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"Service Without Guns"--by Donald J. Eberly and Reuven Gal with a guest chapter by Michael Sherraden--notes the many similarities between military service and civilian National Youth Service (NYS) and concludes that NYS can and should become as large and influential in the 21st Century as military service was in the 20th. The book examines the growing trend toward NYS around the world, identifies the elements of good practice for NYS, describes the global roots of service-learning, cites examples of roles for NYS in post conflict and post-disaster situations, and recommends a number of practical measures for advancing NYS.

Three presentations are provided from Symposium 33, Work Motivation, of the Academy of Human Resource Development (HRD) 2000 Conference Proceedings. "An Attitudinal Examination of the Role of HRD in Voluntary Turnover in Public Service Organizations" (Kenneth R. Bartlett, William R. McKinney) compares public service managers who voluntarily left their job in the previous year against a sample of managers in the same or equivalent positions. It finds that job satisfaction did not differ between the two samples, but suggests that shock or trigger events may initiate a series of psychological deliberations that result in a decision to remain or leave. "A Passion for Work: Developing and Maintaining Motivation" (Patricia Boverie, Michael Kroth) presents a model for a transformational process for developing a passion to work substantiated by conducting two studies. Analysis leads to synthesis of five keys for developing passion and occupational intimacy. "The Influence of Multiple Performance Interventions on Employee Turnover: A Case Study" (Tim Hatcher) reports a study that addressed employee turnover in a textile plant as a multi-faceted performance issue and identified causes of turnover through a performance analysis and results of implementation of multiple interventions designed to influence employee turnover. The papers contain reference sections. (YLB)

This volume is part of a series of 18 monographs on service learning and the academic disciplines. These essays demonstrate some "best practices" for service-learning, providing rigorous learning experiences for students and high-quality service to the community. A Preface by James L. Applegate and Sherwyn P. Morreale, "Service-Learning in Communication: A Natural Partnership," and an Introduction by David Droge and Bren Ortega Murphy, are followed by Part 1, "Program-Level Overviews," including: "Service-Learning in Communication: Why?" (Paul A. Soukup); "Integrating Communication Theory and Practice in Community Settings: Approaches, Opportunities, and Ongoing Challenges" (Christine M. Bachen); "Integrating Service-Learning into the Communication Curriculum at a Research University: From Institutionalization to Assessment of Effectiveness" (Mark J. Bergstrom and Connie Bullis); "Service-Learning at the Graduate Level" (Sally Perkins, Virginia Kidd, and Gerri Smith); and "Faculty Incentives: A Necessity for Integrating Service-Learning" (Kathleen H. Stacey and Chris Wood Foreman.) Part 2, "Service-Learning in Communication Courses," includes "Learning Language, Culture, and Community" (Peggy Hashemipour); "Service-Learning and Interpersonal Communication: Connecting Students with the Community" (Tasha Souza); "Small Group Problem Solving as Academic Service-Learning" (Paul Yelsma); "Performance of Oral Traditions: A Service-Learning Approach" (Kristin Bervig Valentine); "Advocacy in Service of Others: Service-Learning in Argumentation Courses" (Mark A. Pollock); "Giving Students 'All of the Above': Combining Service-Learning with the Public Speaking Course" (Sara Weintraub); "Communication and Social Change: Applied Communication Theory in Service-Learning" (Robbin D. Crabtree); "Community Media as a Pedagogical Laboratory" (Virginia Keller, Jeff Harder, and Craig Kois); "Read All about It! Using Civic Journalism as a Service-Learning Strategy" (Eleanor Novek); "The Communication Campaigns Course as a Model for Incorporating Service-Learning into the Curriculum" (Katherine N. Kinnick); and "Public Relations and Public Service: Integrating Service-Learning into the Public Relations Seminar" (Lynne A. Texter and Michael F. Smith). Part 3, "Reflections and Resources," includes: "Critical Organizational Communication Theory, Feminist Research Methods, and Service-Learning: Praxis as Pedagogy" (Angela Trethewey) and "Communication and Service-Learning: Bridging the Gap" (April R. Kendall). An annotated bibliography of print and electronic references is appended. (All papers include references.) (SM)

