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There is a pantheon of literature and popular panic pointing toward the academic ascent of girls and the decline of boys. On the contrary, the reality is different: Boys are learning and succeeding in many places. Two studies find that the places where boys excel have several common characteristics, including teachers who relate to the boys personally and have mastery of the subject matter. Moreover, often they share a common interest or characteristic with a student, and they are able to accommodate a measure of opposition.

Despite a continuing stream of concern on the part of researchers, demographers, and cultural pundits about a crisis in boys' social development and schooling, surprisingly little attention has been paid to what is perhaps the richest pool of data: current, observable teaching practices that clearly work with boys. In schools of all types in all regions of the globe, many boys are thriving. Boys of limited, ordinary, and exceptional tested aptitude; boys of every economic strata; boys of all races and faiths--some of them--are appreciatively engaged and taught well every day. This article reports the results of a survey of teachers and students at boys' schools around the world which suggest that successful teaching practices with boys take advantage of the facts that boys are relational learners, that they elicit the kinds of teaching that they need, and that they respond to transitivity in lessons, that is, that some element of the lesson arouses and holds their interest.

History reveals that drug legalization accelerates new use and contributes to a larger population of chronic users. When states energetically enforce antidrug laws and policies, illegal drug use is reduced and eliminated. Drug use is incompatible with healthy child development and learning. Legalizing drugs is the shallowest response to the nation's drug problem. (three references) (MLH)

Defends the value of boys' schools, noting lack of objective data to support a negative appraisal of them. There is an inherent maleness that cannot be alienated from boys and men without a fundamental loss of their humanity. Schools must take the responsibility for conveying how to become a man. (SM)

At an appropriate distance, the President's stated intention to create drug-free schools by 2000 appears impeccable. Although youthful drug abuse has declined, the lower usage levels are still destructively high. A systemic approach to preventing drug abuse must occur in schools, in the work place, on the highways, in public places, and in households. (MLH)

The F-22 Raptor aircraft is essential is ensuring that the US has supremacy in the skies because the current fleet of F-14, F-16, F-15 and F-18 cannot retain their dominance in the light of aerospace technology advances. Other countries have the same capability as the US so the F-22 is essential because it has supercruise and can attack targets without being spotted. It is also very maneuverable and agile. Its integrated avionics will present information to the pilot in picture form which can be interpreted easily.

Explores the destructive effects of student drug use on students, teachers, and the learning environment of public schools. Discusses healthy child development and the historical background of illegal drug use, and suggests strategies to produce a drug- and alcohol-free school environment with firm, clear institutional policies. (MLH)

Acknowledging failure means recognizing clearly the limits of a teaching situation, or it may mean recognizing a defense for what it is. Only when failure is acknowledged can one begin to play to strengths. (Author)