Franklin, Ruth H. (1988). Stimulating Healthy Aging with a Model Nurse-Managed Free Clinic in a Senior Center. As part of a Geriatric Education and Health Management program, a model nurse-managed free clinic has been established at an urban senior center by faculty and students of the University of New Mexico College of Nursing. Funded by a 3-year grant from the Department of Health and Human Services, the weekly clinic is based on Orem's self-care theory with the goals of promoting and maintaining health and preventing illness and its complications. Planning for the clinic was done conjointly with the New Mexico State Agency on Aging, the Albuquerque Office of Senior Affairs, and the University of New Mexico School of Medicine and College of Pharmacy, representatives of which serve on a professional advisory board and are available for consultation. The clinic provides individualized assessment and monitoring through collaborative planning, intervention, self-concept enhancement, and referral to community resources. Health promotion is ongoing in weekly group activities, a Growing Healthier support group, and Health Topic Seminars. This community nursing outreach activity fills an important need of the burgeoning population of underserved, socially isolated, culturally diverse, disadvantaged elderly–the need for accessible preventive health care emphasizing psychosocial and environmental interventions. Descriptors: Clinics, Health Promotion, Health Services, Individual Needs

Reynolds, Betty; And Others (1995). World Wide Web Homepages: An Examination of Content and Audience. This paper shows how the content of a World Wide Web page is selected and how an examination of the intended audience influences content. Examples from the New Mexico Tech (NMT) Library homepage show what sources are selected and what level of detail is appropriate for the intended audience. Six fundamental functions of libraries and information agencies were used to examine the content of the NMT homepage: informational, educational, research, cultural, recreational, and bibliographic/archival. The primary users of the library are students, faculty, and staff of NMT (90% of the primary users) and community users (10%). The secondary and tertiary audiences consist of potential users and remote users, respectively. Reference desk observation and user input, through questions and comments delivered to the reference and circulation desks, were the main methods of determining what to include in the homepage. The NMT homepage is divided into seven major categories: (1) Tech Library Information; (2) LIBROS (the online catalog); (3) NMT Course Specific Links; (4) Connect to Other Library Catalogs and Web Pages; (5) Resources by Subject; (6) Career Information; and (7) Information about Socorro, New Mexico and the surrounding area. Since the New Mexico Tech Library serves both an academic and a community audience, most of the examples are applicable to all types of libraries and information agencies.   [More]  Descriptors: Audience Analysis, Computer Uses in Education, Content Analysis, Higher Education

Price, Robert M.; And Others (1991). New Mexico's Challenge 2000. This report presents a comprehensive strategy developed by the New Mexico Education Technology Planning Committee to maximize resources in educational technology to achieve the long-range goals adopted for education in the state. Four basic strategies are recommended: (1) to forge relationships between schools and businesses, and partnerships between public and private sectors generally; (2) to complete the statewide educational telecommunications network; (3) to train and support teachers and faculty; and (4) to establish a structure and process for planning and implementing educational technology. A three-phase plan of implementation is also outlined, and includes a focus on teacher training in microcomputers and other technology, increased public awareness, and other considerations necessary to effect educational effectiveness and educational change. Projected outcomes from such a plan are noted. (10 references) Descriptors: Change Strategies, Distance Education, Educational Change, Educational Technology

Dacus, Judy M.; Hutto, Nora (1989). Improving Science Education in Rural Elementary Schools: A New Approach. Rural elementary school teachers interested in improving science instruction are frequently hampered by inadequate training in science, lack of information on local natural history resources, and time and curriculum constraints. On the other hand, rural schools are usually located near meadows, forests, or undeveloped land, and rural students usually have greater experience with nature than their urban counterparts. Since 1986 a collaboration among the New Mexico Center for Rural Education, the New Mexico Museum of Natural History, and rural elementary schools has explored promising ideas for improving elementary science education in rural schools. This collaboration, the New Mexico Rural Science Education Project, has (1) developed and tested a rural science teacher training model that utilizes the strengths of the collaborators; (2) provided rural elementary teachers with information and resources and assisted the teachers in developing activity kits and specimen collections; (3) planned and executed natural history field schools for rural elementary teachers and students to demonstrate hands-on outdoor science activities and model effective teaching methods; (4) planned and conducted an intensive week-long science education institute for rural teachers; and (5) established a statewide network of scientists, technicians, and naturalists willing to conduct science programs in rural schools on a volunteer basis. This report includes the results of project evaluations of first and second year activities and the Summer Elementary Science Teachers' Institute.  Descriptors: Elementary Education, Elementary School Science, Elementary School Teachers, Improvement Programs

