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In "From Reopen to Reinvent," distinguished education strategist Michael B. Horn delivers a provocative and eye-opening call to action for the overthrow of an education system that is not working well for any of its students. Grounded in what educators should build in its place to address the challenges that stem from widespread unmet learning needs, the book walks readers through the design of a better path forward. Using time-tested leadership and innovation frameworks like Jobs to Be Done, "Begin with the End," tools of cooperation, threat-rigidity, and discovery-driven planning, "From Reopen to Reinvent" offers a prescriptive and holistic approach to the purpose of schooling, the importance of focusing on mastery for each student, and the ideal use of technology. It also provides readers with: (1) A set of processes and ideals that schools should implement to deal with the challenges they presently face; (2) A way to transform threats into opportunities using threat-rigidity research; and (3) A discussion of how the COVID-19 pandemic revealed that schools are not as flexible and equitable as we need them to be. Perfect for K-12 educators and parents and school board members involved in the school community, "From Reopen to Reinvent" is also an essential resource for professionals working in education-related non-profits and state education agencies.

This book is about addressing the college-choosing problem. The rankings, metrics, analytics, college visits, and advice that we use today to help us make these decisions are out of step with the progress individual students are trying to make. They don't give students and families the information and context they need to make such a high-stakes decision about whether and where to get an education. "Choosing College" strips away the noise to help you understand why you're going to school. What's driving you? What are you trying to accomplish? Once you know why, the book will help you make better choices. The research in this book illustrates that choosing a school is complicated. By constructing more than 200 mini-documentaries of how students chose different postsecondary educational experiences, the authors explore the motivations for how and why people make the decisions that they do at a much deeper, causal level. By the end, you'll know why you're going and what you're really chasing. The book: (1) Identifies the five different Jobs for which students hire postsecondary education; (2) Allows you to see your true options for what's next; (3) Offers guidance for how to successfully choose your pathway; and (4) Illuminates how colleges and entrepreneurs can build better experiences for each Job. The authors help readers understand not what job students want out of college, but what "Job" students are hiring college to do for them.

Part 11 of the 14-part Small Grain Production Manual discusses the benefits of cover cropping with small grains, including nitrogen interaction, water use, and cultivar selection.

The Small Grain Production Manual is a 14-part free online publication that presents essential information on producing wheat, barley, oat, triticale, and rye, from growth and development through seedbed preparation, fertilization, and irrigation, to pest management, crop rotation, cover cropping, and harvesting and storage. The manual also includes an overview of small grain production in California, as well as a handy troubleshooting guide. Color photographs, drawings, charts, graphs, tables, and references. This download includes all 14 parts of the Small Grain Production Manual.

This report profiles undergraduates enrolled in postsecondary education for the academic year 1992-93. It relies on data from the 1992-93 National Postsecondary Student Aid Study, third in a series conducted by the Department of Education. The report begins with an essay that explores the extent to which undergraduates have outside responsibilities and enrollment patterns that increase their risk of not attaining a degree or postsecondary certificate. Following the essay, a compendium of tables provides comprehensive information about enrollment patterns, programs of study, student characteristics, financial aid receipt and employment, students' educational aspirations, and their community service participation. Not since the 1970s has the typical postsecondary student been a recent high school graduate enrolled full-time at a four-year school, and working toward a Bachelor's degree. On the contrary, such students represented only about one-third of undergraduates enrolled in 1992-93. The first section of the compendium contains detailed risk factor tables, and the remaining sections are marked to highlight topic findings. (Contains 9 text tables, 8 figures, and 58 tables in the compendium.) (SLD)

