Pew Partnership for Civic Change, Charlottesville, VA. (1997). Civic Partners. This issue of "Civic Partners" is a call to action on behalf of American's cities. The issue opens with John W. Gardner's discussion of the "responsibles" whose vision and energy sustain communities. He stresses that all of us are "responsibles." Among the many tasks that face those responsible for urban improvement is the teaching of conflict resolution skills and collaborative problem- solving. Such teaching, in school and out-of-school settings, is possible because of the development of systematic teachable techniques for conflict resolution. Retta Kelley interviews nine citizens who work in the service of their communities. Several of the people profiled participate in mentoring programs in U.S. cities, and one is the mentored half of a partnership. Another participated in a tutorial program of great value in the community. One of the profiled leaders is principal of a middle school that participates in the "Lighted Schools" initiative of the McClennan County schools (Texas). The after-school program of this initiative provides enrichment and safe and structured activities for students. Another profiled volunteer has benefited from parent education herself, and is now beginning to help other parents in a school program designed to increase parent participation. Still another volunteer works in an anti-violence campaign directed at school and out-of-school activities. Karen Pittman explores the crucial role young people play in all communities, and describes the guide to community action that has been designed for the middle school student to complement a guide for adults. The Pew Partnership identifies 10 U.S. cities chosen to participate in the Pew Civic Entrepreneur Initiative, which has been established to recruit a diverse array of people to civic involvement and decision making. Specific aspects of community building are examined by Michael Loftin, who discusses an approach to affordable housing in Santa Fe (New Mexico), and Kathryn E. Merchant, who explores the investments of foundations in civic leadership development. The collection closes with the remarks of Samuel D. Proctor about opportunities for civic service.   [More]  Descriptors: After School Programs, Citizen Participation, Community Development, Conflict Resolution

APPA: Association of Higher Education Facilities Officers, Alexandria, VA. (1996). Frontiers in Learning. The Association of Higher Education Facilities Officers Educational Conference and Annual Meeting Proceedings (83rd, Salt Lake City, Utah, July 21-23, 1996). These 25 papers from a conference of higher education facilities offices are grouped into 5 categories: business management; energy and environment; human resources; operations and maintenance; and planning, design and construction. Papers are: (1) "Provider of Choice" (Jerry C. Black); (2) "Re-Engineering–'Inside-Inside' or Outside-Inside': A Case Study of Physical Plant Reorganization at University of Texas Medical Branch at Galveston" (Herb Collier); (3) "Take Control! The Dynamics of Facility Management Business Planning" (Steve Cripps); (4) "Partnerships and Seamless Webs: A Down Under Approach to Facilities Management" (Freda Hanley and David Mayocchi); (5) "Strategies for Futuring in Facilities Management" (Loren Martin); (6) "Boston Business Journal Opinion Editorial: The Campus Mall as the New Educational Bazaar of the Year 2000" (James E. Samels); (7) "The Total Facilities Management System: Using Information Effectively for the New Frontier" (William J. Stauff and Fred Rembold); (8) "Benchmarking: Work Measures That Produce Results" (Mike White and Carlos Solivan); (9) Performance Contracting for Energy Savings: A Small College Experience" (Michael Besspiata, III); (10) "Comparing Campus Recycling Programs: Apples to Apples or Whales to Lawnmowers?" (Daniel Einstein); (11) "Award Winning Environmental Management Programs" (Scott C. Harper); (12) "Forging a New Partnership Between Schools and Electric Utilities" (Karl F. Johnson); (13) "The Green Campus: Facilities Management and Environmental Stewardship" (Walter Simpson); (14) "New Frontiers in Project Management" (Mary Andrews and others); (15) "The New Frontier of International Co-operation