"Engagement and Employability" examines the central role student affairs plays in helping students gain and articulate career skills through cocurricular experiences. It focuses on the top skills employers seek when hiring recent college graduates. This comprehensive publication provides a discussion and numerous examples of how to identify, measure, and assess employability skills as an outcome of cocurricular experiences. Organized in two sections, the book charts a course for student affairs colleagues to support students in making the transition from campus to career marketplace. The first section focuses on the skills that are most sought after by employers as reported by the National Association of Colleges and Employers. In addition to an analysis of the political landscape in which this work is conducted, chapters explore how institutions can respond to this demand and how special populations, such as first-generation students, can benefit from intentional efforts to engage them in cocurricular experiences. The second section addresses the development of career-readiness skills in the context of a variety of cocurricular experiences. Participation in student organizations, campus activities, student government, collegiate recreation, service programs, leadership programs, and fraternities and sororities are discussed. Each chapter includes innovative models to address career readiness as well as real-world examples of how students are gaining these important skills through the deep and robust learning taking place within cocurricular experiences. "Engagement and Employability" is also designed for leaders in higher education beyond student affairs who seek a deeper understanding of the impact of student affairs work on student engagement and postgraduation success. The book masterfully illustrates the importance of cocurricular learning outcomes on students' personal and professional skill development. Student affairs educators are uniquely positioned to help students succeed both in college and throughout their lives. "Engagement and Employability" lays the groundwork for student affairs professionals to help students, business leaders, lawmakers, and the general public understand the significance of cocurricular experiences in developing career-readiness skills.

This handbook was developed for those selected as part of the Kellogg Peer Consultant Initiative which seeks to promote the inclusion of service-learning into core academic curricula. Consultants provide teacher education programs and technical support to those educators developing new programs or strengthening existing programs. The manual is divided into four sections. Essays include: "An Overview of the Peer Consultant Initiative" (Joel Longie); "The Role of the Peer Consultants" (Becky Warnes); "The Role of the Youth Peer Consultants" (Becky Warnes); "The Art of Presenting" (Carolyn Elliot); "Consulting and Facilitation Skills" (James Toole; Pamela Toole; Stella Raudenbausch); "Service-Learning and the Power of Participation: Schools, Communities, and Learning" (Robert Shumer); "A Multicultural Perspective on Service-Learning"; "Culture and Context in Service-Learning Education: A Native American Perspective" (McClellan Hall; John Guffey); "Service-Learning with Students with Disabilities" (Maryland Student Service Alliance); "Service-Learning: An Educational Process for Teaching and Learning" (Carol Kinsley); "Definition of Service-Learning"; "Alternative Program Models" (James Toole; Pamela Toole); "Joining Together with Community Partners" (Ingrid Sausjord); "Preparation for Service-Learning" (Marty Duckenfield; Jan Wright); "Curriculum Integration of Service Learning' (Marty Duckenfield; Jan Wright); "Developing a Community Service-Learning Unit" (Carol Kinsley); "Reflection" (Harry C. Silcox); "Celebration" (Harry C. Silcox); "Framing Assessment and Evaluation for Effective Programs" (Kate McPherson; Lynn Campbell; Steve Schuman); and "Organizational Issues: Liability, Transportation, and Scheduling" (James Toole; Pamela Toole); "Questions Most Commonly Asked of a Regional Resource Person" (Kate McPherson); "Sample Training Agendas"; and "Forms." (EH)

