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This document contains output from a computerized bibliographic database. This issue is divided into four parts. Part I consists of titles that address various aspects of population education and is arranged by country in the first section, and general materials in the second section. Part II presents knowledge base information and consists of titles that address the different multidisciplinary aspects of population education. The major multidisciplinary topics covered include documentation; environment and environmental education; fertility and family planning; reproductive health; adolescent reproductive and sexual health; health; HIV/AIDS; information and communication; migration, urbanization and human settlement; population and sustainable development; demography; gender equality, equity, and empowerment of women; and research and evaluation. Part III consists of titles of various kinds of audio-visual and IEC aids (films, slides, charts, kits, and videotapes) that address aspects of both knowledge base and population education. Part IV contains the appendices which consist of lists of publishers and sources, a subject index, and a geographical index. (SAH)

This document is comprised of output from the Regional Clearinghouse on Population Education and Communication (RCPEC) computerized bibliographic database on reproductive and sexual health and geography. Entries are categorized into four parts: (1) "Population Education"; (2) "Knowledge-base Information"; (3) "Audio-Visual and IEC Materials; and (4) "Appendices," which consists of a list of publishers and sources, subject index, author index, and geographical index. Each entry includes a running number and bibliographic references that include author, title, imprint, collation, abstract, keywords, country keywords, classification number, and source code. (CCM)

This report summarizes American Indian and Alaska Native (AI/AN) population statistics from the 1990 Census. In 1990 there were about 2 million persons who identified themselves as American Indians in the United States, a 38 percent increase over the 1980 census. More than half of the Indian population lived in six states, with Oklahoma having the largest Indian population. In 1990, 66 percent of the 1 million Indians 25 years old and over were high school graduates or higher, compared with 56 percent in 1980. In 1989, about 31 percent of American Indians were living below the poverty level. Most of this report consists of data tables and bar graphs that present the following data from the 1990 census: the 10 largest American Indian tribes; AI/AN population in each state; AI/AN population by age and sex; American Indian population of selected cities; Alaska's census count by race; largest American Indian tribes for 1980 and 1990 including the percent change in population during this time period; AI/AN population for 1970, 1980, and 1990; numerical growth and percent growth of the AI/AN population, 1970-80 and 1980-90; the 10 states with the largest AI/AN population; numerical growth of the AI/AN population in these 10 states for 1980-90; the 10 reservations with the largest AI/AN population; states with the highest percentage of AI/AN population; percent growth of the 10 states with the largest AI/AN population for 1980-90; distribution of the AI/AN population inside and outside AI/AN areas; AI/AN population for the Alaska Native Regional Corporations in Alaska; the 10 Alaska Native village statistical areas with the largest AI/AN population; and information on American Indians with disabilities, aged 15-64. (LP)

This atlas is designed to facilitate planning for health services for migrant and seasonal farmworkers (MSFWs) and for evaluating the extent to which existing programs are reaching the target population. The document estimates how many MSFWs are present in counties of each state, and shows where they work or reside. Chapter 1 introduces the reader to the document and defines the population. Summary profile tables in Chapter 2 provide the estimated aggregate MSFW population, including non-working family members, for the 41 states, including Puerto Rico, that submitted a profile. Chapter 3 provides individual state profiles. Maps display: (1) the distribution of the MSFW population for each state; (2) the locations of major crop areas and seasons; (3) the locations of migrant health centers; and (4) the locations of selected community health centers. Each state section describes adjustments to the profile that were necessary due to differences in methodologies used for developing profiles. Chapter 4 contains names and addresses for sources of information concerning the state profiles. Appendices are provided for: (1) historical estimates and comparative utilization data; (2) profile review issues; and (3) the request for proposal used to solicit bids for the preparation of state profiles. (KS)

