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Great Britain's systems of continuing education (CE) and further education (FE) were compared within the context of change and decline in Great Britain's infrastructure and within the framework of an "index of innovation." Various options are listed for giving nontraditional adult students greater autonomy with respect to the following aspects of the education process: adult-centered provision, curriculum content, assessment methods, learning, resources, and openness of access. The major conclusions of the analysis were as follows: (1) despite their underlying diversity, CE and FE have begun converging toward the same values/goals, and the boundaries between them have begun to blur; (2) although the components of this convergence are in a state of flux and may not be moving at the same pace, the new vocationalism that has been fostered by economic changes in Great Britain is causing a blurring of the boundaries between CE and FE as providers respond creatively to shared contexts and conditions; and (3) the shared contexts and conditions may eventually bring about generative and productive "unlikely alliances" or even a universal system of higher education. (Appended are summary data on provision of FE and CE. Contains thirty-five references.) (MN)

Deregulation in South Carolina schools was designed to give schools flexibility in meeting state and federal guidelines and student achievement goals. A survey of principals and faculty of deregulated schools examined how they perceived themselves as change agents. A questionnaire was sent to each principal and one faculty member in each of the state's 195 deregulated schools. The schools were free from certain regulations on class scheduling and structure, and monitoring and assessment. Responses were received from 50 percent of the principals and 41 percent of the faculty members. The results indicated that 89 percent of principals and 76 percent of faculty perceived themselves as risk takers who act as change agents in their schools. Inadequate funding and the potential impermanence of deregulation were cited as constraints to deregulation. Both groups also believed that change was a personal process as well as an organizational process that required planning and commitment. Also, both groups defined deregulation similarly, including its positive and negative effects. The most important effect of deregulation found was the lack of innovation or creativity reported by respondents. Although the state's stated purpose for deregulation was to encourage flexibility in meeting student needs, the majority of respondents said that deregulation had not resulted in greater flexibility. (Contains 15 references.) (JPT)

Findings of a study that investigated teachers' perceptions of the most desirable characteristics of principal behavior are presented in this paper. An instrument used to measure employees' perceptions of business manager characteristics (Kouzes and Posner 1987) was adapted to the educational setting and completed by 1,225 teachers in 4 states. Findings indicated that teachers' rankings of their principals were similar to business employees' rankings of their managers. Both groups said that honesty was the most desirable and necessary characteristics for managers and principals. Other highly rated characteristics included "forward-looking,""inspiring,""caring," and "competent." One figure and two tables are included. (Contains 10 references.) (LMI)

This paper explores the concept of critical thinking as it applies to school administrators and offers ideas for incorporating it into their operative skills. Following a review of pertinent literature, recommendations are made to: (1) develop an assessment process in educational administration programs to ensure that future school leaders have a capacity for critical thinking; and (2) redesign general education instruction at the college level. The need to challenge the critical thinking skills of administrators is based on the belief that principals can made a difference only if they abandon the "cookbook mentality" whereby administrators want to be able to have an answer to every problem faced rather than processing the information to make valid and responsible individual decisions. The ability to apply critical thinking to the school setting is the essence of improving instructional leadership and academic performance. Educational administration must move from the cookbook mentality to one that fosters critical thinking. (Contains 19 references.) (LMI)

In the 21st century technology and education must work together to secure the future for students and society. Throughout much of the last century a dichotomy existed between the two concepts of education and technology. Educators must shift from a training model to a learning model to meet the rapidly changing needs of society. The information society of the 21st century will be knowledge-based; learning will be more critical as prior knowledge becomes obsolete. The lack of application and utilization of technology continues to be one of the major deceits of modern education. Educators have historically been dispensers of information; however, in today's educational framework the exact opposite is true—educators must become facilitators of knowledge. The need for changing traditional approaches to education from reactionary approaches and the acquisition of short-term skills to proactive programs that necessitate life-long learning attitudes is of paramount importance as educational institutions prepare students for the 21st century. [ABSTRACT FROM AUTHOR]