and Cultural Differences" (Edwin A. Dews and Roy M. Dalebozik); (16) "Orientation: The Beginning of Excellence" (Esther M. Geiermann); (17) "Purdue University's Project Team Concept Presentation Outline" (Donald L. Hufford and Owen J. Cooks); (18) "The Development and Implementation of Integrated Pest Management Programs at the University of New Mexico" (R. Gary Smith); (19) "Change to Zone Management" (J. Richard Swistock); (20) "How to Inspect Your Facilities and Still Have Money Left to Repair Them" (Preston T. Syme and Jay Oschrin); (21) "Multi-Skill: Key to a Successful Maintenance Program" (James R. Vespi and Lisa M. Sasser); (22) "Performance Contracting for Energy Conservation and Capital Renewal" (Theodore J. Weidner and Robert B. Washburn); (23) "Facilities Planning: Creating Working-World Experiences On Campus" (Dale K. Brown); (24) "Open Book Pricing–A New Way to Acquire Direct Digital Control System" (Herbert F. Carlson and S. Faruq Ahmed); and (25) "Delivery Order Construction for Small Colleges" (Allen L. Henderson). Includes a list of speakers. Descriptors: Building Design, Building Operation, Business Administration, College Buildings

Summers, Gene F., Ed. (1997). Working Together for a Change: Creating Pathways from Poverty. In this report, the Rural Sociological Society Task Force on Persistent Rural Poverty presents 11 Pathways from Poverty (PfP) state-team efforts and accomplishments. Education and training are themes that appear here and there throughout the strategies described. Many PfP state teams have formed alliances with state rural development councils that are funded jointly by state and federal governments and administered through the U.S. Department of Agriculture. Chapters are: (1) "Who's Poor in Rural America?" (Gene F. Summers, Jennifer Sherman) gives comparative statistics and national demographics; (2) "West Virginia: Good Things Come in Small Bunches" (Marc Kennedy) describes small business entrepreneurs; (3) "New York: Expert Advice" (Bill Lueders) explains the state's principles for turning vision into reality; (4) "Connecticut: Welfare Simulation, Networking Opens Doors to Understanding" (Bill Keenan) describes a sensitization process to foster awareness toward welfare participants; (5) "Maine: Building Highways of Knowledge and Experience" (Jeff Ford) describes putting knowledge about and experiences from poor people on-line; (6) "Oklahoma: A Portrait of Poverty" (Judith Davidoff) describes an ethnographic field study to give a human dimension to aggregate statistical data; (7) "South Carolina: Growing Leaders from the Grass Roots" (Linda Falkenstein) reports on networking with community groups; (8) "Ohio: Appalachia Savors Its Past as It Looks to Its Future" (Marc Kennedy) reports on a resource booklet cataloging low-cost anti-poverty projects; (9) "Montana: Breaking New Ground" (Elizabeth McBride) reports on affordable housing; (10) "New Mexico: The Pueblo Perspective" (Jeff Ford) describes cultural approaches to job training and development; (11) "Minnesota: Sowing Solutions" (Jeanne Dosch) describes two community-based pilot projects; (12) "Guam: Island Swept Up in a Tide of Change" (Harvey Black) focuses on parental needs; and (13) "Rules for Working Together" (Gene F. Summers) lists 10 guiding principles for creating and sustaining pathways from poverty. Members of the Task Force on Persistent Rural Poverty, regional centers, and state teams are listed.   [More]  Descriptors: Adult Education, Agency Cooperation, Cooperative Programs, Economically Disadvantaged

Szasz, Margaret Connell, Ed. (1994). Between Indian and White Worlds: The Cultural Broker. During the five centuries of contact between Native and non-Native peoples of the Americas, thousands of intermediaries have moved across the continents' cultural frontiers. These cultural brokers have included traders, missionaries, persons of mixed race, diplomats, Indian schoolchildren attending missionary or government boarding schools, White advocates for Indian rights, Wild West showmen, teachers, scholars, ethnographers, linguists, and artists. Divided into four parts covering the colonial world, the expanding republic, the Wild West, and the 20th century, this book contains the following chapters: (1) "The Ways