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Described is the Holy Spirit Hospital Early Intervention Program (EIP)--a model for the delivery of services to emotionally disturbed preschoolers via their parents. Various elements (modules) of the program are reported including the intake module, the individual tutoring module, the toddler management module, the intake classroom module, the deficit-remediation classroom module, the community classroom module, and the liason module. A major concern of EIP is noted to be systematic evaluation by an advisory committee of its service delivery program. Provided are tables on EIP's organization, the direct service module structure, and the ancillary module, as well as a sample of a child's progress chart. (SB)

This collection of conference presentations includes "The Curriculum Field--A View" by Alice Miel, "The State of the Curriculum: Frills, Fads, and Alternatives" by Robert S. Zais, "Lifelong Learning: Significance for Curriculum Development" by Norman V. Overly, "Education of the Gifted and Talented: A Look Around and a Look Ahead" by A. Harry Passow, "Self Awareness and Teaching" by Alex Molnar, "Multicultural Curriculum for Public Education: An Economic Analysis" by Frederick A. Rodgers, "Toward a Humane Curriculum" by Arthur W. Foshay, "A Perspective on Structure in the Undergraduate Curriculum in Colleges and Universities" by Victor B. Lawhead, and "The Realities of Alternative Schools--Seattle, a Case in Point" by David Turney. Reactions to two of the speeches are provided by Francis P. Hunkins, Virginia M. Macagnoni, and Steven Selden. (JM)

The document contains the texts of 13 presentations made at the 25th annual meeting of the Far Western Philosophy of Education Society in December, 1976. Topics include Rationality and Public Education; Education for Womanhood; Alternative Learning and Alternative Assessment; Man, Nature, and Social Management; The Public School and Its Moral Authority; and The Integration of Cognitive and Affective Dimensions of Learning: An Analysis from the Perspective of Merleau-Ponty's Philosophy. Additional papers explore cultural pluralism in relation to the American dream, dangeFs of overemphasis on equality in education, and a suggested framework within which to examine controversial educational issues. Three appendices list current officers of the Society, the history of previous annual meetings and officers, and a program of the 25th annual meeting. (AV)

College graduates face the contradictory and inconsistent beliefs of a society that seems to be struggling between a desire to either degrade or enhance the dignity of man. Amid all the current mechanical marvels there exists social ills of nightmare proportions. In the turmoil to find solutions to the many problems many have lost sight of the basic principle of serendipity at work. Seek first the basic values and all other things will come. Those basic values are courage, judgement, integrity, and dedication. The pursuit of them will help to insure their attainment, as well as help to cure the complex dilemmas facing society today. (PPB)

Literacy education for children, youth, and adults in America is in critical need of reconstruction. The National Assessment of Educational Progress (NAEP) keeps pace with research findings on the basic skills of these groups, yet in literacy education, these findings have not always been used to examine the effects of instructional variables on educational outcomes. The traditional approach to literacy is based on Essentialism, which emphasizes skill building and tests a discrete set of skills. The goal of Essentialism is not to define literacy, but to specify when a person is no longer illiterate. Research, however, supports an Ekistician approach to literacy, which argues that students must learn to reason effectively about what they read and write before they can be considered literate. Literacy must be a means to an end, the end being the fulfillment of the present interests of the learner. In its most recent assessments, NAEP implements Ekisticianism in both its choice of exercises and testing formats. Respondents demonstrate such things as writing a letter to correct a billing error, explaining a warranty for a household appliance, and implementing directions on an income tax form. Each of these calls for reasoning relevant to basic functioning in modern society. There is a need for educators, policy-makers, parents, and students to reconceptualize literacy programs within each state based on the Ekistician view of literacy. (Forty-two references are appended.) (MM)

In the past, the engineering education community has focused primarily on developing evidencebased best practices and fundamental theories of teaching and learning. An emerging focus, embodied in initiatives like the National Science Foundation's (NSF) Revolutionizing Engineering Departments (RED) program, is on achieving systemic, sustainable, and scalable change, that is, the translation of theory to impact practice. Current models for engineering education units within universities have achieved goals to develop fundamental theory, making engineering education into a viable discipline. Alternative institutional models for engineering education are beginning to emerge that explore new avenues for achieving widespread, transformational impacts on educational practice. This paper describes a novel, next generation approach to translating theory to practice, and transforming an institutional culture through an integrated focus on building community and shared capacity around the scholarship of teaching and learning (SOTL) and educational research in a college of engineering. When organizing a departmental or programmatic effort, logistical decisions can dominate and obscure the underlying organizing theory for the effort. Consistent with NSF's calls for a greater understanding of theories of change, we connect the explicit and implicit organizing philosophies underpinning the innovative approach to enacted institutional plans and approaches. We draw on Henderson's theoretical models of Institutional Change in higher education to clarify the chosen approach to transformation. We also draw on a complex systems perspective as a guiding philosophy to conceptualize change in the interconnected human, institutional, and social structures of our engineering college, and on boundary spanning to address the ways that communication across knowledge domains can be enacted and supported. The anthropologically inspired methodology explores institutional artifacts, structure, and guiding philosophies for their explicitly stated or implicitly enacted theories. As a collaboration between insiders (founders and longtime participants) and relative outsiders (a new participant), the innovative approach could be both described from experience and examined anew, and could explore both planned intentions and enacted realities. Guiding principles, made explicit in PROGRAM founding documents and written reflections of organizers, include "plant a lot of seeds" and "people are the drivers of change." An organizing structure includes administrative and faculty roles with dual focuses on developing research and translating to practice. Several opportunities for engagement between researchers and practitioners are structured as regular events and forums. We connect the guiding theories to specific aspects of PROGRAM to clarify the purpose and implicit assumptions embedded inside institutional practices. For example, the events and forums can be understood as a form of boundary spanning, while the underlying goal of investing in people is consistent with Henderson's "developing reflective practitioners" model for institutional change. We highlight PROGRAM's approach to engineering educational transformation, substantiated by guiding theories. In so doing, we hope to provide greater insight into one approach, show contrasts with other approaches, and suggest a parallel theoretical clarification as a generative activity for other efforts at institutional change. [ABSTRACT FROM AUTHOR]

This paper describes an approach for modeling smart grids for wide area control applications. More specifically, it is proposed to model smart grids as a set of interdependent composite networks. A composite network is one whose evolution in time and/or space is described as a composition of more than one category of networks. This work proposes an interconnection of a communication network, information network, and a power system network to model smart grids. More specifically this work proposes a quantitative model focusing on bulk generation and transmission. The resulting model will be used for studying and simulating wide area measurement and control techniques and contingencies of components. The modeling methodology is based on the initial partitioning by the National Institute of Standards and Technology (NIST) of the smart grid domains. A basic example with control of load (demand response) and generator set points over a communication link is presented. [ABSTRACT FROM PUBLISHER]