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Preface (Abstracts for Parts One and Two follow)The two reports contained in this volume constitute a record of the writer’s studies from 1988–2008 of petroglyphs, pictographs and features at sites that appear to have been used by the Indians for astronomical observations. These sites are located:(1) In the Providence Mountains in the Mojave Desert of southern California, discussed in Part One of this volume.(2) On the Middle Fork of the American River in the Sierra Nevada of north-central California, discussed in Part Two.The identification and study of sites used by the Indians for astronomical observations is of importance for two reasons. First, if we can identify the astronomical phenomena or events that were being observed, we may gain some insight into the astronomical knowledge of the users of the sites, and into their astronomically related ceremonies and practices. In some instances, we may also be able to establish the time periods in which the observations were made. Secondly, by studying the petroglyphs and/or pictographs associated with these sites, we may gain a greater understanding of the meanings of these symbols.Studies of the petroglyphs and pictographs created by the Indians of the North American Continent began in the 18th and 19th centuries. These investigations were carried out by workers who had direct contact with Indians who still retained some knowledge of the meanings of these symbols, and still occasionally produced contemporary examples (Mallery 1893, and references therein; Martineau 1973, and references therein). It was the consensus of these workers that these symbols are not merely “art”, but are, in fact, a form of pictographic or ideographic writing, designed to convey a specific message to the proficient reader. During the 20th century, this concept was further developed by LaVan Martineau (1973), who used the techniques of cryptanalysis to demonstrate that the petroglyphs are not simply artistic designs, but are indeed the symbols of a written language. Unfortunately, there are as yet only a few “Rosetta Stones” for this language, so that to date it has only been possible to translate a relatively small number of these symbols (Martineau 1973).The study of petroglyphs and pictographs at observing sites is thus of considerable importance. If, as noted above, we can identify the astronomical event or phenomenon that was being observed, we may then be able to deduce what the authors of the associated inscriptions were writing about. This, in turn, may then help both to confirm the translations that have been made of previously studied symbols, and to determine the meanings of additional ones.Therefore, in the reports presented here some use has been made of Martineau’s (1973) findings on the structure and concepts of the pictographic language, and of some of the translations which he was able to make of particular symbols. Martineau’s work was based mainly on his studies of petroglyphs and pictographs in the Great Basin region. His findings are of particular relevance to the studies reported here since in both cases it is believed that the creators and users of the sites were peoples who shared a common ancestry with those of the Great Basin (Kroeber 1925:574–580; Gortner 1986:6–26). Thus, it is reasonable to expect that at least some of the symbols and language concepts used at the Middle Fork and Providence Mountains sites will be similar to those discussed by Martineau.It should be noted, however, that the major conclusions of these two reports will remain essentially the same even if all reference to Martineau’s work is excluded.Gortner, Willis A.1986 The Martis Indians: Ancient Tribes of the Sierra Nevada. Portola Press: Woodside, CA.Kroeber, Alfred L. 1925 Handbook of the Indians of California. Bureau of American Ethnology. Bulletin 78. Washington, D.C.: Government Printing Office. Mallery, Garrick1893 Picture Writing of the American Indians. Annual Report of the Bureau of Ethnology 10:25-29. Smithsonian Institution: Washington, D.C.Martineau, LaVan 1973 The Rocks Begin to Speak. K.C. Publications: Las Vegas.PART ONECalendrical Observations in the Providence MountainsAbstractTwo sites in the Providence Mountains, located in the Mojave Desert of southern California, and their use for calendrical observations of the sun, have been described by Rafter (1985, 1987, 1991). These sites, CA–SBR–291 and CA–SBR–535, referred to by Rafter as Counsel Rocks and Shelter Rock, respectively, possess sunrise or sunset alignments as well as pictographs, petroglyphs and light-and-shadow events that indicate that they were used to determine the dates of the solstices, the equinoxes, and a mid-spring/summer event. The present paper discusses the results of further studies by the writer that provide support for Rafter’s interpretations, and which bring out additional details concerning the observations that were made at these two sites and at a third location nearby.Rafter, John1985 Archaeoastronomy of Counsel Rocks, A Ring of Pictured Stones. In Earth and Sky: Papers From The CSU-Northridge Conference On Archaeoastronomy, A. Benson, T. Hoskinson, and T. Conway, eds. pp. 109–122. Thousand Oaks, California: Slo’w Press.1987 Shelter Rock of the Providence Mountains. In Rock Art Papers 5, K. Hedges, ed., pp. 25–32. San Diego Museum of Man Papers 23. San Diego: San Diego Museum of Man.1991 More Sunlight/Petroglyph Interaction at Counsel Rocks. In Rock Art Papers 8, K. Hedges, ed., pp. 65–74. San Diego Museum of Man Papers 27. San Diego: San Diego Museum of Man.PART TWOAncient Indian Astronomers on the Middle Fork of the American RiverAbstractTwo sites that appear to have been used for astronomically related observations are: FS 05–17–54–345 (CA–PLA–797) and FS 05–17–54–346 (CA–PLA–798). These sites were first recorded by W. A. Gortner (1988), who designated them MFM and MFN, respectively. For simplicity, they will be referred to by these Gortner designations throughout this paper. The two sites are located in the valley of the Middle Fork of the American River, in the vicinity of French Meadows; their locations are shown in Figure 1. They are situated on or near the tops of two outcrops of the dark, quartzite bedrock of this region that have been rounded and polished by glacial action. These outcrops rise some 37 m (120 ft) above the surrounding valley floor. This elevation places their tops above the fairly dense vegetation cover of the valley, and gives the observer on their summits a relatively unobstructed view of the surrounding skyline (ridgelines) in all directions.Gortner, Willis A.1988 The Willis Gortner Site Records, Volume 2: 19 Petroglyph Sites along the Middle Fork of the American River, Placer County California. California Department of Forestry and Fire Protection Office: Sacramento.

