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The League of Women Voters/Tallahassee responded to an opportunity to research the concerns of Florida's judiciary following the disrupted general election of 2000. It received a grant for the Judicial Independence Project, a project supported by a grant from the Program on Law and Society of the Open Society Institute, from the League of Women Voters Education Fund in early 2001. This guide, developed from materials gathered and developed through the project, detailed instructions and materials designed for learning environments such as secondary classrooms, civic meetings, and town hall forums. It is intended to help participants understand the role of the courts and the concept of judicial independence. The guide's lesson format has been altered to make the activities more user-friendly for multiple audiences. The activities were designed to help Florida students and adults experience the role of Florida judges, understand the judicial decision-making process, explore judicial accountability and discipline, and determine threats to judicial independence. The guide is divided into the following sections: "Introduction" (M. Jones); "Foreword" (A. B. Pitts); "Keeping the Judiciary Strong" (J. Hatchett); "Judicial Independence in United States Government" (J. Patrick); "Judicial Independence Resources and Websites"; "Short Takes"; "The Invaders: A Constitutional Rights Activity"; "The Florida Courts and the Judiciary: A Constitutional Scavenger Hunt"; "An Independent Judiciary"; "Judicial Decisionmaking and the Constitution"; "Judicial Discipline and Accountability"; "Should Judges Be Elected or Appointed through a Merit Selection Process?"; and "Town Hall Forum: Judicial Independence." Appended are: "Code of Judicial Conduct"; "Florida Courts"; "Florida Trial Court"; "Florida Supreme Court"; "United States Federal Courts"; "Federal and State Judges Chart." (BT)

This book examines some of the causes of violence in schools. It discusses school violence over the past 30 years and tracks the most common directions student violence takes. The text emphasizes the importance of partnerships in reducing violence--with students, parents, God, the community, and law enforcement--and looks at ways to improve these relationships. It describes how educators may improve campus safety by calling on people, technology, planning, training, and the law. It also emphasizes that the economic costs involved in enhancing student safety need not be excessive; through the careful use of people, technology, facilities, the law, training, and practice, schools can significantly heighten their students' safety. However, since the unthinkable sometimes happens in the best schools, ways that educators should react to an armed assault are likewise discussed, along with an outline of tactics that can significantly improve the chances of survival. The book concludes with suggestions for a long-term solution to on-campus violence and offers thoughts derived from the author's many years of observing firsthand the escalation of violence in the U.S. Two appendices provide further information on sexual harassment policies and the penal code. (RJM)

This pamphlet is a guide for teachers who need to distinguish learning difficulties due either to a disability or to limited English proficiency. In narrative and charts, the pamphlet addresses the following topics: how children with limited English fit into the special education picture; how quickly a child typically learns a second language; factors that affect second language learning; comparing characteristics of language minority students and exceptional children; assessing effectiveness of a teacher in a culturally diverse classroom; language differences commonly observed among Spanish speakers learning English; language differences commonly noted among Asian speakers of English; common language differences among Arabic speaking English learners; and ways to help students with limited English proficiency. (DB)

This document details regulations that govern the administration of kindergarten programs in Mississippi public school districts. The guidelines are prefaced by a list of members of the K-3 Reading Work Group, who reviewed the regulations; a list of six learning principles; and the state's kindergarten philosophy with nine accompanying goals. The first section lists the state's Kindergarten guidelines in ten areas: (1) curriculum; (2) organizational procedures; (3) physical settings for existing structures; (4) physical settings for new structures; (5) outside play area; (6) staff; (7) entrance age; (8) educational materials; (9) parent participation; and (10) assessment. Optional guidelines are then listed for physical setting for existing and new structures, outside play area, staff, educational materials, parent participation, and transportation. The final segment of the document details reading benchmarks in ten categories: (1) attends and responds to print; (2) has sense of story; (3) exhibits developmentally appropriate oral language for communication purposes; (4) recognizes uppercase and lowercase letters; (5) uses knowledge of letter-sound relationships to manipulate sounds in the written word; (6) demonstrates phonemic awareness; (7) constructs meaning when responding to print; (8) creates a written form using various materials; (9) develops listening skills; and (10) develops and expands sight vocabulary. (KK)