How can inclusive early educators plan and deliver challenging instructions to help all young learners succeed in kindergarten? This guide has authoritative answers from some of today's most renowned names in early childhood education. Presenting the Children's School Success+ (CSS+) framework, for building a UDL-based plan for inclusive preschool instruction, this book is a powerful tool for using your existing curriculum to address each child's unique learning needs. Through practical, evidence-based strategies and guidelines, you'll discover how to equalize access to curriculum content while giving learners multiple ways to access and possess new knowledge. Keep this resource at your fingertips to guide your curriculum and instruction--so all young children have the skills they need to succeed in kindergarten and beyond. Learn how to: (1) Identify a developmentally appropriate scope and sequence for your students' learning objectives; (2) Ensure a coherent, engaging curriculum that continuously builds on the knowledge and skills your students acquire; (3) Develop UDL-based activity plans that support every child's learning; (4) Use differentiation and individualization strategies for students who need extra supports; (5) Select and implement successful progress monitoring strategies; (6) Improve your teaching through a continuous loop of planning, instruction, and monitoring; (7) Work and play well with your colleagues; and (8) Engage in partnership with families to support their children's success. Practical Materials: You'll get a wealth of downloadable online resources for implementing the framework, plus specific tips and strategies on addressing key topics such as behavior, classroom organization, and collaboration with families. You'll also see the framework in action, with recurring vignettes in diverse early childhood settings, including a public preschool, a Head Start classroom, and an early childhood special education classroom. Following a foreword (Sam Odom, Karen Diamond, and Marci Hanson), and preface, this book contains the following: Section I. Laying the Foundation: (1) Introduction (Eva Horn, Susan Palmer, Gretchen Butera, and Joan Lieber); (2) The CSS+ Curriculum Planning Framework (Eva Horn, Susan Palmer, Gretchen Butera, and Joan Lieber); (3) Foundations of Components of Challenging Curriculum (Joan Lieber, Amber Friesen, Susan Palmer, Debra Drang, Alina Mihai, Jill Clay, and Potheini Vaiouli)--includes Appendix 3A: Curriculum Content Checklist; (4) Integration of Challenging Curriculum Content (Eva Horn, Joan Lieber, Gretchen Butera, Jean Kang, and Susan Palmer)--includes Appendix 4A: Example Activity Set, Theme-All About Me; Appendix 4B: Small and Large Group Activity Plan Form; and Appendix 4C: Literacy Activity Plan Form; (5) Foundations of Universal Design for Learning (Eva Horn, Jean Kang, Audra Classen, and Susan Palmer)--includes Appendix 5A: UDL Guiding Questions; (6) Foundations of Differentiation and Individualization (Eva Horn, Jean Kang, Audra Classen, and Joan Lieber)--includes Appendix 6A: Matrix Development Checklist; Appendix 6B: ELO Activity Matrix; and Appendix 6C: ELO At-A-Glance Form; and (7) Components of Progress Monitoring (Susan Palmer, Gretchen Butera, Amber Friesen, and Jill Clay)--includes Appendix 7A: Decision-Making Checklist for Class-wide Progress; and Appendix 7B: Goal Attainment Scaling Form. Section II. Implementation: Key Elements for Supporting Childrens' School Success: (8) Organization of the Learning Environment (Joan Lieber, Eva Horn, Debra Dang, and Gretchen Butera)--includes Appendix 8A: Example Activity Set, Theme-Let's Explore Our World; (9) Addressing Challenging Behaviors (Susan Palmer, Gretchen Butera, Audra Classen, and Jean Kang); (10) Adults Working and Playing Well Together (Gretchen Butera, Amber Friesen, Eva Horn, Susan Palmer, and Potheini Vaiouli)--includes Appendix 10A: Collaboration Planning Form; and Appendix 10B: Improvement and Action Planning Form; (11) Connecting with Families to Support Children's School Success (Gretchen Butera, Amber Friesen, Alina Mihai, Potheini Vaiouli, and Jill Clay); and (12) Summing it Up--The CSS+ Curriculum Framework (Gretchen Butera, Eva Horn, Susan Palmer, and Joan Lieber). References and an index are included.

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse race, culture, and class? This work, a rethinking of the field of school psychology, will be an essential resource for anyone interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students. Currently, there is an information gap between scholars and practitioners in the field of educational psychology concerning recent and on going developments. At this time there is no one source that provides a broad and comprehensive presentation of these changes. This work bridges the gap by providing a much needed explication of how educational psychology can meet the needs of diverse students, families, and schools. This is the first of four volumes. Volume 1 contains two parts. Part I, Introduction, presents the first chapter of the book, Educational Psychology--Limitations and Possibilities (Joe L. Kincheloe), which explores the different traditions of educational psychology, focusing on the root belief structures that shape them. It then analyzes the contributions of the interpretivist tradition, in the process describing a critical interpretivist approach. Such analysis will emphasize the explanatory benefits of interpretivism while embracing the critical concerns with the role of power in human affairs and the ways it operates in relation to issues of oppression and social justice. Chapter 2 presents an educational psychology timeline (Ed Welchel, Doris Paez, and P. L. Thomas). Part II, comprising the bulk of this volume, introduces and profiles 34 theorists important to education and psychology. [For Volume 2, see ED495103. For Volume 3, see ED495107. For Volume 4, see ED495108.]

