Search

This final report discusses the outcomes of the third in a series of studies related to the speed with which captions appear on television programs. Video segments captioned at different speeds were shown to 1,102 subjects (aged 11-95) with and without hearing impairments, and the subjects then responded to test items based on the captions in the videos. The caption speeds ranged from 80 words-per-minute (wpm) to 220 wpm. One set of test items was based directly on facts given in the captions. Another set of items was based on inferences that could be made from caption information. Overall, there was no significant relationship between test scores and caption speed. Test scores were compared over various demographic categories. The study did not find a meaningful relationship between age and mean test scores. The mean test scores of females equaled or exceeded the mean test scores of males at all caption speed levels. Subjects who were junior high school students remembered facts as well as the other subjects did, but seemed less able to draw conclusions based on such facts. Overall, nonstudents tended to have slightly higher mean scores than students. (Contains 22 tables; appendices contain videoscripts, a demographic questionnaire, fact tests, narrative tests, and item response distributions). (CR)

This comprehensive report shows how hunger is interrelated with other social ills, including powerlessness, violence, poverty, environmental destruction, and discrimination. More than a billion people are too poor to afford an adequate diet and other essential of life such as health care, housing, sanitation, safe water, and education. In the United States, an estimated 30 million people cannot afford to buy enough food to maintain good health. The report shows how thousands of private organizations and millions of individuals are helping hungry people in the United States and worldwide. The report contains two essays for an overview of the problem of hunger and seven other essays on various aspects of the hunger problem. Essays include: (1) "Introduction: The Courage to Choose" (Richard A. Hoehn); (2) "Overview of World Hunger" (Peter Uvin; Marc J. Cohen; A Cecilia Snyder; Richard A. Hoehn; Maureen Harris); (3) "Cause 1: Powerlessness and Politics" (Marc J. Cohen); (4) "Cause 2: Violence and Militarism" (Daniel U.B.P. Chelliah; (5) "Cause 3: Poverty in a Global Economy" (Don Reeves); (6) "Cause 4: Population, Consumption, and Environment" (Nancy Wright; A. Cecilia Snyder; Don Reeves); (7) "Cause 5: Racism and Ethnocentrism" (International: Sarita Wardlaw Henry) (United States: Billy J. Tidwell); (8) "Cause 6: Gender Discrimination" (A. Cecilia Snyder); and (9) "Cause 7: Vulnerability and Age" (Children: Urban Jonsson) (Elderly People: Jashinta D'Costa). The appendix contains 6 tables, a list of abbreviations, a 46-item glossary, notes, and a bibliography. (EH)

An assessment of the information needs of providers of literacy services examined whether these needs could be met through an electronic information and communications system (EICS). The needs assessment was sent to 300 literacy providers; 134 responded. Responses indicated that literacy providers would benefit from a central, easily accessible EICS, if it were inexpensive and required minimal computer equipment and training. Findings from a survey of existing information centers and systems showed that existing organizations compiled and maintained necessary information, but no electronically accessible repository of frequently requested information existed. There was electronic access to a subset of information, but users were charged for service and had to pay startup and/or annual fees. A prototype EICS demonstrated needed information and communication-based services in a simple and user-friendly manner. The prototype had the following characteristics: was extremely flexible; required no programming to set up new databases and bulletin board systems; ran on a personal computer; could be accessed via standard telephone lines; required little maintenance; and provided electronic access to literacy-oriented databases primarily on a fixed cost basis. The prototype was demonstrated to literacy providers with positive results. (Appendixes include the needs assessment instrument, descriptions of existing information centers/systems, prototype EICS user's guide, and procedures for setting up a new application.) (YLB)

This second phase of a project to promote adoption of new educational technology by special education administrators includes three case studies conducted in eastern U.S. school districts. Information was gathered on activities and perspectives of special education administrators concerning technology, technology implementation in the district, and the use of computer technology in special education. Surveys generated information on demographics of the school district and the local schools and on hardware and software used by the school districts. Interviews were conducted with special education administrators, computer coordinators, and teachers involved with computer use, as were observations regarding computer usage. Survey results for the three school districts are presented, including demographics, key staff involved, planning and evaluation of new programs using technology, special education planning and evaluation, provisions for training and technical assistance, hardware and software selection and use, and alternative uses of computers. In addition to an analysis of the survey results, administrator guidelines are presented for integrating computer technology into special education programs. Study questionnaires are appended. (SW)