Field observations showed plant mortalities from a severe cotton root rot disease (Phymatotrichopsis omnivorum) were considerably higher in areas where monocot plants (sorghum) showed severe Fe deficiency chlorosis. Cotton (Gossypium hirsutum L) usually does not exhibit Fe deficiency chlorosis symptoms as do certain monocot plants. This possible association of Fe stress in cotton and incidence of cotton root rot (PRR) provided impetus to greenhouse and field studies of Fe requirements of cotton and the effects of Fe nutrition on severity of PRR on highly calcareous soils. Cotton responded to soil amendments, which reduced soil pH and also to supplemental Fe through various Fe carriers. Dry mater Yields increased 51, 76, and 164 percent, respectfully, for 4,000, 8,000, and 16,000 kg ha-1 granular elemental S. Plant mortalities from PRR occurred later in the growth cycle as a result of these S additions. Substantial reductions in plant losses and lowering of soil pH were measured with 8,000 and 16,000 kg ha-1 applied S. Increased dry matter production was associated with the reduction in plant losses to PRR. Response in plant growth and disease suppression from barnyard manure was apparently a direct response to Fe and possibly other trace elements present in the manure rather than a pH depression effect. Other sources of supplemental Fe such as Sesquestrene Chel-138, Iron Sul (copper mine byproduct), organically complexed Fe (Fe-Amaranthus) produced varying plant response, soil Fe buildup, and disease suppression. Plant growth and Fe uptake response occurred with Chel-138 rates of 5 mg Fe kg-1 while significant reduction in plant mortality required 15 mg Fe kg-1 soil. Largest response in growth, Fe uptake, and disease suppression was measured with 5 mg Fe kg-1 as Amaranthus plant complexed-Fe. Field studies showed reduced severity of disease and increased lint yields from granular elemental S and/or chelated Fe (FE-EDDHA) banded in the seedrow. Disease suppression and increased lint yields were recorded with foliar sprays of nickel chloride (NiCl) and stem drenches with Lithium Chloride (LiCl). Substantial reductions in plant mortalities from PRR was measured from use of controlled release experimental formulations of chemical fungicides placed in the seedrow at planting. [ABSTRACT FROM AUTHOR]

A response to N fertilizer either soil or foliar applied was generally not significant. The exception was in year 1 when the 2/3 rate plus CoRoN produced a significant yield response. In years 2 and 3 reducing the N fertilizer rate had no significant effect on lint yield. Overall, treatment effects on yield were not significant even though in year 3 yields doubled those of the previous two. The petiole nitrate and K levels generally remained adequate during the monitoring period and did not correlate with yields. With the addition of both the HM9754 and the CoRoN to the 2/3 recommended rate, petiole nitrates increased significantly at mid-season, but did not correlate with yield increases. Fiber quality did not change significantly among treatments. [ABSTRACT FROM AUTHOR]

Behavioral dynamics models provide an observationally grounded basis for HRI algorithms and provide another tool for creating robust, natural, and interpretable HRI systems. Here, an HRI pickand- place algorithm was implemented based on a behavioral dynamics model of human decision-making dynamics in an interpersonal pick-and-place task. Participants were able to complete the HRI pick-and-place task, we provide comparisons to HHI pick-and-place results. [ABSTRACT FROM AUTHOR]

The article discusses the effect of selected fungicides and other treatments on cotton root rot suppression. Phymatotrichopsis omnivora causes substantial losses in cotton lint yields on many soils of the Southwest. Validation of field observations through soil sample analyses indicated that at least two plant nutrients, Iron and Magnesium, and possibly others including Zinc and Nickel may be present in short supply in these problem soils. Surveys of the soilplant ecosystems in cotton fields exhibiting Phymatotrichopsis root rot (PRR) on cotton and those having a history of no PRR suggested a relationship between soil particle size distribution and soils being suppressive or supportive of this pathogen, Phymatotrichopsis omnivora. Field studies on Phymatotrichopsis root rot (PRR) were conducted evaluating various nutritional and chemical methods for their effects on disease suppression. Some of the promising methods in suppressing PRR on cotton included seedrow and stem drench placements of a synthetic Iron chelate and propiconazole. Additional materials evaluated in the field included Topsin, Bayleton, and Quadris fungicides, and elemental sulphur.