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This study, a sequel to the 1989-93 Louisiana enrollment status report, compares 1993-94 and prior-year student enrollment in programs that are not traditional for their gender. It identifies the practices, barriers, and achievements of special groups in the area of sex equity and summarizes the state's observed achievements toward sex equity. Statistical data for the study were derived from the Louisiana Vocational Education Data System, project reports, and student intake forms collected by schools. Some of the conclusions are as follows: (1) progress has continued to be made toward sex equity, especially in preparing men for occupations traditionally dominated by females; (2) rates of students in vocational programs not traditional for their gender increased by approximately 3 percent over the previous academic years, with males in business and health programs continuing to comprise more than 80 percent of nontraditional enrollment; (3) institutions continued to use diverse strategies in recruitment, retention, and placement of students; (4) the state continued to award numerous competitive grants to institutions for the implementation of projects for sex equity and single parents, displaced homemakers, and single pregnant women; (5) project descriptions showed increases compared to previous years in the use of comprehensive approaches for students' access to and matriculation in programs and job placement; (6) projects showed increases in tracking of students upon their leaving, but this area continues to be a weak aspect of programs; (7) about half of those with outcome data were completers of their programs and about one-third were completers with standard-or-above positions in their fields; and (8) projects for state leadership and evaluation implemented numerous activities and produced materials to promote gender equity, such as workshops, a state conference, literature, a newsletter, videotapes; and conducted research to monitor the state's progress toward gender equity. (KC)

A complete discussion of the constraints on the Michel parameters and the ambiguities of their interpretation is presented. Estimators of new physics, optimized for a very wide class of hypotheses and models, are proposed., Comment: 12 pages, Latex, 2 PostScript figures

Louisiana is one of the few states to produce and distribute school report cards to public school parents statewide. The state undertook a formal evaluation, here reported, of the "1991-92 Report Cards." In Phase 1 a random sample of roughly 2,000 parents and 6,000 faculty statewide was surveyed by mail with a 30-item questionnaire rating the readability and utility of information on the school report cards. Four focus groups, two with parents and two with teachers, were conducted in Phase 2 to follow up and enlarge on initial findings. Parents were generally positive toward the concept, but were somewhat less optimistic that the program could have a real effect on the quality of education. The further the focus shifted from the child's own school, the more pessimistic parents became that the School Report Cards could actually help improve education. Teacher responses showed a similar pattern, but teachers were less uniformly positive than parents. Using survey results and feedback from the focus groups, the state has made substantial modifications to the format of the 1992-93 report cards, including: (1) individualizing formats for elementary, secondary, and K-12 schools; (2) adding explanatory text to each indicator; (3) simplifying tables; (4) presenting both frequencies and percents on most indicators; and (5) rewriting text to an eighth-grade, rather than the former 13th grade level. A sample report card and the survey are attached. (Contains 4 references.) (SLD)

In 1992-93, Louisiana had many achievements toward sex equity in vocational education. As state enrollment continued to grow, many efforts were undertaken to increase sex equity in vocational programs and to increase the occupational success of groups targeted by the Carl D. Perkins Applied Vocational and Technology Education Act. Among achievements were the following: (1) rates of nontraditional students in vocational education have remained constant or increased slightly; (2) males continue to comprise approximately one-sixth of nontraditional enrollments, with the largest number enrolled in office occupations; (3) institutions used diverse strategies in the areas of recruitment, retention, and placement for the increased participation of nontraditional students; (4) the state awarded numerous competitive grants to institutions for the implementation of projects for sex equity and single parents, displaced homemakers, and single pregnant women; (5) institutions used state funds to assist more than 1,700 eligible students for their successful participation in vocational education; (6) 41 percent of the nontraditional students completed programs and 28 percent were employed in the area of their training--one-third had wages at or greater than $8 per hour; (7) projects implemented numerous activities to promote gender equity, including workshops, state conferences, handouts, a newsletter, and a lending library; and (8) a Council for the Education and Employment of Women and Girls was formed to advise state education officials on gender-equity matters. (This report contains 16 charts, graphs, and tables summarizing the gender-equity efforts made in educational institutions in Louisiana.) (KC)