AstroCappella combines the love of music with the love of astronomy. The booklet contains hands-on activities that can be done in the classroom coupled with rocking, high-energy, professionally recorded and produced songs written and performed by an established vocal band. The lesson plans help students learn how convection works, how radio telescopes work, how a payload landing is protected on another planet, and what scientists learn by looking for x-rays from the skies. Students build and test a type of communication system called a parabolic dish receiver, demonstrate the Doppler effect, model the preparation needed for a soft landing on a planet or object in space, learn about the technique known as sampling, examine convection in a bowl of soup, and learn about high energy astronomy. AstroCapella song lyrics are included. (DDR)

This report examines the need of many deaf and hard of hearing college freshmen for remediation in one or both of two areas, reading and writing in English and mathematics. It explores the kinds of assessments most commonly used in these areas, suggests modifications for testing basic instruction and remediation, and offers some programmatic guidelines. Individual sections of the report address the following topics: (1) assessment of basic skills; (2) basic preparation in reading and writing English; (3) skills necessary to enter courses/majors; (4) improving skills; (5) basic preparation in mathematics; (6) deaf students in mathematics classes; (7) recommendations for improving mathematics skills; (8) the first-year experience; and (9) laws and regulations. (Contains 22 references.) (DB)

For the small business advisor, consulting and counseling are part of the same continuum. Advisors' roles can be aligned hierarchically: (1) advisors may need simply to provide business information or expertise; (2) they may need to facilitate the business process, helping clients identify problems and discover their own solutions; (3) for clients holding false premises, advisors may need to engage in developmental counseling to develop business concepts or identify direction and make decisions; (4) they may need to redirect clients' energies, either because their aspirations do not match their capabilities or because they are unable to consider the situation fully; or (5) advisors may need to intervene in crisis situations. All counseling theories involve the client in learning with the intent to change behavior. They provide a basis for approaching these diverse situations. The Rogerian approach, involving empathy but no attempt to change people, is best for simple consulting or facilitation. An Adlerian approach, which does not oppose advice-giving, seems best for clients needing developmental counseling. The approaches of Ellis and Thorne, respectively, are most appropriate when clients need to be told their aspirations are illogical or irrational, or when crisis intervention is necessary. (MSF)

This document includes the strategies being used by the state of Maryland to reach five goals and six essential outcomes regarding science education for their students. Also included is a discussion of seven recommendations made by committee members and reviewers of this effort to improve the quality and use of science laboratories in Maryland. The recommendations are: (1) Science education must be a high priority; (2) there should be a strong focus on the laboratory experience; (3) the "Maryland School Science Facilities Guidelines" should be updated; (4) advanced and specialized laboratory facilities and equipment need to be provided; (5) science teachers need continuing education; (6) partnerships among high schools, universities, private industry, and government should be encouraged; and (7) state financial support should be tied to science outcomes. Appendixes include a letter from the governor and a list of reviewers. (ZWH)

Discusses issues related to short-run marginal cost and long-run marginal cost in economic theory. Asserts that few economics textbooks deal with important aspects of this concept. Includes four figures illustrating the approach suggested by the authors. (CFR)

The 2008 State Preschool Yearbook is the sixth in a series of annual reports profiling state-funded prekindergarten programs in the United States. This yearbook presents data on state-funded prekindergarten during the 2007-2008 school year. The 2008 Yearbook is organized into three major sections. The first section offers a summary of the data, and describes national trends for enrollment in, quality of, and spending on preschool. The second section presents detailed profiles outlining each state's policies with respect to preschool access, quality standards, and resources for the 2007-2008 program year. In addition to providing basic program descriptions, these state profiles describe unique features of a state's program and recent changes that can be expected to alter the future Yearbook statistics on a program. Profile pages are again included for states without state-funded programs. A description of our methodology follows the state profiles. The last section of the report contains appendices, which are available online only. The appendices include tables that provide the complete 2007-2008 survey data obtained from every state, as well as Head Start, child care, U.S. Census, and special education data. The Yearbook seeks to improve the public's knowledge and understanding of state efforts to expand the availability of high-quality education to young children in the 21st century.