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse race, culture, and class? This work, a rethinking of the field of school psychology, will be an essential resource for anyone interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students. Currently, there is an information gap between scholars and practitioners in the field of educational psychology concerning recent and on going developments. At this time there is no one source that provides a broad and comprehensive presentation of these changes. This work bridges the gap by providing a much needed explication of how educational psychology can meet the needs of diverse students, families, and schools. Volume three is divided into seven sections. The first section, Enactivism, presents chapters: (56) Complexity Science, Ecology, and Enactivism (Brent Davis and Dennis Sumara); and (57) Providing a Warrant for Constructivist Practice: The Contribution of Francisco Varela (Jeanette Bopry). The second section, Knowledge Work, presents chapters: (58) Action Research and Educational Psychology (Deborah S. Brown); (59) Beyond the "Qualitative/Quantitative" Dichotomy: Pragmatics, Genre Studies and Other Linguistic Methodologies in Education Research (Susan Gerofsky); (60) Knowledge in a Reconceptualized Educational Environment (Raymond A. Horn, Jr.); (61) Critical Epistemology: An Alternative Lens on Education and Intelligence (Anne Brownstein); and (62) Dialogism: The Diagotic Turn in the Social Sciences (Adriana Aubert and Marta Soler). The third section, Learning, contains chapters: (63) Experiential Learning (Tara Fenwick); (64) Workplace Learning, Work-Based Education, and the Challenges to Educational Psychology (Hugh Munby, Nancy L. Hutchinson, and Peter Chin); (65) Dialogic Learning: A Communicative Approach to Teaching and Learning (Sandra Racionero and Rosa Valls); (66) John Dewey's Theory of Learning: A Holistic Perspective (Douglas J. Simpson and Xiaoming Liu); (67) Crash or Crash Through: Part 1--Learning from Enacted Curricula (Kenneth Tobin); and (68) Crash or Crash Through: Part 2--Structures That Inhibit Learning (Kenneth Tobin). The fourth section, Memory, presents: (69) Memory: Counter-memory and Re-memory-ing for Social Action (Kathleen S. Berry); and (70) Memory and Educational Psychology (Leila E. Villaverde). The fifth section, Mind, continues with: (71) Where Is the Mind Supposed to Be? (Richard S. Prawat); (72) Neuropolitics: Neuroscience and the Struggles over the Brain (John Weaver); (73) Desperately Seeking Psyche I: The Lost Soul of Psychology and Mental Disorder of Education (Molly Quinn); and (74) Desperately Seeking Psyche II: Re-Minding Ourselves, Our Societies, Our Psychologies, to Educate with Soul (Molly Quinn). The sixth section, Psychoanalysis, contains: (75) What Educational Psychology Can Learn from Psychoanalysis (Marla Morris). The seventh section, Race, Class, and Gender, presents: (76) Using Critical Thinking to Understand a Black Woman's Identity: Expanding Consciousness in an Urban Education Classroom (Rochelle Brock); (77) Pedagogies and Politics: Shifting Agendas within the Gendering of Childhood (Erica Burman); (78) Knowledge or Multiple Knowings: Challenges and Possibilities of Indigenous Knowledges (George J. Sefa Dei and Stanley Doyle-Wood); (79) Making the "Familiar" Strange: Exploring Social Meaning in Context (Delia D. Douglas); (80) Gender and Education (Ellen Essick); (81) TEAM: Parent/Student Support at the High School Level (Pam Joyce); and (82) Becoming Whole Again through Critical Thought: A Recipe (Rochelle Brock). [For Volume 1, see ED495145. For Volume 2, see ED495103. For Volume 4, see ED495108.]