"Supporting Boys' Learning" will help teachers develop knowledge and strategies for teaching boys in ways that build on their strengths, respect their individual development levels, and adhere to principles of child development. There is a growing body of research that has raised concerns about boys' vulnerability in terms of social-emotional development, referral to special education, and academic success in school, with African-American and Latino boys most at risk. Responding to these concerns, this user-friendly guide provides strategies to improve teaching practice. The text is based on the work of a group of teacher educators and includes examples from the field, reflections on practice, classroom strategies, and key resources. The strategies and recommendations for practice documented here have all been field tested by pre-service teachers under the supervision of the contributors to this book. Appended are: (1) Selected Reference Books on Children's Literature; (2) Engaging Books for Boys; and (3) Books About Emotions.

The chapters in this collection explore the religious and spiritual dimensions of college life. They offer innovative approaches for positive change and address legal, organizational, and cultural issues involved in making campuses more hospitable to the human spirit. The chapters in Part 1, Religious Pluralism and Spirituality in Campus Life: Issues and Approaches, are: (1) "'Losing Our Religion': Are Students Struggling in Silence?" (Judy Raper); (2) "Student Religious Organizations and the Public University" (Jennifer L. Walters); (3) "The Education as Transformation Project" (Peter Laurence and Victor H. Kazanjian, Jr.); (4) "Making and Maintaining a Religious Pluralism and Spirituality Group: A Case Study from a Jewish-Sponsored, Nonsectarian University" (Olga Gladstone); (5) "Religion, Spirituality, and Historically Black Colleges and Universities" (Marie V. McDemmond, Arthur R. Jackson, and Jacqueline A. Curtis); (6) "I Do and I Understand: The Self Knowledge Symposium Model for Spiritual Exploration on Campus" (Mary Alice Scott, Georg Buehler, and Kenny Felder); (7) "Looking at Diversity through the Lens of Religion and Spirituality: The Manhattanville Experience" (Margaret L. Causey and Richard A. Berman); and (8) "Dancing on the Edge" (Leon Tilson Burrows). Part 2, Spirituality and Leadership: Self and Organizational Transformation contains: (9) "Private Conversations about Public Spirituality" (Sarah Stockton); (10) "Learning To Connect: Spirituality and Leadership" (Kathleen E. Allen and Gar Kellom); (11) "The College Campus as a Web of Sociality" (Gil Stafford); (12) "Spirituality in Student Affairs: A Practitioners Perspective" (Margaret A. Jablonski); and (13) "Unpacking the Knapsack Is Not a Picnic" (Katja Hahn Errico). Part 3, Integrating Spirituality into Learning and Life on Campus, contains: (14) "Innate Mental Health: Tapping the Divine Gift for Learning and Well-Being" (Joel Grossman); (15) "Creating a Learning Community and the Core Values of Spirituality" (Fan Yihong); (16) "Approaches to Conflict from Spiritual and Religious Perspectives: Lessons for Student Affairs" (Patricia E. Martin); (17) "Civility and Spirituality" (Jane Fried); (18) "Higher Education and Eco-Justice" (Alberto Arenas); and (19) "Transforming Campus Life: Conclusions and Other Questions" (Vachel W. Miller). Each chapter contains endnotes. (SLD)

