Study of Technology in Counseling and Career

features of system content, user friendliness, and support materials and services available from the developer; and costs of system-specific costs and constant costs. Data were gathered from CACG software use, support materials provided by developers, and telephone interviews with developers. Results are provided in tables. Tables 1 through 4 provide data on 12 CACG systems used in high school, college, employment service, vocational-technical school, library, rehabilitation correctional, and military settings. Table 1 includes system content, table 2 includes user friendliness, table 3 includes support materials and services available from the developer, and table 4 includes costs. Tables 5 through 8 provide a similar sequence of data on three CACG systems used in junior high/middle schools. Table 9 identifies state, territory, and city-specific availability of occupational information in the CACG systems. Table 10 identifies the country location, geographic data base origin, an