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This handbook was designed to accompany a three-day workshop for senior administrators in higher education on proactive management techniques in higher education. Proactive management allows for anticipating change and managing uncertainty in place of crisis management or reactive actions. The workshop covered: (1) strategic thinking; (2) outside-in thinking (with examples from the corporate world); (3) how to establish a strategic trend intelligence system (steps include developing a program structure, developing a scanning taxonomy, organizing files electronically, identifying literature sources and data bases, assigning scanners to information resources, training scanners, training abstractors, using scanning newsletters and issue briefs); (4) doing an environmental vulnerability audit (steps include identifying institutional underpinnings, identifying developments that could damage those underpinnings, evaluating the likelihood of impact of these developments, reviewing threat patterns); and (5) issues management: the role of decision (discussing implementation steps, strategy support requirements, selecting strategies, and implementation). Several worksheets for completion during the seminar are included. Also included are over 200 references and the following 5 appendixes: "Environmental Scanning at the Georgia Center for Continuing Education: A Progress Report"; an environmental scanning notebook; an issue of "Lookouts: Newsletter of Environmental Scanning of the Georgia Center for Continuing Education"; a summary of future concerns as scanned by Cardinal Stritch College (Wisconsin) and information on the seminar leaders. (JB)

This guide's introduction, three sections, and two appendices elaborate on each of these steps it recommends when applying for funds to purchase educational equipment: (1) assess program needs and write a justification for the support sought; (2) review and select the funding sources that are the most appropriate; (3) develop and submit a well-planned and carefully prepared proposal to request and justify support; and (4) follow up the proposal with appropriate communications to the sponsoring organization. Section 1 presents information on various federal and state organizations and agencies that provide funds to educational programs. Section 2 provides recommendations and instructions for identifying program equipment needs and selecting funding sources. Section 3 presents guidelines, information, and directions to follow in preparing grant proposals and applications. Appendix A lists 54 foundations and funding organizations, along with information on what activities and items they typically fund and how to contact them. Appendix B contains the following worksheets proposal writers and managers may find helpful: proposal development and sign-off schedule; outline of a typical proposal; activity-task planning schedule; project timeline; personnel utilization matrix; sample format for a budget summary; and proposal checklist and evaluation form. The document concludes with six references. (CML)

Developmental dysplasia of the hip (DDH) describes the abnormal development of a hip in childhood, ranging from complete dislocation of the hip joint to subtle immaturity of a hip that is enlocated and stable within the socket. DDH occurs in around 10 per 1000 live births, though only one per 1000 are completely dislocated. There is variation in treatment pathways for DDH, which differs between hospitals and even between clinicians within the same hospital. The variation is related to the severity of dysplasia that is believed to require treatment, and the techniques used to treat dysplasia. To determine the effectiveness of splinting and the optimal treatment strategy for the non-operative management of DDH in babies under six months of age. We searched CENTRAL, MEDLINE, Embase, seven other electronic databases, and two trials registers up to November 2021. We also checked reference lists, contacted study authors, and handsearched relevant meetings abstracts. Randomised controlled trials (RCTs), including quasi-RCTs, as well as non-RCTs and cohort studies conducted after 1980 were included. Participants were babies with all severities of DDH who were under six months of age. Interventions included dynamic splints, static splints or double nappies (diapers), compared to no splinting or delayed splinting. Two review authors independently selected studies, extracted data and performed risk of bias and GRADE assessments. The primary outcomes were: measurement of acetabular index at years one, two and five, as determined by radiographs (angle): the need for operative intervention to achieve reduction and to address dysplasia; and complications. We also investigated other outcomes highlighted by parents as important, including the bond between parent and child and the ability of mothers to breastfeed. We included six RCTs or quasi-RCTs (576 babies). These were supported by 16 non-RCTs (8237 babies). Five studies had non-commercial funding, three studies stated 'no fundin