This book contains 11 essays that follow the community service and student loan legislation as it proceeded through Congress. The essays illuminate the policymaking process by explaining the evolution of new national policies and by tracing the history of these two pieces of legislation. The book is organized in three parts. The first two parts each begin with a Clinton administration official describing the policy as proposed by the administration; they include commentary both pro and con by members of Congress and an overview by a nongovernment representative. The following essays on community service are contained in Part I: "Toward the Reality of National Service" (Eli Segal); "Enacting the National and Community Service Trust Act of 1993" (Edward M. Kennedy); "National Service: A Watchful Concern" (Nancy Landon Kassebaum); "An Independent Sector Perspective on National and Community Service" (Roger Landrum); and "National Service: Utopias Revisited" (Doug Bandow). The following essays on student loans make up Part II: "Student Loan Reform Act of 1993" (Madeleine M. Kunin); "The Direct Student Loan Program: Acknowledging the Future" (William D. Ford); "Direct Student Loans: A Questionable Public Policy Decision" (Bill Goodling); "Direct Loans: A New Paradigm" (Thomas A. Butts); "Enactment of the Federal Direct Student Loan Program as a Reflection of the Education Policymaking Process" (John E. Dean). Part III contains a commentary on both of the earlier parts: "Two Tough Battles, Two New Laws: What Can We Learn from All of This?" (John F. Jennings). (KC)

This book offers 13 papers on the creation, development, and enhancement of international programs in colleges and universities. Following a preface by Charles B. Klasek and a list of contributors, the papers are: (1) "Administration of International Education" (Tannaz Rahman and LaMarr Kopp); (2) "Foreign Students and Scholars" (Ann Kuhlman); (3) "Implementation of International Competence Strategies: Faculty" (Holly M. Carter); (4) "Internationalization of the Curriculum" (Maurice Harari); (5) "Education Abroad and International Exchange" (Marian Aitches and Tom Hoemeke); (6) "International Education: Public Service and Outreach" (Mary Anne Flournoy); (7) "Inter-Institutional Cooperation Guidelines and Agreements" (Charles B. Klasek); (8) "Technical and Educational Development" (Eunice P. French); (9) "The Private Sector/Educational Partnership for International Competence" (Brian J. Garavalia); (10) "The Process of Internationalization at Minority Institutions" (Joseph L. Overton); (11) "Developing a Strategy for Internationalization in Universities: Towards a Conceptual Framework" (John L Davies); (12) "The Need for a Definition of International Education in U.S. Universities" (Stephen Arum and Jack Van de Water); and (13) "University Ethos: The Spark, The Flame, The Fire" (Charles B. Klasek). Reference lists follow each paper. (JB)

As an area of research that continues to develop, the study of linguistics worldwide presents the opportunity for the improvement of cross-cultural communication through education and research. Language educators are charged with the task of instructing students to effectively communicate across cultures in a multi-lingual world. The "Handbook of Research on Teaching Methods in Language Translation and Interpretation" presents an interdisciplinary approach to educational contexts across cultures for the study of verbal and written linguistics in order to broaden students' communicative and problem solving abilities. This book is an essential reference source for academicians, researchers, professionals, and students in the fields of education and linguistics interested in the assessment and evaluation of pedagogical research to enhance learning methodologies and practices. Following a preface and acknowledgment section by the editors, this book contains the following chapters: (1) Competition and Collaboration in Translation Education: The Motivational Impact of Translation Contests (Tarek Shamma); (2) Team-Based Learning in Introductory Translation Courses (Melissa Wallace); (3) Style is Fiction and Non-Fiction: Applying Stylistic Methods and Strategies to Translation and Interpretation Teaching (Ilaria Rizzato); (4) Discourse Analysis in Translation Courses: The Question of Ideology and Culture (Natalia Kaloh Vid and Vlasta Kuciš); (5) Feasibility and Acceptability of In-Depth Annotated Parallel Corpus-Aided Translation Teaching (Hui Wang); (6) A Learner Corpus Study of Attributive Clauses and Passive Voice in Student Translations (Yvonne Tsai); (7) Financial Translation: First Steps towards Curricular Design (Elena Alcalde Peñalver); (8) The Role of Translation in Language Teaching: Back to GT in ELT? (Anna Maria D'Amore); (9) Translation Competence: Research Data in Multilateral and Interprofessional Collaborative Learning (Sonia Vandepitte, Birthe Mousten, Bruce Maylath, Suvi Isohella, Maria Teresa Musacchio, and Giuseppe Palumbo); (10) Translator Intercultural Competence: A Model, Learning Objectives, and Level Indicators (Maria Yarosh); (11) Defining and Developing Translation Competence for Didactic Purposes: Some Insights from Product-Oriented Research (Carla Quinci); (12) Intercultural Pragmatics and Text Typology: An Integrated Approach to Translation Teaching (Olaf Immanuel Seel); (13) The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching (Geoffrey S. Koby); (14) Evaluation in Specialized Translation Teaching: A New Method for Grading Scientific and Technical Translation Compulsory Activities (Lydia Brugué and Ruben Giró); (15) Psychology of Translation: Critical and Creative Thinking (Natalia Kashirina); (16) Translator Education and Metacognition: Towards Student-Centered Approaches to Translator Education (Álvaro Echeverr); (17) An Empirical Study of Students' Views on Theoretical Subjects: The Role of Theory in Translation Degrees at Spanish Universities (Pilar Ordóñez-López and Rosa Agost); (18) A Corpus-Based Comparison of Self-Reflection Modalities in Process-Oriented Translator Training (Erik Angelone); (20) Adapting Translator and Interpreter Training to the Job Market (George Ho); and (21) Cross-Fertilization of Training and Research in a Master's Program in Public Service Interpreting and Translation: Some Challenges and Results (Carmen Valero-Garcés). A section about the contributors and an index are included.

