Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1982). Oversight of Indirect Costs and Contract Provisions of the Indian Self-Determination and Education Assistance Act. Hearing before the Select Committee on Indian Affairs. United States Senate, Ninety-Seventh Congress, Second Session. The purpose of the oversight hearing was to hear from administration and tribal witnesses on the implementation of the Indian Self-Determination and Education Assistance Act (Public Law 93-638), which was signed into law on January 4, 1975. The hearing focused on five concerns of the legislation: (1) the new draft regulations pending publication for comment which amend Bureau of Indian Affairs regulations implementing P.L. 93-638; (2) the method for determining the secretarial level of funding for a P.L. 93-638 contract in the first and subsequent years of operation; (3) the administrative, incremental, or indirect cost problems associated with 638 contracts and recommendations for necessary changes in the system to assure continued tribal desire to operate programs; and (4) the problems associated with the indirect cost rate and recommendations for necessary changes. Thirty-three representatives offering testimony to the hearing included spokespeople from: National Congress of American Indians; Department of Interior; Rock Point School, Arizona; Alamo Navajo School Board, New Mexico; Association of Contract Tribal Schools; Lake Superior Band of Chippewa Indians; Passamaquoddy Tribe; Fort Hall Business Council; Papago Tribe of Arizona; and Penobscot Nation. Written documentation submitted to the hearing is also attached.   [More]  Descriptors: American Indian Education, American Indian Reservations, Community Development, Community Resources

Congress of the U.S., Washington, DC. House Committee on the Judiciary. (1987). Sexual Abuse of Indian Children. Hearing before the Subcommittee on Criminal Justice of the Committee on the Judiciary. House of Representatives, Ninety-Ninth Congress, Second Session on H.R. 3826. (January 30, 1986). This transcript presents testimony and prepared statements regarding H.R. 3826, which proposes to amend Title 18 of the United States Code to make felonious sexual molestation of a minor an offense within American Indian country. Representative Rick Boucher, author of the legislation, indicated that, while the bill would extend to Indians the same protection now governing non-Indians, it would not deprive Indian tribal courts of jurisdiction. Deputy Assistant Attorney General Victoria Toensing supported the legislation because, in conjunction with offenses currently listed in the Major Crimes Act, it would cover all defined serious sexual offenses against Indian children by Indians. Susan Shown Harjo, Executive Director, National Congress of American Indians, indicated that the 126 Indian governments she represents endorse the amendment and see it as necessary to fight the nearly 25% increase in Indian child sexual abuse that took place from 1983 to 1984. Written testimony of the Navajo Nation addressed the definition of "sexual molestation of a minor" and the impact on the Navajo Nation resulting from the disparities in legal standards between Arizona, New Mexico, and Utah. Written testimony of the American Indian Law Center concurred that the legislation is important for solving child sexual abuse.   [More]  Descriptors: American Indian Reservations, American Indians, Child Abuse, Court Litigation

Alegria, Fernando L., Jr. (1992). A Guide to State-Level Policies, Practices, and Procedures: Enhancing Employment Opportunities for Older Workers. Training and Employment Program. This guide is intended for use by state officials as a guide to state policies, practices, and procedures that enhance employment opportunities for older workers. An executive summary highlights the problems–labor shortages and the strain on the retirement system–and a remedy–staying on the job longer. Examples of policies, practices, and procedures that states may want to consider are described. Recommendations are that all states should have a state-level planning mechanism to address employment and training needs of older individuals, older workers should be represented in policymaking bodies, and older worker organizations should increase their advocacy role. The body of the guide analyzes and synthesizes results of a national survey sent to state Job Training Partnership Act (JTPA) liaisons, directors of state units on aging, and selected directors of local JTPA service delivery areas; 53 responses from 36 states are included. The guide is divided into four sections. The first contains a variety of relevant state-level policies and practices. The second section covers JTPA policies and practices. The third section is devoted to Employment Service (Wagner-Peyser) policies and practices. The final section covers the Title V Senior Community Service Employment Program authorized under the Older Americans Act. The appendix contains 11 references and proclamations on older workers by the Governors of New Mexico and New York.   [More]  Descriptors: Age Discrimination, Attitude Change, Employer Attitudes, Employment Opportunities