and Words of the Other: Diego de Vargas and Cultural Brokers in Late Seventeenth-Century New Mexico" (John L. Kessell); (2) "'Faithful, Knowing, and Prudent': Andrew Montour As Interpreter and Cultural Broker, 1740-1772" (Nancy L. Hagedorn); (3) "Samson Occom: Mohegan As Spiritual Intermediary" (Margaret Connell Szasz); (4) "Red-Head's Domain: William Clark's Indian Brokerage" (James P. Ronda); (5) "An Alternative Missionary Style: Evan Jones and John B. Jones among the Cherokees" (William G. McLoughlin); (6) "American Indian School Pupils As Cultural Brokers: Cherokee Girls at Brainerd Mission, 1828-1829" (Michael C. Coleman); (7) "Helen Hunt Jackson As Power Broker" (Valerie Sherer Mathes); (8) "Interpreting the Wild West, 1883-1914" (L. G. Moses); (9) "Female Native Teachers in Southeast Alaska: Sarah Dickinson, Tillie Paul, and Frances Willard" (Victoria Wyatt); (10) "Three Cultural Brokers in the Context of Edward S. Curtis's 'The North American Indian'" (Mick Gidley); (11) "Jesse Rowlodge: Southern Arapaho As Political Intermediary" (Donald J. Berthrong); (12) "D'Arcy McNickle: Living a Broker's Life" (Dorothy R. Parker); (13) "Speaking Their Language: Robert W. Young and the Navajos" (Peter Iverson); and (14) "Pablita Velarde: The Pueblo Artist As Cultural Broker" (Sally Hyer). A conclusion by Margaret Connell Szasz points outs similarities among cultural brokers in personality, educational experience, and circumstances. Contains references in notes, an extensive bibliography, notes on contributors, photographs, and an index. Descriptors: Acculturation, Alaska Natives, American Indian Education, American Indian History

Hyer, Sally (1990). One House, One Voice, One Heart: Native American Education at the Santa Fe Indian School. This book and a related museum exhibition grew out of a student oral history project on the history of the Santa Fe Indian School, 1890-1990, and the role of the school in the development of Indian communities in New Mexico. Numerous interview excerpts and photographs portray life at the school during historical periods covered in four chapters: 1890-1929, 1930-45, 1946-62, and 1963-90. The first chapter describes how the school's original purpose, education and acculturation of American Indian (primarily Pueblo) children, was pursued through forced attendance, military-type training, hard work, and removal from all things Indian. In the 1930s, the institution began to be seen as a community school, and Indian students came to the school out of choice rather than coercion. By the 1930s, reforms in federal policy resulted in improved conditions due to funding increases; the abolition of marching; updated vocational education programs; classes in American Indian art, culture, and history; student self-government; and Indian representation on the staff. After World War II, there was a national shift back to an assimilationist approach to Indian education, but the school had become a local tradition by then; the nostalgic comments by students and teachers do not reveal these national policy shifts. In 1957, the vocational program was abolished, and in 1962, the school was closed and turned over the to the Institute of American Indian Arts in spite of protest from school employees and the All Pueblo Council. In 1977, the newly reorganized All Indian Pueblo Council contracted with the Bureau of Indian Affairs to operate the Albuquerque Indian School and in 1981, successfully petitioned to relocate the school to the Santa Fe Indian School. The final chapter describes current conditions and student opinions of the school. Also included are an essay "The Path to Self-Determination: American Indian Education, 1940-1990" (Margaret Connell Szasz), many photographs, a description of the oral history project, recommended reading and viewing, a selected bibliography, and an index. Descriptors: Acculturation, American Indian Education, American Indian History, Boarding Schools