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse race, culture, and class? This work, a rethinking of the field of school psychology, will be an essential resource for anyone interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students. Currently, there is an information gap between scholars and practitioners in the field of educational psychology concerning recent and on going developments. At this time there is no one source that provides a broad and comprehensive presentation of these changes. This work bridges the gap by providing a much needed explication of how educational psychology can meet the needs of diverse students, families, and schools. Volume 4 is divided into 14 sections, contains Part IV, and presents chapters 83 through 110. The first section, "Situation Cognition," presents chapters: (83) Situated Cognition and Beyond: Martin Heidegger on Transformations in Being and Identity (David Hung, Jeanette Bopry, Chee-Kit Looi, and Thiam Seng Koh); (84) Situating Situated Cognition (Wolff-Michael Roth); (85) Stakeholder-Driven Educational Systems Design: At the Intersection of Educational Psychology and Systems (Diana Ryan and Jeanette Bopry); (86) Teacher Thinking for Democratic Learning (Brenda Cherednichenko); (87) Recognizing Students among Educational Authorities (Alison Cook-Sather); (88) Critical Consciousness and Pedagogy: Reconceptualizing Student-Centered Dialogue as Educational Practice (Cathy B. Glenn); (89) Homeschooling: Challenging Traditional Views of Public Education (Nicole Green); (90) Activity Theory as a Framework for Designing Educational Systems (Patrick M. Jenlink); (91) Reconnecting the Disconnect in Teacher-Student Communication in Education (B. Lara Lee); (92) The Rise of Scientific Literacy Testing: Implications for Citizenship and Critical Literacy Skills (Mary Frances Agnello); (93) What Are We Measuring? A Reexamination of Psychometric Practice and the Problem of Assessment in Education (Mark J. Garrison); and (94) Curriculum, Instruction, and Assessment in a Reconceptualized Educational Environment (Raymond A. Horn, Jr.). Part IV, New Visions--Postformalism: Education and Psychology, then presents chapters: (95) Race in America: An Analysis of Postformal Curriculum Design (Joelle Tutela); (96) Upside Down and Backwards: The State of the Soul in Educational Psychology (Lee Gabay); (97) Critical Constructivism and Postformalism: New Ways of Thinking and Being (Joe L. Kincheloe); (98) Intelligence Is Not a Thing: Characterizing the Key Features of Postformal Educational Psychology (Erik L. Malewski); (99) Unpackaging the Skinner Box: Revisiting B. F. Skinner through a Postformal Lens (Dana Salter); (100) Postformalism and Critical Multiculturalism: Educational Psychology and the Power of Multilogicality (Joe L. Kincheloe); (101) Postformalism and Critical Ontology--Part 1: Difference, Indigenous Knowledge, and Cognition (Joe L. Kincheloe); (102) Postformalism and Critical Ontology--Part 2: The Relational Self and Enacted Cognition (Joe L. Kincheloe); (103) Educational Psychology in a New Paradigm: Learning a Democratic Way of Teaching (Rochelle Brock and Joe L. Kincheloe); (104) Alternative Realities in Educational Psychology: Postformalism as a Compelling Force in Opposition to Developmental Theories (Erik L. Malewski); (105) Educational Psychology on the Move: Visual Representations of the Old and New Paradigms (Frances Helyar); (106) Toward a Postformal Model of History Education (Frances Helyar); (107) Postformalism and a Literacy of Power: Elitism and Ideology of the Gifted (Joe L. Kincheloe); (108) Research in Educational Psychology: Incorporating the Bricolage in Educational Psychology--Part 1 (Joe L. Kincheloe); (109) Research in Educational Psychology: The Bricolage and Educational Psychological Research Methods--Part 2 (Joe L. Kincheloe); and (110) The Spiritual Nature of Postformal Thought: Reading as Praxis (Sharon G. Solloway and Nancy J. Brooks). An index and information about the contributors conclude the volume. (Individual chapters contain references.)

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse race, culture, and class? This work, a rethinking of the field of school psychology, will be an essential resource for anyone interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students. Currently, there is an information gap between scholars and practitioners in the field of educational psychology concerning recent and on going developments. At this time there is no one source that provides a broad and comprehensive presentation of these changes. This work bridges the gap by providing a much needed explication of how educational psychology can meet the needs of diverse students, families, and schools. Volume 2 comprises Part III, Issues in Education and Psychology, and is divided into six sections and chapters 37 to 55. The first section, Constructivism, contains: (37) Constructivism and Educational Psychology (Montserrat Castello and Luis Botella); (38) Reconsidering Teacher Professional Development through Constructivist Principles (Kathryn Kinnucan-Welsch); and (39) Constructivist/Engaged Learning Approaches to Teaching and Learning (Cynthia Chew Nations). The second section, Creativity, presents: (40) Creative Problem Solving (Julia Ellis); and (41) Creativity (Jane Piirto). The third section, Criticality, contains: (42) Reclaiming Critical Thinking as Ideology Critique (Stephen Brookfield); (43) Ideological Formation and Oppositional Possibilities of Self-Directed Learning (Stephen Brookfield); (44) Literacy for Wellness, Oppression, and Liberation (Scot D. Evans and Isaac Prilleltensky); and (45) Transformative Learning: Developing a Critical Worldview (Edward Taylor). The fourth section, Culture/Cultural Studies, contains: (46) The Impact of Apartheid on Educational Psychology in South Africa: Present Challenges and Future Possibilities (J. E. Akhurst); (47) Implications of Cultural Psychology for Guiding Educational Practice: Teaching and Learning as Cultural Practices (Patrick M. Jenlink and Karen E. Jenlink); (48) The Culture/Learning Connection: A Cultural Historical Approach to Understanding Learning and Development (Yatta Kanu); (49) Endorsing an Angel: Peggy Claude-Pierre, the Media and Psychology (Michelle Stack); (50) The Buddha View: ReVIEWing Educational Psychology's Practices and Perspectives (Patricia A. Whang); and (51) Without Using the "S" Word: The Role of Spirituality in Culturally Responsive Teaching and Educational Psychology (Elizabeth J. Tisdell). The fifth section, Developmentalism, contains: (52) Beyond Readiness: New Questions about Cultural Understandings and Developmental Appropriateness (Lise Bird Claiborne). The sixth section, Educational Purpose, contains: (53) Foundations of Reconceptualized Teaching and Learning (Raymond A. Horn, Jr.); (54) The Diverse Purposes of Teaching and Learning (Raymond A. Horn, Jr.); and (55) Postmodern Pedagogy (Lois Shawver). Individual chapters contain figures, photos, references, and tables. [For Volume 1, see ED495145. For Volume 3, see ED495107. For Volume 4, see ED495108.]

