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We use seven different methods to estimate broad-line and continuum reddenings of NGC 5548. We investigate two possible reddening curves considered for active galactic nuclei (AGNs): the mean AGN reddening curve of Gaskell & Benker (2007) which is relatively flat in the ultraviolet, and a curve that rises strongly into the ultraviolet like a Small Magellanic Cloud (SMC) reddening curve. We also consider a standard Milky Way curve. Regardless of the curve adopted, we find a total reddening ~14 times greater than the small amount of reddening due to dust in the solar neighbourhood. The UV-to-optical ratios rule out a steep SMC-like reddening curve for NGC 5548. The Milky Way and Gaskell & Benker curves give a mean reddening of E(B-V) = 0.25 +/- 0.02. The four non-hydrogen-line reddening indicators imply that the intrinsic hydrogen line ratios are consistent with Baker-Menzel case B values. The unreddened optical-to-UV spectral energy distribution is consistent with the predicted distribution for an externally-illuminated accretion disc. The reddening we derive for NGC 5548 is typical of previous estimates for type-1 AGNs. Neglecting internal extinction leads to an underestimate of the luminosity at 1200 Angstroms by a factor of seven. The size scale of the accretion disc has therefore been underestimated by a factor of ~2.6. This is similar to the accretion disc size discrepancy found in the 2013 AGNSTORM campaign and thus supports the proposal by Gaskell (2017) that the accretion disc size discrepancy is primarily due to the neglect of reddening., Comment: 13 pages, 5 figures. Submitted to Monthly Notices of the Royal Astronomical Society. Comments welcome

The document reports on a project to develop increased communication between art and special education teachers about common problems in educating handicapped children in art, to expand knowledge via "hands on" art experiences, to develop ways to utilize art to assist learning in other academic areas, and to familiarize art teachers with current methodologies in special education. The grant report includes an overview and sections addressing project background, needs assessment, and key components of a successful training model. Subsequent sections review evaluation methods, five points contributing to the success of the model, and sample workshop schedules. The bulk of the report contains field assignment reports with the following titles and authors: "An Art Activity with and for the Trainable Student" (L. Morrison); "String and Wood Printing" (A. Chikaraishi); "Art amd the Special Child" (M. Kichinko); "Vocational Education Art Project" (G. Ammann); "Slidemaking, Consumer Education and English--An Integrated Art Activity" (C. Schlee); "The Proud Dinosaur" (L. McDonald); "Dreams, Houses and Other 'Makeables'" (S. Ciminero); "The Beast in the Bathtub" (D. Miller); "Relief Printing" (R. Sereno); "What Joyful Learning!" (R. Downs); "Learning Can Be Easy" (W. Riseman); "The Four 'R's' (Reading, Writing, Arithmetic and Art) Plus Science" (M. Chilton); "Art as a Positive Environment for the Learning Disabled" (J. Tamminga); "The Invisible Body" (S. Davenport); "Boy, Was I Surprised!" (B. Watts); "Cartoon Enlargement Using the Grid Method" (C. Henry); "From Thoughts to Reality Through Art" (D. Cinkovich); "The Shapes and Colors" (M. Esper); "Art as an Aid to Reasoning, Measurement and Placement Order" (E. Proska); "Paper Weaving" (M. Scott); "A Christmas Printing Activity" (J. Weaver); "Integrating Social Science, Science, Math and Language Arts Through Art" (G. Newlands); "Oral Comprehension, Memory and Sequencing Through Art Activities" (J. Haefner); "Art and the Bilingual Child" (K. Lilly); "Waxed Paper Leaf and Crayon Laminations" (L. Schorie); and "Painted Stuffed Fish" (C. Ponto). (SB)