This article describes the tension between standards-based assessment on a macro level and authentic assessment on a micro level. Content standards arguably supply systematic criteria for quantitative measures to report trends and establish policy. Qualitative measures, such as rubrics, student profiles, and observational records, fill in the gaps to give teachers immediate feedback for instructional planning. The purpose of the article is to describe an observational tool for standards-based authentic assessment. Focused anecdotal records assessment (ARA) is a collection of techniques for recording, maintaining, and analyzing observational records. Five components are described: (1) observing children in instructional settings, (2) maintaining a standards-based focus, (3) recording anecdotal records, (4) managing anecdotal records, and (5) using anecdotal records for assessment. The article includes formats for recording specific standards, observational data, summaries of strengths and needs, and instructional recommendations. Focused ARAs help organize assessment data and facilitate communication with students, parents, and other members of the educational community.

The accreditation standards outlined in the article are used by the International Association of Counseling Services as the basis for the formal accreditation of college and university counseling programs throughout the United States, Canada, and Australia. They reflect the program elements and practice standards that are deemed essential in a counseling center that provides high-quality services to students. (Author)

Describes the theoretical foundations, classroom context, and activities of a multicultural literature study (based on S. F. Staples'"Shabanu: Daughter of the Wind") in a ninth-grade English language arts classroom. Shares understanding and philosophy of multicultural literature and the merits for including it in classrooms as an integral part of the curriculum. Explains explaining the benefits of teaching students about strategies to respond to literature in general. (SG)

Reviews typical software testing activities and then compares those activities to technical editing activities. Shows that by providing quality assurance through content editing, technical editors add value to the information development process and help give users the quality content they deserve. Concludes that product information must go through quality assurance processes, including technical editors editing the content through comprehensive editing, usability editing, and copy editing. (SG)

A study investigated the postsecondary intentions and the actual outcomes of secondary transition among 321 students from five schools in New Zealand. Phase 1 identified students who did not intend to return to secondary school. The next year (2000), they became the target population for Phase 2, which examined the students' actual continuation on to tertiary study, tertiary qualifications, tertiary institution attended, employment patterns, intended career or job title, and sources of information they used or desired in the transition process. By 2000, approximately two-thirds had a firmer idea of their career direction. The most common pattern of intentions and actual activities was for students to leave school after year 13 with an A or B Bursary and study for a degree at a university while working part time or casually. European students were more likely than Maori and Pacific students to be more sure of their career plans, more likely to be studying at universities and polytechnics, and more likely to be making a smoother postsecondary transition. Students from low-decile schools were less likely than those from high-decile schools to participate in tertiary study. They also tended to have more vocational focus. The "most useful" sources of information were "employment-, school-, or tertiary-based." Researchers concluded that New Zealand students could benefit from individual career planning counseling. (The survey and survey results in tables and graphs are appended. Contains 33 references.) (KC)

Examines the art and craft of teaching as applied to middle schools. Includes discussion of ways to instill and engender a democratic classroom, exercise collegial and collaborative relationships, foster adolescents' dreams, sustain a fierce commitment to teaching, employ varied instructional methodologies, offer exploratory experiences, develop a process approach, and differentiate instruction. (KB)

This paper emphasizes the importance of music as an integral part of the education of the young child, and draws attention to a few ways in which parents and teachers can contribute to children's musical development. Sections of the paper focus on seven questions: (1) Is music really universal? (2) When should musical training begin? (3) When should music education begin? (4) What is meant by a 'developmental' music program? (5) Is music relevant to other areas of early learning? (6) What about reading music? and (7) What is the role of the instrumental teacher? It is concluded that each child has a natural right to the best musical education his or her society can provide, and it is hoped that society in the the 21st century will fully recognize that right. The bibliography of 19 citations on music in relation to education and development is supplemented by a list of other useful materials, such as songbooks, and a list of titles in the Learning with Mother and Early Learning series. The latter series includes nursery, finger, number, memory, talking, action, dancing, singing, and skipping rhymes. (RH)