All tenured and tenure-track faculty know the trinity of promotion and tenure criteria: research, teaching, and service. While teaching and research are relatively well-defined areas of institutional focus and evaluation, service work is rarely tabulated or analyzed as a key aspect of higher education's political economy. Instead, service, silent and invisible, coexists with the formal, "official" economy of many institutions, just as women's unrecognized domestic labor props up the formal, official economies of countries the world over. "Over Ten Million Served" explores what academic service is and investigates why this labor is often not acknowledged as "labor" by administrators or even by faculty themselves, but is instead relegated to a gendered form of institutional caregiving. By analyzing the actual labor of service, particularly for women and racial, ethnic, and sexual minorities, contributors expose the hidden economy of institutional service, challenging the feminization of service labor in the academy for both female and male academic laborers. This book is divided into three parts. Part I, Service Stations, includes the following: (1) Careers in Academe: Women in the "Pre-Feminist" Generation in the Academy (Mary Burgan); (2) Superserviceable Subordinates, Universal Access, and Prestige-Driven Research (Sharon O'Dair); (3) Superserviceable Feminism (Katie J. Hogan); (4) The Invisible Work of the Not-Quite-Administrator, or, Superserviceable Rhetoric and Composition (Donna Strickland); (5) Foreign Language Program Direction: Reflections on Workload, Service, and Feminization of the Profession (Colleen Ryan-Scheutz); and (6) Ten Million Serving: Undergraduate Labor, the Final Frontier (Marc Bousquet). Part II, Non Serviam: Out of Service, includes the following: (7) The Value of Desire: On Claiming Professional Service 123 (Kirsten M. Christensen); (8) Outreach: Considering Community Service and the Role of Women of Color Faculty in Diversifying University Membership (Myriam J. A. Chancy); (9) To Serve or Not to Serve: Nobler Question (Shirley Geok-lin Lim); (10) Not in Service (Paula M. Krebs); (11) Experience Required: Service, Relevance, and the Scholarship of Application (Andrea Adolph); (12) Humble Service (Margaret Kent Bass); and (13) Welcome to the Land of Super-Service: A Survivor's Guide . . . and Some Questions (Phyllis van Slyck). Part III, Service Changes, includes the following: (14) Service and Empowerment (Patricia Meyer Spacks); (15) The Hermeneutics of Service (Donald E. Hall); (16) Rewarding Work: Integrating Service into an Institutional Framework on Faculty Roles and Rewards (Jeanette Clausen); (17) Curb Service or Public Scholarship To Go (Teresa Mangum); and (18) "Pearl was Shittin' Worms and I was Supposed to Pay Rang-around-the-Rosie?": An African American Woman's Response to the Politics of Labor (Valerie Lee). Selected bibliography and an index are also included.

