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This volume reports on a study undertaken to determine views of college students themselves on civic life and politics and also follows four related studies and action research projects on the relationship between citizens and the political process. The central study was a series of 10 campus discussions in the focus group format, with college students in campuses across the nation. Those groups explored what college students believe it means to be a citizen, how students view politics today, how college students have learned what they know about politics and citizenship, how students would like politics practiced, and what opportunities students have for learning politics at the university. Key findings were that many students have concluded that politics is irrelevant holding a narrow view of politics; that students can imagine a different politics based on people coming together to find ways to talk and act on problems; and that students say they are not learning to practice politics as the political education they receive only reinforces everything they believe is wrong with politics. The volume closes by offering an agenda for changing how students view and participate in politics. An appendix describes the study methodology. (JB)

The formation of authentic public opinion requires confrontation with political realities and open discussion. This report presents findings of a study, conducted by The Harwood Group, that sought to describe the nature of the process through which citizens learn about public concerns and engage in them. The report argues that the seemingly chaotic process of forming opinions is actually one composed of meaningful patterns and principles. Data were derived from focus-group discussions with 6 groups representing a cross-section of American citizens, interviews with 13 experts, and a literature review. The study identified nine factors that play a pivotal role in citizens' involvement in public affairs: (1) a desire to make connections between public concerns; (2) personal context; (3) a desire for coherence; (4) a need for areas of ambivalence in the public arena; (5) emotion; (6) a desire for authenticity; (7) a desire to play a role in facilitating change; (8) individual catalysts in everyday life; and (9) mediating institutions that bring people together. (LMI)

The training needs of Connecticut's small businesses and their employees are not being adequately met. Small businesses face an economy placing increasing demands on them: a worsening labor shortage, an aging work force, and changing skills in the workplace. Gaps in private and public sector training programs impede small businesses from meeting the training challenges these demands present. This report identifies the following key training issues: on-the-job training lacks structure, public sector programs are fragmented and reach few people, training programs are too costly, and small companies do not have the resources to develop in-house training programs nor to purchase outside training programs. The report makes recommendations to address these issues. It calls for action in four areas of small business training: (1) to improve the content of public and private sector training programs for on-the-job, basic skills, customized, and formal training; (2) to strengthen the delivery of these programs; (3) to enhance the communications on training goals and programs between suppliers and consumers of training and between employers and employees; and (4) to increase the coordination of training activities in the state to fill gaps and avoid unnecessary duplication. The report's methodology (literature review, public attitude surveys, and in-depth follow-up interviews) is described. Twenty references and a list of experts interviewed are appended. (KC)