Reviews narratives of resistance in the field of composition and writing studies in order to consider the teacher-student relationship. Suggests that an understanding of the dynamics of this relationship may help find ways to mitigate this component of the teaching of writing. (NH)

Describes the discipline of epidemiology and the application of epidemiologic methods to the study of children's language disorders. Epidemiology is described as the study of the distributions and determinants of disease, disorders, disabilities, and desirable health events in populations. Common epidemiologic research designs are discussed. (Author/CR)

The past few years have witnessed a proliferation of studies designed to ascertain the prevalence of drug-using behavior among adolescents. Most of these studies have utilized the self-report questionnaire since this method is most suitable for surveying large numbers of persons in a relatively short time while keeping the monetary costs of gathering data reasonably low. The school system has a responsibility to help students make responsible decisions about drug abuse. Hence, the curriculum must be modified and new programs must be implemented to accomplish this. A school survey will lead to planning new approaches to the problem. This guide presents the methodology and techniques for carrying out a survey in an individual school setting. Additional information is included to provide researchers with needed support information. (Author/HMV)

This handbook is intended as a guide for the development of self-instructional programs in languages not generally taught in colleges and universities. Guidelines are offered for the choice of languages, the ordering of materials, and recruitment of students, native speakers, and examiners. Approximate cost per language is indicated. Appendices contain a bibliography and instructions for drilling, tutoring, testing, and obtaining materials. (AM)

This evaluation of the Learning Enhancement with Information Technology project examined the impact of the introduction of an information technology initiative on students' and teachers' attitudes toward computing and students' learning. The evaluation was designed as a case study involving Palmerston North Girls' High School (PNGHS) and a matched comparison school (School X), and took place during the 1995 and 1996 teaching years. The project involved the use of computers in the classroom by all students at PNGHS studying 6th and 7th form accounting and economics, or 7th form mathematics with statistics. The combination of qualitative and quantitative information collected over the course of this evaluation showed a variety of changes over time for both students and teachers. Overall, although teachers and students raised a number of issues concerning the details of the way the project was implemented, a number of positive outcomes were evident. The use of computers in the project, and the classroom environment that this use facilitated has enhanced students' skills and learning in a variety of ways. Chapters include: (1) "Introduction and Background"; (2) "Teacher Perspectives"; (3) "Student Perspectives"; (4) "Perspectives on Learning"; and (5) "Summary." Sixty-six tables and figures illustrate findings; the forms and questionnaires used in the evaluation are appended.(AEF)

This book is an exploration of the crossroads of reader-response and second language acquisition theories and research as a foundation for practice. It provides a model for teaching with literature that supports language and literacy development for students learning English as a first or second language. The book is organized in three parts. Part 1, Literature and Language Theory into Practice, begins with a conversation about a real classroom experience (Chapter 1), maps out the crossroads of reader response theory and second language acquisition theories and research as a foundation for practice in the context of current social constructivist approaches to teaching (Chapter 2), and bridges theory to practice by showing a model for student-centered and response-centered instruction that supports first- and second-language and literacy development (Chapter 3). Part 2, Case Studies of Children, describes and interprets the language and literacy development of three children from kindergarten through fifth grade: a native speaker of English (Chapter 4), a native speaker of Spanish (Chapter 5), and a bilingual student fluent in Spanish and English (Chapter 6). Part 3, Literature and Language Crossroads in a Bilingual Classroom, gives a third-grade bilingual teacher's perspective on the crossroad of reader-response and language acquisition. In Chapter 7 he reflects on his own practices, providing a picture of reader-response in action; in Chapter 8 he answers the "how-to" questions vital to putting theory into practice in nontechnical language with detailed examples. (NKA)

Suggests that banning superhero play is not most effective means of dealing with children's exposure to inappropriate television. Maintains that valid data on possible increases in classroom superhero play are not available, superhero play may fulfill some developmental functions, and superhero play may provide an opportunity to teach about values and living in a democratic social group. (Author/KB)

Presents an activity that explores the derivation of Pi. Involves students taking a constructivist role by collecting data, making conjectures, and using the data to construct graphs and tables and discourse about appropriate algebraic representations. Uses the computer as an instructional aid to enable students to view the data in a variety of forms. (JRH)

