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In 2000, a survey of 148 local government officials in West Virginia sought information in eight areas of local issues, including community needs. This paper focuses on responses of about 11 categories of community needs and compares them to findings from a similar study conducted in 1996. The categories are governmental administration, financial management, public finance, economic development, planning and land use, infrastructure and environmental management, transportation, housing, public health and social services, public safety, and education. Responses were analyzed for the state overall and for the 10 regional planning and development councils. Findings indicate that economic development, particularly recruitment of new manufacturing industry, continued to be the top concern among West Virginia local officials. Education and housing issues remained important overall issues, but public health and social services issues and planning and land use issues gained in importance. Meanwhile, public finance, infrastructure, and environmental management matters became less of a concern. Domestic violence became a more important issue, but the average score remained the same. Appendices present statewide responses by category, overall rankings of all issues examined, and a list of top 10 concerns by planning and development council region. (TD)

Despite increased government investments in education, West Virginia continues to have one of the nation's highest high school dropout rates and is among the states with the highest unemployment rates. Human capital theory provides the conceptual basis for evaluating the relationship between investment in education and economic development. An ordinary least squares regression method was used to examine the implications of high school dropouts in the economic development of West Virginia. Results revealed that increases in high school dropout rates and the state gross domestic product increased employment rates, while an increase in unemployment compensation decreased employment rates. Thus, the increase in employment rates may likely be in unskilled and low-paying jobs. The conclusions suggest several implications for policymakers. The opportunity cost to invest in education is low when an area is still attracting firms that require unskilled and low-paying jobs. As long as dropout rates positively correlate with unskilled and low-paying jobs, the poverty cycle in West Virginia will perpetuate. The perpetuation of low income and poverty will result in increased government expenditures on transfer payments such as income support, while generating low tax revenue. The perpetuation of unskilled and low-paying jobs will force most educated community members to leave because of the inability to find suitable jobs, and the community will lose a significant portion of returns on its investment in these people's education. Recommendations are offered for state and local long-range strategies to stimulate students to stay in school and pursue further education. (Contains 44 references.) (TD)

This report highlights the services and programs for workforce development that are available through West Virginia University's (WVU) statewide network of schools, colleges, regional campuses, extension offices, and research units, but does not include four-year undergraduate or graduate programs. Specific sections address the following services, programs, or schools: WVU extension service; Health Sciences and Technology Academy; rural health education partnerships; University Affiliated Center for Developmental Disabilities; the North Central Nursing Workforce Network; School of Social Work and Public Administration; College of Human Resources and Education; job accommodation network; Center for Entrepreneurial Studies and Development; College of Business and Economics; Institute for the History of Technology and Industrial Archaeology; software engineering; mining extension service; National Research Center for Coal and Energy; alternative fuels project; College of Agriculture, Forestry, and Consumer Sciences; Perley Isaac Reed School of Journalism; College of Law; School of Physical Education; WVU at Parkersburg; Potomac State College of WVU; WVU Institute of Technology; and West Virginia Clearinghouse for Workforce Education. (DB)

This final report describes activities and achievements of a federally supported 3-year program to train school guidance counselors and rehabilitation counselors to provide transition services for students with disabilities. The report is organized around the program's five goals: (1) develop, refine, and implement a training program to develop competencies of school and rehabilitation counselors (S&RC) in transition areas; (2) provide an externship for S&RC trainees to apply and demonstrate newly acquired competencies; (3) measure the impact of the training program on services for students with disabilities in West Virginia; (4) disseminate information, results of developed procedures, program model, program evaluation, and activities of those who completed the program; and (5) internalize the program into the college's graduate offerings. Ninety-one participants were served in the program. Appendices offer an excerpt from a transition practicum checklist, the program advisory committee, samples of responses to the transition evaluation survey, a flyer, and a listing of transition references and resources. Contains 170 references and 32 organizational resources. (DB)