During the 1991-92 school year, 109 public school library book collections in Louisiana were surveyed to determine the average ages of volumes in various categories, including all Dewey decimal numbers. Results showed that the average age of books in Louisiana public school libraries was 23.51 years in 1992. The average age of the computerized sample was 20.17 years. The average age of books for elementary schools was 22.73 years. Elementary schools had the most recent professional collections, those with Dewey Decimal numbers in the 000-100s and 700s. The average age of books for middle or junior high schools was 24.56 years. These schools had the oldest reference and professional collections. High schools had the oldest overall collections, with an average age of 24.60 years per volume, but had the most recent reference collection of the three school levels. When respondents were asked to identify the Dewey classification "most important to keep up to date," 60% indicated the 500s, and the 600s ranked second at 11%. In the 500s, the area selected as being the most important to keep up to date, the average age was 24.61 years in 1992. A subset of the sample used a computer program to identify ages from entries with Library of Congress call numbers in 11 elementary schools. Seventeen figures illustrate general findings. Appendix 1, "Survey Forms," contains the original survey, directions for using the computer program, and the 5/93 refined survey. Appendix 2, "Results Report," consists of the letter to participating librarians and principals, sample of individual school results chart, and a blank form for individual school use. A third appendix offers results by individual school, arranged by level (elementary, middle/junior, and high school), then alphabetized within level by parish, then name of school. Contains 15 references. (Author/MAS)

The measurements of the CP violation parameters by the CPLEAR experiment are reviewed. It is shown that attempts to prove T-violation from the semileptonic asymmetries are flawed by logical inconsistencies., Comment: 3 pages, Latex; revised and extended version, 5 pages Latex

The analytical process used in building a compendium of examples of accomplishments by the National Water Quality Initiative (NWQI) of the Cooperative Extension System is presented and discussed. Lessons learned are cited, and recommendations for future efforts to synthesize evidence on major program thrusts are made. The NWQI is focused on protecting the quality of the nation's groundwater and surface water through encouraging voluntary actions by farmers, ranchers, householders, and the general public. It has been reported that approximately 650 full-time equivalents of professional extension resources have been allocated annually (1989 through 1990) to the initiative. Statistical information in fiscal year 1989 and 1990 reports was analyzed and synthesized to compile summary tables for all states and detailed tables for each state. In addition to this quantitative data, qualitative data from narrative portions of the reports were content-analyzed and summarized. Limitations in the reporting system and in the water quality reports were identified. The following types of indicators were selected to be tracked in the future: (1) rates of pollution; (2) rates of use of potential contributors to pollution; (3) extension-promoted practices to reduce potential contributions to pollution; and (4) extension strategy and activities to induce or accelerate adoption of such practices. One figure illustrates program components, and one table lists the planned indicators. (SLD)

This report describes a study of the Jackson-George Regional Library (JGRL) System, which serves a 2-county area in Mississippi with a population of 131,918. The purpose of the study, which built on the planning and administration goals identified in "Planning for Progress: The Long Range Plan of the Jackson George Regional Library," was to provide a framework that the eight-library system could use to change roles and set new directions. This report is divided into four major sections following a brief opening section that describes the organization of the report. The second section, which makes up the major part of the report, presents the results of a telephone survey of 453 persons that collected information on demographics, media ownership, and library use or non-use. It is noted that the most significant findings of the telephone study were: residents appear to seek out the library in the system that best meets their needs, regardless of location; non-use because of sight and mobility problems indicates a need to promote services for handicapped persons; and newspapers were found, by far, to be the best means of publicizing library programs. The telephone survey was supplemented by a face-to-face survey administered to 202 people at four Wal-Mart stories, also described in section 2. The next major section identifies mechanisms used to build staff and trustee confidence in the planning process and analyzes responses to the JGRL System Staff and Trustee Surveys that focus on the library role, effectiveness, and performance. Section 4 reviews other internal studies and surveys, and the fifth and last section analyzes collection performance, including turnover rates of collection categories and collection and circulation proportions. Copies of survey instruments and numerous tables of survey data are included. (KRN)