This monograph examines six periods in the history of teaching. The first section describes the period from 1776-1823 as a time when teaching was not the career choice of educated people. A case history of a New England school teacher is included in this section. The second section pictures the period 1820-60 as the time when teacher preparation schools and teacher associations began to appear. A case history is also presented in this section of a normal school student. The third section, covering 1860-1920, states that teachers were generally better educated during this period than previously. A more thorough knowledge of subject areas was required of those teaching high school students, and some teachers attended new departments of education in universities. Modernization of instruction is said to have developed in this period. A case study is included in this section of a teacher on an Indian reservation. The fourth section describes the change in status of teaching which occurred during 1920-45 from a part-time, seasonal occupation to a full-time occupation staffed by women rather than men. It is stated that a conflict developed during this period between academic and professional orientations of teaching programs. Also during this period, the public became concerned with illiteracy and the education of immigrants, blacks, and rural people. The period 1945-75 is described in section five as a time which included burgeoning power for teachers unions, a knowledge explosion, and social upheavals. Finally, in looking at the teacher of 1976, the three characteristics by which competent teachers are identified are discussed: teacher personality, student achievement, and teacher behaviors. This last section states that future teachers will have better skills and resources and will be better able to fulfill the specific needs of their students. (CD)

Nine author-contributed papers focus on the needs of preschool gifted and talented children. M. Karnes presents "The Challenge" of educating this population, reviews characteristics of gifted/talented children, and offers guidelines for developing programs for students, including gifted minority and gifted handicapped children. A variety of identification models is considered by A. Shwedel and R. Stoneburner in "Identification," including information on specific standardized measures. Problems in identifying young children from special populations are also considered. Five conceptual models (open classroom, Structure of the Intellect, Enrichment Triad, Bloom's Taxonomy and Williams' Cognitive Affective Model) are described by M. Karnes, P. Kemp and M. Williams in "Conceptual Models." Characteristics, selection, and training of teachers for the gifted is the focus of another paper, "Teachers," by Karnes. Examples of differentiated curricula in the academic skill areas are provided and suggested approaches to encouraging creativity, divergent thinking, and higher level thinking skills are discussed in "Differentiating the Curriculum" by M. Karnes, S. Linnemeyer and C. Denton-Ade. The development of self concept, self esteem, and social development, and techniques to enhance them are suggested in "Affective Development," by K. Abroms. "Creativity and Play" presents a discussion by A. Gunsberg on ways to encourage creativity through play. Research on the influences of parental attitudes and behaviors is reviewed by M. Karnes in "The Role of the Family." He also offers options for parent involvement in the education of their gifted child. In a final chapter, "Evaluation," A. Shwedel discusses the importance of, and reviews models for, evaluating preschool gifted programs. (CL)