This report provides information on 12 indicators of child and adolescent health, education, and economic status in West Virginia at the state and county level. It includes a state profile, a minority profile, and 55 county profiles. Each of the indicators is discussed on a state-wide basis. The bulk of the report consists of one-page county profiles, each of which contains a chart showing the percentage increase or decrease in each of the 12 indicators from 1980 to 1991, actual rates in each period, state rate, and county rank. Tables outlining county demographic and family income data are also presented. The report documents several alarming trends. First, nearly 30 percent of West Virginia women giving birth for the first time are starting families with significant disadvantages, falling into at least 2 of 3 categories: they have less than 12 years of schooling, they are unmarried, or they are under age 20. The state's unmarried teen pregnancy rate also increased by 60 percent from 1980 to 1991. On the positive side, the report notes that rates have declined significantly for infant and child mortality, high school dropouts, and overall teenage pregnancy. Appendixes provide information about indicator definitions, methodology, and sources, along with the raw data for each county. (MDM)

This paper addresses issues involving the designing of new job training and education programs in central Appalachia in response to national policies for economic improvement. In March 1994, the Reemployment Act of 1994 was announced as the Clinton administration's response to problems caused by radical and worldwide economic restructuring. The goal is to focus on labor force preparedness through training highly skilled workers, in hopes of attracting capital investment. Data from West Virginia, the only state entirely within the central Appalachia region, indicate that high-paying jobs in coal mining, manufacturing, and other areas have declined by 22.5 percent, while lower-paying jobs have increased by 24.4 percent. Because of economic factors and changes in the labor market, women in this region are moving into a growing contingent labor force that offers little job security. Barriers to a highly skilled workforce in central Appalachia include low educational attainment and difficulties that preclude women from pursuing educational goals and job training opportunities. Interviews conducted with 44 eastern Kentucky women reveal that gendered statuses in families, poverty, the lack of support services for economically distressed families, sexism, classism, and domestic abuse have acted as barriers to educational attainment for these women. Suggestions include linking education and job training programs to changes in labor markets, providing job training programs aimed at meeting the needs of participants, increasing availability of support services, and strengthening desirable "informal" economic activities. (LP)

The education of students in the techniques of critical appraisal of drug studies has been identified as a deficiency in many health sciences curricula. Errors in research design and inconsistencies in the reporting of study results persist in professional pharmacy and medical journals. Thus, thorough and accurate review and interpretation of journal studies are essential for assuring that patients receive proper drug therapy. This project developed an interactive, computer instructional program that would teach students to evaluate all aspects of published drug efficacy studies. The content for the program was identified, prepared, and designed for an interactive computer format, and the program was developed using "Authorware Professional." The program, "Evaluation of Clinical Drug Studies," consists of 10 main sections with several subsections. Two consecutive classes of pharmacy students at West Virginia University tested the program, which was found to increase significantly their knowledge of critical drug study evaluation techniques compared to a control group and pretests. Appendices include the timetable for the project; "Development and Evaluation of a Computer-Assisted Instructional Program To Teach Critical Evaluation of Drug Studies" (Marie A. Abate, Arthur I. Jacknowitz, James M. Shumway, and Anne H. Nardi)--an article published in "American Journal of Pharmaceutical Education," Volume 57, Winter 1993; computer program evaluation summary for 1994; and information for FIPSE. (SWC)

It is generally recognized that age, by itself, is not an adequate criterion with which to judge a person's ability to drive. Individuals do not age at the same rate, and there are large intraindividual differences in the aging process. This study, the first phase of a proposed two-phase research project, investigated the relationship of physical fitness to older driver performance by examining descriptively the relative contributions of various measures of cardiorespiratory efficiency, range of motion, and reaction time/movement time to field-based assessments of older driver performance. A total of 106 subjects, ages 20-35 (N=43) and ages 60-75 (N=63) were administered a battery of health, psychomotor, and physical fitness tests and a field-based assessment of automobile driving skill. In general the results indicated that the physical fitness of older drivers was related to their ability to safety drive an automobile. Older people with higher levels of physical fitness tended to be more proficient at driving than were older people with lower levels of physical fitness. Joint flexibility and reaction time were found to be most predictive of driving ability with cardiorespiratory fitness somewhat less related to driving ability. If a sufficiently strong relationship is established by further research, the older driver may be given a test of physical fitness as part of a driver's licensing examination to determine the levels of his or her driving ability. Plans for phase 2 of the research are briefly outlined, and a list of 83 references is appended. (ABL)