The volume on University of Saskatchewan graduate theses related to Canadian native peoples (Indian, Inuit, Metis) contains a brief introduction, followed by abstracts of 62 thesis projects (1912-1982), and a final section of statistics, charts, summaries, and discussions related to the abstracted research. Each research abstract consists of three sections: description of the study, research procedures, and findings. The majority of the theses described were written in the 1970s; 31 were in education fields, 10 in archaeology/anthropology, 5 each in history and psychology, 4 in geography, 2 each in sociology and law, and 1 each in economics/political science, English, and social and preventive medicine. Of the theses dealing with specific peoples, eight were on the Cree, two each on the Chipewyan, Inuit, Iroquois, Dogrib, and registered/treaty Indian people, and one each on urban, Slavey, Dakota, Ojibway, Dene, Saulteaux, Metis, and Blackfoot people. The majority of the studies (78%) are descriptive, with 17% historical and 5% experimental. Subjects range from descriptions of prehistoric sites, through community perceptions of important tasks for rural reservation schools, content analyses of depictions of Indian people in elementary textbooks and western comic books, and cross-cultural studies of testing and language perception. (MH)

This annotated guide to Government publications includes foreign as well as federal and state documents. The period from 1960-1974 is covered, highlighting the most significant publications. Sections are: bibliographies, comprehensive studies, demographics, the aging process, the quality of life, employment of older workers, retirement, pension plans, social security and medicare, health care, mental health, long-term care, economic problems, legal problems, housing, nutrition, transportation and mobility, safety, consumer problems, minorities, volunteer programs and government programs/conferences. (SBP)

This bibliography presents materials concerning growth and education. Articles and reports are presented in alphabetical order for each of the following categories: growth and equilibrium, energy, environment and health, resources and land, population, business and economics, education, curriculum, communication, consciousness and reality, ethics and values, change, problemsolving and planning, systems, cybernetics, models, paradigms, system dynamics, evolution, futuristics, design, community, work, philosophy and science, miscellaneous, anthologies, bibliographies and references, and fiction. (MJM)

Developed by the Housing and Urban Development (HUD) library to meet the recent surge of interest in ethnic minorities and their problems, this annotated bibliography on community development relative to American Indians is divided into two parts. Utilization material published between 1969 and 1974, Part 1 presents 403 citations which are author indexed and organized under the following subjects: (1) Background (sociocultural); (2) Government Relations; (3) Legal Aspects; (4) Demographic Distribution; (5) Cultural and Social Indicators; (6) Community Development and Economic Conditions; (7) Education; (8) Health; (9) Housing; and (10) Problems of Urbanization. Specialized bibliographies at the end of each subject section supply sources for further research. Part 2 presents a special section of 365 publication citations produced via Comprehensive Planning Assistance Program funds which may be found in HUD's regional offices, the Headquarters Library, and various State and university libraries. Indexed geographically, these publications on planning are also indexed via the Key Word in Context (KWIC) index which includes an accession number, a title (key word or words), report date, State, and geographic place name. (JC)

This document represents a comprehensive annotated reference to many sources of data on four racial and ethnic minority groups, namely: blacks, persons of Spanish ancestry, minority races other than Negro (American Indians, Japanese, Chinese, Filipinos, Hawaiians, Eskimos, and Aleuts), and ethnic groups other than persons of Spanish ancestry. The directory identifies and describes a large and diverse number of recent demographic, social, and economic data sources published by a number of federal agencies, such as the Census of Population and Housing, Current Population Surveys, and supplementary reports. Included in the appendix are data locator tables which are said to facilitate the location of minority group data from the 1970 census and recent current population surveys. (Author/AM)

This primer is designed to teach about the concept of census tracts. Census tracts are relatively small statistical subdivisons that vary in population from about 2,500 to 8,000 and are designed to include fairly homogeneous populations. They are most often found in cities and counties of metropolitan areas of the nation. In all, there are over 43,300 census tracts (according to the 1980 Census). Product primers are prepared primarily for college-level instructors, but can also be used for self-study. This primer includes background information, exercises designed to teach census concepts and data use skills, a presentation outline, and exercise answer keys. (DB)