The information highway is an exciting place for children and families to visit, explore, and learn together. This book teaches parents basic knowledge about the Information Highway and how to use it with children. The following topics are covered in this book: (1) What is the Information Highway? (2) What is Telecommunications?; (3) Why You & Your Children Want To Telecommunicate; (4) Getting Connected; (5) Guidelines for Making Sure that Everything Works with Everything Else; (6) Sending and Receiving Information through Your Computer; (7) Introducing Yourself & Your Children; (8) Ten Terrific Telecommunications Tips; (9) How Safe Is it Online for Children?; (10) Differences in Supervision and Safety of Online Services; (11) eWorld's Rules for Living in an Electronic World; (12) My Rules for Online Safety; (13) Setting Your Standards & Ground Rules for Safe, Legal, and Efficient Online Use; (14) Online Manners (Netiquette) for Students; (15) Kids Only Online (KOOL) Rules from America Online; (16) Money-Saving Suggestions; (17) Computer Learning Foundation Code of Responsible Computing; (18) The Internet; (19) Commercial Online Services; (20) Bulletin Board Systems (BBS); (21) Universal Truths; (22) Working with Your Children; (23) Using Telecommunications with Children Experiencing Peer Problems or with Disabilities; (24) Activities for Preschool Children; (25) Activities for Ages Six to Eight; (26) Activities for Ages Nine to Twelve; (27) Ages Thirteen to Eighteen and Beyond; (28) Family Activities; (29) Activating the Home-School Connection; and (30) Closing Thoughts: The Future. Contains a list of resources, contacts, a glossary of terms, and an index. (SWC)

Focusing on major issues related to the preparation of the nation's work force, the yearbook considers all sectors of manpower preparation--public and private schools, industry, military, and other agencies. Thirty contributing authors represent the broad fields of manpower and research. Section 1, The Opportunity for Leadership, contains chapters on building a national manpower policy, preparing people for the work force, and relating revenue sharing to manpower training. Section 2, Nature and Measurement of Work, includes a series of chapters primarily by persons representing disciplines other than vocational education and examines the future of work, the importance of work in terms of personal fulfillment, changes taking place in work, how work is measured, how productivity is measured, some examples of restructuring work, and work satisfaction. Section 3, Learning from Past Manpower Experience, deals with secondary/postsecondary vocational and technical education, proprietary vocational schools, training in business and industry, manpower training and apprenticeship, employment training for special groups, and war production training. Section 4, Equal Opportunity in Work and Education, discusses discrimination, employment of women, and economic rationale for human investment, as well as educational goals and specific goals and roles of vocational education. (Author/EA)

Intended for teachers and administrators in trade, industrial, and technical education, the book is organized so that each chapter may stand on its own. A broad spectrum of areas is covered in the 13 chapters: (1) historical background; (2) trade and industrial education and the labor market; (3) definition and objective of trade, industrial, and technical education; (4) determining program needs; (5) trade, industrial, and technical education programs; (6) the administration of trade, industrial, and technical education; (7) labor, management, and community relations; (8) guidance and counseling: placement and followup; (9) staff recruitment and development; (10) professional organizations; (11) VICA: trade, industrial, and technical education's youth club; (12) program evaluation and accreditation; and (13) major issues in trade, industrial, and technical education. Each chapter concludes with a questions and activities section and a list of suggested source materials. Appended materials contain additional examples and information, and include: discussions held over a three year period by a joint committee appointed by the Industrial Arts and Trade and Industrial Education Divisions of the American Vocational Association; a list of Industrial Service Occupations Educational Programs; and program questionnaires. (LH)

Intended for preschool teachers, the monograph identifies components of an exemplary program for preschool handicapped children. The first chapter on identification reviews the steps involved in location, screening, and diagnosis. Chapter 2 considers the research literature on the role played by parents and the family in the child's intellectual and academic development and the effectiveness of parent intervention. Mainstreaming--the process of including and maintaining handicapped students in regular classrooms--is the subject of Chapter 3. The effect of teacher behavior on the child's growth is examined in Chapter 4. Chapter 5 focuses on the promotion of a healthy and realistic self concept. Ongoing assessment, the subject of Chapter 6, is defined as the systematic and objective observation and analysis of a child's skills and deficits to determine a starting point for programing and to evaluate the effectiveness of current instruction. Practical procedures for individualizing instruction are offered in Chapter 7. Suggestions for developing language programs are included in Chapter 8; and the use of paraprofessionals in the classroom is discussed in Chapter 9. In a final chapter, the component of transfer of training (generalization) is explored. (SBH)

