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This paper examines social and economic forces affecting rural areas at the beginning of the 21st century and lists potential strategies to cope with those concerns. Rural development is necessary to place rural and urban areas on a more equal footing, compensate for the youth "brain drain," preserve the retirement-option value, relieve urban congestion and achieve optimal population distribution, accommodate rural living preferences, bring jobs to rural people, protect family farms, and assist the 12 percent of the Northeast population that is not participating in the current economic boom. Rural development trends and concerns include the widening rural-to-urban income gap, the increasing pressure on natural resources from urban sprawl and other land uses, and the challenges to small units of local government presented by federal devolution. Current and emerging actionable rural development issues facing the Northeast are grouped into three broad categories: community economic and social development, environmental issues, and local governance and the development of community leaders. Subdivisions of these categories related to educational needs, entrepreneurship, leadership development, and the links between environmental quality and economic growth are presented in question form, and readers are asked to identify the single most important issue that the Northeast Regional Center for Rural Development should address and what, specifically, the Center should do to address this issue. (TD)

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. Breaking the inter-generational transmission of poverty requires far-reaching actions in the education sector. Widespread poverty affects both students' performance and their availability to attend school. Low-quality education leads to low income, which in turn perpetuates poverty. Furthermore, low levels of education affect growth though low labor productivity. Although Paraiba, Brazil suffers from a history of educational neglect, the state has recently made significant gains in primary enrollment; 93 percent of the children aged 7-14 are enrolled in school. However, 30 percent of the population aged 15 and older are illiterate and, unfortunately, it is not only the older generations that cannot read and write: 15 percent of children aged 10 to 15 are illiterate. However, substantial achievements in education have not helped the extremely poor segment of population as much as expected. Probit analyses reveal that education attainment is the single most important poverty-reducing factor. All levels of education from primary to tertiary are significant and negatively associated with the probability of being poor. Appended tables contain Poverty Indices and Inequality Measures based on PNAD 1981-99. (Contains 23 tables, 8 figures, 2 boxes, and 12 footnotes.) [This paper was produced by World Bank Publications.]

In school finance lawsuits plaintiffs often claim that pay levels are not sufficient to recruit teachers who can deliver constitutionally-mandated levels of educational services. In this paper I consider several ways in which one might bring economic theory and data to bear on that question. I conclude that at present, and at least for the near term, education research cannot prescribe an "adequate" level of school spending on teachers, whether in the form of pay, benefits, or professional training, that can reliability predict a target level of student performance. If courts are predisposed to intervene in this matter, a more reasonable standard for "adequacy" is whether available revenues, when spent in an efficient manner, are sufficient to staff classrooms with appropriately-certified teachers in a flexible licensing regime that satisfies both state and federal teacher quality standards. (Contains 6 figures, 7 tables and 15 endnotes.)

One in a series of resources for community groups, this paper provides a theoretical model of community development and relates it to the history, needs, and characteristics of native communities. The introductory section discusses the philosophy and goals of the series, which promotes the development of "core groups"--small community groups that will discuss the possibilities of individual and community transformation. It is suggested that a facilitator help the group go through the text together with frequent discussion of the points that are made. Sections 1 and 2 define community and community development. Emphasis is placed on individuals learning about themselves and their communities and taking charge of their own lives. The bulk of the paper is devoted to a model of community development with human spiritual development at the hub encircled by 12 elements essential to the process of community development. Brief descriptions are provided for each element: tension, involvement of key individuals in deliberations about the current situation, networking with resources and allies, personal revitalization experiences, constructing a vision, core group experiences, making plans and goals, building community organization, building unity between hearts and minds, learning, taking action, and evaluation. (JHZ)

Organized in a series of logically ordered planning components, this citizen's handbook seeks to develop local expertise for evaluating major economic impacts (economic growth or decline) in nonmetropolitan centers. In each section the user is guided through a set of simple calculations which provide quantitative answers regarding a particular area of impact. An introduction discusses use of the handbook and lists some preliminary questions which must be answered. The remainder of the handbook is divided into two parts concerning the two kinds of impact: growth and decline. Part A deals with new development and part B with the loss of a major employer. Both parts are parallel in outline since the same issues must be confronted. The four major topics in each part are (1) economic and demographic impacts (employment, population), (2) housing and transportation, (3) environmental services (water, sewer, solid waste), and (4) social services (education, health care, public safety, quality of life). In each section some questions concerning impact are answered, and then questions using sample data and/or regarding one's own community are given for user solution. A summary concludes each section. (YLB)

