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This document describes the origins of cybermentoring and focuses on projects with elementary and secondary schools throughout the state of Washington. It discusses use of telephone communication, email, web design, and low-end videoconferencing technologies in initial cyberprojects, and recent cyberprojects that have begun to make use of high-end videoconferencing systems and associated cutting-edge technologies in order to increase student and teacher satisfaction as well as to augment the quality of interaction and authenticity of the mentor-student relationships that are forged. Research and development projects conducted during the 2000-2001 and 2001-2002 academic years by researchers and preservice teachers at Washington State University used high-end videoconferencing systems and brought together University faculty and students with K-12 students and teachers at remote sites. The following projects are briefly highlighted: Grade 4 science mentoring; Grade 9 reading immersion; and Grade 9 earth science curriculum planning. Projects in 2003 included: Grade 9 reading immersion; Grades 6, 7 and 8 reading comprehension and fluency; high school math mentoring; and Grade 9 English as a Second Language (ESL) tutoring. Brief descriptions are provided of systems and products manufactured by the following companies: Polycom Inc., Tandberg Corporation, Sony, VTEL. Optional components are then discussed, followed by technical and general considerations. (AEF)

This document presents a step-by-step guide to using three desktop videoconferencing applications: CU-SeeMe, iVisit, and NetMeeting. First, hardware and software recommendations for PC-based and Macintosh systems are provided. Illustrations of sample screens accompany the text for each application. The following additional considerations for conducting videoconferences are discussed: light and sound; video (camera placement); connection considerations; and user familiarity. (AEF)

This study is one of an ongoing series of biennial surveys of all child care centers and some licensed family home providers by Washington State's Department of Social and Health Services (DSHS). A total of 1,137 child care centers and 1,527 family home providers were interviewed in spring 1998. Major findings include: (1) Over the period 1990 to 1998, the inflation-adjusted cost of care increased 22 percent in centers and 20.5 percent in homes--in the last 2 years of that period (1996 to 1998), the price of full-time family home care after adjusting for inflation climbed by 3 percent (from $396 to $406), and that of centers went up 4 percent (from $433 to $453); (2) An estimated 170,200 children in Washington State were in licensed care in spring 1998--almost 70 percent were in child care centers, and the remaining 30 percent were in licensed family homes; (3) The number of licensed family homes decreased, while the number of centers increased; (4) The number of children in licensed care increased 4 percent per year from 1996 to 1998, with preschool-age children much more likely to be in care; (5) About one-third of centers provided full-time care for infants, whereas only about a quarter of family homes did; (6) The vacancy rate in centers declined, while the rate in homes remained the same; (7) Pay for teachers averaged $7.73 per hour, and aides averaged $6.34 per hour (after adjusting for inflation, there has been no increase in average wages since 1992); (8) Since 1992, the share of family home providers with formal training in early childhood education or child development has increased from 56 percent in 1994 to 74 percent in 1998; (9) Assistants in family homes earned $6.43 per hour on average; (10) 69 percent of family homes had liability insurance in 1998, compared to 58 percent in 1996; (11) over three-quarters of licensed family homes participated in the USDA food program in 1998; (12) 18 percent of children in centers and 20 percent of children in family homes received care subsidized by DSHS in spring 1998; (13) licensed family home providers tend to serve children who share their ethnicity; and (14) child care centers with a high proportion of children subsidized by DSHS are more ethnically heterogeneous than the state as a whole. (Appendices provide statistics by county. Includes numerous tables and figures.) (EV)