Hall, Carroll L. (1986). Responding to Change From Without. This paper first discusses similarities between the medical profession and the present status of the education profession. Discussion centers on changes in education in New Mexico generated by external agencies to which colleges are having to respond, as did medical schools in the past. The New Mexico State Department of Education developed the Staff Accountability Plan, addressing the issue of teacher and administrator accountability and certification through three provisions: a written basic skills assessment for admission to teacher preparation programs; professional and content-specific knowledge for initial certification; and an integrated program of on-the-job performance evaluation using criteria of effective teaching and staff development activities. How the various colleges of education throughout the state have responded to these required changes is discussed. Also discussed are the experimental results of a cooperative effort between the University of New Mexico, the Albuquerque Public Schools, and the State Department of Education, involving the use of observation instruments and scales in a fifth-year internship program. Descriptors: Admission Criteria, Educational Cooperation, Program Length, State Legislation

Hall, Thomas D. (1982). The Effects of Incorporation into the World-System on Ethnic Persistence: The American Conquest of the Southwest. The varying results of incorporation on the survival of groups such as bands, tribes, chiefdoms and mercantile states can be explained by applying the historical process to the American conquest of the Southwest. The American Southwest (the region covered by Arizona, New Mexico, parts of Texas, California, Utah, Nevada, and Colorado) was occupied by four aboriginal groups (Apaches, Navajos, Comanches, and Pueblos). In addition to the aboriginal inhabitants, there were two successive waves of invaders (Spaniards and Americans). The conquest began with the opening of the Santa Fe Trail in 1822 and concluded with the formal annexation of the region in 1848. The effects of the conquest on the Comanche, Apache, Navajo, Pueblo, and Hispanos were varying degrees of cultural persistence, demographic survival, political centralization, ecological adaptation, and external utility of resources. The American conquest of the Southwest produced several irreversible changes which included all three band societies becoming tribes; the Santa Fe Trail trade was a major factor in feudalization of New Mexico, intensifying relations between the Hispanic elite and poor. The Southwest (New Mexico and Arizona primarily) remained relatively marginal to the American economy making it an effective preserve for a variety of ethnic groups. Descriptors: American Indians, Ecological Factors, Ethnic Relations, Hispanic Americans

KNOWLTON, CLARK S. (1966). SPANISH-AMERICAN SCHOOLS IN THE 1960'S. IN THIS SPEECH TO THE TEACHERS OF LAS VEGAS, NEW MEXICO, THE AUTHOR REFERS TO THE RICH SPANISH, MEXICAN, AND INDIAN CULTURES AVAILABLE FOR SOCIOLOGICAL STUDY IN NORTHERN NEW MEXICO AND SOUTHWESTERN UNITED STATES. HE BELIEVES THE PLIGHT OF THE INDIANS AND THE SPANISH AMERICAN PEOPLE IS DUE TO DEPRIVATION FROM POLITICAL OFFICE, SOCIOLOGICAL ADVANCEMENT, ECONOMIC SECURITY, EDUCATIONAL SUCCESS, AND FROM LACK OF KNOWLEDGE OF THE GREAT ACHIEVEMENTS IN THEIR OWN HISTORICAL AND CULTURAL BACKGROUNDS. THIS DEPRIVATION RESULTS FROM THE ANGLO-AMERICAN CONTROL AND INFLUENCE IN SCHOOL AND GOVERNMENT. TO PROMOTE THE SPANISH AMERICAN CAUSE, THE AUTHOR PROPOSES A PLAN WHICH IS–(1) TO EVALUATE THE SPANISH AMERICAN HISTORICAL AND CULTURAL ROLES IN THE FUTURE OF THE SOUTHWEST, (2) TO MAKE THE SPANISH AMERICAN PEOPLE AND ENTIRE NATION AWARE OF THEIR TRAGIC EXPERIENCES, (3) TO AROUSE THE FEDERAL AND STATE GOVERNMENTS SO THAT THE CONDITIONS OF POVERTY, DISCRIMINATION, AND APATHY MAY BE OVERCOME, AND (4) TO INSTRUCT THE BILINGUAL MEXICAN AMERICAN AND SPANISH AMERICAN STUDENTS IN BOTH SPANISH AND ENGLISH. DR. KNOWLTON CONCLUDES BY SAYING THAT THE RESULTANT BETTER EDUCATION WILL ENABLE THESE PEOPLE TO BECOME MORE ACTIVE IN ASSUMING THEIR RIGHTFUL PLACE IN SOCIETY. THIS SPEECH WAS PREPARED FOR THE 1966 TEACHER ORIENTATION (WEST LAS VEGAS, NEW MEXICO CITY SCHOOLS, AUGUST 31, 1966).   [More]  Descriptors: American Indians, Bilingualism, Disadvantaged, Economically Disadvantaged

