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This guide was developed to assist with the problems of organization and administration of girls' interscholastic sports programs. Guidelines are presented for the following: (a) a statement of basic principles, (b) a constitution, (c) league bylaws, (d) operating codes, (e) conduct of contests, (f) archery, (g) badminton, (h) basketball, (i) bowling, (j) fencing, (k) field hockey, (l) golf, (m) gymnastics, (n) softball, (o) swimming and diving, (p) tennis, (q) track and field, and (r) volleyball. An appendix consisting of emergency information and procedures, and sample forms for consent for treatment and classroom rosters are included. (JS)

As part of the Basic Citizenship Competencies Project, this guide is intended for parents and suggests ways to assess what they can do to help their children practice and develop competent civic behavior. The objective of the entire project is to assist educators, parents, and community leaders in identifying basics, clarifying goals, making assessments, and developing action plans related to citizenship education. The guide is designed to help parents consider the problem of promoting good citizenship in a systematic manner, using a common vocabulary and a common set of guiding principles. The guide defines citizenship as comprised of "the rights, responsibilities, and tasks associated with governing the various groups to which a person belongs." It also states that "citizenship education must involve learning and instruction directed to the development of citizen competence." Seven basic competencies are listed and discussed: acquiring and using information about political situations; assessing one's own involvement and stake in political situations; making thoughtful decisions regarding group governance and problems of citizenship; developing and using standards to make judgments; communicating ideas; cooperating and working with others to achieve mutual goals; and working with bureaucratic institutions in order to promote and protect one's interests and values. The document recommends that parents provide learning experiences at home offering practice in citizenship behavior. Two checklists are appended suggesting ways parents can promote citizenship education at home and helping them assess the quality of citizenship education in the school. (CK)

This K-12 handbook is designed for law and justice professionals who serve as resource persons and for classroom teachers in working with resource persons. The book consists of four parts. The introduction provides an overview, explains use of the handbook, presents information on using the community as a teaching resource, and provides a checklist for a classroom visit. Part II explains a variety of strategies designed to actively involve students. Strategies include case studies, mock trials, moot courts, brainstorming, dilemmas, surveys, police activities, and field trips. For each strategy, procedural guidelines, instructions for implementation, and several law-related examples are outlined. The third section includes activities for programs focusing on introduction to law, individual rights, criminal law, and civil law. The sections on individual law and civil law are broken down into the subcategories of freedom of speech, search and seizure, family law, and environmental law. The activities in both Parts II and III include 65 reproducible student handouts. Part IV suggests additional resources such as print materials for students, teachers, and resource persons; media kits; and filmstrips, games, and simulations. (KC)

This K-12 handbook is designed for law and justice professionals who serve as resource persons and for classroom teachers working with resource persons. The book is arranged in four parts. The introduction provides an overview, explains the use of the handbook, presents background for the teacher on using community resources, and offers practical teaching tips for resource persons. Part 2 explains a variety of strategies designed to involve students actively in the learning process. Strategies include case studies, mock trials, moot courts, pro se courts, brainstorming, dilemmas, games, police activities, and field trips. Classroom procedures, instructions for implementation, and several law-related activities targeted for various grade levels are outlined for each strategy. Part 3 contains activities for specific law-related content areas. Activities focus on introducing students to law, individual rights, criminal law, civil law, and civil court procedure. The sections on individual law and civil law are subdivided into categories of freedom of speech, freedom of press, freedom of religion, search and seizure, family law, consumer law, property law, environmental law, and torts. The activities in parts 2 and 3 include 78 reproducible student handouts. Part 4 suggests additional resources, including state and national law-related education programs, multimedia resources, games and software, print materials, and ERIC resources. (LP)