This executive summary presents the major conclusions of the initial feasibility and design phase of a two-phase study to determine the outcome of referrals and placements and the actual wage and job duration of selected employment service placements. The first chapter details the study scope and activities and describes the study design for each of the two phases. An exhibit summarizes the major findings of the phase 1 analysis, presents a discussion of the impact of the findings on local office operations, and specifies the design features incorporated into the proposed demonstration projects. Chapters 2 and 3 present the methodologies to be demonstrated on a pilot-test basis at one local office for referral/verification follow-up and one local office for placement follow-up. Chapter 2 describes the objectives and scope of the proposed referral/verification demonstration program and the underlying operation concepts, presents procedural and organizational highlights, and identifies evaluation criteria that will be used to measure its effectiveness. Chapter 3 describes the placement follow-up demonstration, including its objectives and benefits, operational highlights, methodological considerations, and criteria to be used in evaluating its performance. Benefits from the analyses of both demonstrations are listed in the fourth chapter on analysis activities. (YLB)

This report on the third phase of a two-year study of human services information clearinghouses discusses clearinghouses in terms of their role in information dissemination and diffusion, planning considerations, operational cost recovery, overlap and duplication in services, and evaluation techniques and measures. Information was gathered from literature searches, interviews, data collected in Phase II, and group meetings attended by contractors and federal officials who monitor or operate clearinghouses. Findings indicate the need for: (1) the assignment of a group or an individual to be responsible for establishing DHHS policies or long-term actions to manage and coordinate information services; (2) the determination of government's role in providing information to define government information policy; (3) a clearer definition of the missions of each clearinghouse; (4) a reconciliation of fixed funding support for clearinghouses; (5) development of policies and guidelines for cost accounting practices; (6) establishment of a cost recovery policy; and (7) assessment of the clearinghouse performance. Recommendations are provided as well as appendices containing survey questionnaires. Listed are 10 tables and 62 sources. (RBF)

Significant advances in hardware and software have increased the possible applications for educating limited-English-proficient students. Two major studies have focused on technology and its relationship to the education of this population. There is a great diversity of hardware currently in use in schools, either stand-alone computers or computer networks. Several emerging technologies have potential applications: videocassette recorders, compact disk read-only memory (CD-ROM), videodisks, and computers that recognize speech. There is also a variety of available software in the form of drill and practice, tutorials, simulations, games, and applications of databases, spreadsheets, programming, authoring languages and systems, and word processing. Ideally, software should be both instructional and intellectual, and whatever its use, software should not supplant the teacher but provide new methods and tools for learning. The use of word processing offers a number of advantages for teaching reading and writing to limited-English-proficient students. Factors affecting the successful implementation of technology include lack of appropriate software, inadequate software integration into the curriculum, lack of compatibility between hardware and software or between hardware components, lack of funding to support repairs and maintenance of computer systems, and lack of teacher training. Correction of these problems and increased student and teacher access are recommended. (MSE)

The report describes a program which used the resources of community recreational arts programs, secondary schools, postsecondary institutions, and families to involve 76 moderately mentally handicapped youth in their last year of high school in recreational art activities to enhance successful transition from school to mainstream society. The model utilized three stages of community arts involvement: awareness (orientation of students and parents to existing opportunities); exploration (selecting from a variety of arts programs those which students wished to become further involved in); and integration (in-depth participation through ongoing involvement in a selected community arts group). The program was implemented in Washington, D.C. and Dayton, Ohio. Among evaluation findings were that each student participated in an average of eight events during the project's federal funding; that both students and parents rated the program positively; and that transportation problems were the largest impediment to participation. Recommendations included allowing at least 4 months for student/participant/volunteer recruitment; establishing collaborative relationships with existing community arts groups at the earliest possible time; conducting more workshops with arts groups on a continuous time schedule; and expanding activities to include more traditional recreation, especially sports. Over half the document consists of appendixes which provide data tables from the interim report; data tables from the end-of-project analysis; data collection instruments and procedures; and project related letters. (DB)

The design of any solar heating system is influenced heavily by climate; in this bulletin, information on climate as related to solar heating is as related to solar heating is provided. Topics discussed include: (1) solar radiation; (2) degree days; (3) climate and calculations which make use of solar radiation and degree days; and (4) microclimate. Also included are two methods for calculating solar energy, sources of climatic information, and other sources of information. (JN)

