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This paper examines two states operating under Federal Court Orders concerning deinstitutionalization of individuals with mental retardation. New Hampshire is presented as a state in which sociopolitical realities have interfered with efforts to monitor the quality of care, as the Laconia State School was closed for economic reasons, thereby interrupting staff development, quality assurance, realistic case management, and the availability of quality treatment. Efforts to ensure quality of care for institutionalized individuals in New Mexico led to the court ruling that the State is under no constitutional duty to provide substantive services for those within its borders who are not institutionalized. The paper points out that often clinical/legal reasons are cited as the reasons for deinstitutionalization (such as least restrictive environment), when the actual reasons are economic or political. The paper also cites the lack of cultural sensitivity available in either institutional or community settings. The paper concludes that New Mexico must be willing to guarantee that care is provided across domains, including the community, in the areas of food, shelter, clothing, medical care, safety, and protection from abuse. (JDD)

A resistive memory device using organo metal halide perovskite (CH3NH3PbBr3) quantum dots sandwiched between two PMMA layers with a very low SET/RESET voltage and operating current is demonstrated in this paper. Because of the low operating voltages and currents, the operating power of the perovskite quantum dot memory device is very low. Perovskite quantum dots were prepared using the chemical method, namely ligand assisted reprecipitation method. It was then incorporated into PMMA to form a quantum dot - polymer composite. The composite was sandwiched between two PMMA layers by a successive spin coating technique. The SET voltage of the resulting device was low ∼ 10 mV. Operating current of the device was in micro ampere range. Hence the operating power of the device was very low and was of the order of 1 micro watt. ON/OFF current ratio of 10 was obtained for the fabricated memory device. The difference between resistances at ON and OFF states was ∼ 400 ohms under positive bias and ∼ 180 ohms under negative bias. [ABSTRACT FROM AUTHOR]

Sixteen scholarly papers and twenty abstracts comprise the content of the eighteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2018 paper and abstract titles include: (1) Committee on Diversity & Inclusion: Cultivating an Inclusive Library Environment (Orolando Duffus, Andrea Malone, Margaret Dunn, Lisa Cruces, Matthew Moore, Annie Wu, and Frederick Young); (2) Checking Out the LGBT+ (Kayla Reed); (3) Tailoring Library Instruction to Adult Students: Applying the Science and Methods of Andragogy for Modern Instructional and Reference Services (Eric Deatherage and Jason Smith); (4) Library-Faculty Collaboration for OER Promotion and Implementation (Paula Martin); (5) The Facts of Fiction: Research for Creative Writers (Addison Lucchi); (6) Location and the Collection Connection (Kayla Reed and Amber Carr); (7) Gay for No Pay: How to Maintain an LGBTQ+ Collection with No Budget (Rachel Wexelbaum); (8) A Step Up: Piloting Integrated Information Literacy Instruction Throughout a Discipline (Nathan Elwood and Robyn Hartman); (9) Not Just a Collection: The Emergence and Evolution of Our Contemporary Collection (Hong Li and Kayla Reed); (10) Flipster: How One Community College Library Supports Faculty and Student Academic Needs with Flipster Digital Magazines (Stephen Ambra); (11) Three Ring Circus: A Model for Understanding and Teaching Students about Bias (Virginia Cairns); (12) Demystifying DH: How to Get Started with Digital Humanities (Sherri Brown and Forstot Burke); (13) Academic Libraries Embracing Technology with a Purpose (Lavoris Martin); (14) (A)ffective Management: A People First Management Approach (Ryan Weir); (15) Plugged & Unplugged Active Learning Strategies for One Shots (Judy Bastin, Justina Mollach, Leslie Pierson, Ruth Harries, and Teresa Mayginnes); (16) Giving a Booster Shot to Your One Shot: Incorporating Engaging Activities into Library Instruction (Kelly Leahy, Gwen Wilson, and Angela Beatie); (17) Adventures with Omeka.net: Metadata, Workflows, and Exhibit-based Storytelling at UNO Libraries (Yumi Ohira, Angela Kroeger, and Lori Schwartz); (18) Online Badge Classes for High School Students (Angela Paul); (19) Fake News: The Fun, the Fear, and the Future of Resource Evaluation (Lindsay Brownfield); (20) Making Outreach the Library's Mission (April K. Miller); (21) Active Learning for Metaliteracies: Digital Modules from the New Literacies Alliance (Rachel R. Vukas, Prasanna Vaduvathiriyan, and Brenda Linares); (22) Calculating Return on Investment in Libraries (Nicholas Wyant); (23) Crossing Borders: Expanding Digitization Efforts Across Library Departments (Jay Trask, Jane Monson, and Jessica Hayden); (24) From Silos to Collaboration (Joyce Meldrem); (25) Key Performance Indicator Tracking Using Google Forms (Joshua Lambert); (26) Bridging the Gap: Providing Equal Access of Library Resources and Services to Distance Learners (Nancy Crabtree, Xiaocan (Lucy) Wang, Bob Black); (27) Coming to the Plains: Latino/a Stories in Nebraska (Laurinda Weisse, Michelle Warren, and Jacob Rosdail); (28) Five Keys to #SocialMediaSuccess in Academic Libraries (Hannah E. Christian and Alison Hanner); (29) Easy Information Literacy Assessments for Small Academic Libraries (Julie Pinnell); (30) Traversing the Path: A Library Director's Guide to the Higher Learning Commission's Open Pathway for Accreditation (Sandy Moore); (31) Drawing Magic: Visualizing the Internet to Introduce Information Literacy (Kelly Leahy); (32) Chatspeak for Librarians: Best Practices for Chat Reference (Tanner D. Lewey); (33) The Creative Learning Spiral: A Python Learner in the Library (Greta Valentine); (34) The Poet's Papers: Literary Research in the Small College Archives (Martha A. Tanner); (35) Giving Students an Edge: Enhancing Resumes with a Digital Information Research Certificate (Rachel R. Vukas); and (36) Where Did You Get That eBook? Comparison of Student/Faculty Use of eBooks, Library Space, and Citation Management Programs (Alice B. Ruleman). (Individual papers contain references.) [For the 2017 proceedings, see ED578189.]