Hoffman, Allan M., Ed. (1996). Schools, Violence, and Society. The seeming increase of violence in American society and its schools has become a pressing issue. Some researchers argue that the American education system mirrors the dynamics of society. The articles in this book address the following issues: the extent of violence in American schools; the forms that violence takes; its root causes; the effects of violence on students; teachers, administrators, and the learning process; strategies to counteract violence; and responsibility for dealing with violence in the schools. The following articles in part 1 describe the problem of school violence: (1) "Violence in the Classroom: A Teacher's Perspective" (Mary Hatwood Futrell); (2) "Weapon-Carrying in Schools" (Jennifer C. Friday); (3) "The Anatomy of Gangs" (Allan M. Hoffman and Randal W.  Summers); and (4) "Gangs and School Safety" (Kenneth S. Trump). Causes of school violence are examined in articles included in part 2: (5) "Media and Television Violence: Effects on Violence, Aggression, and Antisocial Behaviors in Children" (Daniel John Derksen and Victor C. Strasburger); and (6) "The Influence of Child Abuse and Family Violence on Violence in the Schools" (Jeffrey J. Haugaard and Margaret M. Feerick). School security and other legal issues are the focus of articles in part 3: (7) "Critical Decisions, Critical Elements in an Effective School Security Program" (S. D. Vestermark, Jr.); and (8) "Legal and Policy Issues of School Violence" (Ivan B. Gluckman). Articles in part 4 describe general strategies for a less violent school environment: (9) "Safe Schools for All"  (Gwendolyn J. Cooke); (10) "Communities, Schools, and Violence" (Deborah Prothrow-Stith and Sher Quaday); (11) "From Fight or Flight to Collaboration: A Framework for Understanding Individual and Institutional Development in the School" (Steven Brion-Meisels and Robert L. Selman); (12) "Learning to Care and to Be Cared For" (Nel Noddings); and (13) "Victims of Violence: Helping Kids Cope" (Melba F. Coleman). Specific approaches are highlighted in the fifth part: (14) "NEA's Perspective and Policies on Violence in the Schools" (Keith Geiger); (15) "Waging Peace in Our Schools: The Resolving Conflict Creatively Program" (Linda Lantieri, William DeJong, and Janet Dutrey); (16) "Strategies to Reduce School Violence: The New Mexico Center for Dispute Resolution" (Melinda Smith); (17) "The New York City Board of Education and Violence Prevention" (Ramon C. Cortines); (18) "The Virginia Model: School to Community Intervention Techniques to Prevent Violence" (Yvonne V. Thayer); and (19) "Violence in the Schools: The Texas Initiative" (Christie Bourgeois with an introduction by former Texas Governor Ann W. Richards). A community-based approach is described in the sixth part's single article, "Community Safety Zones: A Plan to Curb Urban Violence," by William Glasser. A subject and name index and information about the contributors are included. (Contains 92 references.) Descriptors: Conflict Resolution, Elementary Secondary Education, Family Violence, Juvenile Gangs

Sackett, Joe (1994). The State of Basic Math at T-VI: A Report from the Faculty. As part of an effort to improve basic math instruction at Vocational-Technical Institute (T-VI) in New Mexico, a survey was conducted asking teachers, tutors, and instructional technicians to assess the importance of and student performance on 35 basic math competencies. Survey responses were then related to two national standards of mathematical literacy: the vocational standards of the Secretary of Labor's Commission on Achieving the Necessary Skills (SCANS) and the academic standards of the National Council of Teachers of Mathematics (NCTM). Study highlights included the following: (1) several skills seen as important by SCANS and NCTM were viewed as unimportant by teachers of math and math-related subjects, including "working together in groups to solve problems,""using calculators,""ability to estimate,""ability to use measuring tools and systems," and "ability to use simple statistical processes"; (2) though different departments at T-VI had different requirements and expectations, there seemed to be a core of basic mathematical skills that almost all respondents agreed were important; (3) tutors found the use of "dimensional analysis" as particularly important; and (4) some skills viewed as generally important by most respondents were not usually addressed in the math curricula at T-VI, such as "the ability to generalize problem solutions to new situations"; "ability to apply a variety of