This booklet provides an introduction to solar energy by discussing: (1) how a home is heated; (2) how solar energy can help in the heating process; (3) the characteristics of passive solar houses; (4) the characteristics of active solar houses; (5) how solar heat is stored; and (6) other uses of solar energy. Also provided are 10 questions to answer (based on the readings), five additional questions to answer (which require additional information), and information on how heat moves. (JN)

An introduction to geothermal energy is provided in this discussion of: (1) how a geothermal reservoir works; (2) how to find geothermal energy; (3) where it is located; (4) electric power generation using geothermal energy; (5) use of geothermal energy as a direct source of heat; (6) geopressured reservoirs; (7) environmental effects; (8) institutional and legal problems associated with geothermal energy; (9) economic considerations; (10) hot dry rock; and (11) future prospects. Eight resources available from the National Technical Information Service (NTIS) are listed. Each entry includes title, author(s), annotation, publication date, and current cost. (JN)

During the 1920s and 1930s, millions of wind energy systems were used on farms and other locations far from utility lines. However, with passage of the Rural Electrification Act in 1939, cheap electricity was brought to rural areas. After that, the use of wind machines dramatically declined. Recently, the rapid rise in fuel prices has led to a resurgence in the use of wind power, especially for producing electricity. This bulletin provides information on: (1) types of wind machines; (2) several applications of the mechanical and electrical power generated by wind machines; (3) storing of electricity produced by wind systems; (4) utility hook-ups; (5) sizing a system; and (6) economic considerations. An annotated list of seven publications dealing with wind energy systems is included, with source and current cost noted. (JN)

The study reported in this document examined how special education administrators and staff in 100 school districts were involved in the adoption of new educational technology. The sample was drawn from the known population list of operating school districts from the Common Core of Data of the National Center for Educational Statistics. Selection procedures were designed to ensure coverage for the widest distribution of the population elements in the sample. Two survey forms were developed, one for special education administrators and the other for computer coordinators and special education teachers. Respondents included 100 administrators, 93 special education teachers, and 89 computer coordinators. Findings showed that administrative involvement in the decision making processes related to computers is high. Involvement in committee processes was reported by over half of the administrators; about two-thirds reported working with other administrators at the district level and half work with other administrators at the building level. One-third of teachers reported regular interaction between administrators and teachers. Teachers in special education programs are sharing computer resources with regular education through informal mechanisms. Technical assistance for computers is reported to be available by about 90% of administrators and teachers. Two-thirds of the administrators reported both purchase of computer technology for administrative purposes and regular use for professional purposes. Forty percent of teachers reported purchase of hardware or software for administrative applications. The report concludes with plans for Phase II of the study, a list of 19 references, and copies of the survey instruments. (JDD)

As agencies and programs serving individuals with developmental disabilities are called upon to serve a new population of individuals with human immunodeficiency virus (HIV) infection, they will be forced to confront complex legal questions. This paper discusses the legal frameworks in which individuals with HIV infection are considered eligible for developmental services. Legal cases and statutory frameworks which serve as the basis for disability policy are summarized. The legal implications of HIV infection for service providers are discussed, focusing on access to services, education, child welfare and residential services, segregation of services, HIV testing, informed consent, confidentiality, records, duty to warn, and liability. (JDD)

Chapter 1 of this document defines school phobia as an exaggerated and irrational fear of attending school. In this chapter, school phobia is distinguished from truancy, the incidence and consequences of school phobia are discussed, characteristics of school phobia are described, and types of school phobia are identified. The chapter concludes with an estimation that school phobia is found in approximately two percent of the school population. Chapter 2 looks at the etiology of school phobia, reviewing psychoanalytic theories, psychodynamic theories, the families of school phobics, and biological factors. Chapter 3 focuses on the evaluation and identification of school phobia. The use of decision matrices is explained, a rationale is given for using matrices, and procedures for using decision matrices are described. Chapter 4 concentrates on intervention techniques, providing an overview of intervention research and looking at issues such as forced school attendance; rapid treatment; medication, hypnosis, and relaxation treatments; and parent involvement. Chapter 5 presents six case histories of children with school phobias. Chapter 6 discusses prevention of school phobia and offers recommendations for training and research. Warning signs of school phobia, a sample student data sheet, suggested resources, and a sample handout on school phobia are appended. A subject index concludes the document. (Contains 142 references.) (NB)