The document contains the final report of a model educational program for handicapped preschoolers in Preston County (West Virginia). Section I offers the history of the project and background information on the geographic location, operating characteristics, children served, and staffing pattern. Section II outlines the original project objectives while section III covers the objectives accomplished in the following areas: services for children, services for parents, staff development, demonstration/dissemination, and administration/management/evaluation. A final section reviews findings and recommendations. It is noted that data show statistically significant growth in most areas assessed; that products revised and/or developed include a revision of the West Virginia Assessment and Tracking System (WVAATS), curricular materials, and a measure of parental involvement; and that standard program efficiency information would be useful to distribute among project directors. Appendixes make up half the document and include a copy of the WVAATS; sample curriculums in visual, auditory, and tactile responsiveness; a parent needs assessment survey form and a parent/family involvement index; an outline of a model for parental involvement in the special education program; the text of a slide-tape show; sample newspaper articles; and a paper on conrolled evaluation of instruction methods. (SW)

As a result of trends toward increasing instead of decreasing population growth in rural areas (as confirmed by the 1980 Census of Population), a sample of 2,752 rural residents from 967 households in 9 West Virginia counties were surveyed in 1981 to gain information that might be useful in public policy, education, and related programs. The sample was a relatively heterogeneous group, representing a broad cross section with respect to socioeconomic characteristics (housewives, students, and retired persons accounted for a relatively large proportion of household members). Although low household incomes were reported fairly frequently, intermediate income levels were more typical, and a substantial number were relatively high. Educational levels among adults varied considerably. Income, education, and household composition were important socioeconomic factors that were related to other characteristics or attitudes of the persons interviewed. Several characteristics tended to vary with location (communities, residences, and individuals); however, a central coal mining county was similar to the southern coal mining counties. The majority of in-migration seemed to be from out-of-state and has become more common during the last 10 years, with more during the last 5 years. (AH)

The major objective of this pilot survey was to pretest questions for use in the development and design of a larger, more definitive survey of residents of rural communities in Appalachia, planned for the spring of 1981, and to obtain preliminary descriptive data about the area's residents. Telephone interviews covered respondents' family characteristics and attitudes toward their communities and potential new energy developments. Complete, usable interviews were obtained from 129 of the 151 residents contacted (87%). Limitations included the small sample size and the fact that respondents were exposed to much publicity and controversy after interviewing was concluded. Those favoring the energy industries comprised 72%, while 13% opposed and 14% "didn't know." When characteristics of those favoring the industries were compared with those opposing such industries, it was found that older respondents, those with less education, larger families, and lower incomes tended to favor the industries, while respondents who were younger, had more education, smaller families, and higher incomes tended to oppose the establishment of the industries. A larger survey has been planned to determine more definitive relationships relative to these preliminary findings and furnish data useful to others in the field of social impact assessment of energy developments. (AN)

This project developed an effective science curriculum, "Science for the Hearing Impaired" (SFHI), through adaption of two Houghton Mifflin science programs for use with hearing impaired adolescents (ages 9-13). This adaption included reorganization of objectives and content within lessons, deliberate and appropriate teaching of science processes and inquiry skills, multi-sensory presentation of content through active participation, paraphrasing of text and use of language and identification cards, a selected science vocabulary taught through active experience, a variety of communication techniques, and a placement and evaluation system for science learning designed around the capabilities of the hearing impaired. Results from a 1981 trial period were used to produce a final edition of the program, the first available program at the national level providing early adolescent hearing-impaired students with an easily accessible and effective science curriculum adapted to their specific needs. Additional assessment of student progress included cognitive development level, pre-post unit tests of science learning and language development, and science interests and attitudes. Included are the project's developmental and evaluation processes, evaluation results, and in five appendices: project activities/staff listings, trial center descriptions, evaluation instruments, and media material guide to accompany use of the SFHI program. (Author/JN)