Layton, Jean; And Others (1990). The Recruitment and Retention of Minority Trainees in University Affiliated Programs. Native American Indians. This monograph addresses the recruitment and retention of Native American Indians in University Affiliated Programs (UAP) which train personnel to provide health, education, and social services to people with developmental disabilities. It is designed to assist UAP faculty and staff to develop a comprehensive plan to increase the participation of Native American Indians. A chapter titled "Current Issues and Demographics" documents the low American Indian enrollment rate in higher education and its causes. "Identified Problems and Attempted Solutions in Education" outlines factors contributing to declining college enrollment among Native American Indians and uses a poem and a personal narrative by Native American Indians to describe the inadequacies of the education system and the cultural influences contributing to the target population's alcoholism and lack of personal goals and motivation. "Breaking Down the Barriers" focuses on three major barriers: cultural, academic, and financial. "Programming Possibilities" describes the essential components of a recruitment and retention plan: faculty involvement, financial assistance, marketing strategies, and cooperative efforts. Exemplary programs from Alaska, California, Colorado, New Jersey, New Mexico, North Carolina, North Dakota, Oregon, Texas, the Philippines, and Canada are described. A bibliography of 39 references concludes the monograph.   [More]  Descriptors: Access to Education, American Indians, Cultural Background, Developmental Disabilities

Congress of the U.S., Washington, DC. Office of Technology Assessment. (1991). Rural America at the Crossroads: Networking for the Future. This study explores the role that communications technologies can play in securing rural America's future. It develops several policy strategies and options to encourage economic development. The study was requested by the Joint Economic Committee of Congress and Senators Charles E. Grassley and Orrin G. Hatch. Chapter 1 provides a summary and policy conclusions. Chapter 2, "The Challenge for Rural America," describes unemployment, poverty, and out-migration and advocates upgrading the labor force. Chapter 3, "Rural America and the Changing Communication Infrastructure," proposes Rural Area Networks to deliver communication services to rural areas. Chapter 4, "Rural Development," explains a holistical approach to rural development that accompanies economic development by improving education, health care, and public administration capacities. Chapter 5, "Regulation and Rural Development," recommends that regulators must develop new regulatory approaches for rural areas. Finally, Chapter 6, "The Role of the Federal Government: Orchestrating Cooperation and Change," suggests that the Federal Government make rural development and the use of communications technologies a national priority. The appendix is a field journal that gives narrative impressions of the four states visited during the study: Kentucky, New Mexico, Washington, and Maine. The document contains a list of contributors, a glossary, and an index, as well as numerous figures, charts, tables, and photographs.   [More]  Descriptors: Communications, Economic Development, Federal Regulation, Futures (of Society)

Southwest Educational Development Lab., Austin, TX. (1981). R&D Speaks: Microcomputers & Education. Developed to share information presented at a Southwest Educational Development Laboratory Regional Exchange (SEDL/RX) conference, this document includes reports and related materials on educational computing applications in southwestern school districts and states. Basic computer terminology is defined, and software evaluation instruments are provided from the Educational Products Information Exchange Institute (EPIE) and the Microcomputer Software and Information for Teachers (MicroSIFT) project. An article entitled "Computing Competencies for School Teachers," by Jim Poirot, Robert Taylor, and Jim Powell, discusses three sets of teacher competencies: universal computing competencies, competencies needed by teachers of computing, and additional subject-specific computing competencies. Thirty-nine references are listed. Individual reports describe educational computer programs in the following school districts: North Little Rock Public Schools, Arkansas; Humphreys County School System, Mississippi; Jackson Public Schools, Mississippi; Bloomfield Municipal Schools, New Mexico; Putnam City Schools, Oklahoma; and Dallas Independent School District, Texas. A regional sampler includes reports from state education agencies by Sara Murphy, Arkansas; Sue Wilson, Louisiana; Gary Green, Oklahoma; and Gary Haseloff, Texas. A program lists the conference goals, agenda, presenters, participants, and 10 software evaluation resources. Conference evaluation results and a description of SEDL/RX are included.   [More]  Descriptors: Competence, Courseware, Evaluation Criteria, Microcomputers

