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The Developmental Approaches in Science, Health and Technology (DASH) program provides opportunities for students to experience the worlds of scientists and technologists in elementary classrooms. It aims to build an understanding of technology and science through constructivism and hands-on science for K-6 graders. This instructional guide introduces the DASH program and presents its instructional strategies. Contents include: (1) Introduction; (2) DASH Instructional Strategies; (3) Grouping; (4) Inquiry Model; (5) Questioning; (6) Integration; (7) Technology; (8) Assessment; (9) Support; and (10) Addendum. (Author/YDS)

The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 5th grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Activity Plans; (12) Scope and Sequence; (13) Material List; and (14) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS)

The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 2nd grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Start-up Activities; (12) Activity Plans; (13) Scope and Sequence; (14) Material List; and (15) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS)

The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 4th grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Support Materials; (12) Start-up Activities; (13) Activity Plans; (14) Scope and Sequence; (15) Material List; and (16) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS)

The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 3rd grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Start-up Activities; (12) Activity Plans; (13) Scope and Sequence; (14) Material List; and (15) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS)

The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 1st grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Start-up Activities; (12) Activity Plans; (13) Scope and Sequence; (14) Material List; and (15) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS)

The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for the Kindergarten level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; and (10) Matter, Space and Construction; (11) Start-up Activities; (12) Activity Plans; (13) Scope and Sequence; (14) Material List; and (15) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS)

The author cites conditions for error within schools as one major reason for limited effectiveness of instructional supervision. The ongoing diagnostic process of identifying conditions that reduce the effectiveness of supervision is termed organizational learning. The importance of involving the entire school system is emphasized, and the initial participation of senior level administrators is stressed. It is explained that data collected at each level of the system could be used to construct an organizational map identifying conditions for error and the effects on the school's social system. Feedback and potential solutions are then considered. Conditions for implementing organizational learning are summarized. The author offers an example of such organizational learning undertaken at a residential school for handicapped students. Results of the efforts at the school are said to have increased the effectiveness of supervision by requiring administrators to focus on their own behavior first. (CL)

Designed to help the classroom teacher choose materials and activities for students in implementing computer literacy, this guide provides a complete statement of behavioral objectives for the program in a taxonomy of objectives, and performance expectations are specified to provide both standards and evaluation guidelines. The grade level entry point for content needed to meet performance expectations is identified in a scope and sequence chart, which also indicates the modes of instruction for the concepts or skills. These instructional modes categorize the computer as either a tutor, tutee, tool, or topic. An activities chart, which lists general activities for each of the taxonomy's performance expectations by grade levels, is followed by lesson plans and materials for 18 suggested sample activities for the various grade levels. A list of the software, printed materials, and audiovisuals referenced in the activities is provided. Appendices include an exploratory computer literacy framework that was used as a model for the taxonomy, glossaries of acronyms and terms, and lists of recommended software, periodicals, and books. (LMM)

The Foundational Approaches in Science Teaching (FAST) project, which began under the sponsorship of the Hawaii Science Curriculum Council, contains a series of interdisciplinary science courses that emphasize the foundational concepts and methods of the physical, biological, and earth sciences. By directly involving students in investigating events in their everyday environment and carrying out experiments to answer some of their questions, FAST courses give students a sense of how the modern scientific community operates. This instructional guide presents a background of the FAST program and its conceptual framework. It presents information on classroom organization and management when using the FAST program and information on facilitating group discussions. At the time of this writing, over 500,000 students have taken one or more years of the program. Some of the material has been translated into Lao, Ilokano, and Japanese. FAST 1 is also available in Braille. (PR)

This student guide and accompanying teacher's guide are a product of the Foundational Approaches in Science Teaching (FAST) curriculum development project at the University of Hawaii. In the teaching guide, the introduction gives a description of the underlying theory and practice in FAST and includes the FAST instructional model, descriptions of FAST courses, a conceptual framework of the local environment, a schedule and sequence of the units, a description of FAST instructional materials, and a safety advisory. Both the student and teacher guides are made up of eight investigations separated into three sections. In Section A, "Water in My Community," students investigate the water cycle, uses of water, the distribution of water, and local resources related to water resource management. In Section B, "Monitoring Water Quality," students investigate testing water quality, purifying water, and managing water resources. In Section C, "Making Decisions," students simulate the planning of a community in which the dominant feature of the area is a marsh. In the teacher's guide, each investigation includes the following sections: review, introduction of new work, student activities, summary, challenge, rationale, overview, materials, and notes. In the student guide, each investigation may contain the following sections: background information, activity, materials, procedure, summary, and challenge. Concluding the teacher's guide are visual aid and student record book masters. (MDH)

An evaluative approach for assessing the performance of administrators is presented. The process includes a peer and client review process, traditional review by superiors, and some aspects of management by objectives (MBO). Nine steps for implementing the evaluation program are outlined. A flow chart explaining traditional (superior-subordinate) evaluation following the MBO model is presented and modifications that integrate other approaches are explained. It is suggested that administrator evaluation be treated as an ongoing process of generating management information that can be used to improve organizational performance. A continuous flow of administrative performance, feedback, goal setting, validation of goals, and evaluation is recommended and illustrated. (Author/SF)

The strategy of diagnostic supervision, and the diagnostic conference, are outlined in this paper. Diagnostic supervision involves the supervisor and teachers in a process of recognizing needs, stating problems, and agreeing on objectives for the teachers' instructional improvement. The diagnostic conference, one tool used within the process, helps the supervisor diagnose the needs, interests, and abilities of teachers in relation to the needs of the school district. The Diagnostic Conference Planning Questionnaire (DCPQ) is a planning instrument using two lists--one concerning the role expectations for teachers, the other concerning job-related psychological needs of teachers. The teachers select the items of interest to them; the supervisor then meets with each teacher to discuss these selections. In the diagnostic conference the teacher is invited to share leadership so that it is jointly conducted. During the conference the needs of the teacher are identified, confirmed, and restated as problems to be solved. Objectives are agreed upon for problem solution and the strategies for reaching the objectives are selected and designed. This process is an ongoing dialogue between supervisor and teacher that is maintained for more than one conference period. The paper includes five recommendations for managing the process, a copy of the DCPQ, and a short reference list. (MD)

[West J Emerg Med. 2014;15(1):109–110.]

Francis M. Carroll examines Theodore Roosevelt's opinions on the question of home rule for Ireland during World War I, and demonstrates how John Quinn, a prominent Irish-American, used arguments Roosevelt made in an August 1917 letter to George Russell in his book on the home rule question. Carroll examines the state of Irish-British relations during World War I and looks at Roosevelt's correspondence with those involved in the home rule issue. The article reprints in side by side columns Roosevelt's August 1917 letter to George Russell and portions of Quinn's The Irish Home-Rule Convention , demonstrating that Quinn used much of Roosevelt's language and arguments in his own work.

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Francis M. Bacon mentions to Douglas Robinson that he would like to meet with President Roosevelt sometime, if such a meeting could be arranged.

F. M. Pierce warns against a Jesuit conspiracy to unite church and state and take over the world. He blames the assassination of William McKinley on the conspiracy and asks President Roosevelt to safeguard himself.