strategies to the solution of a problem"; "ability to communicate in the language of math"; and "possessing confidence in one's mathematical abilities." Based on study findings, it was recommended that the appropriateness of national standards to the local labor and academic market be investigated; that different developmental and preparatory math courses be developed for different vocational and academic departments; that instructors be acquainted with current thinking in math education; and that curricula, texts, and tests be reformed to reflect skills that industry, academe, and T-VI faculty deem important. Item results by group are included.   [More]  Descriptors: Basic Skills, Community Colleges, Comparative Analysis, Intellectual Disciplines

Clark, George M., Ed. (1972). Biological Sciences Curriculum Study Newsletter Number 47. This issue of the Biological Sciences Curriculum Study (BSCS) newsletter is mainly devoted to reports of the international adaptation of the BSCS materials. The BSCS director provides an overview of the international cooperation program, and a member from most of the adaptation teams contributes a short report on the progress of adaptations in his country. Reports on projects in Argentina, Brazil, Chile, Colombia, Denmark, Great Britain, Hong Kong, Indonesia, Israel, Italy, Japan, Korea, Malaysia, Mexico, New Zealand, Peru, the Philippines, Portugal, Puerto Rico, Sweden, Venezuela, Vietnam, and Yugoslavia are included. Other international adaptations in countries which did not submit an account are mentioned. The use of versions originally developed for Latin American countries having North American schools with Spanish speaking students is noted. A list of area consultants in each of the United States is appended for the information of personnel planning inservice institutes. Descriptors: Biology, Curriculum, International Education, Newsletters

Ortiz, Roxanne Dunbar, Ed. (1980). American Indian Energy Resources and Development. University of New Mexico, Native American Studies, Development Series No. 2. One of a series of scholarly books published each year in the field of American Indian economic development, this volume contains two articles regarding the development of American Indian energy resources. In the first article, Richard Nafziger traces the exploitation of American Indian tribes by energy corporations whose main goal is overall profit maximization, achieved by such strategies as monopolizing supplies and markets, exercising political power, and transnational corporation formation. In contrast, tribal goals are to maximize local economic benefits from a particular mine while minimizing environmental, social, and cultural costs. Nafziger suggests strategies for challenging the energy industry's enormous power. In the second article, Lorraine Turner Ruffing reviews the limited progress of individual Indian tribes and of collectives (such as the Council of Energy Resource Tribes) in obtaining a fairer share of their mineral wealth. She notes the many obstacles facing the Indians, including the power of transnational corporations, the system of American contract law, American misconceptions of the energy crisis, and Indian reluctance to share information among themselves. Ruffing suggests the formation of a coherent Tribal-level mineral policy as a significant strategy for increasing Indian income and control over mineral development. A guide to resource materials is included. Descriptors: American Indian Reservations, American Indians, Developing Nations, Economic Development

Cordova, Teresa, Ed.; And Others (1993). Chicana Voices: Intersections of Class, Race, and Gender. These essays represent a plateau in the fight for Chicana voices to be heard, and they display the range of scholarship Chicanas are producing. The first section contains statements given at the plenary session on Chicana feminism, and the second section analyzes the position of Chicanas in the workplace. Section 3 considers research and data on Chicanas, and Section 4 explores aspects of language, literature, and the theater. The following papers are included: (1) "The University Setting Reinforces Inequality" (Christine Marie Sierra); (2) "Women, Then and Now: An Analysis of the Adelita Image Versus the