"Higher Education and the Color Line" examines the role of higher education in opening up equal opportunity for mobility in American society--or in reinforcing the segregation between white and nonwhite America. In the wake of the U.S. Supreme Court's landmark decision upholding affirmative action, this comprehensive and timely book outlines the agenda for achieving racial justice in higher education in the next generation. Weaving together current research and a discussion of overarching demographic, legal, and political issues, the book focuses on the racial transformation of higher education and the structural barriers that perpetuate racial stratification at the postsecondary level. "Higher Education and the Color Line" includes chapters that outline the demographic changes in elementary, secondary, and postsecondary school enrollment; the evolving role of law and policy; the barriers faced by minority college students; and the kinds of programs that best serve them. Topics addressed include financial aid; the role of community colleges; nontraditional paths to postsecondary education; and the role of higher education in social and economic mobility. In addition to providing a thorough and up-to-date assessment of the state of racial integration in higher education, the book goes beyond the usual black-and-white analysis to provide a multiethnic perspective supported by extensive new data. Taken together, these discussions examine the role of higher education in opening up equal opportunity for mobility in American society--or in reinforcing the segregation between white and nonwhite America. It provides insight for how institutions, states, and the country should be thinking about U.S. Supreme Court Justice Sandra Day O'Connor's hope that affirmative action will no longer be needed in 25 years.

This volume contains the proceedings from the 2002 Nebraska Symposium on Information Technology in Education. The book includes the following chapters: (1) "Research on Web-Based Learning: A Half-Full Glass" (Richard E. Clark); (2) "Nine Ways To Reduce Cognitive Load in Multimedia Learning" (Richard E. Mayer, Roxana Moreno); (3) "Technology: The Great Equalizer?" (Eric J. Jolly, Christy A. Horn); (4) "InfoGather: A Tool for Gathering and Organizing Information from the Web" (L. Brent Igo, Roger Bruning, Matthew McCrudden, Douglas F. Kauffman); (5) "ThinkAboutIt! A Web-Based Tool for Improving Critical Thinking" (Steve Lehman, Roger Bruning, Christy A. Horn); (6) "Teachers, Technology, and Students at Risk" (Lisa M. PytlikZillig, Christy A. Horn, Mary Jane White); (7) "At Risk in Cyberspace: Responding to At-Risk Students in Online Courses" (Christy A. Horn, Lisa M. PytlikZillig, Roger Bruning, Douglas F. Kauffman); (8) "Engineering Issues and Perspectives in Developing Online Courses" (Arthur I. Zygielbaum); (9) "The Pedagogical Impact of Course Management Systems on Faculty, Students, and Institution" (Charles J. Ansorge, Oksana Bendus); (10) "Technological Indicators of Impact of Course Management Systems" (Ashok Samal, Bhuvaneswari Gopal); (11) "Intellectual Property Considerations for Online Educational Multimedia Projects: What You Don't Know Could Byte You" (Turan P. Odabasi); (12) "Lessons Learned on the Line: Working with Web-Based Courses" (Patricia B. Campbell, Lesley K. Perlman, Earl N. Hadley). Each chapter contains references. Includes author and subject indexes. (MES)

On the surface, the problems of education reform and the appropriate solutions appear to be easy to identify. In reality, the complexity of education reform issues, combined with an all-too-common superficial understanding of them, engenders resistance and confusion in many players, which, in turn, confounds resolution. The purpose of this book is to help the reader gain a much more thorough understanding of the problems involved in educational reform through an examination of the origins, context, and patterns of reform. It can also be used as a reference that allows quick access to information about education reform. Ten chapters provide detailed information about selected topics: (1) "The Essential Questions about Educational Reform"; (2) "The History of Reform in American Education"; (3) "Chronology"; (4) "The Politics of Educational Reform"; (5) "The Process of Educational Reform"; (6) "The Dilemma of Educational Research"; (7) "Reform in Curriculum, Instruction, and Assessment"; (8) "The Role of the Public in Education Reform"; (9) "Resistance to Reform"; and (10) "Selected Print and Nonprint Resources." A glossary covering the technical terminology of education reform concludes the book. (RT)

This book is about defining, establishing, and sustaining a literacy community in a seventh-grade reading classroom. The book examines this particular literacy community, its meaning making, and the power structures within the community--providing educators with insights they can apply in their own classrooms. It is based on a 4-year examination, by the teacher/author and her students, of their literacy practices as they developed a community of learners who read, questioned, talked, performed, wrote, and visually represented their meaning making and their lives together. Chapters in the book are: (1) The Literacy Community; (2) Defining Ourselves--Revealing the Literacies inside Us; (3) Transacting with Text; (4) The Power of Talk; (5) Living the Meanings through Performance; (6) The Power of Writing; and (7) The Power of Visual Representation. Includes student work samples, lists of recommended readings and resources, assessment and evaluation suggestions, and 21 appendixes. Lists 63 titles of literature used. (Contains 76 references.) (NKA)

