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This packet contains the materials necessary for presentation of the second of ten modules that comprise a portion of the National Training and Development Service Urban Management Curriculum Development Project. This module focuses on issue papers which are first phase studies to be used as foundations for more extensive policy and program analyses. The packet contains an instructor's manual which presents module discussion questions and prototypical responses, a student/participant manual which includes background information on issue papers, and three case studies which form the core of the module. (Author/MK)

These guidelines are intended to provide direction for the development of a sound, comprehensive program of secondary school physical education. Position statements are set forth on the topics of: (1) goals of the instructional program; (2) the curriculum; (3) the teacher; (4) student health and safety; (5) scheduling, time allotment, and class size; (6) facilities, equipment and supplies; (7) measurement and evaluation; and (8) accreditation. Eleven publications produced by the American Alliance for Health, Physical Education, Recreation and Dance are listed. (JD)

This booklet is a guide for teachers, administrators, curriculum planners, and educational consultants responsible for improving the quality of middle school physical education programs. Areas covered include: (1) the middle school and its clientele; (2) physical activity programs; (3) the teacher; (4) organization and administration; and (5) evaluation. (JD)

A discussion of school partnerships with linguistic minority communities (1) contextualizes and defines such partnerships, (2) notes the typical obstacles that prevent educators and communities from developing partnerships successfully, (3) highlights promising evolving practices associated with effective partnerships, (4) recommends future courses of action, and (5) provides a list of resource materials on partnerships. Obstacles affecting most school-home-community partnerships and more specifically, partnerships with language minority communities include both school- and educational system-based factors and family/community factors. Promising practices in developing partnerships include teacher- and classroom-based efforts, school- or district-level efforts, community-based efforts (businesses and labor organizations), and some contributions of teacher education institutions and educational associations. Contains 149 references, 9 toll-free and on-line information sources, and a list of 38 researchers, scholars, and practitioners with expertise in forming school-home-community partnerships. (MSE)

Each spring, Lord Fairfax Community College (LFCC) organizes and coordinates an Annual Health Screening Fair, a preventive health package designed to help residents identify health-related problems and become more informed about maintaining good health. The community service goals of the fair include the provision of free or minimal-cost health screening for as many diseases and to as many people as possible using the combined medical and non-medical resources of the community. Health fair planning requires the involvement of an active, representative steering committee, the establishment of a checklist of activities and deadlines, public relations and publicity efforts, provision for equipment and supplies, volunteer orientation and training, and budgeting. The fair itself consists of a number of stations through which participants proceed. These stations deal with registration, height and weight measurement, breast examination, pulmonary functions, vision, use of the vial of life, hearing, glaucoma, diabetes and anemia, blood pressure, blood chemistry regulation and testing, refreshments, podiatry, oral screening, counseling and referral, and evaluation. Records are kept on participants by age, sex, and abnormalities and follow-up contacts are made when necessary. Response to the fair from participants, volunteers, and physicians has been positive. This paper provides guidelines and checklists covering important considerations in planning and implementing similar fairs. (AYC)

The articles and background information in this publication will be useful to K-12 principals and teachers interested in starting a global education program. The material presented is drawn from a variety of sources, including "Principals," the journal of the National Association of Elementary School Principals, from which a number of articles included are reprinted. Goals and objectives in global education are discussed and outlined. The need for a global perspective on citizenship is presented. What research says about where to teach global education is examined. For example, research strongly suggests that schools should begin emphasizing a global perspective during the elementary school years. Also, recent research asserts that the period from age 7 to 12 is optimal both for education directed toward attitudinal objectives and for openness about the world. One article answers some commonly asked questions about global education--e.g. How can I tell if what we're doing now is global education?, and Doesn't global education mean increased costs? Position statements on global education from educational organizations are provided in another article. The publication concludes with a bibliography of resource materials in global education. (RM)