This paper examines the migration and settlement history of Asians into the United States and the interaction of the major Asian immigrants with each other and with American society. An important thesis is that, because the differences between Asian Americans and Pacific Islanders are much greater than the similarities between them, they should no longer be treated as a single social entity. The term "Asian" is used to refer to persons originating in China, Japan, Korea, India, the Philippines, and Vietnam. "Pacific Islanders" represents Chamarros (from Guam), Samoans (both East and West), Native Hawaiians, and Tongans. The paper is divided into five major parts: (1) "Asian Immigration History, 1849-Present"; (2) "Settlement Patterns and Labor History"; (3) "Community Structure, Inter-ethnic Relations and Cultural Development"; (4) "Contemporary Issues" (including education, employment, health and mental health, community development, cultural integrity, and civic participation); and, finally, (5) "Asian Americans' Perceptions of and Attitudes towards Pacific Islander". (KH)

This sourcebook contains citations and annotations of demographic, socio-economic, and educational statistics data products, a variety of different agencies' data services, and many literary sources of relevance to educators and other public sector planners. Following an introduction containing background information on the project and the user's guide, material is organized into two parts. Part I, "Demographic References: Products and Services of Federal and State Organizations" contains subsections on "Major Reports on the 1980 Census with Reference to Colorado"; "Census Bureau: Selected Special Supplementary and Current Population Reports"; "Resources of the Demographic Section of the Colorado Division of Local Government"; "Colorado and Other Migration Reports"; "The County Information Service of the Colorado State University"; "The Business Research Division of the University of Colorado at Boulder"; "Resources of the Colorado Division of Employment and Training"; and "Demography, Theory, and Methods References." Part II, "References on Education, Planning and Policy" is divided into subsections on "Demographics and Education"; "Resources from the National Center for Education Statistics"; "Change"; "The Economy, Occupations and Education"; "Enrollments and Retention"; "Finance"; "Public Policy: Theory to Practice"; "Planning Methods, Data Gathering, and Reporting"; and "Other Leadership Resources." Each citation contains title, author, publication date, publisher, pages, and a short annotation. Appendices include: (1) Demographics Basics; (2) Subject Items Included in the 1980 Census; and (3) Obtaining Government Publications (a list of state depository libraries, a Colorado State Data Center Directory, and an address list of State Coordinating Organizations). An author and source index is also included. (LP)

This directory provides information relative to the incorporated Native American villages of Alaska and the American Indian reservations of mainland U.S. There are approximately 170 Alaskan entries which identify the name of the Native American corporation, its address, the number of villages incorporated, population number, racial distribution, and land status. Each of the some 400 entries on the American Indian reservations include the following items of information: (1) reservation name; (2) county and state location; (3) tribal name; (4) address of tribal headquarters; (5) population number; (6) land status; (7) a brief history; (8) a brief cultural sketch; (9) tribal government; (10) tribal economy; (11) climate; (12) transportation (in terms of accessability); (13) community facilities; and (13) vital statistics (population of Indians residing on or adjacent to reservation, labor force, employment vs unemployed, and average educational level when identifiable). Reference is also made to recreational activities in some entries. Population data is derived from the Bureau of Indian Affairs' 1969-1973 census figures. (JC)

Few educational responsibilities have greater far-reaching importance to the people of a State than the establishment of a sound local district structure for administering the schools. Keeping that structure adapted to changing conditions in society by reorganization of small ineffective districts into larger administrative units more capable of providing needed educational services has for many years been a persistent problem in American education. It is also one in which much progress has been made, especially during the past 10 years when the total number of local school districts in the Nation has been reduced by more than one-fourth. Although that reduction has been accomplished by means of various procedures, a major portion of it has come as the result of State programs of local school district reorganization providing for the active participation of local people in developing local reorganization plans and delegating to them the responsibility of establishing new districts proposed in such plans. Since 1940 a number of State programs of this nature have been initiated while others having the same general characteristics of local participation and decision have been in operation considerably longer. This report is an outgrowth of a study conducted by the Office of Education for the purpose of providing information concerning some of the major characteristics of reorganized districts established in recent years and of indicating some of the most noteworthy educational changes resulting from their establishment. The second part of the study, dealing with educational changes in reorganized districts, will be made the subject of a separate report. This study has been a cooperative undertaking throughout the various stages of its development. The chief State school officers in each of the eight states (California, Idaho, Illinois, Michigan, Minnesota, Missouri, New York, and Washington) approved the study as one which should be undertaken and in each instance designated a staff member to assist in conducting it. These State school officials assisted in the development of data-gathering schedules used for collection of information, and also designated the districts to be included in the study. An appendix presents the items from the inquiry form on which this report is based. (Contains 19 tables and 1 footnote.) [Best copy available has been provided.]