This article proposes that within the discipline of logic, college students can learn the important elements of persuasive writing. Characteristics of and distinctions between deductive and inductive logic are outlined, and the appropriateness and usefulness of each for different kinds of persuasion are discussed. (MSE)

Describes a collaborative program organized by English professors at National Kaohsiung Normal University in Taiwan and the University of North Carolina at Charlotte, in which students in similar courses at the two institutions communicate via online conferencing. Such communication aids student learning and enhances cultural awareness (five references) (MDM)

Provides tips and resources to help science teachers of the deaf. Discusses how to counter myths, how to use an interpreter, and communicating during the lab. (DDR)

Explains that motor oils can be reused and recycled. Educates students about environmental hazards and oil management and includes classroom activities. Addresses the National Science Education Standards. (YDS)

Describes a three-session approach to coaching corporate executives to improve their presentation skills, focusing on their specific needs. (SR)

Sketches the demographic and occupational characteristics of the 1.7 million military personnel stationed in the United States, and compares the data with those of civilian workers. (SK)

Designed for students enrolled in the Vocational Agricultural Cooperative Part-Time Training Program, this course of study contains 13 units for crop farm employees. Units include (examples of unit topics in parentheses): introduction (opportunities in farming, farming as a science, and farming in the United States), farm records (keeping farm records, and using records in farm management), farm machinery--maintenance and operation (proper use of machinery and equipment, and maintenance of power machinery and equipment), farm structures and equipment (maintenance of farm structures and equipment, and building and maintaining farm fences), crop selection (important factors affecting the choice of crops), land preparation (importance of a good seedbed, row crop seedbed preparation, and land management practices), fertilizers (plant nutrients and their functions, types of fertilizers, and applying fertilizers), irrigation (importance of irrigation, sources of water and principal methods of irrigation, and irrigation management), weed control (importance of weed control, classification and identification of weeds, and control by mechanical and chemical methods), insect and pest control (safety, definition and classification of an insect, management, and insecticides), diseases and control (definition and classification of diseases by pathogens, principles of plant disease control, and chemical control), harvesting equipment (cotton pickers and strippers; corn snappers and pickers; corn combines; and forage harvesting equipment), and major crops (cotton, corn, forage and hay crops, grain sorghum, peanuts, rice, and small grains). Introductory materials include a course outline and a list of supplementary references. Provided for each unit topic is: an assignment sheet that presents the objective, a list of references, and a list of questions and activities; and information sheets with diagrams and drawings. Other contents include answer sheets for the questions and activities, tests on each topic, and answer sheets for the topic tests. (YLB)

This survey is designed to provide information on state- and territory-funded scholarship and grant programs to undergraduate students with financial need who wish to attend public or private institutions at the postsecondary level. The tables show a comparison among the states of 1975-76 and 1976-77 estimates of the number and percentage of monetary awards, dollars paid out, average award, and amount paid per person according to the 1970 census population. Rank order tables are provided showing the percentage change in state funded awards; dollar awards per 1970 population; and percentages of all need-based awards. Program characteristics for each state are outlined. Percentages of awards at public and private institutions are compared by state. Significant changes in program operations for 1976-77 are noted as are the relationships of each state program to the Basic Educational Opportunity Grants (BEOG). Other information provided includes the impact, if any, of the Keppel Report (National Task Force on Student Aid Problems) on state agency decisions; court actions involving state agencies; and a directory of the National Association of State Scholarship and Grant Programs (NASSGP) member agencies. (JMF)

Statistical data on the status of state scholarship programs are presented. A history since 1969-70 of state funded need-based undergraduate scholarship/grant programs is reviewed briefly, followed by tables of dollars and number of awards by state. The awards are for state residents to attend either public or non-public colleges or universities. Program characteristics are ranked regarding percentage change in total state funding, index of effort, dollar value of awards, and types of recipients. A NASSP directory is included. (LBH)