This curriculum guide contains a six-unit, two-level program combining animal science and veterinary care for youth club leaders and members in grades three through twelve. The Facilitator and Educator/Leader Introductions describe the program, the goals, and the students who will participate. The six lesson plans contain what the lesson is about, what the students will learn, materials needed, time needed, the activity, background for the teacher, educator/leader notes, and an activity sheet. The unit topics are as follows: (1) Attitudes and responsibilities towards animals and food production that promote animal well-being and product quality; (2) animal handling and exhibition promoting animal well-being and product quality; (3) housing livestock to promote animal well-being and product quality; (4) livestock feeds and feeding to promote animal well-being and product quality; (5) promoting animal well-being and product quality through proper animal health practices; and (6) public perception of animal agriculture. Evaluation tools included with the program are the following: (1) advancement program guides for the educator and youths describing skill levels that must be gained to complete each level; (2) fair checklists for the livestock department at the local fair; (3) packer carcass evaluation forms; and (4) exhibitor checklists to provide youths with immediate feedback on animal care. (SLR)

This sourcebook is a comprehensive compilation of data on American Indian and Alaska Native participation in higher education, primarily 4-year and 2-year universities and colleges, including tribal colleges. Data cover undergraduate students, graduate students, and faculty, as well as student outcomes following graduation. Data sources include the National Center for Education Statistics, the Bureau of the Census, and various published surveys and reports. The introduction explains terminology, data limitations, and structure of the sourcebook. Chapters cover: (1) American Indian and Alaska Native demography and a historical overview of Native American postsecondary education in the United States; (2) Native American access to higher education in terms of high school performance and graduation, scores on college entrance examinations, and student risk factors; (3) Native postsecondary enrollment, 1976-94, (by institution level and control and student sex, attendance status, degree level, major field of study, institution, and state), as well as student persistence and graduation rates; (4) degree completions, characteristics of degree recipients, and institutions awarding the largest number of degrees to Native Americans; (5) receipt and use of student financial aid; (6) American Indian and Alaska Native college faculty and staff, salaries, tenure, and distribution; and (7) historical overview and highlights of each of the 30 tribal colleges. Many data tables and figures are included. Appendices contain 80 references, supplemental data tables for the first six chapters, standard error tables, a glossary and list of acronyms, and over 200 additional sources of information. (SV)

This report describes the Eisenhower Leadership Program, an approach to leadership learning that aims to educate students for democracy. Based on the premise that democracy at risk threatens the fabric of the national culture, the document presents five key elements considered essential for educating students to become democratic leaders. These elements are as follows: (1) establish a democratic environment in the school and classrooms; (2) engage students in critical thinking regarding problems they are asked to address; (3) make leadership learning a collaborative effort; (4) involve students in real learning experiences and situations outside the classroom; and (5) allow time and space for reflection. Recommendations for attaining these goals are provided via models enacted by participating Eisenhower Leadership Program schools. Appendices list in-place Eisenhower Leadership Program Projects, persons interviewed for this report, and 23 suggested readings. (MM)

Volunteers can serve as a means to educate the public about environmental issues and increase stewardship ethic. This booklet is designed to provide much of the key information about designing and managing environmental volunteer programs to educate the general public. The booklet is based on the experiences of a volunteer program called Island County Washington State University Beach Watchers. The booklet is organized into nine sections that describe: (1) an overview of the program; (2) the program's purpose; (3) why using volunteers makes sense; (4) the makeup of the advisory board; (5) how to promote the program; (6) recruiting volunteers; (7) training volunteers; (8) supporting trained volunteers; and (9) evaluating the program. The section on training the volunteers includes information about set-up, locations, design, finding instructors, group size, scheduling, training materials, training volunteers as monitors, field experiences, testing, and graduation. The appendix contains a timeline for the program, instructor guidelines, resource book topics, a pretest and posttest, a sample volunteer request form, a copy of the lifestyle change survey, volunteer activity examples, a volunteer time sheet, one volunteer's personal narrative describing his and his wife's experience, and a list of goals. (MDH)