This article presents an analysis and review of Ljiljana Progovac's "Negative and Positive Polarity: A Binding Approach" (1994). It concludes that by pushing a syntactic analysis of polarity to, if not beyond, its limits, Progovac has focused attention on the work that remains for any approach to polarity to resolve. Contains 59 references. (MDM)

A systematic approach to the management of higher education institutions is described. The methodology combines administration by objectives (ABO), a management technique that helps academic administrators structure decisions in a systematic manner, with goal programming (GP), a decision-science tool that is ideally suited to the analysis of decisions involving multiple conflicting goals. After an overview of planning and budgeting in higher education, many modeling approaches aimed at effective resource allocation in higher education are reviewed. Five specific examples are presented of the application of goal programming to actual problems in university decision making. An extensive application of goal programming to the analysis of resource allocations in a large midwestern state university is also examined. In addition to a discussion of decision-support systems, some of the challenges academic administrators will face during the next decade are outlined. The techniques would be of value to academic administrators at all levels, institutional research officers, planning commissions and governing boards, and legislative fiscal analysts. The text is appropriate for use in a college course on educational administration or public finance. (SW)

A regent's view of both the dramatic events and daily operations of the University of New Mexico (UNM) from 1960 to 1981 is presented. Following a background chapter that discusses the basic theme of the book and President Popejoy's term of office at UNM, Part Two, "Student Strike," examines: President Heady's immediate trials as president of UNM, the protests of the sixties, the strike, the National Guard, and finally, the philosophy of UNM regarding students. Part Three, "Legislature," discusses the legislature's investigation of academic freedom, legislative funding, and the difficulties experienced by the School of Medicine. The fourth part, "Faculty," discusses a faculty member's insult to the president of UNM, tenure and the controversies surrounding it, and sabbaticals and leaves-without-pay. Part Five, "Administration," examines who runs the university, the turmoil of the president, and selecting a new president. The final section, "Regents," discusses faculty vs. regents, the regents and the community, establishing missions and goals, difficulties experienced with a scandal in the athletic department, and the general role of the regent. A list of illustrations, an index, and notes are provided. (LC)

This paper describes the multi-agent system used to control a package of four Uninhabited Air Vehicles (UAVs). The system has recently been used in a series of test flights where the pilot of a fast jet controlled a team of four UAVs (one real, three simulated) carrying out a representative mission. The structure of the system is described and the re-organisation of the agents as the mission progresses is illustrated with an example. The paper concludes by describing the importance of whole system issues and the integration and test cycle for getting AI techniques working and accepted in an application. [ABSTRACT FROM AUTHOR]

The implication of the phrase "from cradle to grave" is an apt metaphor for the pervasive and intense control of the state of Texas over the education of all children into their college years. For those individuals who become educators, the state control extends to the end of their careers. This control is paradoxical in relation to the state of Texas' often-stated commitment to local control of the educational process. Unfortunately for Texas educators, local control only involves the freedom to comply with the rigidly detailed state mandated educational standards and accountability system. [ABSTRACT FROM AUTHOR]

The structure of the Turing Test debates has been diagrammed into seven large posters containing over 800 major claims, rebuttals, and counterrebuttals. This "mapping" of the debates is explained and discussed. [ABSTRACT FROM AUTHOR]

The hypoxia-inducible factor (HIF) is a well-known transcription factor recognized to play a key role in tumour angiogenesis through a cellular response to a low tissue oxygen concentration, a feature of a rapidly expanding tumour. Malignant cells initially proliferate in a nourishing vascular environment, but as the tumour mass develops it rapidly outstrips its vascular supply of nutrients and oxygen, leading to a cellular stress response that initiates metabolic and micro-environmental adaptive changes. A low level of oxygen, or hypoxia, directly regulates these changes through the activation of HIF by oxygen-dependent modulation of its post-translational profile. Active HIF induces the transcription of a broad range of genes involved, in particular, in metabolism and angiogenesis, thereby reinforcing the proliferative capacity of tumour cells. This review will introduce the reader to environmental and tissue hypoxia, to the HIF protein and its regulation through post-translational modification, to the implication of HIF in tumour angiogenesis and, finally, to the HIF-induced metabolic changes that modulate not only the micro-environment but also the fate of tumour cells. [ABSTRACT FROM AUTHOR]