The 1981 Monongalia (West Virginia) Area Survey (MAS) polled 485 townspeople and 220 students about certain attitudes and economic and social conditions in an area likely to be the focus of coal-based energy developments. Townspeople were predominately middle-aged, had a high prevalence of home-ownership, and had lived in the area for a relatively long time. Blue and white collar occupations were well represented, and a large proportion of employed townspeople worked in some part of the "energy industry." Quality of life was generally rated high, with respondents often mentioning that they appreciated the rural, peaceful atmosphere; the friendly people; and availability of West Virginia University. Respondents were not happy with roads, employment opportunities, and parking and traffic congestion. Air and water pollution were cited as problems by a significant percentage of respondents. A slightly higher percentage were dissatisfied with public school facilities than with the curriculum. Reacting to four proposed industrial developments, respondents saw both benefits and liabilities, and many believed planning should precede industrial development. Students appeared to be nearly as approving of proposed industries as townspeople. Development attitudes generally appeared to reflect economic self-interest; nevertheless, other factors also influenced those attitudes, particularly concern with quality of life in the Monongalia area. (Author/BRR).

This volume consisting of state of the art reviews, suggestions and guidelines for practitioners, and program descriptions deals with the current and potential applications of computers in the delivery of services for vocational rehabilitation (VR). Discussed first are current applications of computer technology in rehabilitative service delivery. The next chapter focuses on the potential applications of electronic mail, computerized data banks, computer-based education, distributed data processing, and decision supportive systems in VR service delivery. Also provided are suggestions for developing counselor and client information systems. The next three chapters review available computer hardware and software as well as their potential use by VR staff, present organizational approaches to planning and introducing new technology into the VR service delivery system, and suggest factors to consider before increasing the degree of automation in an existing VR delivery system. Concluding the volume are a glossary and a bibliography. Appendixes to the guide include descriptions of the Pennsylvania Bureau of Vocational Rehabilitation Automated Information System, the Occupational Information Systems, and the Oregon Issues Identification and Tracking System as well as papers dealing with computer graphics in vocational rehabilitation, uncomplicating software acquisitions, and computer acquisition and operation. (MN)

This study deals with the structural interrelationships among agricultural sub-sectors, and between the agricultural and non-agricultural sectors of the West Virginia economy. The study is intended to offer information on which to base sound economic development decisions. An input-output economic model is used in order to focus on the interaction between agricultural production and other sectors of the state economy. The major findings are: (1) a $1 million change in commodities sales at the farm level translates into an average change of $2.9 million in the state's total output of goods and services; (2) a $1 million change in gross farm income yields an average change of $2.2 million in statewide income; (3) every 100 jobs created in the agricultural production sector stimulates 295 total jobs in the state economy; (4) the crop production sub-sectors have larger output and employment multipliers, on average, than those for livestock production, although the livestock production sub-sectors have larger average income multipliers; (5) the agricultural production sub-sectors showing high impact on the state economy include dairy products, food and feed grains, and fruit and nut trees; and (6) input-output coefficients from this study reflect high degrees of interdependence among agricultural production sub-sectors and between the agricultural sector and other sectors of the economy. The paper includes three tables showing cash receipts from farm sales, sectors and their components, and input-output multipliers for different sectors. Includes 11 references. (TES)

The background and objectives of the 1985-1986 Transportation Education Project of the Urban Mass Transportation Agency (UMTA) are discussed, along with project activities. The project was undertaken to transfer knowledge gained from federally-sponsored research and demonstrations to transit systems and to include the knowledge in college courses that deal with public transportation. In 1983 UMTA funded West Virginia University to develop instructional modules based on UMTA innovations in three areas: paratransit, market segmentation planning, and transportation brokerage. The modules are flexible and concept-based and were developed through extensive reviews and field tests by transportation educators and experts. Appendices include: a list of field reviewers and field tests of instructional modules and reviewers of the diffusion/adoption plan, a module field review questionnaire, a module field test questionnaire, a list of conferences and presentations by the project team in developing the diffusion/adoption plan, and the field review questionnaire for the plan. (SW)

A plan to diffuse instructional modules for the preparation of transportation professionals is presented, based on research and demonstration projects sponsored by the Urban Mass Transportation Administration (UMTA). The diffusion/adoption plan involves: developing instructional modules; disseminating the modules to professors teaching transportation courses at the college level; promoting the use and adoption of the modules; and evaluating and revising the plan. Transportation educators teach in a variety of disciplines (e.g., engineering, public administration, urban planning, and technology). Eight design and evaluation criteria for the instructional modules are listed, along with the procedures used by West Virginia University in developing the five instructional modules. The diffusion strategy involves repackaging UMTA research findings, change agents, and the use of information channels (e.g, television/radio, periodicals, direct mail). Adoption tactics include direct contact and conferences/workshops. Appendices include: a flow chart of the plan, a summary of diffusion research, and lists of relevant professional associations and periodicals. (SW)