This guide is designed to help readers understand depression and factors related to its onset in later life; recognize signs of depression and potential suicide; and know actions they can take if they suspect an older family member or friend may be depressed or contemplating suicide. Following a brief introduction, a chapter on depression discusses the severity of depression, explains how depression differs from grief, and examines types of depressive disorders. The next section examines what triggers depression. It considers a variety of factors, including heredity, biochemical changes, drugs, illness, personality, sensory loss, stress, and seasonal changes. A section on recognizing the signs of depression discusses age-related changes, denial, atypical signs, and physical illness. The next section offers advice to readers who want to help the depressed older person. A section on treatments for depression discusses medication therapy, psychotherapy, and electroconvulsive therapy. A section on handling special problems describes what to do if the person denies being depressed, explains how a person can help from a distance, and instructs readers in how to identify and respond to a suicidal person. The document concludes with a section on myths and facts about depression and suicide, a final note on depression, and a list of publications for further reading on the subject of depression. (NB)

This booklet is designed to help individuals help older family members handle their finances. Presented first are 10 guidelines for keeping the tension involved in intervening in an older relative's finances to a minimum. The following financial/legal instruments are explained: joint bank accounts, powers of attorney (including durable powers of attorney), living trusts, representative payees, and conservatorships. A final note and list of suggested readings conclude the booklet. (MN)

This guide offers advice to help people cope with a variety of losses, including losses associated with divorce, retirement, relocation, disability, or illness, and the loss of a pet, financial security, independence, or control and decision making. It discusses what one can expect when one suffers a loss and how to handle grief. Common reactions to grief, including physical, behavioral, emotional, cognitive, and spiritual reactions, are listed. A number of suggestions are made for ways that people experiencing loss and grief can help themselves: accept and talk about their feelings; give themselves time; accept support from others; resume their daily routines; be good to themselves; avoid alcohol and unnecessary medications; postpone major decisions; expect hard times; and seek professional help if needed. The conclusion reiterates the notion that grief takes time and hard work. A brief bibliography suggests publications for further reading. (NB)

This guide is designed to help readers understand loss and grief, and to sensitively respond to the grief of others. Although emphasis is on losses experienced in later life, most information is equally applicable to grief throughout adulthood. A section on understanding loss in later life lists a number of losses that are associated with aging. The grief process is explained in the next section, followed by a section on accepting the reality of the loss. A section on experiencing the pain notes physical, behavioral, emotional, cognitive, and spiritual responses to grief, and discusses anger, guilt, and loneliness. The next sections focus on adjusting to the changes that accompany loss and the reinvestment of emotional energy. A section on influences that affect the impact of loss discusses the significance of the loss to the person and considers characteristics of the loss. The section also considers a person's ability to cope and the role of social support. The next section explains how to help someone who is grieving. A sidebar offers simple guidelines for writing a condolence note. A brief summary is followed by a list of publications for further readings on the topics of loss and grief. (NB)

This booklet discusses the important role that day care providers can play in ensuring that children eat healthy snacks and meals and learn good eating habits. Section one of the booklet examines snack foods, discusses the difference between nutritious and less-nutritious snacks, and recommends snack foods appropriate for different age groups. Section two addresses the problem of "picky" eaters and how to handle such children. Section three considers the case of overweight children, explaining how inactivity, poor food choices, and parental attitudes toward food can play a role in obesity, and suggesting food choices and preparation ideas for such children. Part four looks at the important role that vitamins and minerals play in good nutrition and recommends specific food sources for important vitamins and minerals. Part five outlines ways in which teachers can instruct children about different foods and why they should eat a variety of foods, providing examples of specific activities. Part six discusses food preparation ideas that can involve children, suggesting menu items that children and their teachers can prepare together. (MDM)

