Bibliography: New Mexico (page 199 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Sharon E. Clark, Frank C. Abbott, Minneapolis National Indian Education Association, Violet S. Thomas, Washington Congress of the U.S., Urbana ERIC Clearinghouse on Reading and Communication Skills, Washington President's Committee on Mental Retardation, H. Elizabeth Morten, Barbara Krauth, and Joan M. Suchorski.

Morten, H. Elizabeth (1981). American Indian Regional Community Education Development. Final Report. Information on all facets of the 2-day 1981 American Indian Community Education Conference held in Bismarck, North Dakota, is presented. The document contains promotional materials developed for disseminating information about the Regional Conference; the conference rationale and design; lists of consortium center directors, support personnel, preregistrations received, and conference registrants; an agenda; the evaluation instrument and results; and an outline of conference costs. Minutes of meetings of the Task Group on American Indian Community Educational Development and a prospectus on formation of the Dakota Indian Community Education Consortium, presented to the Task Group, are included. Also contained are summaries of presentations made at the conference. Presentation topics include the following: understanding the political influences on education; off-reservation vocational training and the American Indian family; minimizing costs and maximizing results in American Indian education through the community education process; community education and the American Indian in New Mexico; a Montana model (experiences of 11 Indian students who went to Norway and Sweden and began a new exchange program); the community college link; and Nebraska Title VII activities.   [More]  Descriptors: Adult Education, American Indian Culture, American Indian Education, American Indian Reservations

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1981). Development of Native American Culture and Art–Part 3. To Promote the Development of Native American Culture and Art. Hearing Before the Select Committee on Indian Affairs, United States Senate, Ninety-Seventh Congress, First Session on S. 792. The Select Committee on Indian Affairs met July 29, 1981 to hear testimony concerning S. 792, a bill to provide for the establishment of a national institute to preserve, revitalize, and disseminate Indian art and culture. Bill S. 792 was endorsed by senators from Oregon and Hawaii and, with certain reservations, by representatives of eight Indian Tribes, Pueblos, and Associations. Indian representatives wanted Indian control on the Institute's Board of Trustees to insure sensitivity to Indian religious and cultural concerns for policy direction, the exhibition of Indian arts and crafts, and compliance with the American Indian Religious Freedom Act. There was support for the concept of developing regional institutions rather than a national institute. The Department of the Interior's Bureau of Indian Affairs opposed the enactment of S. 792 because the bill proposed to remove the Indian Arts and Crafts Board and the Institute of American Indian Arts from the Department. Statements from nine Pueblo leaders in New Mexico who opposed S. 2166 (a bill to establish a National Institute of Native American Culture and Arts Development) and various correspondence were entered into the record.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indians, Art

National Indian Youth Council, Albuquerque, NM. (1975). Report to the American Indian People. Presenting a brief historical profile, program descriptions, synopses of political issues, and a policy statement (1973), this 1975 annual report on the National Indian Youth Council includes: (1) Programs (NIYC/Comprehensive Employment and Training Act manpower development; Investigative Journalism Training Project; Ex-Offender Program; San Juan County Research Project; Litigation Program; Youth Program); (2) Natural Resource Development Issues (coal gasification on the Navajo Reservation and American Indian water rights); (3) Civil Rights Issues ("The Farmington Report: A Culture of Conflict"; Farmington law suits; violence at Acoma Pueblo; Indian preference; Fairchild occupation; Equal Employment Opportunity Commission complaints; arts and crafts fraud; Cherokee religious project); (4) Education Issues (Intermountain law suit; student bill of rights; Hammon School; mobile school for dropouts; Milwaukee Area Technical College); (5) Health Issues (Lewis case and American Indian Nurses Association); (6) Trust Responsibility Issues (Tewa Tesuque; Creek government case; Southern Paiute claims; Navajo evictions; Navajo-AFL/CIO agreement; Santa Ana Pueblo); (7) Mass Media Issues (New Mexico press; Federal Communications Commission petition; Indian film company); (8) Policy Statement to the American Indian People.   [More]  Descriptors: Accountability, American Indians, Annual Reports, Civil Rights

Suchorski, Joan M. (1987). Contract Training in Community Colleges. One of the most significant developments in higher education over the past decade has been the increased linkages between colleges and other organizations and institutions. A prominent and fast-growing form of linkage is contract training. Contract training refers to an arrangement in which a business, a government agency, or a community association contracts directly with a college for the provision of instruction to its employees, clients, or its members. Contract training programs can generally be clustered around several areas of activity: apprenticeship training, community-wide collaboration, community-based education, contract services for industry, economic development services, Job Training Partnership Act programs, faculty "return to industry" programs, program development sharing, and specialized programs. This review of community college contract training covers the following topics: (1) organization for delivery and extent of involvement; (2) types of training and current patterns; (3) problems and barriers to the full utilization of community college resources by industry; (4) benefits; (5) trends and predominant models; and (6) elements of successful programs. The next part of the report offers a case study of contract training at Santa Fe Community College (New Mexico), covering the same areas. The final sections examine policy issues, discuss implications for increasing participation, and offer conclusions. An 18-item bibliography is included. Descriptors: Community Colleges, Contract Training, Economic Development, Educational Trends

