Dubois, Betty Lou (1979). Biomedical Communication Skills for Minority Students. A course in communications skills for the biomedical sciences is a component unique to the New Mexico State University MARC Honors Undergraduate Program. The program seeks to identify and assist minority students who show evidence of having clear potential to perform at a high level in the biomedical sciences and who show a determination to enter graduate programs leading to a Ph.D. degree. The major objectives of the course are to teach the students to (1) present research papers at scientific meetings; (2) speak to lay groups about their scientific research; (3) write articles for scholarly journals, and (4) write papers on scientific topics for laymen. The method of attack includes analysis of journal articles as to the major divisions of a paper, functions of individual sentences, and flaws in writing. Differences between top level writing for scientists or for laymen are also examined. Tape recordings from scientific meetings provide examples of good and poor spoken presentations and special attention is devoted to repetition of ideas, discourse cues, stylistic integrity and use of visual ideas. Student written work, oral video taped presentations, group editing practices, and instruction in writing proposals are also included. The course helps students to see writing as a process and become aware of the steps necessary to produce a polished piece of work. Descriptors: Biomedicine, College Students, Communication Skills, Course Descriptions

Platero, Dillon; And Others (1978). A Study of the Feasibility of Vocational Modules. Educational consultants, town residents, Navajo tribal chapters and councils, the Bureau of Indian Affairs, the Navajo Division of Education, and local public school districts in Navajo, New Mexico, worked together to design an effective vocational program for an unskilled labor force sparsely settled within a large geographic area. The concept of building a program around "vocational modules" that would provide training for skills common to a variety of occupations became the central focus of the study and formed the basis for the research design. Feasibility conditions included: a small student population; a wide range of occupations for placement; a need for both youth and adult enrollment; preparation for jobs in the community and on and off the Reservation; community support; and the labor requirements of employers. Four major sources provided information: relevant research and studies; a community education survey of job openings and employee skill requirements and existing successful programs for Indians. Data analyzed in the context of the feasibility conditions formed the basis for conclusions and recommendations. The approaches used throughout the study and the copies of the survey instruments included in the appendices should serve as a model to assist others attempting to build vocational programs for small communities. Descriptors: American Indian Education, American Indians, Career Guidance, Community Schools

Fuhrman, Susan; And Others (1979). State Education Politics: The Case of School Finance Reform. School finance reform has reflected, over the last 10 years, the changing relationship between education and state government. Emerging from the case histories presented here is the conclusion that, gradually, the barriers separating education policymakers from general government have been lowered. At the same time, the fragmentation among education interest groups has increased. While the process of school finance reform has varied among the states, a number of common elements characterize reform in six states discussed here (Maine, Florida, New Mexico, California, Missouri, and South Carolina). First, reform occurred when compromises were made within study commissions prior to legislative consideration. (Oregon, where such compromises were not made, offers this publication's sole example of the failure of reform.) Second, the involvement of governors and key legislators was necessary. Although the role of traditional education groups was relatively low, new interests, including taxpayers, minority groups, cities, and nationally recognized organizations, played an important role. The availability of state funds, judicial pressure, and long periods of planning time were all important. The reform process did not change significantly throughout the 1970s in spite of emerging issues like declining enrollment and accountability. Descriptors: Case Studies, Elementary Secondary Education, Equalization Aid, Finance Reform

Carroll, Stephen J. (1979). The Search for Equity in School Finance: Summary and Conclusions. Part of a three-volume report on the effects of school finance reform, this volume summarizes principal findings of the studies presented in the other volumes. The report summarizes school finance reforms enacted between 1972 and 1974 in California, Florida, Kansas, Michigan, and New Mexico. It recounts what happened to school taxing and spending in each state's districts; describes what happened to districts' spending opportunities; estimates how reforms and other factors affected the budgetary behavior of Michigan school districts; and speculates on why reforms in the five states had unexpected outcomes in the light of equalization aims. Overall, results of the studies indicate that although reform had brought some advances, especially in the area of more equal distribution of tax rates, success in equalizing spending outcomes and opportunities has been extremely modest. This outcome may be because reformers tried to pursue diverse and conflicting objectives and because add-ons and adjustments to basic state school finance plans often had disequalizing effects. Descriptors: Educational Finance, Elementary Secondary Education, Equal Education, Equalization Aid