The purpose of this teaching guide is to introduce children in grades 1-4 and their parents to the 4-H program without the long-term commitment of the traditional 4-H club. The 4-H Clover Awareness Program was designed as an after-school program; however, it could be used in other settings such as a day camp. In addition to introducing children to 4-H, program objectives include teaching participants about teamwork and cooperation and improving their self-esteem. The program consists of four 2-hour sessions that teach young people about computers, natural resources (fishing), Spanish, safety, and nutrition. This guide includes: (1) a basic program outline; (2) information on program implementation; (3) suggestions for recruiting and training volunteers; (4) information on the learning abilities, social behavior, and personal development of children ages 6-10 and teacher implications; (5) suggestions for recruiting participants; and (6) detailed descriptions of the program sessions including needed materials, equipment, and facilities. Each session consists of food preparation (snacks), games, physical activities, cultural awareness, and "hands-on" activities. Also included are a program evaluation form and sample letters to parents and volunteers. (LP)

This booklet discusses the role that parents can play in helping their children mature, make decisions, and adjust to the challenges of the world around them. It suggests that parents and others who take care of children keep in mind the following ideas when interacting with children: (1) focus on "do's" instead of "don'ts"; (2) build feelings of confidence; (3) try to change behavior by changing surroundings or situations; (4) provide choices for children; (5) work with children, not against them; (6) set limits for children; (7) listen to yourself and your child; (8) set a good example; and (9) show love to your children. A parent self-test is provided to review the material covered in the booklet. (MDM)

This booklet is designed to help persons who have elderly family members or who work with older adults understand and help compensate for the sensory changes that occur in later life. It contains sections on vision, hearing, taste and smell, and touch. Discussed in the section on vision are the following: common age-related changes, eye diseases or conditions, low vision aids, suggestions for helping individuals experiencing loss of vision or severe vision problems, types of eye care professionals, and related resource materials and organizations. The section on hearing includes information on these topics: types of hearing loss, reactions to hearing loss, ways of helping persons with hearing loss, sources of medical help, and the benefits and use of hearing aids. Included in the section on taste and smell are a description of common age-related changes in senses of touch and smell and ways of helping persons with taste or smell disorders. Age-related changes in sense of touch, precautionary measures to compensate for changes in sense of touch, and "touch hunger" are examined in the section on touch. The importance of attitude in coping with age-related sensory changes is emphasized. Concluding the booklet is a listing of related extension service publications on aging and aging-related problems. (MN)

This booklet is intended to help volunteer recruiters better understand characteristics of the Latino community that might impact volunteering. It also suggests strategies or steps to use in successfully recruiting and supporting Latino volunteers. Information is based on a study of Latinos and volunteerism conducted in Oregon in 1999. The majority of data gathered referred to Latinos who were relative newcomers or second generation and of Mexican origin, characteristics shared by most of Oregon's Latinos. The booklet discusses the following: how Latinos view volunteering, whether Latinos volunteer, the challenge for organizations, connecting with the Latino community, choosing outreach staff, introducing the organization's mission and goals, identifying potential volunteers, inviting participation, supporting volunteers, and recognizing volunteers. Sidebars provide strategies for building relationships and trust with the Latino community and for recruiting, supporting, and recognizing volunteers. Information on the Oregon study is appended. (SM)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information and experiences to enable the curriculum specialist to organize and operate a staff development program to improve vocational educators' ability to develop and use curriculum plans and materials. The module is divided into two parts. Part 1 involves the acquisition of concepts and background necessary for planning and conducting a staff development program through participation in discussion and other simulated activities, such as the case situation approach and conferences. Objectives included in part 1 concentrate on the following areas of staff development: Understanding the terminology, competencies for leadership, communication, planning procedures, and evaluation. Part 2 concentrates on implementing the ideas gained from the first part by participation in an internship. The module makes extensive use of the case method, which is a discussion of a typical problem or issue actually facing the curriculum specialist together with surrounding facts, opinions, and prejudices upon which the specialist has to depend. These realistic cases are presented to students for analysis, open discussion, and final decision. Organization of the module is by major performance objectives followed by related learning activities. A pretest, posttest, and explanation of the case method approach complete the module. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information, activities, and experiences to assist in planning and implementing an assessment of curriculum development needs as the initial step in vocational program planning. Pretest, posttest, and a glossary of terms precede the instructional objectives and learning activities which are organized according to nine major performance objectives. The first three objectives are concerned with definitions and rationale for the needs assessment process, vocational education needs assessment, and various scope and models of needs assessment. Objectives four and five introduce sources of manpower data and ways of using manpower information in curricular decisions. Objective six deals with the special needs of the disadvantaged and handicapped, while the following objective requires learners to develop a data collection plan. In performance objective eight, learners develop a plan for collecting local needs assessment data. The final objective requires learners to analyze and interpret needs assessment information in making recommendations for curriculum change. These major objectives are subdivided into several instructional objectives which are accompanied by related learning activities. The learning activities include fact sheets, worksheets, activity sheets, and keys. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this introductory module provides prerequisite knowledge for the remaining seven modules. The learning activities provide an overview of several different approaches to curriculum design and comprise a study of curriculum component parts and their interrelationships. The unit consists of an overall performance objective, pretest, posttest, test keys, learning activities, and evaluation criteria. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information, activities, and experiences to develop the abilities needed to plan and enact curriculum change. The module emphasizes change--the nature of changes in vocational education, the process of change, change agents, and the resources utilized in the process of curriculum change. A pretest and posttest precede the learning activities which are organized according to six major performance objectives. These objectives relate to basic kinds of change and their purposes; procedural steps for initiating, planning, implementing, and evaluating curriculum change; key change agents in the school, community, or state with influence for curriculum change in vocational education; human and material resources to be utilized in the process of curriculum change; participation in advisory and policymaking groups; and delegating responsibilities for planning, implementing, and evaluating curriculum change. (NJ)