Spicker, Howard; And Others (1993). Rural Gifted Education in a Multicultural Society. Economically disadvantaged and ethnically diverse children are underrepresented in programs for the academically gifted. SPRING (Special Populations Rural Information Network for the Gifted) is a consortium of Indiana University, New Mexico State University, and Converse College (South Carolina) whose major concern is the identification and programming needed for culturally diverse gifted students in rural schools. SPRING I developed identification methods and instructional materials for Appalachian gifted children. This paper focuses on plans for SPRING II, which will expand the consortium's work to three additional subpopulations of gifted rural youth: African-Americans at three South Carolina schools, Hispanics (primarily Mexican-Americans) at a New Mexico school, and Mescalero Apaches at a New Mexico public school. Parent and peer information; child products; teacher observations; and test data on intelligence, achievement, and creativity will be analyzed for similarities and differences among populations and for the strengths and weaknesses of each population in various skill and knowledge areas. As in SPRING I, a curriculum will be planned for each population that is congruent with that group's strengths. Tables describe the assessment instruments and outline the characteristics of White Appalachian and Black gifted children in disadvantaged rural areas versus those of gifted children in advantaged middle-class areas. Special concerns in the identification of Mexican-American and tribal Native American students are also discussed.   [More]  Descriptors: American Indian Education, American Indians, Black Education, Blacks

O'Neal, Sandra (1986). College Entrance Examinations: ACT & SAT Testing, 1984-85. District Report. American College Testing Program (ACT) and Scholastic Aptitude Test (SAT) results are summarized for students in the Albuquerque (New Mexico) Public Schools (APS). Results indicate that for the 1984-85 school year, APS students' scores compare very well with national norms. APS mean ACT scores for the total group are above national averages for English, mathematics, social studies, natural science, and composite score. Compared with the previous year, scores stabilized in English and natural science, but declined slightly in mathematics and social studies. APS students have scored considerably higher than the New Mexico total ACT average for the past 11 years. Although the majority of college-bound students in New Mexico take the ACT, many planning to attend out-of-state colleges and those who have not made a college choice take the SAT. Results for APS students are above the national means. Scores decreased slightly from 1982-83 to 1984-85. Other data included in this report are ACT scores for males and females; ACT scores according to secondary school curriculum; percentage of seniors tested; student characteristics and family characteristics; educational aspirations; and states where students plan to attend college. Descriptors: College Bound Students, College Entrance Examinations, High Schools, Higher Education

Pipho, Chris (1979). State Activity: Minimal Competency Testing. This chart summarizes the following categories of information about various states' minimum competency testing activities: (1) name of state; (2) legislation or ruling which requires testing; (3) name of organization which sets standards; (4) grade levels assessed; (5) skill areas assessed; (6) use of standards and of test results; and (7) other comments. Information is presented concerning 38 states of the United States: Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, Illinois, Indiana, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Oklahoma, Oregon, Rhode Island, South Carolina, Tennessee, Texas, Utah, Vermont, Virginia, Washington, and Wyoming. Descriptors: Academic Standards, Basic Skills, Elementary Secondary Education, Graduation Requirements

Cohen, Julia (1976). The Indian Pueblo Cultural Center Comprehensive Educational Plan. Describing the goals of the Indian Pueblo Cultural Center located in Albuquerque, New Mexico, this document presents information on the development of the Center, the 19 New Mexico Pueblos, and the Center's comprehensive educational plan. The Center is described as a multipurpose institution containing facilities which will: meet several important cultural, social, educational, and economic needs of the Pueblo residents; provide opportunities for the Center's anticipated annual 300,000 visitors to learn from and share in the achievements of these American Indian people; and share with other Indian and non-Indian groups the Center's collections and educational programs. Each of the 19 active New Mexico Pueblos is described briefly in terms of population, language, land holdings, employment, etc. The Center's comprehensive educational plan is identified in terms of the following six educational delivery systems: programs at the Center's Museum Complex; programs in the Pueblos; programs in the Center's Indian village; programs in other Indian centers; and programs for the general public. Each delivery system is presented in terms of a model (goals, objectives, conceptualization, technical assistance, community human resources, Pueblo advisory committee, program development, staff selection/training, pilot testing, evaluation/revision, and production/program dissemination) and implementation information (target population, programs, and sample activities). Descriptors: Activities, American Indians, Cultural Centers, Delivery Systems