Martinez, Roger D. (1978). Survey of the Hispanic Population In Colorado. Three hundred twelve respondents representing a cross section of Colorado Hispanic families participated in a 1978 questionnaire survey developed by the Colorado Department of Education to assess the mobility and point of origin of the state's Hispanic population and to provide information about attitudes and feelings concerning the public school education of Hispanic students. Analysis of the data indicated: most Hispanics were not newcomers to the state (71% were born in Colorado, 42% had moved less than 50 miles from their birthplace, 53% were second generation Coloradans, and 4% of their grandparents were born in Colorado); only 6% indicated the Spanish language was never used at home, 54% always spoke Spanish with parents and relatives, and 38% sometimes spoke Spanish at home; 82% of the respondents who had originated in Colorado or New Mexico preferred to be referred to as "Spanish Americans", the majority of those who had originated from Mexico preferred the term "Mexican Americans", and 16% preferred "Chicano"; 94% favored a state bilingual/bicultural educational program with the content emphasizing culture, education, self-esteem, and Spanish language; 84% felt a multi-ethnic program for all students was needed; 42% were satisfied with the school's efforts in promoting better understanding among students of all ethnic backgrounds; and 85% felt there was a dropout problem among the Spanish surnamed. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Dropouts

Smith, Martha L.; Smith, Milton L. (1980). Identifying Power Structures. This paper reports on two processes used to begin a long-term series of studies on educational power structures in the states of Arkansas, Louisiana, Mississippi, New Mexico, Oklahoma, and Texas. Purposes of the study were to determine if (1) substrata or pools of power undergird educational power structures, (2) certain paths to power are typically followed by influentials, (3) separate power structures exist for grades K-12 and postsecondary education, and (4) power structure changes can be predicted. The research method used involved asking the executive director of each state education association to make a list of the five to ten most influential decision-makers in the state and then asking each of those persons to do the same. After two rounds of interviews with 112 persons, consensus was reached on 50 top leaders. The other method used was also a modified reputational process. The paper draws no conclusions, since additional work in progress is testing the efficacy of the processes. Observations are made, however, about the number of noneducators who are influential in educational decision-making, and the number of individuals originally tagged as second and third raters who move into the power structure.   [More]  Descriptors: Decision Making, Employed Women, Occupational Surveys, Policy Formation

Larralde, Carlos (1976). Mexican-American: Movements and Leaders. Biographical studies of 20 influential Chicano leaders trace Mexican American history from 1848 to the present. The book is organized chronologically by four historical periods: (1) The Cortinista Movement, 1848-1876; (2) The Teresita Movement, 1888-1905; (3) The Magonista Movement, 1904-1919; and (4) The Chicano Activists, 1920 ;o the present. Men and women from all walks of life and possessing diverse styles of leadership are represented. Juan Cortina, soldier and statesman, gives his name to the first period, when he called for Chicano unity following the Mexican American War. The second period, corresponding to Porfiro Diaz's presidency in Mexico, is named for Teresa Urrea, mystic and evangelist, who became the symbol of many campaigns against Diaz. The third period is named for the brothers Ricardo and Enrique Magona, journalists and union organizers. Chicano activists in the fourth period include Octaviano Larrazola, New Mexico governor; Emma Tenayuca, labor organizer; and Corky Gonzales, leader of student causes. The biographical sketches, drawn from primary sources as well as published documents, include personal history, family background, and anecdotal material in addition to the biographee's contributions to the Chicano movement. Footnotes follow each biography; appendices contain a chronology, an index, and notes on the photographs that illustrate the text. Descriptors: Activism, Biographies, Change Agents, Civil Disobedience

Lyndon B. Johnson Space Center, Houston, TX. (1979). American Indian Telecommunications Satellite Demonstration Project. Summary Report. The technical feasibility of voice and television communication within and between tribes, between tribes and federal agencies, and between educational institutions and tribes was demonstrated by broadcasts which took place April 10, 12, and 14, 1978, with equipment located at four sites: Crow Agency, Montana; All- Indian Culture Center, New Mexico; Moffett Field, California; and Washington, D.C. Two-way interactive television with the TV signals transmitted by satellite allowed tribe members, government officials, and congressmen to see and talk with one another. The National Aeronautics and Space Administration arranged for the use of the Communications Technology Satellite and other technical equipment; the tribes otherwise planned and conducted the broadcasts which included informative presentations by representatives of government agencies, discussion between tribes and a panel of congressmen, instructional programs, and question-and-answer periods with tribes and government representatives participating. Health services, education, rural development, water rights, and the Bureau of Indian Affairs were topics of discussion. Indian groups and federal agencies must now study the possible uses, benefits, and cost effectiveness of using satellite communications to improve Indian information networks.   [More]  Descriptors: American Indians, Communication (Thought Transfer), Communications, Communications Satellites