As agencies have pushed for greater performance and public accountability over the past two decades, some incremental improvements have been seen. All too often experience reveals that these improvements are temporary. This book provides a comprehensive examination of what leaders at all levels of the educational system can do to pave the way for large-scale, sustainable reform. Building on ideas established in this publication, "The Moral Imperative of School Leadership," the author confronts a question that has never been addressed before: How does a greater number of system thinkers in action, or new theoreticians be developed and sustained? These proactive system leaders are at the heart of the issue of sustainability, for they are the ones to bring about deeper reform while simultaneously helping to produce other theoreticians working on the same issues. Linking abstract concepts to concrete examples, this work defines an agenda for the system thinker in action, including elements of sustainability that can be applied to any public service or corporate institution: (1) Public service with a moral purpose; (2) Commitment to changing context at all levels; (3) Lateral capacity-building through networks; (4) Intelligent accountability and vertical relationships; (5) Deep learning Dual commitment to short-term and long-term results; (6) Cyclical energizing; and (7) The long lever of leadership. Leadership & Sustainability is an engaging and powerful book from one of the world's leading authorities on school change. It provides clear ideas and strategies for achieving deep, sustainable reform in education. Following a preface and a dedication, this book contains seven chapters: (1) The Starting Point; (2) The Intriguing Nature of Sustainability; (3) Leadership to the Fore; (4) The New Work of Leaders; (5) Leadership at the School Level; (6) Leadership at the District Level; and (7) Leadership at the System Level. This book concludes with an epilogue, a list of references and an index.

This book presents service-learning research that focuses on units of analysis ranging from the individual student to the community partnership. It contains the following chapters/articles: "Enhancing Theory-Based Research on Service-Learning" (Robert G. Bringle); "The Missing Link: Exploring the Content of Learning in Service-Learning" (Deborah Hecht); "Dilemmas of Service-Learning Teachers" (Katherine M. Kapustka); "The Diffusion of Academic Service-Learning in Teacher Education: A Case Study Approach" (Jane Callahan and Susan Root); "The Sustaining Factors of Service-Learning at a National Leader School: A Case Study" (Bruce J. Pontbriand); "Finding the Community in Service-Learning Research: The 3-'I' Model" (Melinda Clarke); "Ethical Relationships in Service-Learning Partnerships" (Marjorie A. Schaffer, Jennell Williams Paris, and Kristin Vogel); "Using Written Protocols to Measure Service-Learning Outcomes" (Pamela Steinke and Peggy Fitch); "Service and Motivation to Serve: An Exploration and Model" (Christine M. Stenson, Janet Eyler, and Dwight Giles); "Service-Learning and Resilience in Disaffected Youth: A Research Study" (Nancy Kraft and Jim Wheeler); "Service-Learning Internationally: Developing a Global Civil Society" (John Annette); and "The State of Service-Learning and Service-Learning Research" (Shelley H. Billig and Janet Eyler). (WFA)

The need for new thinking in the world, both official leadership and for all participating members of society has been a glaring reality in recent times. To Berenice Bleedorn, the idea of teaching students how to use the full potential of their thinking apparatus is not absurd--simply logical and timely. Creative expression is central to the development of a sense of personal identity and it is significant that creative thinking and expression are valued by the powers that be. Each of the 12 chapters discuss creative and other higher order thinking processes as suggested by the products dimension of the Guilford Model of the Structure of Intellect. Included are references to systemic thinking, global dimensionalities, futuristic or visionary thinking, and the need for leadership with capacities to engage in thinking at those higher levels of complexity. An effort is made throughout the articles to heighten awareness of Creative Studies as a substantive area of study with serious relevance to intellectual and personal development across disciplines. This book is helpful for higher education faculty and administrators and consultants and seminar facilitators in creativity and innovation for business, as well as a broad range of organizations and public service centers. Following a foreword, preface and acknowledgments, this book contains 12 chapters: (1) Education for a Just Society: Freedom to Think; (2) What Shall We Teach and How Shall We Teach It?; (3) The Environmental Brain: System for Thinking and Learning; (4) Notions Regarding Ideas and Intellectual Leadership; (5) Creativity as a Catalyst for Integrative Thinking and Learning; (6) The Integration of Creative and Critical Thinking; (7) Humor and the Creative Intellect; (8) In and Out of the Creativity Box; (9) Beyond the Creativity Frontier: More Quality Thinking; (10) The Creative Business of Educational Entrepreneurship; (11) Creative Leadership for Global Futures: Notes for Educators; and (12) You There--What Do You Think?