This paper proposes system supports to improve the post-school status of mildly disabled special education students and recommends that such supports be a focus of research supported by the federal Office of Special Education and Rehabilitation Services. Each service is discussed in terms of its rationale, possible content, process measures, immediate outcome measures, longterm outcome measures, and a time frame for effectiveness research. The use of functional educational outcome measures focusing on postsecondary employment or enrollment status and on general quality of life is recommended. Proposed system supports include: (1) inschool case managers; (2) health services; (3) counseling/treatment programs; (4) extended week/year programs; (5) mentors/benefactors; (6) family support programs; (7) options for out-of-family living; (8) multicultural orientation; (9) placement services; and (10) overall case management. Guidelines are given for documenting the impact of interventions which focus on population characteristics and treatment specifics as well as for statistical analysis by nontraditional techniques. Other guidelines address 3-year and 6-year projects, required resources, and major challenges and limitations (such as limited national resources, the growing underclass, and professional turf issues). (81 references) (DB)

This paper first considers the importance of housing as a component of rural quality of life. Rural-urban housing differences are then evaluated, with both advantages and disadvantages cited for rural areas relative to urban areas. A strategy to improve rural housing by increasing the number of housing choices is presented, with human service providers playing a vital role. By helping to determine housing needs and choices, providing information about proper housing choices to rural residents, and working in collaboration with relevant community leaders, human service providers can help rural residents to better meet their housing needs. (Author)

There is a long tradition of academic interest in the worlds of work and family. However, there was scant attention paid to the linkages between these two worlds until the mid 1970s. In the United States, the 1977 publication of Kanter's monograph, "Work and family in the United States: A critical review and agenda for research and policy," sparked a surge in scholarship focused on the relationships between work and family issues. Academics in diverse fields and disciplines--from child & family studies to economics--began to research and write about the experiences of working families, employers' response to the work-family priorities of their employees, and public sector policies that affect the decisions both of working families as well as those made by employers. This module introduces students to the multi-disciplinary work-family field of study. The module's contents provide information related to: (1) The diversity of contemporary families; (2) Changing forms of work; (3) Concepts related to the work-family interface; (4) Work-family issues as important contemporary concerns; and (5) The implications of work and family experiences for the quality of life at home and at the workplace. The contents of the module are appropriate either for: (1) The first one or two sessions of a work-family course taught in social science departments; and (2) Specific sessions of a survey course, such as the sociology of family, which focuses on a range of topics, including an introduction to work-family issues. (Contains 4 online resources.) [This paper was prepared with the help of Judi C. Casey, Karen Corday, and Christina Matz. For Modules 2, 3 and 4 of this curriculum guide, see ED536753, ED536766, and ED536752, respectively.]

This overview provides basic information on the causes of deaf-blindness and the particular challenges faced by individuals who are deaf-blind. Causes of deaf-blindness include various syndromes, multiple congenital anomalies, prematurity, congenital prenatal dysfunction, and various postnatal causes. Differences between people deaf-blind from birth and those adventitiously deaf-blind are noted. Challenges facing a person who is deaf-blind are identified, especially the learning of language, and orientation and mobility skills. Challenges facing the family, teachers, and caregivers are also discussed and suggestions are given in the areas of communication, orientation and mobility, individualized education, transition, and inclusion within the family. The paper stresses that individuals who are deaf-blind have a unique and valuable experience of the world and can have a high quality of life if they accept their condition, are provided educational experiences that help them maximize their abilities, and live in accepting families and communities. (Contains a descriptive guide to 7 organizations that offer help to families, caregivers, and teachers and an annotated list of 11 print resources.) (CR)