Sandia National Labs., Albuquerque, NM. (1993). Environmentally Conscious Manufacturing Technology Transfer and Training Initiative (ECMT3I) Technology Transfer Model Report. The Environmentally Conscious Manufacturing Technology Transfer and Training Initiative (ECMT3I) is a cooperative effort among education and research institutions in New Mexico to analyze problems in transferring environmental technologies from Department of Energy laboratories to small and medium enterprises (SME's). The goal of the ECMT3I is to understand how SME's transfer technology into their facilities and how assistance providers, such as community colleges, can develop partnerships with the SME's to enhance technical and educational activities. Through initial surveys and pilot projects, ECMT3I discovered that most SME's in New Mexico did not currently view community colleges, universities, and federal labs as sources of training, information, or problem solving. As a result, the ECMT3I developed a model for transferring information from assistance providers to SME's, focusing on the elimination of duplication of efforts and the strengthening of communication. Key elements of the model include the establishment of a primary contact for SME's requesting assistance, the cooperation of all assistance providers to work together as a team, the use of New Mexico's State Technology and Assistance Resource System (STARS) as a central database for all assistance providers, and the inclusion of the SME as a part of the solution. In addition, SME's are tracked through the assistance process via STARS and the model contains a proactive marketing component. Appendixes provide a description of the IDEF-Zero activity model and charts of the ECMT3I's model for technology transfer.   [More]  Descriptors: Community Colleges, Compliance (Legal), Computer Networks, Environmental Education

Office of Child Development (DHEW), Washington, DC. (1976). Child Day Care Management Study. Volume II-B: State Summaries (Nevada – Wyoming). This is Volume II-B of a study to describe federally-subsidized state and county child day care management systems and to report how well the management systems work. Information is reported in terms of nine subsystems: (1) Needs Assessment, (2) Planning and Implementation, (3) Evaluation, (4) Information and Referral, (5) Client Eligibility, (6) Licensing, (7) Monitoring, (8) Training and Technical Assistance, and (9) Fiscal Management. This volume presents data on the following states: Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.   [More]  Descriptors: Child Care, County Programs, Day Care, Family Day Care

Sherk, H. G.; Callihoe, H. (1973). Cross-Cultural Education Study-Tour. The report describes, in the form of transcribed interviews, cross-cultural programs in Saskatchewan, Manitoba, Montana, New Mexico and Arizona identified in a May, 1973, study-tour of cross-cultural education focusing upon people of Indian ancestry. The primary goal of these visits was to identify promising procedures and accomplishments in cross-cultural education wherever interesting developments may have occurred. The report focuses upon native studies programs at the institutions visited and on information gained through interviews with personnel involved in native-studies curriculum and instruction projects. Programs visited include: Indian Teacher Education Program at the University of Saskatchewan; Saskatchewan Indian Cultural College; E. D. Feehan High School in Saskatoon; University of Brandon in Manitoba; Rocky Boy Elementary School on the Cree Reservation, Montana; Bureau of Indian Affairs (BIA) Navajo Area Office and Navajo Tribal Education Office in Window Rock, Arizona; Chinle Boarding School, Many Farms High School, Rough Rock Demonstration School, and Rock Point (Contract) School in Arizona; and University of New Mexico and BIA Language Arts Office in Albuquerque, New Mexico.   [More]  Descriptors: American Indian Education, American Indian Studies, Cross Cultural Studies, Curriculum Development

Belcher, Rebecca Newcom; Cole, Jack T.; D'Alonzo, Bruno J. (1996). Opinions of Inclusive Education: A Survey of Rural Teachers and Administrators. A survey of 39 special and general education teachers and administrators from 7 New Mexico towns assessed their knowledge and acceptance level of fully inclusive education within the rural, culturally and linguistically diverse state. The results were analyzed by two subpopulations, general and special education teachers, and the total population of educators, administrators and related service personnel. Results indicate that while most professionals were generally supportive of inclusive education, a small percentage (7-15 percent) was consistently unsupportive on all items. Rural areas face special problems in implementing the New Mexico State Department of Education's Policy on Full Inclusion and providing a full spectrum of special education services. The survey results give credence to the view that professionals located in rural New Mexico have several areas of confusion concerning inclusive education. In general, the educators were supportive of the inclusion philosophy but unsupportive of specific actions or practices (such as therapists in the general classroom) that would occur during implementation of inclusion. The survey questionnaire and response rates are included.   [More]  Descriptors: Administrator Attitudes, Attitudes toward Disabilities, Educational Attitudes, Educational Needs