Chicana as Political Writer and Philosopher" (Norma Cantu); (3) "Sexism in Chicano Studies and the Community" (Cynthia Orozco); (4) "Studying Chicanas: Bringing Women into the Frame of Chicano Studies" (Alma M. Garcia); (5) "Manuela Solis Sager and Emma Tenayuca: A Tribute" (Roberto R. Calderon and Emilio Zamora); (6) "Chicanas and Triple Oppression in the Labor Force" (Denise A. Segura); (7) "Toward a Reconceptualization of Women's Economic Activities: The Informal Sector in Urban Mexico" (Marta C. Lopez-Garza); (8) "Between the Lines: A New Perspective on the Industrial Sociology of Women Workers in Transnational Labor Processes" (Devon Pena); (9) "The Women's Movement and the Left in Mexico: The Presidential Candidacy of Dona Rosario Ibarra" (Theresa Carrillo); (10) "Women in Early New Mexico: A Preliminary View" (Angelina F. Veyna); (11) "Chicana Historiography: A Research Note Regarding Mexican Archival Sources" (Barbara A. Driscoll); (12) "Chicana Reference Sources" (Richard Chabran); (13) "Women in El Teatro Campesino: 'Apoco Estaba Molacha La Virgen de Guadalupe?'" (Yolanda Julia Broyles); (14) "Libertad de No Procrear: La Voz de la Mujer en 'A una Madre de Nuestros Tiempos' de Margarita Cota-Cardenas" (Clara Lomas); (15) "Reproductive Freedom: The Voice of Women in Margarita Cota-Cardenas's 'A una Madre de Nuestros Tiempos'" (Clara Lomas); (16) "La Realidad a Traves de la Inocencia en el Cuento: Un Paseo" (Elba R. Sanchez); and (17) "Women: Prisoners of the Word" (Alvina E. Quintana). References follow each paper. (Contains three tables.) Descriptors: Equal Education, Ethnicity, Females, Feminism

Zappen, James P., Ed.; Katz, Susan, Ed. (1991). Proceedings of the Annual Meeting of the Council for Programs in Technical and Scientific Communication (18th, Cincinnati, Ohio, October 10-12, 1991). Based on the theme of issues, questions, and controversies in program development and review, this proceedings presents papers delivered at the annual meeting of the Council for Programs in Technical and Scientific Communication (CPTSC). Papers in the proceedings are divided into four sections: Benchmarks for Quality: Developing Criteria for Review; Walking the Tightrope: Balancing the Concerns of Industry and Academia; Views from the Trenches: Case Studies in Progress; and Review, Certification, Accreditation–Is It Time to Decide? Papers in the proceedings are: "Program Development: How Do You Keep Up with the Technology?" (Martha C. Sammons); "The Place of Rhetoric in the Technical Communication Program" (Carolyn D. Rude); "The Need for a Model Program Guide" (Chuck Nelson);"Who Are the Faculty of the CPTSC?" (Maria Curro Kreppel); "Developing Criteria for Review: What Manuscript Referees Have to Say" (Mary M. Lay); "Program Development and Workplace Realities" (Stephen A. Bernhardt); "The 'Is/Ought' Tension in Technical and Scientific Communication Program Development" (Bob Johnson); "New Mexico Tech's Technical Communication Program: Introducing a Corporate Board" (Lynn Deming); "Articulating Goals for a University/Corporate Advisory Board" (Deborah S. Bosley); "Benefits of a Review and Rating System" (Chris Velotta); "Assessing Program Self-Assessment: A View from the Trenches" (Carol S. Lipson); "If It Isn't Broken, Why Fix It? Ongoing Development of an Established Program" (Gloria Jaffe); "Starting at the Beginning: Program Assessment as Part of Program Design" (Meg Morgan); "Accreditation: Time to Act" (Katherine Staples); and "A Case for Program Review, Not Certification" (Sherry Burgus Little). The proceedings also includes a message from the president of CPTSC, the conference program, and results of the annual business meeting. Appendixes present the constitution, a list of meeting sites and dates, a list of members, and draft documents from the Program Review Board Planning Committee.   [More]  Descriptors: Accreditation (Institutions), Advisory Committees, Case Studies, College Faculty