In this essay dedicated to the memory of D. Z. Phillips, I propose to do two things. In the first part I present his position on the grammar of God and the language game in some detail, discussing the confusion of "subliming" the logic of our language, the contextual genesis of sense and meaning, the idea of a world view, language game, logic, and grammar internal to each context, the constitution of the religious context, and the grammar of God proper to that context. In the second part I present my appreciative critical reflection by arguing that the conception of context and language game must be made more dialectical, that the grammar of God needs more systematic metaphysical analysis, and that a greater sense of the radical transcendence of God over a language game is necessary in order to avoid reductionism always inherent in any contextual approach. [ABSTRACT FROM AUTHOR]

In his famous essay "The Ethics of Belief," William K. Clifford claimed "it is wrong always, everywhere, and for anyone, to believe anything upon insufficient evidence." (Clifford's essay was originally published in Contemporary Review in 1877; it is presently in print in Madigan (1999)). One might claim that a corollary to Clifford's Law is that it is wrong, always, everywhere, and for anyone, to withhold belief when faced with sufficient evidence. Seeming to operate on this principle, many religious philosophers—from St. Anselm to Alvin Plantinga—have claimed that non-believers are psychologically or cognitively deficient if they refuse to believe in the existence of God, when presented with evidence for His existence in the form of relevant experience or religious arguments that are prima facie unassailable. Similarly, many atheists fail to see how believers can confront the problem of evil and still assert their belief in a benevolent, omnipotent, and omniscient Creator. In this paper, I propose to explain why religious arguments so often fail to persuade (I take the term ‘religious argument' to include arguments whose conclusions are either assertions or denials of religious claims). In doing so, I first offer an account of persuasion and then apply it to religious arguments. I go on to argue that at least some religious arguments commit a form of question-begging, which I call "begging the doxastic question."~An argument begs the doxastic question, on my account, when a subject would find the argument persuasive only if she antecedently believes the argument's conclusion. This form of question begging is not, strictly speaking, a case of circularity and thus, is not a fallacy; rather, it would explain why one coming to the argument would fail to be persuaded by it unless he already accepted its conclusion. This has the effect, when applied to religious argumentation, that religious arguments are rarely persuasive, which raises the further question: what good are religious arguments? I end by suggesting some non-persuasive functions of religious argument. Finally, I suggest that a full understanding of religious argumentation should give evidentialists pause, for religious beliefs look less like belief states that are sensitive to evidentiary states and more like framework principles or fundamental commitments. [ABSTRACT FROM AUTHOR]

As an illustration of what Phillips called the "heterogeneity of sense," this essay concentrates on differences in what is meant by a "reason for belief." Sometimes saying that a belief is reasonable simply commends the belief's unquestioned acceptance as a part of what we understand as a sensible outlook. Here the standard picture of justifying truth claims on evidential grounds breaks down; and it also breaks down in cases of fundamental moral and religious disagreement, where the basic beliefs that we hold affect our conception of what counts as a reliable ground of judgment. Phillips accepts the resultant variations in our conceptions of rational judgment as a part of logic, just as Wittgenstein did. All objective means of determining the truth or falsity of an assertion presume some underlying conceptual agreement about what counts as good judgment. This means that the possibility of objective justification is limited. But no pernicious relativism results from this view, for as Wittgenstein said, "After reason comes persuasion." There is, moreover, a non-objective criterion of sorts in the moral and religious requirement that one be able to live with one's commitments. In such cases, good judgment is still possible, but it differs markedly from the standard model of making rational inferences. [ABSTRACT FROM AUTHOR]

Belief is a central focus of inquiry in the philosophy of religion and indeed in the field of religion itself. No one conception of belief is central in all these cases, and sometimes the term ‘belief' is used where ‘faith' or ‘acceptance' would better express what is intended. This paper sketches the major concepts in the philosophy of religion that are expressed by these three terms. In doing so, it distinguishes propositional belief (belief that) from both objectual belief (believing something to have a property) and, more importantly, belief in (a trusting attitude that is illustrated by at least many paradigm cases of belief in God). Faith is shown to have a similar complexity, and even propositional faith divides into importantly different categories. Acceptance differs from both belief and faith in that at least one kind of acceptance is behavioral in a way neither of the other two elements is. Acceptance of a proposition, it is argued, does not entail believing it, nor does believing entail acceptance in any distinctive sense of the latter term. In characterizing these three notions (and related ones), the paper provides some basic materials important both for understanding a person's religious position and for appraising its rationality. The nature of religious faith and some of the conditions for its rationality, including some deriving from elements of an ethics of belief, are explored in some detail. [ABSTRACT FROM AUTHOR]