A survey of all 226 agriscience teachers in Louisiana sought to identify the areas of the revised agricultural science curriculum in which teachers needed increased knowledge and skills for teaching; 206 responses were received. A secondary purpose was to identify time schedules and types of presenters preferred by agriscience teachers for inservice programs. The two-part questionnaire asked for demographic information and information on the teacher's self-perceived levels of knowledge and skills in certain curriculum areas. Related items on the instrument were combined into nine scales. Mean scores were calculated for each scale and for each respondent. Descriptive statistics were used to describe the demographic characteristics and the mean scale scores. Teacher preferences for inservice time schedules and presenters were transformed into a mean rating score for each. Pearson's correlations were used to determine relationships between selected demographic variables and scale scores. Agriscience teachers preferred inservice programs that were presented at the summer leadership camp by qualified university personnel. Topic areas in which teachers needed inservice assistance were plant science biotechnology, applied science skills, and animal science biotechnology. No correlations were found between the teacher's mean topic areas scores and selected demographic variables. (Appendixes include 10 references, survey, and cover letters and follow-up materials.) (YLB)

This study focuses on the current status of women in Louisiana, making gender, national, and historical comparisons as data were readily available within the timeframe of this investigation. The research aims to identify: (1) statistical gender differences in available measures of education, employment, and other forms of social participation; (2) issues relevant to women; and (3) in-state resources for women. Utilizing statistics available through government offices, published documents, and other literature, the study is divided into sections on the general population, employment, other forms of social participation, concerns of women, resources for women, and education. The section on education is further divided into: (1) elementary and secondary school participation, (2) postsecondary school participation, and (3) teachers and administrators in public education. In the section on general population, it is found that women outnumber men in both the nation and the state in patterns that are similar. The median ages of both men and women are lower in Louisiana than the nation, with women having a higher median age than men. Women recently have had higher rates of high school completion, but, historically, have less educational attainment than men. Women recently comprise a larger proportion of enrollment in U.S. and Louisiana higher education. Female participation in employment has increased, with women, in 1989, comprising 52% of the national and 40% of the state labor force. The rate of Louisiana women in professional, technical, and managerial occupations has increased steadily to a near proportionate level. However, the rate of women in management and administration remains disproportionate. A set of resources specifically dedicated to the support of women are identified along with phone numbers of state resources. Contains 24 references. (DK)

The Computer Rehabilitation Training Program for the Severely Disabled is a job-oriented training program to prepare physically handicapped persons to become computer programmers and analysts. The program is operated by: a nonprofit organization of Baton Rouge-area business people interested in data processing; the Department of Social Services, Louisiana Rehabilitation Services; the Louisiana State University (LSU) System Network Computer Center; and the LSU Division of Continuing Education. The program objectives include: provide training to enable students to develop skills necessary to be successful in a computer programmer/analyst position; provide a pseudo-work environment to aid the student to succeed in a working business environment; assist the graduate in acquiring his/her first position as a computer programmer/analyst; and develop independent living skills. The program seeks to maintain a highly qualified and complete curriculum designed to meet the needs of both the students and their future employers. The curriculum, which includes over 1,800 hours of lab experience during 11 months of instruction, encompasses such subjects as accounting, C programming, COBOL programming, operating systems, spreadsheet applications, and relational databases. This pamphlet describes the role of each agency helping to operate the program and lists admissions policies, academic and program policies, causes for dismissal, formal evaluation and review procedures, certification policy, awards, and benefits. (JDD)