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. Office of Education Programs. (1971). Higher Education Opportunities for American Indians, 1971-1972. A Consortium of Haskell Indian Junior College (Lawrence, Kansas); Institute of American Indian Arts (Santa Fe, New Mexico); Southwestern Indian Polytechnic Institute (Albuquerque, New Mexico); Chilocco Indian School (Chilocco, Oklahoma). Designed to assist American Indian youth in the school selection process, this directory of American Indian secondary and post secondary educational opportunities details programs and philosophies for five institutions. Specifically, this directory presents the following: (1) Post-High School Education and Training Programs Offered by the Bureau of Indian Affairs; (2) Haskell Indian Junior College (introduction, fact sheet, philosophy, flow chart and explanation, approved courses for employment assistance grants, and higher education grants); (3) Institute of American Indian Arts (philosophy, objectives, program, special financial assistance, flow chart and explanation, programs after completion of postgraduate study, fact sheet, major services to Indians, facilities, and locale); (4) Southwestern Indian Polytechnic Institute (philosophy, flow chart, and explanation of flow chart); (5) Chilocco Indian School (history and purpose, philosophy, objectives, flow chart and explanation, and program); (6) Appendix (employment assistance grants and services, veterans' benefits, and application form).   [More]  Descriptors: Agencies, American Indians, Boarding Schools, Directories

Middle Tennessee State Univ., Murfreesboro. (1997). Mid-South Instructional Technology Conference Proceedings (2nd, Murfreesboro, Tennessee, April 6-8, 1997). Papers in this proceedings explore the theme of rethinking teaching and learning through technology. Along with general session papers that address asynchronous learning networks and the World Wide Web as a classroom without walls, the document contains papers in the following eight tracks: (1) Assessing the Effectiveness of Technology in Teaching and Learning, including evaluation of a notebook computing project, evaluation of three educational online delivery approaches, and return on instructional technology investment; (2) Distance Learning/ITV (Interactive Television), including training faculty to teach via two-way ITV, converting a desktop video conferencing system to classroom use, designing the computer-mediated conference, and hardware/software to support distance learning; (3) Faculty Development, including getting faculty and technology together, master classrooms at Middle Tennessee State University (MTSU), meeting faculty training needs in instructional technology, and MTSU's Digital Media Center; (4) Harnessing the Web for Instruction and Research, including creating a course homepage and practical tips/strategies for finding information on the Internet; (5) Instructional Technology Case Studies, including helping faculty create course Web pages, interactive television vs. a traditional classroom setting, best case practices of technology at Eastern New Mexico University, and the nature of teaching and learning in multimedia laboratory classrooms; (6) The Internet: An Electronic Course Delivery System, including enhancing learning through electronic communication technologies, a post-Gutenberg student research project, incorporating JavaScript in a Web-based multimedia development course, using electronic media to teach on-campus courses, and trailblazing/innovation; (7) Technology and Pedagogy, including critical thinking skills in a technology-related class, the virtual global village, the high-tech humanist, and DVI (Digital Video Interaction) in multimedia post-production techniques; and (8) University/K-12 Partnerships in Instructional Technology, including children's/young adult literature on the Internet, multimedia for middle level science teachers, a multimedia training program for K-12 teachers, and the University/Public School Keypals project. Papers from a workshop and several electronic demonstrations are also included.   [More]  Descriptors: Case Studies, College School Cooperation, Computer Uses in Education, Distance Education