This training model and accompanying a handbook (see related note) are based on the University of Georgia Rural Women Project, a two-year leadership training project which tested the model in Morgan County, Georgia, and had some success in developing effective community problem solving with the rural black community in that county. The following four phases of the model are described in separate sections: orientation (that preliminary foundation which a trainer or trainers should possess before going into a community to work with citizens); engagement (the process by which citizens and trainers come into contact and mutually assess the need for training); disengagement (begins initially with the formalization of a leadership body and continues through the formalization of the organization as a self-sustaining citizen group); and follow-through and follow-up (the ongoing roles of trainers and citizens following complete disengagement). Appended material includes a brief history of the project, the model breakdown, assessment profile, and sources of trainers. (SH)

This handbook is a practical guide that can be used by an individual, group, or group leader in planning an active role in community development. Major topics covered are organizing the group; purpose and structure of your organization; how to identify the problem; planning an active program to solve a community problem; planning a large meeting or workshop; chairing a large meeting or workshop; chairing a small group or committee meeting; making your presence felt in the community; communications, details, and paper work; and resources available to you. Each of the topics is presented in detailed steps or guidelines for carrying out the specific activity. This guide's companion publication, "Community Problem Solving: Mobilizing the Disadvantaged--A Training Model," is also available. (SH)

Information is presented on National Association of State Scholarship and Grant Programs (NASSGP), based on a 1978-79 academic year survey. These are state or territory funded scholarship/grant programs for undergraduate students with financial need. The contents include: historical data; summary data of programs by public and private sectors; administrative cost data; comparative data on dollars, number of awards, and related data by states for 1977-78 and 1978-79; index of effort by state, ranked mean award by state, competitive programs awards and dollars; data on State Student Incentive Grant Programs; responsibility for state administration; need-based undergraduate, gift, and aid programs administered by states; programs administered through other agencies; other programs administered by states; non-funded programs; state advisory committees; program characteristics; agency's definition of a self-supporting student; comments from individual states; and a 1978-79 NASSGP Directory. In addition the survey provides answers to the following questions: Is the agency receiving basic grant application information regularly? What impact/decisions relating to Federal BEOG has the agency made? Is the existence of basic grants causing any significant change in state-funded gift aid programs? How does the agency attempt to influence the overall packaging of student aid awards? What changes or planned changes in programs and/or operations are occurring? (SW)

Designed to provide instructional materials for use by vocational agriculture teachers, this unit on feeding livestock contains nine lessons based upon competencies needed to be a livestock producer. The lessons in this unit cover the importance of good feeding practices, the identification of nutritional needs and the composition of feeds for farm livestock, how livestock use their food, providing vitamins and minerals for livestock, balancing rations for livestock, using protein supplements and forages, and the importance of providing clean water for livestock. Each lesson contains the following: (1) a performance objective, (2) teaching-learning activities, (3) supplementary materials, and (4) a criterion-referenced measure. Suggestions for using problem-solving procedures, resource persons, field trips, and audio-visual aids are outlined in the section on teaching-learning activities provided for each lesson. Transparency masters of charts, tables, and illustrations are included in most lessons. (Related documents contain similar instructional materials on breeding livestock, livestock judging, dairy housing and equipment, tobacco production, and corn production--see note.) (MN)

The collection of readings for children was developed as part of the Portage Project which serves approximately 150 rural preschool handicapped and nonhandicapped children by providing them with a home teacher who instructs parents on how to teach their children. Readings cover the following topics: definitions of terms to know; the home teaching process (Portage Project procedures); basic areas of development (socialization, language, cognition, self help, and motor skills); instructional objectives; reinforcement; misbehavior; behavior change; timeout procedures; family involvement; activity charts; modeling; shaping and chaining; importance of record keeping; teaching aids; correction; target behaviors; small steps in learning; expansion; play; household materials and routines to use in teaching; use of time; and teaching guidelines. An instructor's manual includes sections on models of parent training, parent-child interaction, the Parental Behavioral Inventory, procedures for recording parent behavior, the parent teaching process, presentation of the parent program, strategies for initiating and maintaining discussions regarding the parent readings, and generalization and maintenance. Appendixes to the manual contain a copy of the Parental Behavior Inventory and an outline of the purpose, procedure, and parent behavior outcome for each of the specific parent readings. (SBH)

