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This issue of "Occasional Papers" is filled with stories by and about "strangers"--people of all ages who perceive themselves or have been perceived by others as outsiders either because of who they are, where they have come from, or even how recently they have arrived in this country. Successful educators know that the ability to welcome the stranger into the classroom, indeed an entire group of strangers each September, is essential to building a productive, caring community of learners. They know, too, that, from the point of view of students new to the school or society, the culture of the classroom may feel very strange. Welcoming teachers are willing to step outside of their own cultural frames to see the school from the student's perspective. Common purposes and goals emerge in classrooms only when there is a genuine sharing of the things that really matter to everyone present, not just when the rules and routines are posted. In classrooms where students can tell their stories, they come to feel safe, to know that they will be heard, and to recognize that they can legitimately hold on to parts of the past even as they move into the future. Students also learn that difficult emotions--uncertainty, ambiguity, loss--can be managed, contained, and shared rather than ignored or silenced. Beyond the school itself, greeting the stranger is at the heart of the democratic experience. Following an introduction by Jonathan G. Silin, the following essays are included in this "Occasional Paper": (1) Building Bridges between Adult Education, Public Schools, and Health Care: A Strategy to Promote Social Inclusion (Jana Sladkova, Anahi Viladrich, and Nicholas Freudenberg); (2) Crossing Borders / Shaping Tales (Erika Duncan); and (3) Attending to "Hu'Huk": Lessons for a Teacher (Elizabeth Park). Individual essays contain references.

This is a collected edition of the Academic Senate for California Community Colleges adopted papers on technology-related issues. These six papers, written between 1995 and 2000, raise the issues which must be discussed at each college; they also provide suggestions and examples to consider. The most recent of the papers, "Guidelines on Minimum Standards for College Technology," considers the technology necessary for faculty and students to successfully perform different levels of technological enhancements. Two other papers--"Academic Freedom, Privacy, Copyright and Fair Use in a Technological World" and "Technology in Education: a Summary of Practical Policy and Workload Language"--discuss major issues of importance to faculty who are considering the use of technology in the classroom, such as e-mail privacy and intellectual property rights. "Curriculum Committee Review of Distance Learning Courses and Sections" and "Guidelines for Good Practices: Effective Instructor-Student Contact in Distance Learning" examine the evolving Title 5 regulations on distance learning and the responsibilities of the local curriculum committee to ensure integrity. Finally, "Guidelines for Good Practice: Technology Mediated Instruction" explores some of the literature, recommendations, and tools for the effective pedagogical use of technology. Each article contains appendices and references. (NB)

This publication presents three working papers on the inadequacies and difficulties of successful transition from high school to college. These papers are derived from The Bridge Project, a six-state study of K-16 issues. These three papers do not attempt to cover all aspects of K-16 and transition issues. Consequently, the policy implications at the end are based solely on these studies. While the media has focused a disproportionate amount of its attention on the highly selective UC system, these studies provide fresh perspectives on the issues of college preparation, transition, and success for the vast majority of California students who attend the broad-access institutions--the California State University system (CSU) and community colleges. The papers presented in this publication are: (1) What do California Students and Parents Know about College? (Anthony Lising Antonio and Samuel H. Bersola); (2) Linkages and Disjunctures: California's K-12 and Community College Systems (Andrea Conklin Bueschel); and (3) Using a K-12 Assessment for College Placement (Michael Kirst). (Individual papers contain tables, figures, footnotes and references.)

Dedicated to the memory of Raymond E. Schultz, the essays in this monograph discuss the role of the community college in serving minority students. An introductory essay by Fred F. Harcleroad summarizes Schultz's contributions to community college education. John E. Roueche then discusses the provision of equal educational opportunity to non-traditional, high-risk students. Arguing that equal access must be coupled with equal opportunities for success, Roueche identifies barriers to student success in teacher attitudes, traditional curricula, and conventional instructional methods. Next, Apolonio Coronado notes the success of community colleges in providing access for minority students and discusses concomitant trends and problems in the areas of student financial aid, the cycle of failure experienced by many minority students, the increased diversity of the minority student population, the maintenance of developmental studies programs, and the threat of impending fiscal cutbacks. Donald T. Rippey then examines the following prerequisites to the success of developmental studies programs serving low-income minorities: skill assessment, enhancement of students' self-esteem, and a positive learning environment. Alfredo de los Santos and two coauthors present a statistical analysis of the enrollment of Hispanics in postsecondary education in the United States and in Texas and California. (JP)

Chapter 11 of the book "Everybody's Guide to Small Claims Court in California" is presented. It explores the service of process, which states that plaintiff should deliver the copy of its claims to defendant and also mentions different ways of delivering it. One can select a process server who can deliver the copy personally to defendant. Court papers can be sent through certified mail. One can send the copy to the California Department of Motor Vehicles, if defendant does not reside here.

Chapter 10 of the book "Everybody's Guide to Small Claims Court in California" is presented. It explores how much money is required to file a lawsuit in small claims courts in California. It states the damages claimed and their respective fee to file a lawsuit. It discusses the procedure to file papers in small claims courts. It presents information on several forms which should be filed by the plaintiff such as Plaintiff's Statement.