Wolfram, Walt; And Others (1979). Variability in the English of Two Indian Communities and Its Effect on Reading and Writing. The aim of this study was to describe the varieties of English used in two American Indian communities and to examine the effect of language diversity on the acquisition of certain educational skills. The field work was carried out in two Puebloan communities in New Mexico, San Juan and Laguna. The description of selected linguistic structures and the investigation of spoken language influence on particular reading and writing tasks are the main areas of concentration. The introduction gives an overview of the project, discussing the descriptive base of language variation, the educational concern of the American Indians, and the data base used in the study. Chapter 2 presents the cultural context surrounding puebloan forms of Indian English as an integral part in the descriptive facets and educational implications of the study. The description of the spoken language data in Chapter 3 concentrates on San Juan English and Chapter 4 is a comparison of San Juan and Laguna English. Chapter 5 considers in detail the question of spoken language influence on reading and writing in San Juan and Laguna. Chapter 6 concludes with educational implications of varieties of English in the pueblos.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian Languages, Educationally Disadvantaged

Kimball, Richard Owen (1979). Wilderness Experience Program. Final Evaluation Report. The Wilderness Experience is an innovative, experiential program under New Mexico's Statewide Forensic Treatment System for mentally disordered first offenders and those soon to be released on parole or probation. Developed from the concepts of Outward Bound, criminal offenders undergo an intensive 17-21 day confrontation with their physical, emotional, and social boundaries through such high stress activities as backpacking, cooperative group living, rock climbing, river rafting, rappeling, and wilderness survival solos. Preliminary data gathered on 30 clients indicate statistically significant positive treatment effects; clients return less depressed, paranoid, tense, worried, and ego-centric. The program has treated 103 adults (average age – 22.3 years, composed of 30% Anglo, 55% Spanish, 10% Black, and 5% American Indian) and 109 juveniles (average age – 16.1 years, composed of 38% Anglo, 53% Spanish, 5% Black, 2% American Indian, and 2% other). For adults, the recidivist rate is 8% based on reconviction and a return to the Penitentiary within 9 months. The rate for juveniles is 10% recidivism at 3 months and 17% at 9 months. Course failure has been a 100% predictor of recidivism for both juveniles and adults. Cost per day, per client in the wilderness is $47.99, but there are hidden cost benefits due to diversionary and early release/resocialization referrals. The program offers a therapeutically effective alternative to the costs of long-term incarceration. Descriptors: Adults, Adventure Education, American Indians, Antisocial Behavior

Bellenger, Joseph; And Others (1978). A Feasibility Study Planning Manual. Based on the procedures, materials, and resources used in "A Study of the Feasibility of Vocational Modules", this manual is one of the products of the study. Since guidelines for feasibility studies in the areas of public services that relate to human behavior are not clearly defined, it is hoped that this manual will guide, support, and lessen the efforts of other practitioners contemplating such studies. Procedures used by the Navajo Division of Education and American Institutes for Research in designing a vocational education curriculum for a community school serving Indians in Navajo, New Mexico, are generalized for more universal use. The major tasks selected as fundamental to a feasibility study are: (1) determination of goals and conditions; (2) identification of people and agencies; (3) analysis of resources available; (4) review of previous studies; (5) use of advisory committee(s); (6) collection of data; (7) analysis of data; (8) interpretation of data; (9) formulation of conclusions and recommendations; (10) statement of feasibility; and (11) time/task/responsibility chart. These tasks are fully described. Attention is given to the problems encountered; suggestions for solving the problems are provided. Descriptors: Advisory Committees, American Indian Education, Behavior, Critical Path Method