A program designed to teach money skills to the mentally retarded individual who already has the ability to count at least 20 objects is presented. An overview of the program is provided along with a list of the program goals and a section on training paraprofessionals to use the program. An evaluation instrument is included to assess the students' strengths and weaknesses in money counting and to prescribe a starting point. A section on assigning objectives describes how to determine which of the six levels to begin each student and how to record student progress. The following four sections each cover one of the program goals: (1) identifying coins and their values, (2) counting with coins of the same value, (3) combining coins of different values, and (4) counting change to $l.00. Each goal is further broken down into a group of objectives. Specific strategies for each of the objectives are provided as well as the materials needed and a statement of expected student behavior, teacher instructions, and suggested feedback for errors. goals. (PHR)

State/territory funded scholarships and grant programs to undergraduate students with financial need are detailed in the 11th annual survey by the National Association of State Scholarship and Grant Programs (NASSGP). Historical data from 1969-1970, including dollar value awards in states with the largest programs, information on State Student Incentive Grants, a comparative report for 1978-1979 and 1979-1980, percentage of awards and dollars by sector by program, and placement of state responsibility for state administration of undergraduate scholarship grant need-based programs are among areas considered. Among other topics covered are a list by state of programs administered by respondents; lists of states assisting students who attend out-of-state institutions, who are enrolled half-time, and where students serve as advisory members. Lists are also included for states where awards are not limited to tuition and mandatory fees, the published deadlines for applications, and the frequency of appropriation decisions. Information on what decisions have been made to highlight the purpose of access and reasonable choice, and planned changes in programs and/or operations is also included. The 1979-1980 NASSGP directory is provided. (PHR)

Fishing is one of the oldest and most popular outdoor activities. Like most activities, fishing requires basic knowledge and skill for success. The Aquatic Resources Education Curriculum is designed to assist beginning anglers in learning the basic concepts of how, when, and where to fish as well as what tackle to use. The manual is designed to be used in beginning sport fishing classes. It is intended to be an independent, self contained curriculum and incorporates lesson plans, background texts, and lists of other resources including state and federal agencies, tackle companies and conservation organizations. The manual is divided into four major units of study including: (1) a fishing primer; (2) becoming a better angler; (3) understanding fish and their environment; and (4) water resources for our future. These units have been subdivided into 28 individual lessons. There is an additional lesson on careers at the end. Appendices include a glossary, bibliography, sources of additional information or assistance, sources of fishing tackle, equipment, free and/or inexpensive materials, and graphics to supplement the lessons. Each lesson plan contains objectives, a list of needed materials, an outline of the lesson content and suggested classroom procedures. (CW)

Designed to be a guide for community action, this booklet examines issues and trends related to groundwater contamination. Basic concepts about groundwater and information about problems affecting it are covered under the categories of (1) what is groundwater? (2) availability and depletion; (3) quality and contamination; (4) public health considerations; (5) detection and monitoring; (6) federal legislation; (7) state and local legislation; (8) descriptions of three state programs; (9) community organizing efforts (including three examples); and (10) recommendations for citizen action. Appendices deal with how to have your water tested, additional information on legislation, suggested lists, and citizen organizations and contacts in most states. The booklet is one in the series of community action guides developed by Concern, Inc. (TW).

Memorization and recitation of dialogues are an important part of English as a second language (ESL) courses. However, if the goal of using dialogues is to promote free conversation, the practice of reciting dialogues must entail more than the rote memorization of another's thoughts. Therefore, the talk-and-listen method is a good technique for practicing dialogue without causing undue boredom in the adult basic education ESL classroom. The key features of the talk-and-listen method are as follows: dialogue is not memorized; learners become familiar with the vocabulary; the teacher introduces the context and models pronunciation of sentences; learners practice in pairs; the speaker in each group looks at a line of dialogue, looks up at the listener, and speaks; and the listener must keep his or her eyes on the speaker while he or she is speaking. (MN)