The Civic Achievement Award Program (CAAP) was established by the U.S. Congress in response to national concerns about the need to increase civic literacy among the nation's young people. The program was designed to provide elementary and middle school educators with interdisciplinary materials that focus on providing a base of civic competence, knowledge, and skills for all citizens. CAAP consists of three student projects: the learning project, the research project, and the civic project. Students who participate in the program receive the Civic Achievement Award, a certificate from the United States Congress. The first of these related manuals is for CAAP instructors and contains sections paralleling the student book. The three student projects are described, including each project's purpose, components, and process, and examples from schools that have used the CAAP program. The instructor's manual also includes a class management form, a guide for obtaining publicity, and a list of national and government organizations. Answers to the study sheets and mastery test that appear in the student book make up two-thirds of the instructors' manual. The second of these manuals, for students, includes the CAAP timeline which lists some of the important events that have occurred in the United States from 1492 to the present. Using information from the timeline, students are expected to complete the learning project, which is designed to provide them with a common body of knowledge relating to U.S. history, government, geography, economics, culture, and current events. This guide also includes the materials necessary for students to complete the research project, which teaches students that the ability to analyze information and to communicate it to others is necessary for full participation in democracy, and the civic project, which encourages students to become informed and to develop opinions about civic issues. (DB)

The objective of this study was to understand the conceptualisation and development of a novel way of providing end‐of‐life care in a Cottage Hospice setting, with a focus on the role of family carers and volunteers within this care model. A participatory action research design enabled a situational analysis, together with change processes. The study setting was a hospice in the South of England, and its network of wider associates in the local health economy. Participants were purposively sampled to provide relevant information. Data collection (2017–2018) included documents (e.g., meeting minutes) and interviews (individual and group) with external (e.g., GPs) and internal (e.g., staff, managers, volunteers, patients, family carers) stakeholders. These were followed by action cycles conducted by a core action group which explored issues related to family and young carers, the relationship between the main and Cottage Hospices and workforce engagement with the change process. Iterative, inductive, thematic analysis was followed by axial coding facilitated within NVivo. Twenty‐six individual and eight follow‐up interviews, two group interviews and five discrete action cycles were completed. At the core was a focus on disruption of the norm of professionally provided and mediated care, with three main themes: imagining the future of Cottage Hospice (growing demand, a home‐like space, innovative roles for families and volunteers); developing the role of family caregivers (making agreements, meeting needs, social inclusion and the ‘unknown’ expectations) and quality and safety issues (negative perceptions, personalised care and volunteer roles). Change was viewed as both a threat and an opportunity. Cottage Hospice represents the possibility of a truly new way of meeting the needs of dying people and their families, and could act as a template for progressive service developments elsewhere.

The objective of this study was to understand the conceptualisation and development of a novel way of providing end‐of‐life care in a Cottage Hospice setting, with a focus on the role of family carers and volunteers within this care model. A participatory action research design enabled a situational analysis, together with change processes. The study setting was a hospice in the South of England, and its network of wider associates in the local health economy. Participants were purposively sampled to provide relevant information. Data collection (2017–2018) included documents (e.g., meeting minutes) and interviews (individual and group) with external (e.g., GPs) and internal (e.g., staff, managers, volunteers, patients, family carers) stakeholders. These were followed by action cycles conducted by a core action group which explored issues related to family and young carers, the relationship between the main and Cottage Hospices and workforce engagement with the change process. Iterative, inductive, thematic analysis was followed by axial coding facilitated within NVivo. Twenty‐six individual and eight follow‐up interviews, two group interviews and five discrete action cycles were completed. At the core was a focus on disruption of the norm of professionally provided and mediated care, with three main themes: imagining the future of Cottage Hospice (growing demand, a home‐like space, innovative roles for families and volunteers); developing the role of family caregivers (making agreements, meeting needs, social inclusion and the ‘unknown’ expectations) and quality and safety issues (negative perceptions, personalised care and volunteer roles). Change was viewed as both a threat and an opportunity. Cottage Hospice represents the possibility of a truly new way of meeting the needs of dying people and their families, and could act as a template for progressive service developments elsewhere.