Shifting to results-based accountability is a difficult stage in reforming family and children's services. Heretofore, these services have been more concerned with the number of clients seen or papers processed than in their clients' quality of life. This document should help communities find the data they need to measure qualitative outcomes. It provides a core list of conditions, for example, birthweight, immunizations, substance abuse, and teen suicide. Information on defining outcomes, finding the data to measure outcomes, and analyzing the data to assess local performance is listed. Also listed are various state and local data collection offices which may be able to help groups collect and appraise their data. Each definition for the outcome had to define the problem accurately, reflect data that were readily available, and be useable over time and across jurisdictions. This rigor in defining conditions will: (1) help communities determine the outcomes on which data are already being collected; (2) provide them a baseline to measure future progress; and (3) highlight areas where they should focus their work. Appendices list organizations, by state, that collect data on topics such as child welfare, juvenile justice, and other areas. Also appended are U.S. standard birth and death certificates. (Contains 25 references.) (RJM)

This paper reports that between 2008 and 2009, unemployment rates across OECD countries increased among people at all educational levels, but rose to especially troubling heights among people without an upper secondary education. In 2009, the average employment rate across OECD countries was much higher for individuals with a tertiary (i.e. higher) education--indicating a better match between the skills these people have and the skills the labour market required. Between 2008 and 2009, the earnings advantage for people with a tertiary education remained strong in OECD countries. In some countries, earnings inequality between people with a tertiary education and those without an upper secondary education widened even further.

In a climate of increasing enrollment, reduced funding, and unfunded mandated state and federal programs, urban and rural school districts find it increasingly difficult to attract and retain qualified teachers. This paper offers suggestions to local school boards and district administrators in states with significant numbers of rural schools: (1) Encourage superintendents and school boards to evaluate their recruitment practices; (2) Produce public service announcements about the teacher shortage, alternative teacher certification routes, and quality of life in rural classrooms; (3) Pass legislation and provide funding for teacher mentoring programs; (4) Provide training and/or information to administrators and school board members in new and effective teacher recruitment and retention strategies; (5) Provide financial support to increase the base salaries of rural school districts; (6) Provide incentives for preservice teachers to complete their student teaching experiences in rural school districts; (7) Examine potential programs for recruitment and training in areas of high-demand positions; (8) Sponsor research in the areas of teacher recruitment and retention; (9) Encourage the development of college and university teacher recruitment programs that identify candidates with rural backgrounds; (10) Encourage and financially support aggressive recruitment in middle schools and high schools, exposing students to peer tutoring, camps, role models, classes in educational theory, and technology and instruction; (11) Conduct research on rural administrators' attitudes toward teacher motivation, teacher induction, and new teacher support systems; (12) Follow the Education Commission of the States' suggestions that states forgive student loans and recruit mid-career professionals from other fields; (13) Require training for building- and district-level administrators related to positive school climate and its relationship to achievement, retention, and recruitment; (14) Develop strategies to attract minorities and males into the teaching profession; (15) School boards may need to look to past practices to recruit teachers to their community; and (16) Districts need to give serious thought to their retention practices, specifically the extracurricular responsibilities assigned to novice teachers. A bibliography is included. (Contains 4 tables.)

Presenting a base of general information that local business people and government officials involved with downtown revitalization should be familiar with in order to understand the range of options available and factors that will influence the outcomes of any revitalization program, the paper summarizes current theories, trends, studies, and development practices pertaining to downtown revitalization in small towns. Section one describes basic elements/concepts of five organizations/authors: recommendations for organization, design, downtown promotion and economic restructure by the National Main Street Center-National Trust for Historic Preservation; emphasis on physical revitalization, traffic, parking, public transit, restoration of residential areas, and economic revitalization by Private Revitalization of Downtown, Inc.; stress on cooperative thinking, full awareness, task-oriented organization, and independent action by Craig Aronoff; strategies involving concern, optimism, confidence, leadership, knowledge, plans, public partners, and the ability to make deals by Irwin Davis; and recognition of the importance of public policy by Robert Craycroft. Section two summarizes critical concepts treated in small town development literature: organization; design; traffic, parking, and safety; land use; economic structure; merchandising and promotion; and public policy. The final section focuses on unique characteristics associated with downtown revitalization in small towns and establishes the basis for an alternative approach. (NEC)