This paper focuses on the perceptions of all administrators (N=24) and teachers (N=165) in a school district regarding the success of a merit pay program in providing a motivational climate for teachers. In 1984 a school district in New Hampshire instituted a Performance Based Salary Program (PBSP). This paper addresses the following research question: What effect has the PBSP had upon the quality of the work environment for teachers? Survey results were focused on several areas: (1) background; (2) attitudes toward teaching; (3) attitudes toward PBSP; (4) impact of the PBSP; (5) teachers' self-reported performance ratings; (6) teacher evaluation; (7) job burnout; (8) teacher job satisfaction; and (9) recommendations. Followup interviews were conducted with randomly selected teachers (N=18), administrators (N=9) and board members (N=5). Success of PBSP has contributed to teachers' personal growth as well as improved student learning. Upon analysis of the study, it is clear that teachers believe that PBSP has led to improvement in the following areas: principal involvement, staff development, classroom instruction, education quality, financial support and community confidence. Teachers believe conditions have deteriorated as a result of PBSP in the following area: principal/teacher communications; cooperation among teachers; and teacher/administrator trust. Appended are 13 references. (SI)

This qualitative study considers which aspects of school climate support or inhibit student achievement as each aspect relates to school leadership and school reform efforts. Due to the increased responsibility and accountability which schools face during these challenging times, school climate and the role of the school principal formed the basis of this study. It is important to determine what successful schools are doing in order to address student achievement gaps. This will help to inform practices and serve as models for others as school leaders consider school climate as it relates to student achievement. Interviews, surveys, and a collection of documents from three designated Schools of Excellence were used to triangulate data and bring understanding to these complex research areas. Fullan's (2014) Three Keys of Leadership and the National School Climate Framework (2009) were the two theoretical frameworks that served as the lenses for looking at school climate and leadership. It is with great hope that these Schools of Excellence will provide our schools and leaders with insight about which levers will lead to increased student achievement.