New Mexico State Univ., Las Cruces. (1976). National Training Session on the Rehabilitation of the Deaf: Proceedings. (Las Cruces, New Mexico, April 20-22, 1976). Presented are the proceedings of a 1976 conference on rehabilitation of the deaf. The complete texts of the following addresses are included: "Rehabilitation Imperatives" by C. Mills; "What Must Be Done?" (ten priority areas such as early identification of children with hearing loss) by J. Melcher; "The Current Scene as Viewed by the Deaf" by M. Holcomb; "The Current Scene as Viewed by Educators of the Deaf" by Sr. N. Letourneau; "New Horizons for Deaf People" (commonalities between special education and vocational rehabilitation and implications of the amended Rehabilitation Act of 1973) by A. Adams; "The Current Scene as Viewed by Vocational Rehabilitation" by A. Gehrke; and "Charge to the States" by F. Gattas. Noted in the conference summary are a Delaware organization fostering deaf equality, state plans and vocational rehabilitation, and the need for each state to have a state coordinator or vocational rehabilitation for the deaf. Also provided is a distillation of discussions on the following topics: mainstreaming of the deaf, career development of the deaf, programs for the multi-handicapped deaf, education of the parents of deaf persons, mental health services for the deaf, the need for training, and the need for improved state planning. A questionnaire to determine priorities of conference participants in the areas of planning and policy, organization and personnel administration, service delivery system, and program evaluation and research is included. It is reported that the highest priority rating was given to the need to establish detection, diagnostic, vocational education and placement centers to coordinate efforts and provide orientation to the deaf persons and his/her family.   [More]  Descriptors: Conference Reports, Deafness, Educational Needs, Elementary Secondary Education

Adams, Karen L., Ed.; Brink, Daniel T., Ed. (1990). Perspectives on Official English. The Campaign for English as the Official Language of the USA. Essays on the campaign to establish English as the United States' official language include: "Official Languages and Language Planning" (Richard Ruiz); "Una lingua, una patria?: Is Monolingualism Beneficial or Harmful to a Nation's Unity?" (David F. Marshall and Roseann D. Gonzalez); "Canadian Perspectives on Official English" (Joseph E. Magnet); "Language Policy and Linguistic Tolerance in Ireland" (Alan Hudson-Edwards); "Languae Policies in Western Europe and the Union of Soviet Socialist Republics" (Leslie J. Limage); "The Legislation of Bahasa Malaysia as the Official Language of Malaysia" (William G. Davey); "English – The Official Language of California, 1983-1988" (Stanley Diamond); "Testimony Before the State Legislature on California Proposition 63″ (Geoffrey Nunberg);"Voting Rights, Liberal Voters and the Official English Movement: An Analysis of Campaign Rhetoric in San Francisco's Proposition 'O'" (Kathryn A. Woolard); "The Popularity of California's Proposition 63: An Analysis" (Connie Dyste); "The Official English Movement in Florida" (Max J. Castro, Margaret Haun, and Ana Roca); "Who Supports Official English and Why?: The Influence of Social Variables and Questionnaire Methodology" (Ana Celia Zentella); "Ethnic and Linguistic Minorities in the Southwest: An Overview" (Karen L. Adams); "Official English and the Learning of English" (Jon Amastae); "On the English Proficiency Act" (The Honorable Jeff Bingaman); "The Official English Movement and the Role of First Languages" (Elizabeth A. Brandt); "Official English and the Urge to Legislate" (Betty Lou Dubois); "The Navajo Language Today" (AnCita Benally and T. L. McCarty); "American Indian Language Policy" (Ofelia Zepeda); "Legal Background and History of the English Language Movement" (Barnaby W. Zall and Sharon McCloe Stein); "Is Language Choice a Constitutional Right?: Outline of a Constitutional Analysis" (James Weinstein); "Bilingualism and the Constitution" (John Trasvina); "Language and the Law in the Classroom: Bilingual Education and the Official English Initiative" (Rachel F. Moran); "Language Rights as Collective Rights" (Joseph E. Magnet); and "On Walling In and Walling Out" (The Honorable Noel Fidel). Six appendices covering amendments, initiaties, and resolutions; the Treaty of Guadalupe Hidalgo, article VIII; congressional hearings; the New Mexico state Constitution–Articles XII, XX; and representitive data are included. Descriptors: American Indian Languages, Bilingual Education, Bilingualism, Classroom Communication