An experienced college president offers 12 suggestions for coping as president: control calendar; keep passion for work; protect health; manage stress in all life areas; make changes one step at a time; stop when reaching limit; pay attention to support system; learn to live comfortably with ambiguity; separate ego from outcomes; control attitudes; plan life directions; and keep sense of humor. (MSE)

Recreation leaders recommend reaching out to homeless individuals and providing programs that may help improve their health, bring them some fun and happiness, and boost their quality of life. The paper describes how one North Carolina county addressed the issue through recreation programs and other activities. (SM)

This description of the volunteer program at the Andrus Gerontology Center at the University of Southern California, Los Angeles, suggests that older adults can improve the quality of life for themselves and others by building bridges of understanding between: generations within an organization, paid and unpaid workers, parts of an organization, organizations, and volunteers and other older persons in the community. The introduction, section I, describes retirees as a rich human resource and offers guidelines for a successful experiment based on the experiences of the Andrus volunteers. Section II presents a profile of the volunteers, and describes funding for the program and types of volunteer services requested by the Center, including acting as research subjects and tour guides. In addition, volunteer-initiated activities are described, including educational activities and publications related to gerontology, a speakers corps, the leadership development project, research projects, and community service projects; and the structure of the program is outlined. Section III presents guidelines for building a program of older volunteer personnel. Organizational prerequisites are discussed, and the roles of the volunteers and coordinator are outlined. Suggestions for making volunteer work meaningful are included. (JAC)

Designed for high school global education classes, this document examines the consequences of dependency and self-reliance in developing nations. The paper points out that millions of people are denied control over basic resources and have little influence over decisions which deeply affect their lives. The forms of dependency and insecurity are illustrated through two brief case studies of a Bangladesh woman working for local landlords and a Puerto Rican farmer who stopped growing beans because a U.S. company shipped and sold canned beans at a cheaper price than he could afford to do. Next, several actions toward self-reliance taken by individual countries are noted: cooperative farming in Boureima, a rural women's program in Bangladesh, and the national food program in Nicaragua. Three steps toward self-reliance are then outlined: (1) replacing dependent or oppressive relationships with cooperation based on mutual respect; (2) discovering and gaining control over one's own resources; and (3) building a wider and stronger community. The document concludes with suggestions for how citizens of wealthy nations can help poor nations work toward self-reliance. Ideas for action and a brief reference list are included. (KC)

The sources of political violence against Guatemala's rural poor are traced in this document for high school global education classes. The paper summarizes "Witness to Political Violence in Guatemala: The Suppression of a Rural Development Movement" (Oxfam America's Impact Audit No. 2). The study was based on 115 respondents, both individuals and organizations, involved with research development or religious programs in Guatemala. They represent a broad range of political values, religious beliefs, and development ideologies. Respondents point out that after the 1976 earthquake, local organization efforts were aimed at reconstruction. When rural cooperatives began acting independently, a government-sponsored campaign of suppression and terror was initiated. The violence is characterized as a war between the 2.1 percent of the country's population who own 62 percent of the country's arable land, and the peasants forced to work that land at $1-3 a day. This violence has worsened the agrarian economy, blocked delivery of health and education services, and caused enormous upheaval in religious and familial institutions. The guerilla movement, then, offers the peasants a chance of survival and hope for change. The fact that to be active in rural society is to risk being kidnapped, tortured, and murdered should be of utmost importance to the future policy of the United States vis-a-vis Guatemala. Ideas for action and a brief listing of reading materials are included. (KC)

In order for society to attain true social justice, individual citizens must be equipped with the knowledge and skills to take control of their lives through proper use of social service systems. In the United States the present system of social services is inadequate to fulfill the needs of all of its clients. As the economy continues to force social service staffing cutbacks, it will be more efficient to educate clients about how they can help themselves by using the system in an informed manner. This will require a restructuring of the social services field to incorporate a holistic, interdisciplinary approach in which professionals will be called human services professionals, covering all areas of service needs. Their professional education will emphasize their roles as teacher, counselor, community liason, supervisor, and change agent. Public education in elementary and secondary schools will prepare citizens for learning to help themselves and care for others by teaching how to work in groups and how to act constructively in life situations. This will require a radical change in education which has traditionally emphasized individualism and competition. Measurement of individuals' productive and contructive change will be carried out through values clarification, definition of objectives, and ongoing assessment of actions to meet personal goals. (AV)