Standard employment is no longer a taken-for-granted norm in American society. In light of increased outsourcing, this paper surveys company executives from the Dartmouth Alumni Database, people often in charge of hiring decisions, to examine some of the factors they consider when deciding to contract or hire a worker. Although many variables contribute to this decision, we focus on the relative significance of embeddedness and transaction costs. We find that a worker's asset specificity or specialized skills significantly contributes to an employer's decision to hire rather than contract work. On the other hand, an employer's ability to monitor a worker appears to have minimal influence. Surprisingly, embeddedness has a significant impact, but leads to more, rather than less, hiring as opposed to contracting. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This speech reports on data collected by the Early Intervention Collaborative Study (EICS), which is a longitudinal study following the development of 190 young children with disabilities (and their families) who entered 29 publicly funded early intervention programs in Massachusetts and New Hampshire in the period from 1985 to 1987. The children's disabilities included Down syndrome, motor impairment, and developmental delays. Evaluation of service trends indicated: average service hours amounted to 8 hours per month; families participated in early intervention programs an average of 2 years; lower income, less well educated, single mothers received less service; the child's developmental level and diagnosis at entry were highly associated with total service hours; mothers experiencing more parenting stress and poorer teaching skills received less service than mothers with more social support; however, families with lower incomes, unmarried mothers, and families reporting more stress received more outside services (i.e., case management and financial assistance) than did other families. Possible reasons for these patterns are suggested and include the medical model training received by most early intervention staff and funding mechanisms which do not recognize less formal family services. Attached tables provide details of the study's findings. (DB)

The article focuses on the evidence from the public libraries in New Hampshire regarding the role of public libraries in personal, familial, and civic commemoration. It mentions that the state boosted more than 200 public libraries in the early 20th century, in which half of the public libraries in the area were named for individuals or families. It adds that paintings or photographic portrait are the most common ways which memories of individuals or families are established.

The Environmental Protection Agency (EPA) identifies the worst hazardous waste sites in the nation. These sites can be listed on the federal Superfund, or National Priorities List, and qualify for federal cleanup funding. This comparative case study explores the specific circumstances and social contexts that surround two potential Superfund sites in New Hampshire. It investigates how communities, agencies, and local officials each understand the Superfund process and come together to formulate cleanup decisions, using document analysis and interviews. The article concludes that local community support for the Superfund program can move a site more quickly to a Superfund listing. Conversely, if a community wishes to explore alternative cleanup approaches it will be impeding a listing on Superfund, and therefore federal funding for the cleanup of the site. Furthermore, the use of federal grants in order to obtain technical or planning assistance can aid in organizing and communicating community visions for future use of the site, and help the Superfund process move forward. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Risk factors, including substance abuse, sexual experimentation, mental and physical health problems, child abuse, economic problems, and housing distress, have been found to afflict large numbers of American youth. National studies like the Youth Risk Behavior Surveillance Study (YRBSS) provide a picture of many of these risk factors, but not all. In order to gain a more detailed understanding of problems that youth experience in any particular state, additional questions can be added when the YRBSS is given, capitalizing on its random sampling design. In this study of New Hampshire high school students, additional variables were included and analyzed through the use of factor analysis. Four models of at-risk youth were developed to explain at-risk behavior of youth in that state. These models provide support the use of piggybacking local questions onto national studies. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Research suggests that residential segregation is the fundamental dynamic by which the vast interracial inequalities extant in American society are perpetuated. Recently, scholars have begun to pay more attention to residential segregation as it exists in suburban and rural areas, and between Whites and all major minority groups (i.e., in addition to African-Americans). Here, I conduct a comparative analysis of one primarily urban and one primarily suburban region in the southern part of New Hampshire, mapping trends in the distribution of minority residents and socioeconomic well-being over the last decade of the 20th century. As the urban center grew and became more diverse, residential segregation appears to have increased, and in 2000 the spatial distribution of unemployment and poverty was highly associated with that of minority residents. In the suburban region, however, growth and increased diversity appears to have been accompanied by a slight shift toward integration. The suburban region appears to have been more segregated with respect to socioeconomic status in 2000 than 1990, though the distribution of disadvantage was not highly associated with that of minority residents at the end of the 20th century. Implications for contemporary ideas of residential segregation are discussed. [ABSTRACT FROM AUTHOR]

This article investigates the role of questions in debates. It reviews literature on debates, specifically intraparty debates. The idea that the role of asking questions in debates is tied to the concept of framing is discussed. A typology of questions is formulated to facilitate an elaborate analysis of the New Hampshire debate using this typology and a candidate-by-candidate comparison.