Congress of the U.S., Washington, DC. Senate Committee on the Judiciary. (1986). Sexual Molestation of Children in Indian Country. Hearing on S. 1818, a Bill to Prevent the Sexual Molestation of Children in Indian Country. Hearing before the Committee on the Judiciary. United States Senate, Ninety-Ninth Congress, First Session (November 19, 1985). A hearing before the United States Senate Committee on the Judiciary concerning S. 1818, a bill to prevent sexual molestation of children in Indian country, provides a forum for witnesses and describes a child advocacy program. Three witnesses from Fort Peck Reservation, Montana, describe incidence and characteristics of sexual abuse on the reservation and discuss legal problems encountered in bringing abusers to court. They offer suggestions about judicial reform, revision of restrictive federal and tribal laws, and establishment of child advocacy programs. Testimony includes constitution and bylaws of one such program on the reservation–Voices for Children. A United States Department of Justice witness clarifies the relationship of the proposed bill to existing legislation and emphasizes that the bill would ensure equality of punishment for sexual abuse offenses whether defendants and victims are Indian or non-Indian. Other witnesses include the Executive Director of the National Congress of American Indians who estimates the number of Indian children covered by the legislation to be 375,000, and the Director of the American Indian Law Center, Inc., of Albuquerque, New Mexico, who details problems of investigation and prosecution of child sexual abuse in Indian country and urges federal action to compensate for limitations of tribal courts.   [More]  Descriptors: American Indian Culture, American Indian Reservations, American Indians, Child Abuse

Abbott, Frank C., Ed. (1986). International Programs and Centers for Instruction, Research and Public Service in the Western States (Including Instruction in Less Common Foreign Languages). Programs of education and research on international economy and trade, foreign cultures and languages, and other aspects of international affairs and located in the western states are listed in an annotated directory. The units are of varying types and include informal interdepartmental committees within academic institutions, well-established centers, major institutions, voluntary organizations, campus-based and off-campus programs, and programs linked to institutions but funded or directed by government agencies. All units are focused on education, research, or public service oriented to other nations, and do not include traditional student exchange or foreign student programs. The listings are organized in these categories: international studies and centers not otherwise classified, East Asia, South and Southeast Asia, Middle East, Africa, Latin America, Canada, Western Europe, Soviet Union and Eastern Europe, and programs in less commonly taught languages in two- and four-year colleges and universities, presented by state and institution and by language. The states covered by the survey include Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nebraska, New Mexico, Nevada, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming.   [More]  Descriptors: Area Studies, College Second Language Programs, Geographic Distribution, Higher Education

National Indian Education Association, Minneapolis, Minn. (1975). Study of Title II of PL 93-638. Focusing on the Johnson O'Malley Act (JOM) and its relationship to subsequent laws, this report on the financing of Indian education in public schools examines the allocation and use of JOM funds for basic educational costs and for supplementary programs, as well as the mixes of local, state, and federal tax revenues available to school districts with Indian students. One section covers the legislative history of several laws on federal funding for Indian education: JOM; Public Law 874 and Public Law 815 (together known as Impact Aid); the Elementary and Secondary Education Act, Title I; the Indian Education Act, Title IV; and the Indian Self-Determination and Education Assistance Act (Public Law 93-638). Other sections discuss: property tax as a source of funding for public schools on or near reservations; JOM funds; supplementary federal programs (including suggestions from Indian parents and fiscal data); and plans in 10 states for financing Indian education. Included are 8 conclusions and 14 recommendations. Appendices contain excerpts from the work requirements for this report, a seven-page bibliography, comments from the Affiliated Tribes chairman, and Indian leaders in New Mexico, Alaska, and Minnesota, and excerpts from a fact sheet by the Red Lake Education Task Force. Descriptors: American Indian Education, American Indians, Educational Finance, Educational History