Based on the history of mathematics, these materials have been planned to enrich the teaching of mathematics in grades four, five, and six. Puzzles and games are based on stories about topics such as famous mathematicians, numerals of ancient peoples, and numerology. The sheets are arranged by grade level and are designed for easy duplication. Suggestions for various ways in which the materials may be used are provided. (MP)

Until 1950 the treatment of carpal tunnel syndrome (CTS)was not treated seriously,but then Phalen suggested as a treatment the dissection of the annular anterior carpal ligament [1]. [ABSTRACT FROM AUTHOR]

For years, transactional protocols have been defined for particular application needs. Traditionally, when implementing a transaction service, a protocol is chosen and remains the same during the system execution. Nevertheless, the dynamic nature of nowadays application contexts (e.g., mobile, ad-hoc, peer-to-peer) and context variations (semantics-related aspects) motivates the need for transaction service adaptation. Next generation of transaction services should be adaptive or even better self-adaptive. This paper proposes CATE: (1) a component-based architecture of standard 2PC-based protocols and (2) a Context-Aware Transaction sErvice. Self-adaptation of CATE is obtained by context awareness and component-based reconfiguration. This allows CATE to select the most appropriate protocol with respect to the execution context. We show that using CATE performs better than using only one commit protocol in a variable system and that the reconfiguration cost is negligible. [ABSTRACT FROM AUTHOR]

Highly active antiretroviral therapies have markedly altered the illness course of approx 1.3 million people since these therapies became widely prescribed in 1997. However, approx 80% of individuals who are on treatment are residents of industrialized countries of the world, where fewer than 10% of the HIV-infected individuals make their home. In contrast, in December 2004, in sub-Saharan Africa, less than 300,000 individuals are taking antiretroviral treatment (ARV) in an HIV-infected population of approx 26 million. This is substantially less than 1 patient out of 50 who meet the "Western" criteria for treatment. [ABSTRACT FROM AUTHOR]

The current trend consists in deploying, on each machine, a specific version of an application, according to the choices of the enterprise and users, with constraints verified by the target site. To support automated deployment, we propose a model-based deployment framework named ORYA which allows to define and execute deployment strategies. This paper presents and illustrates the concept of deployment strategy supported by the framework. [ABSTRACT FROM AUTHOR]

Healing begins when there is no more silence about the atrocities done to women—when that silence is filled with the sounds of human connection and the recognition of human dignity across the abyss of suffering and loss. [ABSTRACT FROM AUTHOR]

This research explores the use of software to move higher education towards more active student learning including inquiry, problem-based and cooperative learning. Active students ask their own questions, engage in hypothesis generation, make and test predictions about theories, are involved in reasoning and address their own misunderstandings. These activities place heavy demands on the faculty and are rarely allowed in large classrooms. The challenge is to support this type of inquiry learning without also adding and excessive burden to faculty time. We have built and evaluated software that supports inquiry learning in classrooms. The software supports students to reason about a phenomenon, make mistakes and monitor their own scientific processes. Intelligent tutoring and a discovery approach guide students' inquiry in problem-cases. The software provides some of the efficiency needed to make inquiry-oriented instruction more widely available and enhance problem-solving activities during classtime. We are expanding this model for inquiry-based learning across three domains, several institutions and teaching style. Student performance will be measured, providing empirical evidence for the portability of inquiry-oriented instruction for college-level classrooms. We will evaluate the comparative results concerning the differential effects of these interventions in each environment. [ABSTRACT FROM AUTHOR]

Chapter 26 of the book "Gendered Realities: Essays in Caribbean Feminist Thought" is presented. It presents a discussion on Caribbean families. As stated, family in the Caribbean could refer to one or three organizations. A family could be a sexual union and its offspring, a household, or a network that is not confined to any one household. Each type of organization is discussed. The chapter also touches on Caribbean family values, attitudes to marriage, and females as head of the family.