This paper considers the possible creation of communications networks for school superintendents, and discusses EdLink, a pilot joint venture among Apple and GEISCO (General Electric Information Services Corporation), the joint developers of AppleLink, and the office of the New Hampshire Governor's Excellence Initiative. Arguing that EdLink (AppleLink) is flexible, easy to use, and cost effective, this report describes the use of the system by superintendents and other staff members of local school districts during the pilot study. It is noted that many superintendents participating in this program, once introduced to the MacIntosh, also used this microcomputer for a variety of other software applications, including word processing, graphics, and desktop publishing. It is concluded that users will use a chosen system only if that system is easy to use and has observable benefits. (EW)

This paper describes early issues, events, and efforts in New Hampshire to develop a telecommunications base for students and educators. Six "dreams" of possible telecommunications programs are briefly described, some facts about New Hampshire are provided, and some problems to be addressed are considered. The beginnings of the New Hampshire telecommunications network are then described from its start in 1980 to the 1986-87 school year, which brought focused efforts by the New Hampshire Association of Computer Education Statewide (NHACES), workshops by the New Hampshire Association of Computer Coordinators, and the establishment of a statewide Educational Telecommunications Planning Group. An update indicates that subsequent to 1986, New Hampshire's state education agency installed the EdLink pilot project, thus taking the first step toward creating a statewide telecommunications link for education. (EW)

A handbook titled "The Educator's Handbook for Secondary Career Guidance Programs", and designed to aid the educator-counselor in formulating and implementing a workable secondary school career guidance program, was field tested in four secondary school settings in order to assess the effectiveness of the model. The handbook contained seven program components based upon a review of the literature, exemplary career guidance programs, and consultant assistance. These components are needs assessment, program organization and management, program activities for teachers and counselors, career information resource centers, community resources, counseling, placement, followup, and evaluation. A series of workshops were conducted at each of the four selected sites in New Hampshire to educate the staff in the program approach to career guidance and to familiarize them with the seven components of the model. Of the four secondary schools, three indicated that the needs assessment component was most needed and useful to them. There was general consensus that the primary benefit of the handbook was to force school guidance staff and the associated educational community to think of their guidance efforts as a program rather than a series of unrelated or random activities. As a result of the field test, the rewritten handbook was made available to each of the junior and senior high schools in New Hampshire. (TA)

A new argument is made for school finance equalization, based not on "equal protection" or "equal educational opportunity," but on constitutional requirements for tax equity in New Hampshire. Since inequalities in school finance are a taxation problem, they call for tax reform. The analyses rest on four points: (1) that property-poor school districts have higher taxes and raise less money per pupil; (2) that ever-widening disparities violate the "proportional and reasonable" constitutional clause; (3) that education is primarily a state function, making it the unit of "reasonable" taxation; and (4) that states have an obligation to equalize, given the special role of education in the states. (Author)

The number of tick-borne Lyme disease cases reported in the Northeastern United States has increased dramatically since 2000. Compared to other states, New Hampshire experienced among the greatest rates of change in Lyme disease cases from infected deer ticks over a 16-year period. Moreover, the relationship between climate change and spread of vector-borne diseases has been well documented by the scientific community (Beard et al. 2016, Ostfeld 2009, Parham and Michael 2010). This study examines the link between public health perceptions and climate change knowledge across physical space. Specifically, this work explores the relationship between perceived threat and actual rates of Lyme disease across New Hampshire, and how political identity shapes these perceptions. Using state survey data collected in August 2018, the author employs mixed effects logistic regression in a multi-level analysis to examine variation across individual and county-level predictors for perceived health risk. Results suggest risk perceptions surrounding Lyme disease are closely linked to climate change knowledge, media consumption, and gender. Political identity also exhibits a surprising trend while highlighting the polarization. And while concern for the vector-borne disease varies across counties, actual rates of the disease do not explain variation in risk perceptions. [ABSTRACT FROM AUTHOR]