This book, which is intended as a reference for teenagers and educators, profiles the lives and professional paths of the 100 most popular business leaders for young adults. Those profiled were selected for a number of reasons, including the following: their names are recognizable; they are associated with businesses and industries that are popular with teenagers (for example, the computer industry, fashion industry, music, entertainment, and sports); they can serve as positive role models as businesspeople and as members of the community; and they represent diverse ethnic and cultural backgrounds. Common traits running through the biographies are a passion for one's chosen profession, ambition, and devotion to career and company. The biographical sketches are based on extensive research and, in many cases, interviews with the business leaders or their spokespersons. The final list of business leaders profiled was shaped and approved by a panel of editors, educators, businesspersons, and teenagers. Each biographical sketch includes some or all of the following elements: name; field; career highlights; important contributions; career path; key dates; advice/quote; and suggestions for further reading. The following are among the individuals profiled: Paul Allen, Wally Amos, Laura Ashley, Jeff Bezos, Warren Buffet, Jenny Craig, Henry Ford, Roberto Goizueta, Quincy Jones, Spike Lee, George Lucas, Dineh Mohajer, Oprah Winfrey and Jerry Yang. (MN)

This book, while necessarily concerning itself with computer technology, approaches technology as a tool for providing public-service and helps librarians and others effectively manage public-access computers. The book is organized to progress from more technological to more managerial topics. The first chapter--which answers the question, "What does a manager need to know about technology?"--is followed by chapters which tackle topics of: facilities planning and management; computer hardware; computer software; CD-ROM; printing; working with the systems department staff; system security; managing, training, and communicating with public-access computer staff; and working with computer users. Included throughout the book are citations to a number of online information resources. Contains an index. (AEF)

While librarians deliver a vital public service within diverse communities, they are often invisible in the community development process initiated by civic planners, activists, and local government officials. This book challenges librarians everywhere to get involved early and often by demanding a place at the community planning and development table. Chapter 1 reviews the many dimensions of community, including issues surrounding enterprise and empowerment zones, suburbs, edge cities, and "fortress America." Chapter 2 discusses the recognition that diversity is a vigorous hope for a new society and identifies the strains on community building created by income disparity and a growing inequity between rich and poor. Tying current library planning initiatives to community visioning initiatives is the focus of Chapter 3, and factors for successful community building are presented in Chapter 4. Chapter 5 provides examples of community building by librarians, cybercommunity building is discussed in Chapter 6, Chapter 7 connects examples of the work librarians do with comprehensive community building initiatives (CCIs), and Chapter 8 focuses on new models of work. The final chapter is a reminder for librarians that by joining past traditions to future opportunities with a sustained dedication to service, librarians will be valued as equal partners in community building enterprises. (AEF)

This document, which is intended as a handbook for individuals who have been appointed to positions in United States (U.S.) governments, is a lengthy essay on understanding and fulfilling the responsibilities associated with accepting a position of leadership. The following are among the topics discussed in chapters 1-6: (1) joining the "governing class" (definition of the term "governing class," the U.S. system of government, the academic view, types of "inners" and "outers," the ethics of influence); (2) becoming and being a leader (selecting a political party, being political, demonstrating loyalty); (3) team building (B and A teams, subcabinets); (4) making policy (the budget process, the "planning-programming-budgeting" system, where new ideas originate); (5) policy implementation (implementation as exploration, advice for policy managers, strategies that work, and accountability); and (6) dealing with the media. Chapter 7 contains the following suggestions for appointed government officials: (1) remember that leaders are role models; (2) care about partnership; (3) always remember the hyperpluralism of the U.S. government and the great barrier reef of federalism, which can wreck voyages to accomplishment; (4) cultivate the press; (5) be careful about confidences; (6) be careful about jokes; (7) pace yourself; (8) be consistent; and (9) think about your future. (MN)