This article defends a regulative ethics of voluntary belief. In order to determine the occasion and the scope of such an ethics, the article begins with an examination of the concept of belief in conversation with the view of J. L. Schellenberg. Next, against the dominant position in contemporary epistemology, it argues that some beliefs can be voluntary, in the sense that they are under the immediate control of the believer, and replies to William Alston's influential objections to doxastic voluntarism. If some beliefs are subject to the immediate control of the believer, then in these cases believers are ethically responsible not only for how they investigate those beliefs, but also for the choice of whether or not to believe them. The article concludes by formulating and defending two types of regulative ethical principles governing voluntary belief. [ABSTRACT FROM AUTHOR]

‘Evidentialism' is the conventional name (given mainly by its opponents) for the view that there is a moral duty to proportion one's beliefs to evidence, proof or other epistemic justifications for belief. This essay defends evidentialism against objections based on the alleged involuntariness of belief, on the claim that evidentialism assumes a doubtful epistemology, that epistemically unsupported beliefs can be beneficial, that there are significant classes of exceptions to the evidentialist principle, and other shabby evasions and alibis (as I take them to be) for disregarding the duty to believe according to the evidence. Evidentialism is also supported by arguments based on both self-regarding and other-regarding considerations. [ABSTRACT FROM AUTHOR]

This article deals with two types of Christian faith in the light of the challenges posed by the ethics of belief. It is proposed that the difficulties with Clifford's formulation of that ethic can best be handled if the ethic is interpreted in terms of role-specific intellectual integrity. But the ethic still poses issues for the traditional interpretation of Christian faith when it is conceived as a series of discrete but related propositions, especially historical propositions. For as so conceived, the believer makes claims that fall within the province of an intellectual discipline, history, that requires evidence and rules of procedure for the adjudication of such claims. It is noteworthy how few Christian theologians and philosophers of religion deal with the issue in these terms. Alvin Plantinga is a noteworthy exception and his views are examined and criticized because, among other things, his conclusion is that any believer without having any training in biblical languages or historical studies can know that the New Testament narratives are true. The article then considers a second conception of Christian faith in which this conflict does not arise. One finds it in the works of Schleiermacher, Wittgenstein, and, surprisingly, in the conception of faith found in the early writings of Karl Barth. [ABSTRACT FROM AUTHOR]

William Kingdon Clifford famously argued that "it is wrong always, everywhere, and for anyone, to believe anything upon insufficient evidence." His ethics of belief can be construed as involving two distinct theses—a moral claim (that it is wrong to hold beliefs to which one is not entitled) and an epistemological claim (that entitlement is always a function of evidential support). Although I reject the (universality of the) epistemological claim, I argue that something deserving of the name ethics of belief can nevertheless be preserved. However, in the second half of the paper I argue that Clifford's response to the problem of unethical belief is insufficiently attentive to the role played by self-deception in the formation of unethical beliefs. By contrasting the first-person perspective of a doxastic agent with the third-person perspective of an outside observer, I argue that unethical belief is a symptom of deficiencies of character: fix these, and belief will fix itself. I suggest that the moral intuitions implicit in our response to examples of unethical belief (like Clifford's famous example of the ship owner) can better be accounted for in terms of a non-evidentialist virtue ethics of belief-formation, and that such an account can survive the rejection of strong versions of doxastic voluntarism. It is as easy to close the eyes of the mind as those of the body: and the former is more frequently done with willfulness, and yet not attended to, than the latter; the actions of the mind being more quick and transient, than those of the senses.Joseph Butler, "Upon Self-Deceit" (1726) [ABSTRACT FROM AUTHOR]

Indoor positioning approaches based on communication systems typically use the received signal strength (RSS) as measurements. To work properly, such a system often requires many calibration points before its start. Based on theoretical-propagation models (RF planning) and on self-organizing maps (SOM) an adaptive approach for Simultaneous Localization and Learning (SLL) has been developed. The algorithm extracts out of online measurements the true model of the RF propagation. Applying SLL, a self-calibrating RSS-based positioning system with high accuracies can be realized without the need of cost intensive calibration measurements during system installation or maintenance. The main aspects of SLL are addressed as well as convergence and statistical properties. Results for real-world DECT and WLAN setups are given, showing that the localization starts with a basic performance slightly better than Cell-ID, finally reaching the accuracy of pattern matching using calibration points. [ABSTRACT FROM AUTHOR]

The indications for endoscopic extraperitoneal radical prostatectomy (EERPE) are the same as for open radical retropubic prostatectomy. Clinically localized prostate cancer (T1 and T2) is the most important in-dication for treatment. The life expectancy of the patients should be at least 10 years. There are no specific selection criteria or special contraindications for EE-RPE. [ABSTRACT FROM AUTHOR]

Exact neuroanatomical knowledge of the male and female pelvis has become increasingly important to both anatomists and pelvic surgeons (bowel surgery, urology, gynaecology). Anatomical discoveries are often the basis for the development of new operating methods. In addition, functional results after operative procedures have become the target of detailed anatomical scrutiny. [ABSTRACT FROM AUTHOR]