This report presents the statistics of public schools in cities for the school year 1923-24. The cities are grouped according to the population groups as set forth by the Bureau of the Census. The various tables describe these groups with respect to size. Every city in Group I (cities of 100,000 population or more) made a report. Groups II (cities of 30,000 - 100,000 population) and III (cities of 10,000 - 30,000 population) are 98 per cent complete. The degree of completeness is due largely to the fact that some cities were visited by field agents of the bureau, who obtained many reports by personal solicitation and collaboration. Careful estimates have been made for cities which failed to report. Summary tables are given by States for cities in Group IV (cities of 2,500 - 10,000 population). (Contains 14 tables.) [Best copy available has been provided.]

This report presents statistics of city public-school systems for the year 1933-34. It also presents, in connection with the text, data on certain points to show trends within the past 10 years, and especially within the past 4 years when the effects of the depression were being felt by the schools. In previous reports statistics for cities included in larger units for administration were estimated. Most of these cities, 241 in number, are in Florida, Louisiana, Maryland, and West Virginia. In these States, cities, with the exception of Baltimore, Maryland, and a few cities in Louisiana, are included in county systems. Detailed statistics are presented by population groups for each city having a population of 10,000 or more. Only totals for certain items are given, by States, for cities having a population of 2,500 to 9,999. Since statistics are not given for all items for group IV cities, most of the derived tables used in connection with the text contain data for only cities of groups I, II, and III. (Contains 3 figures and 49 tables.) [Best copy available has been provided.]

The statistics presented in this chapter were furnished by the State offices of education of the 48 States, by the District of Columbia, and by the 8 outlying parts of the United States. For the most part, these statistics relate to public elementary and secondary schools, although such data as were made available by the States are included in separate tables for private and parochial schools. Seventeen States and the District of Columbia maintaining separate schools for white and Negro pupils, supplied data permitting the presentation of Negro school statistics. Whenever possible, totals and averages for the Nation are included. Statistics from the outlying parts are included in several of the tables but are excluded from the totals. In no case have the statistics of colleges, universities, and professional schools been included. Data relating to and reflecting changes in enrollments, attendance of pupils, length of school term, income, expenditures, per capita costs, etc., have been basically considered for the statements and interpretations presented in the textual material. Significant trends for the States and the Nation and variations within and among States are pointed out for the biennium 1934-36 and for the 6-year period since 1930. (Contains 61 tables, 12 figures and 2 footnotes.) [Best copy available has been provided.]

This report presents the statistics of city public schools for the school year 1919-20. The cities have been divided into five groups: Group I, including all cities having a population of 100,000 or more; Group II, cities having a population of 30,000 or more but fewer than 100,000; Group III, cities with a population of 10,000 or more but fewer than 30,000; Group IV, cities with a population of 5,000 or more fewer than 10,000; and Group V, all cities having a population of 2,500 or more but fewer than 5,000. This classification is based upon the population as reported by the Bureau of the Census in 1910; the figures for 1920 were not available in time for use in this connection. For all cities not reporting, careful estimates have been made in compiling the summaries by States and also the grand summary. (Advance Sheets from the Biennial Survey of Education in the United States. Contains 22 tables.) [Best copy available has been provided.]

The position of caretaker of a school is a many-sided and an important one, and the matter of his selection, supervision, and training have hardly been given the attention they deserve. There have been, in recent years, some valuable local studies in this field, but no survey of national scope has been attempted since 1922. The importance of the custodian, or janitor, in the scheme of public schooling is recognized by those who seek not only a person who can sweep a room or stoke a furnace, but also one who is a skilled sanitarian and an inspiration to youth. This bulletin introduces the subject, reviews previous studies, and presents the recent study conducted through inquiries sent to superintendents in cities having a population of more than 10,000 and in cities of 2,500 to 10,000 persons in 9 representative States. Bulletin sections include: (1) The Present Study--Cities with a population of 100,000 or more, Cities with a population of 30,000 to 100,000, Cities with a population of 10,000 to 30,000, and Communities with a population of 2,500 to 10,000; (2) The Custodian and Safety; (3) Women as custodians; (4) Review and remarks; (5) Changes since 1922; (6) Salaries of Custodians; (7) The custodian of the future; and (8) Selected references. Appended is the Self-Rating Scale for Engineers and Custodians of St. Joseph, Missouri. (Contains 10 footnotes.) [Best copy available has been provided.]