This compilation of 11 program descriptions examines effective uses of educational technology with students with special needs. Central Kitsap School District in Silverdale, Washington, developed "Strategy 2020" to restructure the delivery of instruction through extensive use of technology. Toms River (New Jersey) Regional School District has special needs students use technology to produce multimedia projects while improving their communication skills, motivation, and self-esteem. Evesham Township Schools (Marlton, New Jersey) uses speedwriting, computers, and audiotape recorders to improve study skills of students with mild disabilities. St. Bernardine's Head Start Center (Baltimore, Maryland) implemented a program to foster language development, communications skills, and self-esteem of preschool at-risk and language-delayed children and the vocational skills of their parents in a mixed generation instructional setting. Enumclaw (Washington) School District has established Integrated Technology Classrooms where special needs students develop multimedia projects. Norfolk (Virginia) Public Schools created a staff position to provide assistance in facilitating full inclusion of special needs students. Bucks County (Pennsylvania) Intermediate Unit provides technical assistance to teachers through an itinerant specialist who serves 13 districts. Crestwood Community School District (Mantua, Ohio) applies switch technology with its students with profound disabilities. Marion (Arkansas) School District uses videodisc and other media to support mainstreamed mildly disabled junior-high students in their academic classes. Palm Beach County (Florida) School District combines screen reading and voice input software and hardware with electronic telecommunications. The Resource Materials Center for the Hearing Impaired in St. Augustine, Florida provides resources, technical assistance, and training to teachers. (JDD)

This monograph focuses on children who must move to a new school and new surroundings because their family, for whatever reason, is relocating. It notes that the impact of mobility on families has practical implications for public schools and that schools with a large number of mobile students have a responsibility to establish structured programs to assist these students. Section I of the monograph examines factors affecting the impact of a move, including reasons for the move (divorce, military orders, corporate transfers, migrant family seasonal work); family social status; the child's intellectual abilities; the age of the child; the quality of the parent-child relationship; and the frequency of moves. Section II look at the stress involved in moving and the possibility of depression associated with a move. The physical, emotional, and behavioral manifestations of stress are listed. Section III gives suggestions for what parents can do to ease the stress of moving for their children. Section IV looks at what schools can do to help children who are new to the school and to help children who are leaving the school. Section V provides a review of programs for relocating students that have been implemented in schools. The monograph concludes with a brief summary, followed by a list of 57 references. Activities for students, resources, and sample forms are appended. (NB)

A major purpose of this study was to determine the attitudes toward standards of practice and the nature and scope of standards of practice as they currently exist in governmental agencies, professional associations and licensing agencies, business and industry, health-related organizations, and colleges and universities. A second purpose was to recommend a framework for the development of standards of practice for the field of continuing education. Data were collected by a mail survey of 5000 organizations and institutions; 702 completed the survey in a usable manner. Only 29 percent of survey respondents reported they routinely use written standards of practice in continuing education. A high number (84 percent) indicated agreement with the assertion that standards of practice enhance quality assurance. Few organizations (28 percent) reported being satisfied with current standards of practice in continuing education. Overall, 79 percent wanted more emphasis in standards on learner performance, while 77 percent also desired more emphasis in standards on educational process. Elements most frequently addressed in standards of practice currently used included administration and organization, goals and objectives, instructional staff, program/course records, program planning, fiscal resources, and program/course evaluation. (In addition to recommendations, a frame of reference for developing standards is provided.) (YLB)

The methodology procedures for a national study of vocational education systems and facilities are presented in this third of a four-volume report. Chapter I describes the development of study requirements (analysis of requirements and study development activities) and the development of study implementation (local education agency survey instrument, state agency interview guide, and pretest and instrumentation revision). Chater II presents the definition of the study universe and the development of a universe directory. Chapter III describes the methodology employed in surveying local education agencies (field advocacy and support, survey procedures, phase I, phase II, response rates, receipt control and data preparation, and manual coding and editing) and interviewing state agencies. Included in the appendixes is a copy of the local vocational education agency mail survey instrument, the local vocational education agency telephone survey instrument, and the state agency interview guide. (Also available are the following related volumes: vol. I, Technical Report [CE 018 973], vol. II, State Vocational Education System Descriptions [CE 018 974], and the Executive Summary [CE 018 972].) (JH)