Louisiana's elementary school French second language program is described. An introductory section gives background information about program history. The second contains a statement concerning the foreign language crisis in American education, written to be used as a public awareness presentation. Section 3 outlines the state's overall program goal and objectives for instructional time, cultural education, and evaluation to meet that goal. A program description, in section 4, includes an overview, notes on administrative organization and responsibilities at several administrative levels, guide to the progression of provisional skills in grades four through eight, and comments on the use of oral proficiency interviews. Section 5 describes new and expanded program features, including an elementary immersion program, a secondary program offering an alternative course of studies geared toward increased language fluency and knowledge of international trade, a language teacher training program, and study abroad arrangements for administrators, teachers, and secondary and university students. The final section contains miscellaneous information about the Louisiana program, including definitions of terms, program planning considerations, and staffing recommendations. Appended materials include legislative texts, statistics, staff contracts, state map, forms, notes on available instructional materials, and materials concerning state certification requirements. (MSE)

The use of information regarding the ages of library items is a standard component of many approaches to weeding library collections, and has a long history in the literature of collection management. Current and past approaches to using aging information to make weeding decisions make use of very arbitrary decision criteria. This study examined the actual aging patterns of public library materials as a precursor to the production of a set of collection management procedures based on sophisticated analyses of aging data. The operational objectives of the study were (1) to develop a set of profiles of the aging characteristics of public library collections, based on analysis of a body of diverse public library holdings data; (2) to formulate a set of collection management guidelines based on the aging profiles, with detailed descriptions of appropriate analyses and their interpretation; and (3) to design an easy to use, flexible computer program to aid in the application of the guidelines. This report covers the problem statement and objectives of the study; the background and context of the study; approaches to weeding library collections; methodology; sample; data collected; data analysis; sample application of age data to collection analysis (Profile 1--the 90% retention rate and Profile 2--curve examination); comparison of the percentage and curve examination methods; continuation of the project; and dissemination of project results. Thirteen notes/references are included, and 109 figures are appended. (BBM)

The construction of the complete isospin relations and inequalities between the possible charge configurations of a $\tau\to K\bar Kn\pi\nu$ decay mode is presented. Detailed applications to the cases of two and three pions are given., Comment: 7 pages, Latex, 3 PostScript figures, to appear in Z. Phys. C

This paper examines the major influences of state minimum standards of pupil proficiency in reading, writing, and mathematics; state curriculum guides; basic skills testing; and a state-funded compensatory/remedial program on public schools in Louisiana since 1980. The state testing program is described in some detail. Its influence in the home is briefly noted, and its influence in the regular classroom is considered in sections devoted to classroom instruction, student assessment, staff development, and time and resources spent on testing. The influence of the compensatory program on lowest performing students is discussed. Finally, influences on school policy are considered, with sections on promotion/retention and use of test results. (MNS)

This study contrasted current job situations and existing vocational training program enrollments for males and females within clerical, data processing, and technical areas of industry. All vocational schools located in the eight northern parishes of Louisiana were surveyed concerning the numbers of males and females enrolled in clerical, data processing, and technical specialty programs of study. Likewise, a representative number of companies located in the same parishes were randomly selected and surveyed concerning the numbers of employees by sex currently functioning within the representative vocational areas. Data were analyzed and showed that vocational-technical schools continue to train higher percentages of females than males for traditionally female-dominated career positions and have increased only slightly the percentages of females being trained for traditionally male-dominated career positions. The two exceptions to these practices were in programming, where there was a significant increase in percentages of females being trained for this traditionally male-dominated position, and in quantity foods, where there was a significant increase in percentages of males being trained for this traditionally female-dominated position. The findings suggest a trend whereby greater numbers of females are being trained for many of the traditionally male-dominated positions, although these numbers have not significantly reduced the current discrepancies that exist among males and females currently employed in these positions. At the same time, males are not moving into traditionally female-dominated positions. (Author/KC)