Proper implant placement during total hip replacement (THR) surgery has been shown to reduce short and long term complication including dislocations, accelerated wear, and loosening of the implants. Correct implant orientation is the most important factor in preventing impingement, which is a major cause of dislocation and wear following total hip replacement surgery. However, proper implant orientation is also dependent upon patient-specific factors such as pelvic anatomy bone coverage and level of femoral osteotomy, and can affect leg lengths and offsets. This paper describes a preoperative planner for THR that enables the surgeon to determine the optimal placement of the femoral and acetabular components for THR taking all of these factors into account. Coupled with a computer-assisted clinical system for precise implant positioning, this approach could significantly improve patient outcomes and lower costs. [ABSTRACT FROM AUTHOR]

The article presents the author's experience in the May 8, 1992 San Francisco rally and march in support of the Los Angeles rebellion against the acquittal of the police officers accused of beating Rodney King. The threatening silhouette of police and calls to stop the rally and start the march are described as talks by Black and Asian American women encourage the chant of "No justice, no peace!" The arrest of the participants and initiatives against police violence is discussed.

The article presents information on the initiative to establish Ethinic Studies Requirements that oblige students to fulfill a certain number of credits by studying racism and people of color. The need for education about race as a tool to curtail racist violence is an urgent task as racism attacks on campuses increase. The article discusses how those against the initiative are blocking it.

The article presents a reprint of the article "The Case Against Casual Contagion," by Merle A. Sande, which appeared in the February 6, 1986 issue of the New England Journal of Medicine. The epidemic of AIDS has become an epidemic of fear. As each new observation was announced, concern intensified. Isolation of the virus from semen explained the rapid spread of the disease in the sexually active male homosexual population but also aroused the fear of potential spread in the heterosexual population.

An essay is presented on the subjectivity and multi-dimensional experience of race, class, and gender. It explores the vinegar-honey stories which are private narratives that focus on gender issues in the public political spaces. It states that man-woman talk in various topics has shaped their existence.

This article presents information related to building multicultural, feminist lesbian and gay studies. Students know exactly what they want because they know what it means to be powerless, especially in these times of soaring fees and diminishing class offerings. The second necessity is community-related courses, taught by people from the community. Education should be relevant to people's lives now and should teach students to be critical thinkers. Education must be made accessible to everybody.

We discuss the validity of various theories of resonant light scattering by phonons. We specially consider the case of an exciton-phonon coupling which is small compared to the exciton-photon coupling. Thus, for a particular choice of additional boundary conditions (ABC) the scattered intensity can be calculated self-consistently with, parameters deduced from the experiments. We discuss several experiments, of the literature and the problem of ABC. Elastic scatterings by defects are also considered. [ABSTRACT FROM AUTHOR]

A chapter from the book "Bloom's Guides: A Streetcar Named Desire" is presented. It examines the anti-heroic cycle experienced by the character Blanche Dubois in the play "A Streetcar Named Desire," by Tennessee Williams. The character realized her own responsibility for suffering in her downward progress toward salvation. The progressive fragmentation of Blanche was said to be exposed by the playwright in his record of the movement.

The article focuses on women with breast cancer. The U.S. federal government, the National Cancer Institute and the National Institutes of Health are not going to give more funding without public pressure. Breasts are symbolic of the sexism in American culture. One in every 50 women has had breast implant surgery for cosmetic reasons alone. In the U.S. one in nine women will be diagnosed with breast cancer. Afro-American and Latina women diagnosed with cancer, although fewer in number as compared to white women, have a higher mortality rate.

This article presents the poem "For Lee," by Merie Molofsky. First Line: Whose mother wore white gloves; Last Line: after losing every one of her spare change.

The short story "A Topical Disease," by Merle Molofsky is presented.