President's Committee on Mental Retardation, Washington, DC. (1980). Mental Retardation: Prevention Strategies That Work. The report by the President's Committee on Mental Retardation reviews the current state of knowledge in the area of biological and environmental prevention of mental retardation and describes programs on the frontiers of research or service delivery. Section I examines programs that are effectively preventing mental retardation through biomedical intervention. Subsections consider genetics (including genetic counseling and screening of newborn infants), perinatal intensive care, and immunization. Programs at Columbia University, Memphis (Tennessee), and the Rose F. Kennedy Center for Mental Retardation and Human Development are noted. Considered in Section II are environmental prevention programs with discussion of preparation for parenthood, programs for mothers and children, mother training programs, infant and toddler stimulation, home teaching programs, Head Start, and elementary school programs. Project Impact, a program to help low income and minority individuals prevent mental retardation and a Taos (New Mexico) program to prevent mental retardation among native Americans are highlighted. Multifactorial conditions such as teenage pregnancy, nutrition, and lead poisoning are the focus of Section 3. Highlighted are two programs at the University of Alabama. Prevention resources are considered in the final major section and include the University Affiliated Facilities' activities in mental retardation research centers, and maternal and child health prevention programs and special initiatives. States with particularly good programs in the areas of prevention, genetic screening, and early casefinding are identified. Also included are the previous recommendations on prevention by the Committee, a summary of the report, and the Committee Resolution on Prevention which advocates a vigorous national prevention effort.   [More]  Descriptors: Biological Influences, Biomedicine, Delivery Systems, Demonstration Programs

Clark, Sharon E. (1987). Managing Copy Cataloging in ARL Libraries. SPEC Kit 136. This Systems and Procedures Evaluation Center (SPEC) kit is based on information and documents submitted by 15 Association of Research Library (ARL) member libraries in response to an August 1986 questionnaire mailed to 19 ARL libraries selected on the basis of their size, level of automation, and organizational structure of copy cataloging. A concise summary considers copy cataloging organization; workflow, priorities, and performance standards; staff training; and trends and needs. In addition, tabulated survey results are provided, and documents such as workflow charts, error report forms, organization charts, procedure outlines, backlog studies, proposals, quality control reports, and training programs are included for the following libraries: (1) Ohio State University; (2) Pennsylvania State University; (3) Stanford University; (4) the State University of New York at Albany; (5) the State University of New York at Buffalo; (6) the University of Arizona; (7) the University of California, Irvine; (8) the University of Illinois; (9) the University of Missouri; (10) the University of New Mexico; (11) the University of North Carolina, Chapel Hill; (12) the University of Pennsylvania; and (13) the University of Wisconsin. A five-item bibliography and SPEC kit order and evaluation forms are also included. Descriptors: Academic Libraries, Administrative Organization, Cataloging, Higher Education

Boochever, Stephen; And Others (1980). Improving Services to Young Parents through CETA. This report is addressed to Comprehensive Employment and Training Act (CETA) sponsors to familiarize them with the issues concerning adolescent pregnancy, highlight innovative approaches in working with young parents, and offer suggestions on how to reach and serve young parents with CETA. The report focuses on the problems of young parents, both male and female, married and unmarried, and under age 22, paralleling CETA youth program eligibility. However, young mothers receive more attention because little is known about the needs and problems of young fathers. The report provides an historical background of services to young people, a description of service delivery at the local level, and strategies for improving these services. An overview of CETA outlines the program's role and centers on the CETA programs available to young parents. Appendices include: (1) selected statistics on pregnancy related issues and young parents' participation in CETA programs; (2) case studies from CETA programs in Baltimore, Maryland, Albuquerque-Bernalillo County, New Mexico, and Mid-Willamette Valley, Oregon; (3) information for counselors; (4) interviews with selected experts; and (5) recommended publications and films.   [More]  Descriptors: Adolescents, Adults, Birth Rate, Employment Programs

Langen, Herbert J.; Thomas, Violet S. (1979). Teaching for Tomorrow: "Quick Start-Up" Vocational Training Programs. This report contains a description of the economic outlook of Arizona and the nation as a whole, information on nationwide skill centers and their efforts to meet industry's needs, and recommendations for a program that would be effective in answering future labor needs. Section 1 includes the economic outlook for Arizona and the nation; a report of new, emerging, and expanding industries in Arizona, and a definition of "Quick Start-Up Vocational Training Programs" (institutional training programs conducted by local educational agencies to meet the needs of industry and the labor force as these needs become evident in a specific area). Section 2 discusses a nationwide survey in which respondents from 41 skill centers described their respective programs, and outlines five exemplary programs (Kentucky Industrial Training, Start-Up Training in Mississippi, Maricopa County Skill Center Program in Arizona, Hinds Junior College in Mississippi, and Albuquerque Skill Center in New Mexico). In section 3 four target needs areas (electronics, computer components, aerospace, and hotel-motel) are identified, and seven recommendations for "quick start-up" programs in Arizona are made. Appendixes contain the survey questionnaire, descriptions of other successful training programs, and a program development guide. Descriptors: Continuing Education, Definitions, Demonstration Programs, Economic Climate