This monograph, published as part of the project "A Secondary Education for Europe," offers some basic data on the contemporary human geography of the European continent, with a focus on central and eastern Europe. The document first describes civic issues in the teaching of geography and cartography of the new Europe. The basic pedagogical intent of the text is to show, through a set of maps, the solidarity that links or should link the nations and states of Europe. The document advocates a geographical approach that takes into account Europe in peacetime and at war, the Europe to be developed, and the Europe to which peace must be brought. It argues that the teaching of geography must be modernized, particularly in the states that are in the process of being created, and that geography must portray territory in terms of different scales--the characteristics of a given area and the ways in which it fits into greater units. The second section describes changes that have affected European space since 1989, criteria for determining and defining Europe, and the demise of old and the creation of new states. Sections 3 through 5 describe basic geography, Europe at peace, and Europe in crisis. The chapters discuss economic gradients, the geography of transition and the focal position of the European Union, geo-economic entities, urbanization, continental reconnections, and migration patterns. Ten maps are included. (Contains 6 references.) (LMI)

This bibliography contains 137 entries related to population migration in rural America. The entries were derived from the AGRICOLA database produced by the National Agricultural Library and include journal articles, government reports, conference papers, extension bulletins, and books. Entries cover such topics as demography, economic growth, employment, income distribution, migration, migrant workers, population change, population distribution, population growth, rural areas, rural development, rural economy, and urban to rural migration. Each entry contains title, author, publisher, publication date, journal or conference information (where appropriate), language, descriptors, and the National Agricultural Library call number. Some entries contain an annotation. Also included are indexes by author and subject and information about interlibrary loan from the National Agricultural Library. (LP)

Discussion of the role of public libraries in socioeconomic development focuses on an evaluation of the existing library system in Istanbul (Turkey) and proposes a plan for its balanced development with respect to population distribution and technological advances. Highlights include building design, library automation, and financial considerations. (13 references) (LRW)

Black and white maps, graphs and tables that may be reproduced are presented in this volume focusing on the United States. Some of the features of the United States depicted are: size, population, agriculture and resources, manufactures, trade, citizenship, employment, income, poverty, the federal budget, energy, health, education, crime, and the environment. The volume is designed to be used by classroom teachers and curriculum developers as a compendium of teaching resources. (DB)

A profile of Canada emerges from this collection of black and white illustrative maps, tables, and graphs. Aspects of the country depicted include: geography, population, resources, international trade, government, and energy. Short texts on multiculturalism, the Canadian economy, the country's history, and U.S.-Canada relations also are included. (DB)

Volume I contains the substance of five studies originally filed with the United States District Court for the District of Arizona in the cases of "Fisher v. Lohr" and "Mendoza v. Tucson School District No. 1." Study I determines patterns of attendance at several elementary schools by non-Mexican American and Mexican American students residing in the same geographic area between 1920 and 1950. Results of data, which were re-analyzed following submittal in the Witness Statement, are incorporated in chart form and a new summary of findings. Study II shows that in the total context of residential patterns in the Holladay neighborhood, the Tucson Public Schools maintained a neutral and non-discriminatory role in setting the Holladay School boundaries from 1949 to 1974. Study III determines patterns of permanence or residence mobility (1949-1974) in the Holladay School neighborhood among Spanish-surnamed households. Study IV determines patterns of student attendance at Holladay School (1955-1967) as a means for judging whether a given student population was in any sense "contained" within the attendance boundaries. Results of Study V, originally filed as part of the Supplemental Witness Statement on October 26, 1976 and re-studied in light of Study I's findings, are incorporated in this publication. (NQA)