Dutton, Bertha P. (1983). American Indians of the Southwest. Designed for both the specialist and nonspecialist, the book provides a synthesis of Southwestern Indian culture based on long familiarity with the people. Chapter 1 describes the physical aspects of American Indians, land and Aboriginal inhabitants, and development of socio-religious patterns. Chapter II is about Pueblo Peoples (Tanoans, Keresans, Zunian, and Hopi Groups), including a brief history, cultural characteristics, general appearance, location and population, languages, social organization, and the Canes of Office. Chapter III looks at Athabascans (Navajo and Apache), providing the same information as well as more specific topics: Hopi-Navajo land dispute and off-reservation Navajo, Chiricahua, Mescalero, and Jicarilla. Chapter IV tells about Ute Indians (Ute Mountain Ute, Southern and Northern Ute). Chapter V covers Southern Paiute and Chemehuevi Indians. Chapter VI provides information on the Colorado River Indian Tribes (Mohave, Yuman or Quechan, and Cocopah People), the Pai (Havasupai and Hualapai), Salt River Indian Agency (Pima-Maricopa, Yavapai, Yavapai-Apache, Mohave-Apache, and "Payson Apache"), the Pimans (Pima and Papago), the Maricopa, and the Cahitans (Yaqui Indians). Chapter VII highlights arts and crafts of Southwestern Indians and the appendices include a calendar of annual Indian events, statistics on New Mexico and Arizona Indian populations, and a 463-item bibliography. Descriptors: American Indian Culture, American Indian History, American Indian Languages, American Indians

Association of Research Libraries, Washington, DC. Office of Management Studies. (1983). Branch Libraries in ARL Institutions. SPEC Kit 99. In response to a May 1983 Association of Research Libraries (ARL) survey, 94 university library members (90% of this category of ARL membership) provided information and documents about current library branches, changes during the last 5 years, and current and planned automation activities. It was found that 63 respondents (68%) considered their library systems centralized, with a main library and/or central processing facilities; that 94 respondents listed 1,008 branches with either centralized systems administering an average of 6.4 branches or decentralized systems administering an average of 12.6 units; and that 58 libraries (65%) reported branch library automation, with most projects involving circulation systems (40) and online catalogs (14). This document presents survey results; policy statements regarding branch libraries from Iowa State University and University of Kentucky; documents on closing or consolidating branches from Ohio State University, University of Cincinnati, and Queen's University; documents on establishing new branches from University of Chicago, University of New Mexico, and State University of New York, Albany; and documents on automation from Queen's University and University of Texas, Austin. Also provided are a 7-item bibliography on branch libraries, centralization, and decentralization; a concise summary of related issues and trends; and an evaluation sheet for this ARL Systems and Procedures Exchange Center (SPEC) kit. Descriptors: Academic Libraries, Branch Libraries, Centralization, Decentralization

Berry, Irma (1983). Library Systems in Selected States: A Description. Based on information collected from a survey of selected state library agencies, this booklet describes the governance, funding, membership criteria, and services of library systems in Illinois, New York, California, Minnesota, Wisconsin, Colorado, and Connecticut. An overview of the development of multitype library systems and definitions of related terms are provided. It is reported that: (1) there is a great diversity in the structure and operation of library systems; (2) four of the seven states surveyed operate multitype regional library systems; (3) five of the seven fund their systems fully; (4) the most common system membership requirements are equal access to all state residents and sharing of resources; and (5) the most important services provided by all the systems are interlibrary lending and reciprocal borrowing. A list is also provided of the major differences between systems in the states surveyed and the Texas Regional Library Systems. The final section presents information on the provision of interlibrary loan services in four of the states fully surveyed (Illinois, New York, California, and Colorado) and in two additional states which share borders with Texas (New Mexico and Oklahoma). Descriptors: Interlibrary Loans, Library Administration, Library Networks, Library Services

