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In 2002, Massachusetts voters passed Question 2, a law similar to its predecessors in California (Proposition 227) and Arizona (Proposition 203) to replace bilingual education with structured English immersion (SEI) programs. Using Ruiz's (1984) framework for language planning as an analytical lens, this study examined how three Massachusetts districts resisted the monolingual ideology that characterizes laws mandating the implementation of English-only programs and addresses how local policies and practices conceptualized the mandated SEI program differently according to the specific implementation context. Since each district had been ideologically opposed to English-only approaches prior to Question 2, the language as right and language as resource orientations continued to influence the interpretation of SEI. As a result, SEI was positioned differently ideologically in relation to the law (the value of bilingualism versus English-only education) as well as structurally within each district (as part of a bilingual program sequence, as part of a world language program, self-contained). As a language policy, "SEI" therefore does not have a fixed meaning but will necessarily be socially constructed within each context by the beliefs, experiences, and histories of the individuals involved. (Contains 6 endnotes.)

This article describes three medium-sized districts' responses to the successful passage of an English-only ballot initiative in Massachusetts. Through interviews with bilingual directors and document analysis the study found that programmatic changes as a result of the new law were primarily limited to elementary-level transitional bilingual education programs. Key leaders' detailed knowledge of the law and commitment to bilingual education, and the local context, influenced how the state-mandated policy was translated into practice.

This article introduces digital imaging, an Adobe Photoshop course at Shrewsbury High School in Shrewsbury, Massachusetts. Students are able to earn art credits to graduate by successfully completing the course. Digital imaging must cover art criteria as well as technical skills. The course begins with tutorials created by the instructor and other exercises from reference books. Art elements and principles of design are integrated into the curriculum. One of the first assignments is to create an Andy Warhol-style portrait. Students are to repeat their digital portrait nine times and then create a different color harmony of each.

Purpose: Prior studies of anxiety and depression among families of intensive care unit patients excluded those admitted for less than 2 days. We hypothesized that families of surviving patients with length of stay less than 2 days would have similar prevalence of anxiety and depression compared with those admitted for longer. Materials and methods: One hundred six family members in the neurosciences and medical intensive care units at a university hospital completed the Hospital Anxiety and Depression Scale at discharge. Results: The 106 participants represented a response rate of 63.9% among those who received surveys. Fiftyeight surveys (54.7%) were from relatives of patients who were discharged within 2 days of admission, whereas 48 (45.3%) were from those admitted for longer. No difference in anxiety was detected; prevalence was 20.7% (95% confidence interval, 10.4) among shorter stay families and 8.3% (7.8) among longer stay families (P=.10). No difference was also seen with depression; prevalence was 8.6% (7.2) among shorter stay families and 4.2% (5.7) among longer stay families (P = .45). Conclusions: Families of surviving patients with brief length of stay may have similar prevalence of anxiety and depression at discharge to those with longer length of stay. [ABSTRACT FROM AUTHOR]