The major data and findings of a national study of vocational education systems and facilities are presented in this first of a four-volume report. Part I is organized as follows: chapter I describes the present and historical organization of state vocational education administration structures and identifies types of state agency relationships that have an impact on the formulation and implementation of policies and programs; chapter II summarizes the vocational education system in terms of types of institutions, operating characteristics of these institutions, and the patterns of governance and fiscal status of the programs administered by local education agencies; chapter III presents factors that have historically affected the use of state and federal funds in the expansion and operation of programs; and chapters IV and V describe the practices of the states and territories in the financing of facilities construction, equipment acquisition, and operating costs in different types of institutions. Part II contains three chapters: chapter VI describes the facility resources of the nation's vocational education system; chapter VII presents an analysis of the utilization of facilities; and chapter VIII describes the program offerings and admission characteristics of vocational education institutions. Part III consists of the concluding chapter, which discusses how new facilities and programs are planned and describes factors that affect the planning and decision making process in the use of facilities and resources. (Also available are the following related volumes: vol. II, State Vocational Education System Descriptions [CE 018 974]; vol. III, Methodology Report [CE 018 975]; and the Executive Summary [CE 018 971].) (JH)

Summary reports on the organization and financing of vocational education in each state and territory are presented in this second of a four-volume report of a national study of vocational education systems and facilities. Information for each state and territory is organized as follows: state governance of vocational education (state agency/agencies with vocational education responsibilities, coordination between agencies, and organizational history); organization of vocational education delivery systems (institutions and services, regionalization and coverage, and administration); financing facilities and equipment for vocational education; and financing vocational education program operating costs. (The information contained in these profiles was compiled on the basis of interviews with state agency personnel and in the review of documentation and revisions secured from state agencies and other sources.) (Also available are the following related volumes: vol. I, Technical Report [CE 018 973], vol. III, Methodology Report [CE 018 975], and the Executive Summary [CE 018 972].) (JH)

A national study was conducted to accomplish three objectives: (1) describe the organization and governance of state and local agencies and delivery systems for vocational education; (2) describe the basic provisions by which the capital and operating costs of vocational education are funded; and (3) describe the status of the nation's vocational education system in terms of capacity, services, accessibility to students, and the adequacy, condition, and level of utilization of its facility resources. Data were secured through interviews with state directors of vocational education and executive officers of other state agencies responsible for vocational education programs, and through a mailed survey (with telephone follow-up) of all public secondary and free-standing, two-year postsecondary institutions having facilities for five or more different vocational programs. Findings include the following: state governance structures for vocational education may be characterized by ten different categories of broad structures, five different classes of administrative units, and five different levels of authority over institutions; vocational education institutions and delivery systems may be classified by six types of institutions, four different classes of single and multidistrict services, and thirteen different types of program administration units; vocational programs may be financed from four primary sources; and the location of institutions having five or more different programs does not reflect the distribution of the population. Further examination of the relationship between federal requirements and state policies, practices, and statutes is recommended. (Also available are the following related volumes: vol. 1, Technical Report [CE 018 973]; vol. II, State Vocational Education System Descriptions [CE 018 974]; and vol. III, Methodology Report [CE 018 975].) (JH)

Deficiencies in the education of United States students transferring from foreign medical schools to United States medical schools and the success of programs devised to remedy or reduce these deficiencies were studied. The background to the study and its objectives are considered, and case studies are presented that provide detailed information on the content of programs for the transfers, as authorized by Section 782 of the Health Professions Educational Assistance Act of 1976. The study also compared the performance of the transfer students attending United States medical schools. One major study objective was to determine what resources are required to bring these United States foreign medical students up to American standards. Factors contributing to the large number of United States students attending foreign medical schools and recent studies conducted on the foreign medical education of United States students are considered. An executive summary of the final study report and an appendix that summarizes key characteristics of the 19 programs are included. (SW)

The first of a five part report on determining the least restrictive environment (LRE) placement of handicapped children summarizes findings from Annual Program Plans from 49 states and the District of Columbia for fiscal year 1978. The four purposes of the study were to obtain an overview of state policies regarding placement and related issues, to examine common policies and ambiguous areas of concern, to identify exemplary practices, and to consider reasons for variations in state policies. Among major findings are that generally, states provided little information on LRE, and where information was found it was equated with mainstreaming; the relationship between the individualized education program and placement was often unclear; and state plans varied greatly in defining steps and timeliness for the placement process. The second part of the document is devoted to a discussion of mainstreaming and LRE, placement meetings, level of specificity (handicapping condition), and sequence of meetings. Nearly half of the document is composed of appended material, including the content analysis form and classification criteria. (CL)