Designed to assist in implementation of an eight-module graduate curriculum to prepare specialists in vocational education curriculum development, this guide provides direction for utilization of the accompanying competency-based modules. Included are a statement of the nature of the vocational curriculum specialist advanced level training program (an interdisciplinary, field oriented graduate level program), guidelines for initiating and installing the program, suggestions for administrative arrangements for program implementation, alternate proposals for organization and use of the curriculum materials, an overview of the content of the training program, (the eight modules), criteria for selecting trainees, and general procedures for program evaluation. (The module titles are Introductory Module, Developing Curriculum, Needs Assessment, Curriculum Change, Organizing Instructional Strategies, Preparing Instructional Materials, Preparing for Curriculum Evaluation, and Promoting Professional Growth and Staff Development.) Appendixes contain competencies and performance objectives for each of the modules, sample internship application and agreement contract, examples of internship evaluation instruments, survey instruments used to determine qualifications, roles, and responsibilities of the vocational education curriculum specialist, a list of major references, and a list of participants in curriculum development. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum development, this module provides information, activities, and experienced designed to develop expertise in writing goal statements, performance and instructional objectives, and in developing instructional plans. Preceded by a pretest, posttest, and glossary of terms, the learning activities and instructional objectives are organized according to three major performance objectives which relate to establishing educational priorities, writing and sequencing performance objectives, and completing occupational and instructional analyses as part of the instructional plan. These major performance objectives are subdivided into several instructional objectives which are accompanied by related learning activities. The learning activities include fact sheets, worksheets, activity sheets, and keys. A self-instructional module is appended which provides information and learning experiences for writing behavioral objectives in the six levels of the cognitive domain--knowledge, comprehension, application, analysis, synthesis, and evaluation. A bibliography is also included. (NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information, activities, and experiences to enable the learner to select, design, produce, and disseminate instructional materials. The strategy used takes the learner in a sequence of five performance objectives through a process that culminates in the design, preparation, and dissemination model for new instructional materials. Objective 1 provides familiarity with the resources and communication network available to vocational educators. The second objective is concerned with criteria for evaluation and selection of instructional materials. In performance objective 3, the learner focuses on the process of dissemination. Several dissemination techniques are presented, and the learner develops a model after completing the learning activities. The project culminates in objective 4 with the development and preparation of learner-designed instructional materials. Each of the performance objectives is followed by several related learning activities. Pretest, posttest, and glossary of terms complete the module. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides descriptions and activities associated with different instructional approaches. The learning activities are designed to take the learner from comprehension through demonstration of 10 teaching strategies. The module is divided into the 10 strategies of lecture, discussion, demonstration, laboratory, questioning, inquiry, simulation and games, individualized instruction, field experience, and independent study. A final category supplies the learner with criteria for selecting appropriate strategies. Each major section consists of a performance objective subdivided into several instructional objectives with related learning activities and list of resources. A pretest, posttest, and glossary of terms are also included, along with appended units on microteaching and individualized instruction. (NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information and experiences to enable the curriculum specialist to coordinate evaluation in the development and implementation of vocational curriculums. The module is divided into two parts. Part 1 presents basic concepts and background knowledge of the evaluation process, including such topics as evaluation terminology, relationship of evaluation to the learning process, various evaluation models, criteria and design, and evaluation instruments. Part 2 is devoted to carrying out the evaluation process and field experience, involving the following activities: Assembling, analyzing, interpreting, and presenting evaluation data, evaluating program proposals and curriculum guides, and developing a program evaluation in an actual school setting. Organization of the module is by major performance objectives followed by related learning activities. A pretest, posttest, and glossary of terms complete the module. (NJ)