Garms, Walter I. (1978). Measuring the Equity of School Finance Systems. This study reports on a method of measuring the equity of state school finance systems. This method attempts to determine the extent to which the system makes adequate provision for education, treats equals equally, and treats unequals equitably. It presents a multiple regression approach to the problem, which allows each goal of school finance to be examined separately. Four indicators were developed: (1) measures of the extent to which variation in revenue or expenditure per pupil is related to variations in wealth, tax rate, or special needs and costs or is unexplained; (2) measures of operating revenue or expenditure per pupil for all purposes; (3) a measure of average revenue or expenditure per pupil for normal pupils; (4) the weightings implied by additional expenditures for pupils with special needs or in districts with high costs. The measures thus developed are then tried on actual data from four states (Connecticut, Illinois, New Jersey, and New Mexico) and comparisons made. The problem of explaining the statistical procedure to a layperson is addressed in a chapter that presents the measures in simple and understandable terms. A lengthy appendix contains the measures for the four states, correlation matrices, and univariate and bivariate measures for the four states. Descriptors: Educational Finance, Equal Education, Equalization Aid, Expenditure per Student

Western Interstate Commission for Higher Education, Boulder, CO. (1977). A Study of Dental Graduates of the WICHE Student Exchange Programs Showing the Relation of That Group to the Dental Manpower of the Sending States. Tables are presented that detail the relation of 422 Western Interstate Commission for Higher Education (WICHE) exchange program dental graduates to the dental manpower of the following sending states: Alaska, Arizona, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Utah, and Wyoming. Tables show the location of the WICHE graduates, the number of dentists in the WICHE sending states, an analysis of the ratio of program graduates with permanent addresses and dental manpower in WICHE sending states, and an analysis of graduates and current dental manpower in the 10 states combined and by state. Among findings of the study are that 59 percent of the graduates were located in 1975 in the home state that had sent them as exchange students, 124 graduates were located in the three states having receiving dental schools, the graduates of the seven WICHE schools constitute 23 percent of all the student exchange program graduates located in the 10 sending states combined, and 26 graduates were located in the United States outside the WICHE region.   [More]  Descriptors: Cooperative Programs, Dental Schools, Dentists, Followup Studies

Western Interstate Commission for Higher Education, Boulder, CO. (1977). A Study of the Veterinary Medicine Graduates of the WICHE Student Exchange Programs Showing the Relation of That Group to the Total Veterinarian Manpower of the WICHE States. The relation of veterinarian manpower of the WICHE (Western Interstate Commission for Higher Education) states to the veterinary medicine graduates of the WICHE student exchange programs (SEP) is presented. The states included in the WICHE program are Alaska, Arizona, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, and Wyoming. Tables include details on the location of the WICHE SEP graduates, the number of veterinarians located in WICHE states, and analysis of the relationship of graduates to manpower by state. Among findings were that 51 percent of the SEP graduates in 1975 were located in the home state that had sent them as exchange students, that of the total number of veterinarians graduated from all schools located in the sending states the SEP graduates represent 41 percent, and that the graduates are mobile (e.g., as many pre-1956 graduates of Colorado State University are located in California as are located in Colorado). Other findings showed that out of a total of 3801 SEP-era graduates located in the WICHE region, 642 (17 percent) are SEP graduates.   [More]  Descriptors: Enrollment, Followup Studies, Geographic Location, Graduate Students

Carroll, Stephen J. (1979). The Search for Equity in School Finance: Results from Five States. Part of a three-volume report on the effects of school finance reform, this volume examines reform efforts in California, Florida, Kansas, Michigan, and New Mexico. Data on districts' tax rates, wealth, and number of pupils were obtained from state sources. Data on household income, percent urban, percent white, and percent poverty were obtained from the 1970 Census. Researchers examined for each state pre- and post-reform distributions of revenues, expenditures, and tax rates; the degree to which reform has been accompanied by an increase in intrastate fiscal neutrality; and the kinds of districts benefitting most or least from reform. Results suggest that reform efforts in these states have produced only slightly more equal distributions of per pupil revenues and they have not reduced disparities in instructional expenditures per pupil by much. However, reform has led to a more equal distribution of tax rates in which tax rates have generally fallen in districts where the incidence of poverty is low relative to those where it is high. The state share of support for education has grown. Descriptors: Educational Finance, Elementary Secondary Education, Equal Education, Equalization Aid