To determine whether revisions incorporating features of a Time-Life style would improve students' recall of text, a writer and an editor revised two expository passages from a high school history textbook. They added action verbs, created a sense of drama, made explicit transitions, provided background information, and inserted "nuggets"--vivid anecdotes and human details. One hundred eleventh-graders read both original and revised versions of the passages. When students read the revised version of the Korea passage, they recalled 32% more idea units than when they read the original. When reading the revised Vietnam passage, they remembered 39% more idea units than when they read the original version. These findings indicate that the combination of changes did improve students' recall. (Author)

This third module, in a three module program, begins with a discussion of basic reference sources such as dictionaries, encyclopedias, almanacs, atlases, and periodical indexes. It then describes the uses of special Alaska resources such as Alaska Almanac, Alaska Blue Book, Milepost, Education Directory, AULS (Alaska Union List of Serials), and the ALN (Alaska Library Network) Catalog. Also included are the Fiction Catalog, High School Catalog, and other standard catalogs available in most libraries. Module III also examines useful search techniques and methods of analyzing reference questions to determine the type, category, or level of information needed. An example of a successful reference interview is presented on audiotape. Finally, this module discusses how to provide ready access to local, state, and national resources and the role that library systems and networks play in making more resources available to more people. Each unit has learning activities, self-tests, tests, and assignments. Answers to the self-tests are provided in the document. (THC)

This second module in a three module program examines the types of materials and services that are available in a community information center or library and the tools or sources for obtaining them. The module covers: ways in which books and other materials are arranged and organized; descriptions of library catalogs and the basic information found on catalog cards or bibliographic records, regardless of format (card, microfilm roll, or microfiche sheet); and the meaning of bibliographic records, and how to recognize author, title, and subject cards. The module also teaches the student how to: develop a book purchase plan based upon the needs of a particular community; use journals and established lists to acquire, identify, and organize library materials; select periodicals; establish and become familiar with the uses of a periodical record file; and set up and use a library shelf list or inventory file. Students also gain a working knowledge of the Alaska Library Network (ALN) and its multiple uses for interlibrary loan (ILL), reference, cataloging, and selecting library materials. Each unit has learning activities, self-tests, tests, and assignments. Answers to the self-tests are provided in the document. (THC)

This module on Collection Management and Administration introduces the student to circulation systems, records management, collection management, and interlibrary loans. The capabilities and limitations of various types of circulation systems and how to charge out and discharge materials are discussed. Units also cover how to use statistics; how to establish and maintain collections of materials through proper selection and periodic weeding; how to use interlibrary loan (ILL) forms for books, periodicals, films, and subject requests; and how to use the Alaska Library Network (ALN) Microfiche Catalog for interlibrary loans. The Alaska Union List of Serials (AULS) and the Alaska State Library Film/Video catalog are also covered, as well as application and eligibility for state grants to public libraries. Each unit has learning activities, self-tests, tests, and assignments. Answers to the self-tests are provided in the document, and a glossary is included. (THC)

While much of the drinking water in the United States is safe for consumption, protecting its quality and assuring its availability are becoming increasingly difficult. This booklet is written for individuals and groups who are concerned about the drinking water in their communities. It provides a general introduction to the complex issues of water management and protection with guidelines for public participation. Specific sections of the document address: (1) water quality standards and sources of contamination; (2) adverse health effects of various pollutants; (3) how drinking water standards are set; (4) drinking water treatment; (5) supply and conservation; (6) water management practices; (7) Federal legislation; (8) innovative state programs (from Florida, New Jersey, Minnesota, Massachusetts, Wisconsin, and California); (9) guidelines for community action; (10) water testing; (11) home treatment; and (12) bottled water. A comprehensive list of references on each topic is included. (TW)

In this report, statistical evidence concerning library needs in New York as revealed by surveys of public, school, and academic libraries and school media centers conducted by the National Center for Education Statistics, is presented fully with comparisons to regional and national performance. Resources examined and tabulated include professional and support staff, collections of print and nonprint materials, acquisitions of print and nonprint materials, space, hours of service, and operating expenditures. To the extent that similar data on a state basis are available from the 1965 Inventory and from U.S. Office of Education reports of that period, comparisons with an earlier decade are made. Key findings are summarized at the beginning, and appendices are provided on methodology, and on indicators of need and New York standards. (Author/JD)