Bibliography: New Mexico (page 225 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Niki Delgado, Hamilton B. Brown, Lotsee Smith, Las Cruces. New Mexico State Univ., El Rito. Northern New Mexico Community Coll., Theodore G. Brough, E. Ann Olson, W. J. Morrissey, Lily Chu, and Harold Bergsma.

New Mexico State Univ., Las Cruces. (1976). Pilot Course in Century 21 Shorthand. Second Semester. An Evaluation of the Project. After the second semester of comparing college student performance in beginning courses in Century 21 shorthand and Gregg shorthand the following conclusions were made: Century 21 instruction produced a higher proportion of successes among students who speak a foreign language at home (Spanish); after two semesters of instruction, the attrition rates for Century 21 and Gregg were the same; and even though Century 21 students outperformed Gregg students overall in the first semester, Gregg students outperformed Century 21 students in the second semester and could take dictation at higher speeds. (A bibliography on shorthand prognosis, the proposal for the evaluation, and three questionnaires used to gather student data are included in this evaluation report. Results of the first, third, and final semester evaluations are presented in separate documents.) Descriptors: Academic Achievement, Bilingual Students, Business Education, Comparative Analysis

Curtis, Jonathan J. (1977). Southwest Area Learning Resource Center. Final Technical Report. September 1, 1974 through September 30, 1977. The final report details project activities from 1974 to 1977 of the Southwest Area Learning Resource Center, a regional center designed to stimulate and assist in the development of media and materials for special education. Individual sections consider project background; philosophy, goals, and objectives; organization; and workscope areas. Detailed are four project work areas: state program development (including provision of technical assistance to state education agencies); instructional materials development; media, materials and educational technology training (including helping inservice trainers locate programs and materials); media and materials information system; and project administration. Descriptors: Educational Media, Elementary Secondary Education, Handicapped Children, Information Centers

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 9.0: Respiratory System. This module on the respiratory system is the ninth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experiences. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe the function of the respiratory system, to define the process of inhaling and exhaling, and to describe types of breathing and the breathing process. Contents include list of module objectives; pretest; four sections on (1) respiratory system, (2) inhaling and exhaling, (3) different types of breathing, and (4) the breathing process; posttest; and English/Spanish vocabulary list.  Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are both in English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Barbers, Behavioral Objectives, Bilingual Education

Morrissey, W. J.; Delgado, Niki (1978). A Review of Recent Literature Pertaining to Fine Motor Control Training. This paper reviews recent literature in the field of fine motor control and training, its theory, practice, and evaluation. The paper is organized into sections dealing with (1) definitions, (2) motor learning in general for developmentally normal and handicapped persons, (3) training methods and concepts, (4) evaluation, (5) other areas, (6) general discussions, and (7) references. It is noted that the inconclusive findings of much of the reported research spotlights the need for considerable additional research effort in many areas. Descriptors: Elementary Secondary Education, Evaluation, Handicapped Children, Literature Reviews

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 6.0: Muscular System. This module on the muscular system is the sixth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe function of and differentiate among the three types of muscles, to define basic characteristics of muscles, and to locate and identify the function of the basic muscles of the head, face, and neck. Contents include list of module objectives; pretest; three sections on (1) muscles and tissues, (2) characteristics of muscles, and (3) muscles of the head, face, and neck; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: Vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Anatomy, Barbers, Behavioral Objectives

Chu, Lily; Bergsma, Harold (1978). Similarity in Locus of Control and Marital Satisfaction in College Students. The locus of control among married couples was compared to that among their friends. Also compared was the relationship between married couples' locus of control and their reported marital satisfaction. No correlation was found between friends' locus of control, whereas a positive correlation was found between married couples' locus of control. The similarity of locus of control and marital satisfaction was negligible for the newlyweds; it became progressively more positive as years of marriage increased. Descriptors: Adults, College Students, Friendship, Individual Characteristics

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 8.0: Excretory System. This module on the excretory system is the eighth (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to discuss the importance of knowledge of systems in the human body to cosmetologists and barbers, to discuss perspiration and its importance, and to describe function of the kidneys, liver, large intestine, and lungs. Contents include list of module objectives; pretest; four sections on (1) The Body is a Wonderful Machine, (2) Is It Healthy to Perspire?, (3) The Kidneys, and (4) Vital Organs of the Excretory System; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Anatomy, Barbers, Behavioral Objectives

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 7.0: Endocrine System. This module on the endocrine system is the seventh of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory epxerience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe the endocrine system, to identify and describe the function of the three types of duct glands and all the ductless glands, and to name common skin and scalp disorders. Contents include list of module objectives; pretest; four sections on (1) endocrine system, (2) duct glands, (3) ductless glands, and (4) skin and scalp disorders; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Anatomy, Barbers, Behavioral Objectives

Brown, Hamilton B. (). Continuing Medical Education for National Health Service Corps Personnel. A Manual for Regional Clinical Coordinators. This manual provides the regional clinical coordinator with ideas of what a clinical support system for the National Health Service Corps (NHSC) providers should include and ideas on how to create effective regional systems. Following an introductory section, the first of three additional sections defines the purpose of clinical support systems as being twofold: first, to support the physician as he adjusts to his new isolated role in the practice of medicine, and second, to fill the gaps in his training. The second section provides a brief discussion of the scope of clinical support service. Section 3 describes four roles of regional clinical coordinators: (1) to understnad the needs of and maintain contact with NHSC practitioners, (2) to identify appropriate resources within each state in their region, (3) to develop specific projects with each instituion, and (4) to evaluate the effectiveness of the program. A personal continuing medical education assessment form is appended. Descriptors: Administrator Guides, Adult Education, Continuing Education, Health Occupations