Economic education can help elementary and secondary school students understand the dynamics of the American free enterprise system and the relationships among consumer, producer, and government. The economic education curriculum will help students most if it is structured as an upward spiral in which basic economic concepts are built upon and expanded at each grade level. Elements of modern learning theories which are particularly applicable to the economic education curriculum include reinforcement, meaningful internal structure of content, an interdisciplinary approach, and a high degree of student participation. The content of economic education should include basic economic concepts such as needs, resources, consumption, distribution, demand, supply, money, and banking; the relationship of economics and society; consumer education; and personal economic management. A resource unit is a particularly effective method of teaching economic education because it can integrate basic economic concepts with learning activities and objectives that are appropriate for each grade level. Teacher education and in-service workshops will be more helpful to teachers if they include practical as well as theoretical economic content. The conclusion is that educators should accept the responsibility of helping students become informed on economic issues. (DB)

"The Reality Game" is intended to provide players with an opportunity to experience the harsh lifestyle of a migrant family in their daily struggle for survival. By shedding light on many variables impeding the education of migrant children, the players should be able to infer implications for their academic and personal growth. The gameboard includes a die, three sets of fortune cards, three sets of disaster cards, marking pen, and response sheet. Length of the game is a total of 18 rolls of the die in 3 different phases. Phase 1 fortunes or disasters describe events from the time migrants leave their home in Eagle Pass, Texas, and arrive in Eaton, Colorado. Phase 2 fortunes or disasters are those migrants may encounter upon arrival. Phase 3 fortunes or disasters are those migrants may encounter during their stay within a particular area. This paper provides a brief overview of the migrant's lifestyle, the rules of the game, copy of the response card, a sample of a family composition, and a listing of the disasters and fortunes for each phase. (NQA)

American workers change jobs more frequently than workers in older industrial countries. The movement from a manufacturing economy to a service economy involves many job changes for workers. Consequently, workers need flexibility. Counselors are challenged to help clients view life holistically, recognizing the dimension of quality of life. Clients need to be helped to understand what is needed for their satisfaction. Counselors can use instruments such as interest inventories to assist clients. A new theory of career has been proposed which suggests that one is employed by life and thus must have some degree of self-knowledge. This theory, called LIFECAREER, involves inner and outer sources of information. Life is the process and career is the direction. This theory recognizes that although individuals may know what life work is essential for satisfaction, they may place barriers in their way. In counseling, clients are asked to list five significant life events. Life events are then identified and explored. Satisfaction and dissatisfaction are discussed. Client and counselor then examine emerging patterns. Finally, clients can synthesize and articulate life patterns. (ABL)

This curriculum guide provides materials for four units: work/family life-style choices, balancing work/family roles, work influences on family life, and family influences on work life. Three teaching methods are used consistently throughout the curriculum: role playing, case studies, and interviews. Each unit is composed of 5 to 10 lessons. There are 37 lessons. Representative topics are multiple roles of individuals, parenthood decisions, work and family conflicts, time management strategies, financial management skills, stress, personal management strategies, employer supports and benefits, work satisfaction, interpersonal relationships, household and child care responsibilities, and family satisfaction. The units and lessons are designed to be taught in the order presented. Components of each lesson include lesson number, topic, goal, objectives, content outline, list of needed resources, list of additional resources, introduction, activities, conclusion (questions, a short activity, and/or statement to summarize the lesson), transparency masters, handouts, and case studies. Appendix A includes a bank of test questions that are keyed to objectives. Appendix B is an annotated bibliography of resources for the teacher and students. (YLB)

This game simulates trade and food production in the West African region of the Sahel which is susceptible to drought. Players are divided into teams of two and four persons, each team assuming the role of a farming household in the Sahel. Teammates collaborate on production and trade decisions under conditions of dearth and plenty. The game carries players through seven years of decision making in two to three hours. Intended for classroom use, the simulation is particularly suited to use in secondary and college level courses dealing with the Third World, peasant agriculture, or famine. Sample game pieces and complete instructions are included. (Author/APG)

