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A positive self-concept is important for all children. Parents can assess their children's feelings about themselves and improve their children's self-respect. Feelings about the self are important because they affect children's success, sense of worth, ability to love others and to learn. Adults may inadvertently undermine a child's self-esteem so that he/she does not have sufficient ego strength for taking the risks inherent in learning. Questionnaires can be used by parents to gain a more detailed understanding of a child's identity. After the level of the child's self-concept has been ascertained, many types of activity can be employed to raise the self-respect of a child who has a low self-concept. In an atmosphere of trust, teachers and parents may explore the outcomes of the following games and activities: (1) providing a personal time line on which children may record personal experiences on cards clipped to the line; (2) sharing success symbols such as photos or certificates, (3) organizing games in which children detect detracting or enhancing speech; (4) emphasizing children's strengths; (5) facilitating a positive body image; (6) aiding in the setting of attainable goals; (7) becoming aware of speech habits (for example, the over use of "should,") that diminish children's sense of self-worth; and (8) increasing children's awareness of others' perspectives through role play and role reversals. (Author/RH)

Describes the preliminary findings of a comparative study investigating what "English" as a discipline means to secondary school and college teachers and students in the United States, Australia, Canada, and the United Kingdom. Situates these findings in a historical context, reviews current discussions about the discipline, and looks to the future. (TB)

Describes a study that investigated the opinions of distance educators and practitioners in Australia regarding the availability of research information, areas in which research efforts should be concentrated, and the order of priority to be given to research areas in distance education. (LRW)

Examines the need for and the feasibility of a visual arts degree through distance education based on experiences at the University of Southern Queensland (Australia). Highlights include a theoretical background and a survey of art educators that addressed methods of instruction, feedback, face-to-face contact, and assessment. (Contains 20 references.) (LRW)

Based upon the 211 usable responses received to a survey of the libraries of 68 colleges of advanced education, 19 universities, and 226 technical and further education (TAFE) colleges in Australia, this report considers the establishment of a system that would permit distance education students to borrow materials from a local academic library. Findings of the survey are reported for current policy and practice on lending to academic staff and students of other institutions (of all levels and types of course, undergraduate and higher degree, external and internal); the circumstances in which they would permit visiting external students to borrow materials (identification, authorization, sanctions, financial compensation); willingness to support their own students elsewhere; and the mechanisms of cooperation. A possible future system is recommended which includes guidelines for institution participation, and it is suggested that one library be commissioned to coordinate the new system. The text is supplemented by seven tables, a copy of the survey questionnaire and cover letter are provided, and the current borrowing privileges for external students at the institutions responding to the survey are listed. (EW)