Brown, Hamilton B. (). Continuing Medical Education for National Health Service Corps Personnel. A Manual for Program Directors. This manual is directed to those involved with National Health Service Corps (NHSC) in providing clinical support services and continuing education to NHSC physicians. Following an introductory section, the first of three additional sections defines the purpose of clinical support systems as being twofold: first, to support the physician as he adjusts to his new isolated role, and second, to fill the gaps in his training. The second section provides a brief discussion of the scope of clinical support service. Section 3 discusses seven clinical support services objectives and critical concepts: to create and maintain an innovative and responsive continuing medical education project, to maintain close personal contact and clear lines of communication with assigned NHSC personnel, to maintain a primary care orientation to the project, to develop an in-depth understanding of the needs of the NHSC practitioners, to provide such clinical support activities as necessary to the NHSC practitioners, to provide continuing education programs, and to carry out a continuous evaluation of the project. Appended are the results of a survey of national health service corps and private physicians that sought to determine physician satisfaction with rural practice and ways the medical center might intervene to improve the degree of satisfaction. Descriptors: Administrator Guides, Adult Education, Continuing Education, Health Occupations

Smith, Lotsee (1975). Narrative Evaluation Report on the Institute for: Training Library Aides in Pueblo Indian Schools. This institute was designed to train eight Pueblo Indian teacher aides in library media skills to serve as library paraprofessionals in Pueblo day schools. The program involved training in the following areas: (1) acquisition of materials, (2) selection of materials and equipment, (3) utilization, (4) evaluation, (5) production of materials, (6) equipment operation, and (7) maintenance and repair. The report includes program evaluations by the Director, instructors and field coordinators. A training model and names and addresses of participants are appended.   [More]  Descriptors: American Indians, Institutes (Training Programs), Library Education, Library Technicians

Brown, Hamilton B. (). Continuing Medical Education for National Health Service Corps Personnel. A Manual for Providers. This manual is designed to help the National Health Service Corps practitioner plan for and obtain continuing medical education. Three introductory sections explain what the manual is about, for whom it is designed, and some of the problems in obtaining continuing medical education. The remaining portion of the manual helps practitioners answer the following questions as they plan for continuing medical education: (1) What do you want from your continuing medical education?; (2) What are your specific learning objectives?; (3) What are possible formats for continuing education?; (4) How do you identify appropriate resources?; (5) What steps do you take to obtain leave?; (6) How should you prepare for the continuing medical education program?; and (7) How can you evaluate the continuing medical education program? Appended is a list of programs that can be used for self-assessment, practice evaluation, and developing a personal learning plan. Descriptors: Adult Education, Continuing Education, Health Occupations, Health Personnel

Milanovich, Norma; Turpen, Kathryn (1980). A Manual of Strategies for Educational Equity for the Administrators, Faculty, Staff & Students of Our Public Schools. Plans for units and lessons that help make elementary and secondary students aware of sexism are presented in this book. The plans encompass the following curriculum areas: art, athletics and physical education, career education, language arts, mathematics, social studies, and special education. Each plan includes a statement of the problem, strategy descriptions, performance objectives, teaching procedures and resources, terms and definitions, evaluation procedures, and follow-up activities. Also presented are strategies that school administrators can use to help overcome discrepancies that result from sexist practices. Each administrator strategy plan includes a description of the problem, a rationale, goals and objectives, procedures, a time table, and evaluation techniques.  Copies of transparencies for classroom use are included. Descriptors: Administrator Guides, Affirmative Action, Art Education, Career Education

Stile, Stephen W.; Olson, E. Ann (1980). The Transdisciplinary Model: An Alternative Approach for Meeting the Needs of Children in Early Childhood Education Programs for the Handicapped. The paper discusses the transdisciplinary model, an alternative approach for meeting the needs of children in early education programs for the handicapped. A brief review of the interdisciplinary and multidisciplinary approaches to providing services for such children is provided, and the limitations of the two approaches are examined. The transdisciplinary approach is an attempt to meet the needs of the child by breaking the traditional rigidity of discipline boundaries and by avoiding compartmentalization and fragmentation of programs and services. It is a direct attempt to consolidate medical and educational models of service through coherent programing and consistent handling of the plan by everyone involved so that the educational and therapeutic impact is sustained and a developmental approach prevails. Not only is the individualized developmental plan for the child designed by the transdisciplinary team, but it is implemented by the team as well. A rationale for the appropriateness of this approach with infants and other young handicapped children emphasizes the need for fewer people working directly with the child, continuity of programing, consistency of services in the home and school situation, and the importance of parent participation. However, the question of degree of handicap and the ability of a team member to train a primary therapist to treat a severely handicapped child who requires very specialized treatment remain critical issues. Descriptors: Disabilities, Educational Needs, Health Needs, Individual Needs

Brough, Theodore G. (1977). Pilot Course in Century 21 Shorthand. Third Semester. An Evaluation of the Project. After the third semester of comparing college student performance in beginning courses in Century 21 shorthand and Gregg shorthand statistics failed to support the contention that Century 21 instruction produces a higher proportion of successes among students who speak a foreign language at home (Spanish). Results also indicated that the attrition rate and the overall performance in both classes was virtually the same. At the end of the third semester, Century 21 students could take dictation at higher speeds while Gregg students did significantly better on vocabulary word lists. Since the size of the original experimental group dropped to fifteen students (eight Century 21 students and seven Gregg students), no meaningful statistical comparisons could be made. Hence a larger group of students were included for a four-group design, and several qualifications were considered. (Results of the first, second, and final semester evaluations are available in separate documents.) Descriptors: Academic Achievement, Bilingual Students, Business Education, Comparative Analysis

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