Muller, Douglas; Pettibone, Timothy (1983). The Battle of the Printers. This paper compares the characteristics of dot-matrix and daisy wheel printers using a two-column format. In the first section, the left column is used to point out the advantages of dot-matrix printers, while the daisy wheel printer is praised in the right-hand column. Examples of various capabilities are included. Advantages of the dot-matrix printer mentioned are its simplicity, ability to produce horizontally-emphasized and vertically-emphasized print, low cost, speed and convenience of printing, ease and low cost of replacing the entire printing mechanism, convenience of operation, ease of changing print styles and sizes, and ability to define characters. For the daisy-wheel printer, advantages listed include the capability of having margin justification, an almost "typeset" look, and its elegant and sophisticated type styles and appearance. The following type styles are used for purposes of illustration: Gothic 15; standard 12-pitch elite; and normal 10-pitch pica font. A final summary discusses both types of printers. Twelve guidelines for the use of dot-matrix printers in the preparation of dissertations and theses at the College of Education, New Mexico State University, are included. Descriptors: Guidelines, Input Output Devices, Layout (Publications), Microcomputers

Warger, Cynthia L.; Cuskaden, Eileen C. (1990). The Artswork: Employment Training through the Arts. This booklet, based on the Transition Through the Arts project developed by Very Special Arts, describes the successes that project instructors have achieved in using the arts to assist individuals with developmental disabilities reach employment. The project uses the arts as a vehicle to teach and reinforce the social and personal skill components of the vocational or career education curriculum. Improving social and personal employability skills is expected to lead to greater work adjustment and success, and subsequently, to improved employer attitudes regarding the capabilities of individuals with disabilities. The program components include: a curriculum that uses the arts to teach social skills related to employability; a community resource team; a culminating activity; and an apprenticeship component. The booklet describes how three sites applied the program model to enhance the employability opportunities of their clients. The sites are: the Kennedy Institute in Washington, D.C.; Dayton Public Schools in Ohio; and Valley High School in Albuquerque, New Mexico. The final chapter describes 23 instructional strategies and activities involving dance, music, visual arts, and drama to assist in developing student self-awareness, social skills, communication skills, and positive work attitudes. (32 references) Descriptors: Apprenticeships, Curriculum Development, Developmental Disabilities, Education Work Relationship

Rudes, Blair A.; And Others (1990). Handbook of Effective Migrant Education Practices. Final Report. Volume II: Case Studies. This report, the second of two volumes, presents case studies of 16 successful migrant education programs demonstrating "effective" educational practices that could be replicated elsewhere. On the basis of student outcome data, the projects were selected from 153 programs nominated by state directors of migrant education. The 16 projects are located in the: Dysart (Arizona) Unified School District No. 89; Tulare-Kings Counties (California); Pajaro Valley Unified School District, Watsonville (California); Collier County (Florida) Public Schools; Minidoka County School District No. 331, Rupert (Idaho); Fremont County Independent School District No. 215, St. Anthony (Idaho); Princeville (Illinois) Unified School District No. 326; Dodge City (Kansas) Unified School District No. 443; Dorchester County (Maryland Board of Education); Owatonna (Minnesota) Independent School District No. 761; Hancock-Harrison Cooperative (Mississippi); Glendive (Montana) Elementary School District No. 1; Hatch Valley (New Mexico) Municipal Schools; State University of New York (SUNY) College at New Paltz (New York); Snyder (Oklahoma) Public Schools; and McAllen (Texas) Independent School District. Case studies were based on observation of project services; review of project records; and interviews with project staff, students, and parents. Each case study: (1) reviews community and school contexts of the program and the program's historical development; (2) describes services, fundings, administration, facilities, and evidence of program effectiveness; and (3) discusses the potential transfer of the program's effective educational practices to other sites. This report contains 12 references and 33 data tables.   [More]  Descriptors: Adoption (Ideas), Case Studies, Demonstration Programs, Educational Practices