New Hampshire Supervisory School Union 58 is the site of an experimental schools project, and the career education program developed in the rural area is discussed. Three towns and four schools constitute the Union, and include Northumberland, Stark, and Stratford. Based on a community needs assessment, the National Institute of Education funded project has utilized human and natural resources to foster positive attitudes toward learning and to develop community resource facilities as learning centers. A comprehensive (K-12) career education program utilizing field trips, lesson cards, guest speakers, minicourses, and worksite placement has been developed by staff members, based on career awareness testing and item analysis data. Item analysis has indicated specific occupational areas where efforts can be concentrated to raise career awareness levels in students. Appended material takes up over half the document and includes a variety of program related materials: needs assessment forms; resource guide, with sample lesson plan; area seminar listing; worksite objectives; inservice training strategies; sample awareness lesson; career awareness and maturity inventory; tables with statistical and intervening activities data; and cost analysis. (Author/LH)

If high school graduates are to be fully prepared for entering and maintaining employment, a more substantial instructional effort is required from career educators in the teaching of work habits, attitudes, and interpersonal relations in grades K-12. To ascertain what employers feel are important qualities for their employees, twenty-three employers representing a cross-section of occupations and locations were interviewed in New Hampshire. Their answers provide insight into three major areas of employee evaluation: how to get a job, emphasizing the importance of the interview; how to hold a job, focusing on the probationary period and on-the-job performance; and the importance of work habits, rating trustworthiness and working flexibility as the most desirable characteristics with personal appearance, hygiene, respectfulness, and cooperativeness as close seconds. In order for career education to prepare students to meet these expectations of employers, it must (1) offer explicit instruction in personal development; (2) provide students with first-hand experiences in job search skills by having them fill out sample application forms, role-play interviews, view films of interviews, write resumes, and hear local personnel managers visiting the classroom discuss the job interview process; (3) teach students how employers will evaluate their job performances; (4) use a wide range of instructional materials and media which address the areas of career and personnel development; and (5) grade students on work habits, attitudes, and interpersonal skills, as well as on program content and vocational skills. (ELG)

The effects of New Hampshire's guardianship law on other disciplines in dealings with disabled persons are examined. Transdisciplinary efforts to promote more normalizing methods of protection are noted, and the bias underlying many service systems (that disabled persons do not have a right to make wrong choices) is exposed. A multi-layered advocacy system is proposed, which spread across case management, physician, lawyer, service specialists, friends, educators, and therapists, promotes the rights of the impaired through shared perceptions and involvement. It offers protection, without stultifying growth. Among impacts noted are trends toward changing the requirements for annual bureaucratic physicals, increased cooperation among team members, increased emphasis by psychologists on functional abilities, and changes in attitudes toward risk taking and pursuit of less restrictive options. Recommendations address such areas as statewide training and dissipation of the myth that the severely impaired need total guardianship. (CL)

A management information system model was designed to provide data for planning, directing, and evaluating programs for the National Origin Minority Education (NOME) office of the New Hampshire Department of Education. NOME is federally funded to provide training to local school district and community members regarding the educational needs of National Origin Minority students. In order to provide increased quality and quantity of service, the design of the model includes a structured system for collecting, storing, retrieving, and disseminating data that considers cost, time, efforts, and materials. The design of the model is traced through the following: (1) a brief literature review on general management information needs; (2) the specific data items to be sent to the federal government from NOME; and (3) data and information exchanges with state departments of other states' minority community groups, organizations, and institutions. Examples illustrate the data entry forms used, the codes, how the data are stored, and a variety of data retrieval outputs. This word processing data and information system model is recommended to researchers, educational administrators of small school districts, and other school personnel as a basis for making informed decisions. (MLF)

A survey of 800 public school educators in New Hampshire revealed inconsistencies between staff development goals and practices. While teachers and administrators agreed on program goals, they disagreed on how effectively staff development projects meet individual needs. Differences between inservice activities and staff development activities must be clarified, since attempts to satisfy institutional goals are frequently at odds with the pursuit of individual goals. Other paradoxes are evident: (1) while intending to serve experienced personnel who have one or more degrees and a strong background, the programs are generally too elemental; (2) too little attention is paid to outcomes and follow-up activities, resulting in minimal carry-over into the classroom; (3) many needs-assessment procedures are superficial, leading to pursuit of short-range interests over real educational needs; and (4) the minimum expectations established for staff development too often translate into maximum participation for the disinterested. This article proposes that, to become optimally effective in creating change, staff development programs statewide must eliminate the paradoxes that characterize them. (Author/JD)