This guide is one of three developed to provide guidelines, information, and resources useful in planning and developing postsecondary technician training programs in high technology. It is specifically intended for program planners and developers in the initial stages of planning a new program or specialized option in robotics. (Two companion guides offer a set of generalizable procedures for systematic program development in high technology and curricular information for planning a computer-aided design, computer-aided manufacturing training program.) The first part reviews the problem, objectives, methods, and outcomes of the project. Information is presented in the second part on industry trends in robotic technology, current projects in industry and education, and the need for training. Part 3 presents curriculum planning guidelines and specifications. Lists of technician-level competencies and sample course titles and course descriptions are provided. Other factors that must be considered in developing and implementing a new program are discussed, including special training for application processes, equipment requirements, faculty capabilities, and future trends. Appendixes include a compilation of site visits by project staff, a list of robot manufacturers and postsecondary programs, a bibliography of robotic technical papers, and a paper on robotics training. (YLB)

This guide, one in a series of three publications for vocational program developers and others to use in planning and developing a community-based response to worker dislocation, provides a generic approach to program development. Discussed first are the causes, future, and impact of worker dislocation. The next chapter is devoted to various aspects of planning for dislocated workers, including common planning themes, public and private sector partnerships, dialogue and cooperation with economic development planners, comprehensive services for dislocated workers, and planning difficulties and programmatic constraints. The four phases of the process of planning dislocated worker assistance programs are outlined in the third chapter. Covered in the final chapter are various services and strategies for displaced worker programs, including ideas involving the following agencies and organizations: the federal government, state planning offices, state departments of economic development, employment services, state offices for the Job Training Partnership Act (JTPA) or for employment and training planning, state vocational education and community college departments, unions, chambers of commerce, industrial realtors, private industry councils, private employers, banks, public utilities, affected firms, firms at risk, and social service providers. A list of related agencies and organizations involved in dislocated worker programs and activities and a bibliography are appended. (MN)

Designed primarily as a basic reference to assist researchers and planners in the study of factors related to occupational mobility and skill transfer within and between occupations, this catalog consists of two major sections. Section 1 contains the abstracts of the data bases. These abstracts include selected key variables organized in a standard format and are intended to present the reader with sufficient information to enable him/her to determine if any of the data bases are appropriate to their needs and warrant further examination. The abstract format of the data bases includes the following: data base title, principal investigator, documentation, access, design information, subject variables, and occupational variables. Section 2 contains the abstracts of classification schemes. The classification scheme abstract format is designed to facilitate the use of the classification schemes in organizing information from the data bases to give a variety of new perspectives on occupational mobility and occupational skill transfer. The abstract format for the classification schemes includes the following: scheme title, design information, classification variables, and outcomes/products. Appended are lists of the identified data bases and of data base abstracts by principal investigator, data base worksheet, classification scheme worksheet, and a data base cross reference index. (SH)

This publication presents guidelines for planning, implementing, and evaluating a peer tutoring program within a vocational setting. Chapter 1 discusses benefits of peer tutoring and presents a compilation of guidelines, suggestions, and examples for planning, developing, and evaluating a peer tutoring program. Tasks in each area--program planning, development, and evaluation--are described. Chapter 2 presents an indepth look at 13 individual, diverse peer tutoring programs. They demonstrate the many program options, formats, and procedures available to those wanting to establish a new peer tutoring program or modify an existing one. The programs represent secondary and postsecondary institutions that typically offer both academic and vocational or technical education. The following areas are discussed for each program: development and administration, functions and operation, and evaluation and improvement. Chapter 3 provides a listing of selected resources and materials available for the vocational educator interested in implementing peer tutoring programs for special learner populations in vocational programs. Citations are arranged by type of document: program description, program handbook, and tutor handbook. The citations supply information regarding title, authors or developers, source, purpose, and annotation of the material or resource. Appendixes include sample forms and a list of books and sample handouts. (YLB)

This guide was developed to aid workshop presenters in conducting programs for farmers who may lose or have lost their farms. It contains materials to help the farmers cope with the emotional, financial, and career loss and to plan for the future. The guide is organized in three chapters. Chapter 1 demonstrates the need for the program, defines the farmers' problems, and describes the Rural Career Assistance Program. Chapter 2 outlines the program's structure, including administration (program staffing/recruiting, reporting, curriculum, client recruitment, funding and budget issues, linkages), program planning and implementation, and public relations. The final chapter describes the client services offered in career assistance programs, suggests a program format, and provides teaching suggestions. The bulk of the guide consists of handout masters for workshop materials, intake and recruitment materials, and materials related to the emotional, career, physical, and fiscal domains. (KC)