This report summarizes a collection of nine essays addressing the future of libraries that were an outgrowth of a study conducted by the Office of Library Programs to develop a research agenda. The study is described in the first of three sections of this report, and abstracts of the essays are presented in the second section. Areas of concern addressed by the essays include: (1) the social mission of the library; (2) the flow of information through society; (3) the economics of information; (4) changing user needs; and (5) requirements for user education and training. The final section presents additional questions and issues in library and information science that were raised by the 40 librarians, educators, policymakers, and other professionals who participated in meetings convened as part of the study. Issues that face educators, government leaders, and citizens who use library services are included. (CGD)

This collection of nine essays is an outgrowth of a study which was conducted by the Office of Library Programs to identify researchable issues that could help librarians fill a position of leadership in the information society. An introduction to the collection describes the study and includes a list of the 10 major issues identified by field-nominated experts as being the most important to the profession: (1) information policy issues; (2) education and training of librarians; (3) access to information; (4) archives and preservation; (5) organization, indexing, and retrieving materials; (6) role of the public service librarians; (7) library funding and economics; (8) libraries and education; (9) information users and needs; and (10) library models. It is noted that the essays in this collection were commissioned to explore these topics and were subjected to several stages of review prior to publication. References and/or notes are provided for each paper as well the reviewers' comments and recommendations for additional research issues. Also included is a summary of an international teleconference offered via Worldnet which was held in Washington, D.C., with interactive participants in Cologne, Frankfurt, and Stuttgart, West Germany. A list of participants in the study is attached. (CGD)

A catalytic leader brings together diverse individuals from multiple agencies to address intractable public problems. Strategies for promoting catalytic leadership are explored. The book opens with a review of the problems facing public leaders, emphasizing the complexity and interconnectedness of problems in the public sphere. The book highlights the differences among contemporary forms of corporate leadership, showing how public leadership is different from traditional organizational leadership. It then introduces four catalytic tasks, arguing that together the four tasks can amplify their catalytic impact when addressing public problems. A chapter is devoted to each task: (1) focus attention by elevating the issue to the public and policy agendas; (2) engage people in the effort by convening the diverse set of people, agencies, and interests needed to address the issue; (3) stimulate multiple strategies and options for action; and (4) sustain action and maintain momentum by managing the interconnections through appropriate institutionalization and rapid information sharing and feedback. The last section of the volume turns to the foundational skills for catalytic leaders, outlining tips for thinking and acting strategically, for facilitating productive working groups, and for tapping into personal passion and strength of character. An appendix describes how to establish criteria based on desired outcomes. (Contains an index and approximately 315 references.) (RJM)

This book examines and illustrates the process of transforming school-to-work into real learning for real work. In chapter 1, guidelines are presented for designing project-based learning programs that are both academically rigorous and grounded in community and workplace realities, and the attempts of three very different high schools to develop project-based school-to-work programs are described. Chapter 2 focuses on programs bridging the gap between classroom learning and community life. Learning experiences and opportunities that are now being created by school-to-work programs, including work-based education programs, internships, senior projects, field studies, and career exploration programs, are described in chapter 3. Chapter 4 (Margaret Vickers) explores ways of building students' understanding of science through work-based learning, and chapter 5 (Robert C. Riordan) profiles four schools where humanities instruction is being provided through work-based learning. Chapter 6 discusses the following topics related to designing relevant school-to-work programs and focusing on the big picture of high school reform: new approaches to professional development; reintegration of vocational education into the life of comprehensive high schools; changes in the roles teachers, businesses, and community partners play in education; and changes in how schools award credits for graduation. Actual examples from the field are cited throughout the book. (MN)