   Jeter,  Harold, Audio Visual Scripts  for Laboratory



          Analysis, EPA/OWP,  National Training  Center,



          Cincinnati,  1970.





 8.   Kerri,  Kenneth D. and Bill Dendy, Operation of Wastewater



          Treatment Plants--A Field  Study Educational Program,



          Environmental Protection Agency,  Office  of Water



          Programs, distributed by Sacramento State College,



          Sacramento,  California,  1971, l^Oij. pp.





 9.   Manual  of Instruction for Sewage Treatment Plant



          Operators, New York Health Education  Service,  Albany,



          New York, 2i|7 pp.





10.   Manual  of Wastewater Operations, Texas Water  Utilities



          Association, Austin, Texas, 1971, 755 PP-





11.   Manuals of Practice, Water Pollution Control  Federation,



          Washington,  D.C.





12.   McCullough,  Celeste and  Loche Van Atta, Statistical



          Concepts, A  Program for  Self-instruction, McGraw-Hill,



          New York, 1963, 3&7 PP»
                           30

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13.  Nagano, Joe, Film on Laboratory Procedures,  presented to



          the Operators' Short School,  CWPCA,  Anaheim,



          California, May 7, 1969.





ll|.  Nagano, Joe, Laboratory Procedures for  Operators  of Water



          Pollution Control Plants,  California Water Pollution



          Control Association, Anaheim, California,  1969.





15.  Programmed Inst r uction Courses, Industrial Training



          Service, E.I. DuPont De Nemours &  Co. (Inc.),



          Wilmington, Delaware.





16.  Pursglove, L.A., "Programmed Manuals,"  Proceedings



          Educational Systems for Operators  of Water Pollution



          Control Facilities, USDI/FWPCA and Clemson University



          Atlanta, Georgia, Nov. 3-5, 1969,  p. 305-328.





17.  Pursglove, L.A. and K.K. Mancy, Elements  of Biological



          Wastewater Treatment--Overview, Unit 1, Part 1,



          University of Michigan, School of  Public Health,



          Ann Arbor, Michigan, 1968.






18.  TEMAC, Programmed Learning Materials, General Science



          Series, Encyclopedia Britannica Press.






19.  Thompson, Willard M., The Basics of Successful Salesman-



          ship; a Self-teaching Programmed Rook.  McGraw-Hill,



          New York, 1968, 292 pp.
                           31

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20.  U.S. Department  of  the  Navy,  Training Courses in Water



          and Sewage  Plant Operations,  Basic and Intermediate



          Courses, Bureau of Yards and Docks, Navdocks P-33U>



          Washington, D.C.,  March  I960.
                } :-lr:,j'y^ f. '~": :^ V




                 , __„",, v o ., j. j. J..,«. —.j
                           32

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