Krauth, Barbara, Ed. (1980). Postsecondary Education Program Review: Report of a WICHE-NCHEMS Workshop and Study. Proceedings of a workshop on program review in postsecondary education and a report of a program review study are presented. The workshop was designed to acquaint participants with the changing academic planning environment, to provide a better understanding of the purposes of program review, and to exchange ideas for improving procedures. Its focus was on procedures in the 13 western states; the emphasis was on the relationship of state agency practices to institutional program review. The presentations cover the range from theoretical to actual practices, from the context in which program review will continue to take place to the use of quantitative measures to evaluate quality. The report is the result of a survey of institutions and state higher education agencies in the 13 western states. It examines the issues involved in program review, describes the approaches taken to it, and clarifies the differences in program review activities at the state and institutional levels. State profiles are given for Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. Tables provide: institutional responses by level; involvement in development of current procedures; purpose for review; criteria for review of new program proposals; date present policies were initiated; criteria for selection of programs for review; criteria for review of existing programs; and relation of program review to other activities.   [More]  Descriptors: College Planning, Curriculum Evaluation, Educational Assessment, Geographic Regions

Rogers, Nell (1979). Zuni-Cultural Education Program: An Evaluation. Pueblo of Zuni, Zuni, NM. In its third year the Zuni Cultural Education Program (ZCEP), a multi-dimensional program planned by the Pueblo of Zuni, had excellent staffing, participant response, administrative procedures, and a sound educationl philosophy; it was supportive of Zuni community development. Five components, evaluated from site visits, interviews, questionnaire results, and school records, were: the Alternative Learning Program, providing required and elective courses in grades 7-12 to public school dropouts; the Extra Credit Program, providing evening classes for students with high school credit deficiencies; the Cultural Awareness Program, providing non-Zunis with an understanding of the community; the Career Awareness Program, providing students with exposure to career choices and training opportunities; and the Zuni Tribal History/Documentation Program, providing programs on Zuni culture and collecting historical materials. All components received high evaluations. Overall, the program accomplished its objectives, was in compliance with grant regulations, and satisfied New Mexico high school graduation requirements. Over 300 Zuni students participated in the program, 178 students earned high school credits, 150 people attended cultural awareness seminars, and 200 attended a career awareness night. Recommendations included reducing personnel workloads, acquiring additional classroom and office space, reassessing component objectives and activities, and informing the community about ZCEP. Descriptors: American Indian Education, Career Awareness, Counseling Services, Cultural Awareness

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. (1980). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1980 (Vol. 40 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 29 titles deal with a variety of topics, including the following: (1) the language in a Spanish bilingual reading classroom; (2) the early stages of language acquisition of black children; (3) the dependency relation between oral language and reading in bilingual Chinese children; (4) language acquisition of Hispanic third grade students; (5) the effect of kindergarten classrooms where standard English is spoken on the speech of Black English speaking children; (6) the effects of early and delayed second language acquisition on the English composition skills of Spanish speaking junior high school students; (7) the composing processes of three black adolescents; (8) linguistic-cognitive skills in the low-income black child; (9) English comprehension scores obtained by Mexican-American elementary school children; (10) variation in speech by children in Hawaii; (11) sociolinguistic aspects of English diversity among elementary school aged students from Laguna Pueblo (New Mexico); and (12) the speech of lower-income black drug abusers.   [More]  Descriptors: American Indians, Annotated Bibliographies, Bilingual Education, Bilingual Students

Western Interstate Commission for Higher Education, Boulder, CO. (1985). Organization and Governance of Community Colleges. Draft. This background paper examines the place of community colleges within the overall organization of postsecondary education and the means for governing these institutions in each of the western United States. First, introductory material defines institutional governance and the role it plays in defining the role and mission of community colleges. Next, the paper looks at the expanding role of the states in the governance of two-year colleges, highlighting new areas of state involvement, and the impact of increasing public interest in issues of educational quality and effectiveness on perceptions of conventional structures of accountability and institutional autonomy. After identifying the type of governance structure currently used in the western states, the paper provides additional information on the state-governed community college systems in Alaska, Hawaii, Nevada, North Dakota, and Utah; the local-board governance structures used in Idaho and Wyoming; and the mixed or shared governance structures in place in Colorado, New Mexico, California, Oregon, Washington, Montana, and Arizona. Finally, a discussion is presented of the relationship among organization, governance, and mission.   [More]  Descriptors: Administrative Organization, College Administration, Community Colleges, Governance

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