Early findings from a ten-year panel study provide a baseline of two cohorts of adolescents in a rural community undergoing economic change. Findings illustrate the competing objectives confronting 7th and 11th grade students in rural New Hampshire and encapsulate what students may be going through in developing their plans for the future. Data indicate that student aspirations for economic and academic success are high, with most (90%) reporting they expect to graduate from college, a sizable minority (42%) reporting they will likely attend a graduate or professional program after college. These results are illustrative of a noteworthy disconnect between Coos County youth's future aspirations and the realities with which they may be confronted in their efforts to reach these goals. According to 2000 Census data, Coos County's educational attainment for the population 25 years and over was the lowest in the state of New Hampshire, with 11.9% holding a bachelor's degree compared to the state average of 28.7%. Over time we will discover the extent to which students' aspirations will be realized, or not and for those students who meet their goals against the odds, we will be able to ascertain the types of protective factors that may have helped them to be more resilient than others when confronted with the types of adversity these students have experienced in recent years. Ultimately, our objective is to learn something about the combination of factors that seem to predict more and less successful transitions into adulthood. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The proceedings of a regional working conference on educational and employment equity for Blacks and Hispanics in New England is presented. The purpose of the conference was to address the nine findings and 20 recommendations set forth in a recent New England Board of Higher Education (NEBHE) report, "Equity and Pluralism," which warns that while New England is touted as the higher education capital of the world, opportunity is limited for Blacks and Hispanics hailing from New England. Panels were titled as follows: "Pluralism in the Workplace,""Supporting Educational Achievements of Blacks and Hispanics,""Creating Pluralism on Campus,""How Television, Radio, and Newspapers Can Nurture Minority Aspirations and Achievements,""Government's Role in Promoting Minority Advancement," and "Helping Community College Graduates Move on to Four Year Colleges." Two addresses were "The Competitiveness and Change in New England Business" (Badi Foster) and "Quality and Opportunity: The Unfinished Agenda" (Paul Tsongas). Plans of action for Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont are included. Three appendices are: a summary of the findings and recommendations of the NEBHE's Task Force on Black and Hispanic Student Enrollment and Retention in New England, January 1980; a list of events and papers presented at the Summit on Educational and Employment Opportunity in New England; and a list of the members of the NEBHE Task Force on Black and Hispanic Student Enrollment and Retention in New England. (SM)

This bulletin contains abstracts of addresses delivered at a 2-day conference of State and county rural-school supervisors of the Northeastern States, called by the United States Commissioner of Education in New York City, New York, April 23 and 24, 1928. Abstracts were prepared from manuscripts submitted by the authors. The conference was the third regional supervisory conference sponsored by the United States Bureau of Education. Reports of preceding conferences held in 1925 and 1926, were published as Bulletins, 1926, No. 12, and 1927, No. 24 of the Bureau of Education. The conference was attended by more than 100 rural education workers, most of whom are engaged in State and local supervision. The States represented were Connecticut, Delaware, Massachusetts, New Hampshire, New Jersey, New York, Ohio, Pennsylvania, Rhode Island, and Vermont. The conference was formally opened by the Commissioner of Education, Dr. John J. Tigert. He explained briefly his interest and that of the Bureau of Education in assisting the extension of rural-school supervision and promoting more efficient supervisory procedures. The program presented was arranged to consider seven large problems: (1) Improvement of supervisory techniques; (2) The effect of larger rural schools on the solution of supervisory problems; (3) Development of a supervisory program leading to closer integration between the work of those responsible for pre-service and those responsible for in-service preparation of teachers; (4) Types of supervisory assistance most effective in meeting the needs of certain teaching and pupil groups; (5) Contributions of State departments of public instruction to the education of mentally handicapped children in rural communities; (6) Equalizing educational opportunity for exceptional children in rural schools; and (7) Achievements and plans of the northeastern supervisory conference. Under each of these at least one major paper or address was presented, followed by free discussion from the floor. (Individual abstracts contain footnotes.) [Prepared in the Division of Rural Education. Best copy available has been provided.]