Chapter 10 of the book "Everybody's Guide to Small Claims Court in California" is presented. It focuses on the filing fees, court papers and courts dates for plaintiffs and defendants involved in small claims cases. The small claims fee in California for different amounts of claims have been provided. Official forms are the same throughout California. The forms include the preliminary form 'Plaintiff's Statement' or 'Plaintiff's Claim' and 'Order to Defendant.'

This section presents a discussion on filing and service guardianship documents in California. It is noted that all guardianship documents should have the correct attachments while all names and signatures are correct. It is suggested to have a photocopy of all documents to be submitted, particularly the Petition for Appointment of Guardian of Minor and the Notice of Hearing.

This document includes presentation summaries and policy recommendations from the 2004 Tomas Rivera Policy Institute (TRPI) Education Conference: (1) The Present and Coming Crisis: Demography and Education (Dowell Myers and Estela Mara Bensimon); (2) A View from the Academic Community (Moderators: Jorge Haynes and Jamilah Moore; Presenters: Frances Contreras, Mari Luna de la Rosa, and William G. Tierney); (3) A View from the Policy Trenches (Moderator: Lucille Roybal-Allard; Presenters: Richard Alarcon, Marco Antonio Firebaugh, and Roy Romer); (4) The Invisible People (Solomon D. Trujillo); (5) Applications of Real-World Solution (Moderator: Carol Rava Treat; Presenters: Ronald Blackburn-Moreno, Miguel A. Satut, and David Valladolid); and (6) Financing College: The Unspoken Obstacle (Moderator: Patricia Marin; Presenters: Manuel Gomez, Jongho Lee, and Bob Shireman.)

Chapter 6 of the book "Urban High School Students and the Challenge of Access: Many Routes, Different Paths" is presented. It explores the studies of student Lily Salazar, her family and her applications for college admission. It highlights Lily and her advance placement (AP) American government class, her favorite teacher, school counselors, her school and extracurricular activities, her progress report and the letter of acceptance from the University of California.

A form showing a court pleading paper in California is presented which appears in the book "How to Change Your Name in California."

A form showing a judicial council form or other court paper is presented which appears in the book "Guardianship Book for California." The required information includes the short title and case number.

A form that can be attached to Judicial Council Form or other court paper in California which appears in the book "How to Change Your Name in California," is presented.

A form intended to be attached to Judicial Council of California forms or other court documents is presented which appears in the book "How to Change Your Name in California." The required information are title and case number.

A checklist which appears in the book "How to Change Your Name in California," is presented.

This document includes final summary reports from recent federally funded Library Services and Construction Act (LSCA) demonstration projects in California. While some projects reported at length and others provided the bare facts, reports are excerpted but published as received, without editing beyond a uniform first page. The Summary Report Form (LSCA 9) is primarily narrative and allows for subjective opinion of how well a project succeeded as well as more objective evaluation of goals and objectives. This volume covers generally the period 1982-84. Reports are arranged by subject nature of the project. The first major subject area, "Disadvantaged Services," includes reports on: The Media Project, Burbank Public Library; Project Library Information for Employment (LIFE), Los Angeles County Public Library; Hard Times Survival Techniques, Riverside City and County Public Library; and Library Child Care Link, South Bay Cooperative Library System. Reports in "Ethnic Services" include: Ethnic Services Outreach Project, Santa Barbara Public Library; Latino Services Project, Serra Cooperative Library System; and Project AmerInd: Library Service to American Indians, South State Cooperative Library System. In "Information and Referral," reports include: Minority Information Services Network, Auburn-Placer County Library; BIN (Berkeley Information Network) Awareness Project, Berkeley Public Library; and Joint Data Base for Information and Referral in San Diego County, Serra Cooperative Library System. "Institutional Services" includes a report from the California Department of Corrections, Sierra Conservation Center, on Service to Elderly and Visually Handicapped. In "Local Institution," the Stanislaus County Free Library reports on Library Services to Juvenile Hall, and under "Network Planning," the Bay Area Library and Information System (BALIS) reports on BALIS Multitype Library Cooperation. (THC)

This document includes final summary reports from 16 recent federally funded Library Services and Construction Act (LSCA) projects in California. This volume covers generally the period 1984-85, and reports are presented in six subject areas: programs for children, information and referral projects, institutional services, literacy, local history, and technical support. The following projects are described: (1) Leading to Reading, Contra Costa County Library; (2) Pre-School Agencies Cooperative Team (PACT), San Bernardino County Library; (3) Library Child Care Link II, South Bay Cooperative Library System; (4) Performing Arts, Libraries and Schools--Partners Advocating Library Services (PALS), South State Cooperative Library System; (5) County-Wide Information and Referral, Kern County Library; (6) Rural Information Access, San Joaquin Valley Library System; (7) Small Business Information and Referral File, Stockton-San Joaquin County Public Library; (8) State Hospital Librarians Workshop, Atascadero State Hospital Library; (9) Libraries Are Survival and Employment Resource Centers, California State Department of the Youth Authority; (10) Robert K. Meyers Boys Ranch Library, Tulare County Free Library; (11) Literacy for Every Adult Project (LEAP), Richmond Public Library, (12) Adult Literacy Project at San Mateo Correctional Institutions, San Mateo County Library; (13) Heritage Articulation Program, Modoc County Library; (14) Cooperative Local History Project, Riverside City and County Public Library; (15) Serials Access Project, Metropolitan Cooperative Library System; and (16) Coordinated Cooperative Collection Development, North Bay Cooperative Library System. (KM)