This paper begins by examining the history of disability payments to disabled workers, specifically disability payments to coal workers. Efforts by the United Mine Workers of America made mine health and safety an issue in the 1960s, and continuing liberalization of the law continued through the 1970s. The identification of coal miners with disability is compounded by geographical and cultural barriers. Currently underscoring disability as a social construct among underground miners is the declining regional economy and rising unemployment, brought on by technological improvements in mining. The paper examines research about the effects of early health intervention among underground coal miners and describes other studies of physical disability in Appalachia. All cited research supports the same general finding: disability is part of an Appalachian life pattern, a natural consequence of work occurring before old age. It is common for work to be punctuated with periods of temporary disability and to end in disability retirement. The uncertainty of mining as long-term employment makes benefits such as Social Security and Workers' Compensation a necessary station in the career course. There can be no solution to disability if disability itself is a solution to narrow socioeconomic choices. Only long-term improvements in basic education and the economy would reduce work disability patterns. (TES)

This publication describes the supply and demand for public school administrators in West Virginia between 1973 and 1980. It is the second in a series of longitudinal supply and demand studies begun in 1973. Personal, educational, and experiential data were collected, analyzed, and compared with similar data reported in the 1973 study. Data were gathered from school administrators in every district in the state, the three instate graduate institutions preparing public school administrators, and the State Department of Education. A projected demand for public school administrators was calculated from annual turnover rates and projected new positions. The projected demand was compared with current and projected output. Conclusions were reached about supply and demand inequities in the eight most popular categories of public school administrators as well as ancillary administrative positions. (Author)

Described is a project designed to present four training sessions for community specialists representing outreach interests such as cooperative extension, senior citizens organizations, and welfare agencies. Training consists of instruction in contemporary knowledge, skills, and methods of home energy conservation, and in how to teach others to apply their knowledge. After training, the specialists are assigned to present workshops on home energy conservation to individuals and community groups. (Author/RE)

Pressures on rural Appalachian families to function as an integral part of the larger American society have led to internal discord and a "Culture of Poverty"; consequently, a new vehicle for rural community reorganization is needed, particularly for low-income rural Appalachian communities. An alternative for non-conventional development should offer opportunities for attaining the goals of individual adjustment to society and long term satisfaction with life. Preceeding the initiation of a new system, the causes of current marginal adjustment of these families should be determined by Extension agents, and more efficient mechanisms of assistance offered for program implementation. Repeated personal interaction within initially non-conventional neighborhoods should constitute the basis for implementation. Resulting interaction within developing sub-communities should be initiated by a change agent, who would be responsible for providing opportunities for people to meet their educational, economic and social needs and who would encourage association within the larger community. A formal community organization could eventually be used as a vehicle for continuous attainment of economic and other objectives, be increasingly self-perpetuating, and be efficient and flexible enough to maintain equilibrium with the larger American society. (JD)

The roots of clergy education at West Virginia University (WVU) came from the American Country Life Movement in the early 1900's, one of the earliest, nationally recognized community life programs in America. Under the joint sponsorship of an ecumenical commission and WVU, a state minister's conference was launched in 1927 at Jackson's Mill, the primary purpose of which was to equip ministers for community leadership and participation in the Country Life Conference program. Over the years, Jackson's Mill became a conference center for all types of church groups and in 1968, the first full-time effort in clergy education began. In the absence of a theological faculty at WVU, the Appalachian Regional School for Church Leaders: established a graduate, professional level of training for parish pastors and other church leaders; designed an educational program to augment and supplement the seminary training of church leaders; and involved the professional clergy in the design, operation, and evaluation of the School, as well as in the recruitment of participants. The objectives of the School were designed to provide an opportunity for church leaders to become more effective in their church and community leadership roles. Also included in this pamphlet is information on educational emphases, curricula, participants, administration, evaluation, and off-campus programs. (AN).