Volume II contains the substance of five studies originally filed with the United States District Court for the District of Arizona in the cases of "Fisher v. Lohr" and "Mendoza v. Tucson School District No. 1." Study VI examines the migration of Spanish-surnamed households from Tucson's south and west sides to the east side from 1946-1965, and their subsequent residence to 1975. In Study VIII, the differential dispersion of Spanish-surnamed households into Tucson's east side from the west and south sides in the mid-1950's is investigated. Study VIII explores the recent immigration of alien Mexicans as a significant factor in the impaction of Spanish-surnamed people in certain parts of Tucson during 1976. The "Platoon System" (1923-1942), an effort at special programming to meet language needs beyond the 1-C grade, is discussed in Study IX, which was undertaken as a companion to two other studies to increase understanding of the problems of programming for language differences in the 1920's and 1930's and to clarify the solutions sought in those decades. Begun after the trial commenced on January 11, 1977, the last study examines the Menlo Park School ethnicity patterns from 1918 to 1946. (NQA)

To provide school systems, organizations, and individuals interested in improving rural education with current information on local conditions, the Rural Education Institute of East Carolina University has compiled demographic and educational data on 41 eastern North Carolina counties into this educational atlas. The 32 maps show the 41 counties of eastern North Carolina; municipalities with local education agencies; rural and urban population (52% rural); per capita personal income ($7,564, average); families below the poverty level (16.5%); numbers receiving Aid to Families with Dependent Children; participation in school lunch programs; estimated property values; public education local revenue and expenditures; professional staff paid with local funds; enrollment data (public school totals, racial composition, percent of exceptional children, exceptional programs by category); student retention and dropout rates; adult educational levels; intentions of high school graduates; sex and race of teachers and administrators; professional staff degrees; reading achievement for grades 1,2,3,6, and 9; mathematics achievement for grades 1,2,3,6, and 9; and Scholastic Aptitude Test scores. Narrative pages accompany each map and provide supporting facts and figures. (NEC)

Demographic developments in Western Europe are examined in this report. It can be used by secondary and college level teachers in preparing lessons or by students themselves. There are three major parts. The first part, "Past Trends," focuses on the increase in European population. The size of that population and its growth over a long period are considered. Attention is also paid to its spatial distribution, and then to changes in the birth and death rates over time. Part II examines the population structure of Western Europe. The most important change in the age distribution of Western European countries has been the increase of the proportion of the elderly caused by a deceleration in the population growth, in contrast to developing countries where this deceleration has not yet occurred. Also examined in this section are two other aspects of the population structure: the dependency ratio and the activity rate (the ratio of the labor force to the total population). Part III deals with "Recent and Future Developments" in population trends. Attention is paid to the trends of birth and death rates from 1950 to 1977, as well as to the underlying factors influencing these rates. How recent levels of births and deaths might affect the development of population in the future is also discussed. (RM)

This paper traces the shifts in New Hampshire's state and county population during the nineteenth and twentieth centuries, focusing on the growth of urban centers and industry. From 1790 to 1840 most of New Hampshire's population growth was agricultural despite the beginnings of industrialization and urbanization. These processes greatly accelerated during the decades from 1840 to 1900; the railroad network expanded, industries multiplied, and by 1900, 46.7% of New Hampshire's population lived in urban areas. The development of Manchester as New Hampshire's leading manufacturing city and textile center was aided by immigration. The report also describes development of the lumbering and pulp industries. From 1900 to 1950, although population increased 29.5%, many industries moved out of the state and the textile industry declined substantially. Farm abandonment was widespread, with the amount of land used for farms declining from 64% in 1880 to 31% in 1940. Population decline reversed from 1950 to 1980, and by 1982 New Hampshire was the fastest growing state east of the Mississippi River with most of the population growth occurring in the southern part of the state. Reasons for the growth include the expansion of the highway system, the development of bedroom suburbs for Boston commuters, enhancement of the post secondary educational system, tourism, and development of a high technology industry. During the 1960s the state teachers' colleges became state colleges, enlarged their physical plants, and generally attracted a greater variety and number of students. Continuing growth may lead to problems. The need for a broad-based tax to support growth and continuing urbanization and suburbanization may spoil New Hampshire's modern lures: no income tax and unspoiled rural beauty. (DHP)