This booklet is designed to help British teachers introduce concepts of crowds to young students. Elementary school students will better understand issues of crowd behavior such as rural to urban migration and crowding in urban areas if they realize that all crowds are composed of individual human beings. Teachers can help students become familiar with the nature of crowds by encouraging them to participate in class discussions and individual research projects on topics such as crowded cities, housing a crowd, crowds at play, crowds drawn together for political or military purposes, participation in special in-crowds, and entertainment crowds. Students can be directed to discuss questions regarding disadvantages of city living, reasons people leave rural areas to move to the city, the right of people to live wherever they want, and the role of government and charity organizations in providing services to poor people. Students can also be involved in activities such as observing crowds in streets, shops, buses, and places of entertainment; map and globe exercises; and analyzing statements about crowds by public officials and media people. Teachers can provide the necessary background information for students on these and other crowd-related topics by reviewing with them factual material presented in the document. (DB)

This booklet is designed to help British teachers introduce concepts of waste to secondary school students. The document focuses on various types of waste and pollution--air, land, water, and industrial--and suggests activities to help students understand and combat waste of natural and human resources. It is presented in 11 chapters. Six chapters deal with waste of specific resources, including water, land, forests, oil, metals, and glass. Two chapters provide general background information on waste and pollution in modern society and offer projections regarding the quality of life of future generations. One chapter examines pollution resulting from improper waste disposal. Another chapter discusses how technology can be used to develop natural power and energy. The final chapter lists resources used in preparing the publication. Each chapter includes a list of learning activities. Students are involved in surveying packaging practices of local supermarkets, visiting waste disposal works, interviewing community members regarding use of aerosol products, visiting reference libraries, analyzing sources of power, and recycling broken glass and aluminum cans. (DB)

Defining productivity as the complex of factors that determine how efficiently an economy will operate, this booklet for Canadian secondary school students analyzes the subject in five sections. "What Is Productivity?" discusses output/input relationships when producing goods and services. "Why Is Productivity Important?" discusses the role of productivity in decreasing inflation and in improving the standard of living. "What Determines the Level of Productivity?" analyzes factors such as the structure of the economy, the state of the economy, and the scale of operations (the point at which the size of an operation increases and specialization at intermediate stages of the operation becomes profitable). The quality and quantity of capital (equipment used by labor in production), the labor force, and the role of government are also discussed. "Measuring Productivity" deals with problems concerning measurement and the use of statistics. The concluding section outlines the efforts that business, labor, and the government must make to increase economic efficiency in Canada. (KC)

This booklet for Canadian secondary school students examines urbanization and its relationship to other factors of the economy. Five sections analyze urbanization, the pattern of urban development, community needs, the management of urban growth, and urban governance. Part I traces the growth of the Canadian population, noting that 10% of the population lived in urban communities in 1871 while 62% lived in urban communities in 1971. Tables illustrate population by province and metropolitan areas. Part II examines housing patterns, the impact of the automobile, the population explosion, and public transportation priorities. Part III discusses urban planning and taxation, and the quality of urban life. Part IV focuses on urban management and current "growth" and "No-growth" debates. Part V explains problems concerned with the changing role of urban government. Discussions of increased expectations of citizens, the realization that many governmental decisions are subject to challenge, and controversies surrounding the need for expanded community and social services are included. (KC)

This curriculum guide is designed as a tool for both university and secondary school use with the purpose of contributing to the further evolution of peace and world order studies. Part I presents three essays on peace and world order education. Part II comprises the majority of the document. It provides detailed outlines of some 50 college courses and seminars which fall into three categories: (1) courses and studies which present a broad overview of the field; (2) topical themes of peace, social/political justice, economic well being, and ecological balance; and (3) analytical themes which address values clarification/inquiry, futurism, and social/system change. Part III describes 30 selected learning packages in peace and world order studies developed by the Institute for World Order and by various world order centers and programs at universities and private organizations throughout the United States. Parts IV and V offer bibliographies of approximately 1,000 books, periodicals, films, filmstrips, simulation games, and other multimedia resources. Part VI identifies programs in peace and world order teaching and research in North America and elsewhere. Part VII provides addresses of peace-related institutes and organizations throughout the world. (KC)