The policies and procedures to be observed in the management of the affairs of Washington State University are presented. Major sections of the 1976 manual include: history and objectives; freedom and responsibility; administration and organization; faculty personnel policies; and business procedures. Faculty personnel policies deal with selection, employment, annual review, tenure, leave of absence and vacation, disciplinary regulations, termination, compensated outside service, retirement, salary schedules, personnel records, workload, educational advancement opportunities, research, academic freedom, liability, and other fringe benefits. (LBH)

Problems in curriculum development in Black Studies are addressed along with suggestions on future action. A recurring theme and concern throughout the workshops was the need to set priorities for the 1980's and beyond. Course outlines and bibliographies are included in the report for: African History and Culture; Black History Before the Civil War; Black History After the Civil War; Politics of Black America; Economics of Black America; Sociology of Black America; African Literature; Afro-American Literature; Music of Black America; Black Drama; Black Visual Arts; and Afro-Americans and the Mass Media. Participant projects are also reviewed, dealing with: the state and direction of Black Studies in America; relevance of nursing; bookless course; administrative problems; a personal perspective; a community-controlled food cooperative; self-concept and the black American; the place of Black Studies in the total curriculum; and a proposal for a new course in Afro-American history. Appendices provide a list of participants, program schedules, suggested assignments, and evaluative tools, media coverage, and participant responses. (LBH)

This guide contains basic information to meet specific standards for pesticide applicators. The text is concerned with the recognition of weeds and methods of their control in rights-of-way. Different types of application equipment both airborne and ground are discussed with precautions for the safe and effective use of herbicides. (CS)

This cooperative extension bulletin is designed to help family and professional caregivers understand dementia in later life and learn to cope more effectively with the changes resulting from a progressive dementing illness. The first three sections describe the differences between senility and dementia, causes of dementia, and adjustments that families of dementia patients must make. The next two sections present a series of self-care guidelines for caregivers and general guidelines. Included among the guidelines discussed are the following: learn about the disease, ask for and accept help, maintain meaningful relationships, take breaks from caregiving, understand and accept feelings as normal human responses, make realistic commitments, hope for the best while planning for the worst, join a support group, keep expectations realistic, be consistent, limit choices, use repetition, use memory aids, simplify tasks, encourage recognition rather than recall, make the environment safe, use reminiscence, reassure and praise, and maintain a sense of humor. A section on approaches to special problems examines these topics: driving, managing money, wandering, Sundowner's syndrome, catastrophic reactions, hallucinations and delusions, bathing and grooming, meals, incontinence, hiding and losing things, and communication. A summary and list of resources conclude the booklet. (MN)