Webb, Michael (1990). Multicultural Education in Elementary and Secondary Schools. ERIC Digest Number 67. Schools have introduced numerous programs and activities, intended to recognize the achievements of ethnic groups, in the belief that a multicultural education prepares students for life in an ethnically diverse society and also results in cognitive and affective benefits. Multicultural activities have the following goals: (1) to remedy ethnocentrism in the traditional curriculum; (2) to build understanding among racial and ethnic groups, and appreciation of different cultures; (3) to defuse interracial tensions and conflicts; and (4) to make the curriculum relevant to the experiences, cultural traditions, and historical contributions of minority groups. Studies also indicate links between multicultural education and improved academic achievement for African American and Hispanic American students. Most multicultural learning activities consist of discrete lessons organized around particular events. These activities may be confined to a particular classroom or can involve the entire school. Project Respecting Ethnic and Cultural Heritage (REACH) is a comprehensive, discipline-based multicultural program that infuses information on the history and culture of various groups into the middle school curriculum. Portland (Oregon) and Albuquerque (New Mexico) have also developed programs that integrate multicultural activities throughout the curriculum. The following considerations in developing interdisciplinary programs are outlined: (1) needs assessment; (2) goals; (3) curriculum development; and (4) staff development. A list of nine references and a list of four resources are appended.   [More]  Descriptors: Cross Cultural Training, Cultural Awareness, Cultural Pluralism, Elementary Secondary Education

Balu, Raj (1992). LEA Title VII Program Evaluations. Panel Presentations. These panel presentations focus on LEA Title VII Program Evaluations. Raj Balu, an administrator of bilingual programs in Chicago presents information regarding the bilingual education program in the Chicago public schools, as well as information on Title VII programs and what kind of evaluation is being done. Jesus Salazar, who is currently evaluating the Eastman Project for the Los Angeles Unified School District (LAUSD) provides background information on the LAUSD, describes the Eastman project as an example of an effective academic excellence program, and offers recommendations for Title VII evaluations. Tomi D. Berney of the New York City Public Schools gives a detailed description of the process of evaluation and suggests that in order to maximize program effectiveness, it is of utmost importance to prioritize evaluation. In doing so, it is essential to continually assess both the process and the product of evaluation and to modify them as necessary. A discussion of the panel presentations by Robert Martinez of the University of New Mexico is appended.   [More]  Descriptors: Bilingual Education Programs, Elementary Secondary Education, Limited English Speaking, Program Descriptions

Zabel, Diane, Comp.; And Others (1992). Flexible Work Arrangements in ARL Libraries. SPEC Kit #180. This report presents the results of a survey of Association of Research Libraries (ARL) members about the current climate and practices regarding flexible work arrangements. Data are reported on the availability of schedule flexibility, job exchange, part-time arrangements, and leaves, as well as information about faculty status, tenure, unionization/collective bargaining, and other factors that might exhibit a correlation to workplace flexibility. A copy of the questionnaire with a tally of the responses to individual questions is included as well as comments by respondents. The remainder of the kit consists of copies of 34 planning documents submitted by libraries responding to the survey. Topics covered include job sharing/job exchange, leaves, phased retirement, scheduling/flextime, and stopping the tenure clock. The ARL libraries represented are those of the University of Alberta, University of Arizona, Colorado State University, Dartmouth College, University of Delaware, University of Illinois, University of Iowa, Kent State University, University of New Mexico, State University of New York at Stonybrook, North Carolina State University, Ohio State University, Penn State University, Purdue University, Queen's University, University of Toronto, Tulane University, University of Waterloo, and York University. Also included are a glossary of flexible workplace terminology and a list of 30 suggested readings. Descriptors: Academic Libraries, Flexible Working Hours, Foreign Countries, Higher Education