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This paper outlines a matrix approach to shared governance developed at Central Michigan University (CMU), designed to help faculty and administrators focus on specific decision areas and to define existing roles more clearly. The process began at CMU in spring 1998 with the formation of an ad hoc committee on governance which surveyed faculty and administrators on the issue of campus governance. After completing its work, the committee presented eight recommendations to the academic senate; these included: (1) having the ad hoc committee serve as an implementation committee to devise a plan to operationalize recommended actions; (2) agreement on roles and responsibilities of the Board of Trustees, administration, faculty, and students in shared governance; (3) improving communications; (4) establishing a team approach to planning and problem solving; (5) considering faculty input to decision making; (6) retaining the current decision making procedures unless they were formally modified; (7) requiring decision makers to communicate their actions/decisions; and (8) providing the university community with on-going education regarding decision making policies and procedures. Other sections in the paper cover discussions with and findings of the various participants in shared governance; and explain the roles and responsibilities matrix that was developed. The completed matrix is appended. (CH)

Schools vary in the way they choose to deliver their art curriculum, and this affects their accommodation needs. This document provides guidance on accommodation for art and design in secondary schools, concentrating on the needs of 11- to 16-year-old pupils. (No specific advice on the specific needs of special education students is provided.) Section 1 outlines the range of teaching and non-teaching spaces likely to be required and key planning issues. Section 2 describes each teaching and non-teaching space and illustrates furnished plans of typical spaces. Section 3 provides guidance on a typical range of furniture and suggests ways of using this to establish a flexible environment. Section 4 summarizes the main regulations, providing a reference for further reading and guidance on the lighting of art rooms. Section 5 describes new and adapted art departments in four existing schools. Finally, Section 6 covers general cost issues and includes a case study cost analysis. Appendices include a checklist and glossary. (Contains 29 references.) (GR)

Promoting ACademic Excellence in Mathematics and Science for Workers of the 21st Century (PACE) was a consortium project made up of Indiana University Northwest, the Gary Community Schools, and the Merrillville Community Schools. The focus of this project was to prepare teachers and curricula for Tech Prep mathematics and science courses for the two school districts. The courses and course units prepared by the project are intended to promote the Core 40 Competencies of the Indiana Department of Education for High School courses. This document contains units for Physics and Physical Science designed to help students with a wide range of backgrounds and abilities learn physics. The Physics course includes the following units: (1) The Mathematics of Physics and Measurement; (2) Newton's Laws of Motion; (3) Electricity and Magnetism; and (4) Heat, Temperature, and Engines. The Physical Science course includes activities that link the traditional English, math, and physical science classes. Units in this course include: (1) Measure of Volume, Mass, Length; (2) Derived Measurements, Scalar Quantities; (3) The Chemical Industry; (4) Workplace Applications of Triangle Math; and (5) Motion and Energy. (JRH)

This document provides guidance on accommodations in secondary schools, concentrating on the needs of 11- to 16-year-old pupils. The guidance is intended to assist all those who may be involved in the briefing and design process. It discusses the issues that arise when considering both new and existing accommodations. The document covers the range of teaching and non-teaching spaces likely to be required, and gives guidance on planning a suite of spaces with reference to the acoustic environment. It also describes the size, shape, and planning of teaching and non-teaching spaces; gives advice on furniture used in each type of space; provides a brief guide to the mechanical and electrical servicing requirements for music spaces; and outlines some of the key points of environment design. Concluding sections provide case studies showing the application of this guidance to existing schools and general cost information and analysis using one of the case studies. Appendices include a checklist of design considerations and two glossaries. (Contains 24 references.) (GR)

This bulletin contains on-statutory guidance describing good practice and its implications for boarding accommodation to assist those responsible for briefing and designing boarding accommodations across all school sectors. It offers practical advice and illustrates examples that reflect changes in provision which are thought to be acceptable and appropriate. Issues include the growing concern about children's welfare, both pastorally and physically; trends toward a more home-like environment including semi-private spaces that each child can personalize; and the changing population in special schools for which many buildings no longer make adequate provision. The concluding section presents a check list for briefing and designing boarding accommodations that include specifics on site planning, boarding house organization, main and ancillary accommodations, special educational needs, furnishings and fittings, environmental design, and health and safety. (Contains 31 references.) (GR)

Schools have been faced with design and technology changes over the past few years, raising issues when planners consider both new and existing school accommodations. This document illustrates typical design examples and suggests an approach which individual schools can use to assess their own design and technology accommodation requirements. Section 1 gives a guide to the number, type, and size of teaching spaces that are likely to be required, and describes the range of non-teaching support spaces, outlining key points to consider when planning the overall suite of spaces. Section 2 goes into more detail about the size and planning of individual spaces and includes furnished layouts of typical specialist rooms. Section 3 provides detailed information on both teaching and non-teaching support spaces. Section 4 offers advice on the most typical furniture used in design and technology spaces. Section 5 describes typical workshop equipment and guidance on their accommodation needs. Section 6 outlines key points about servicing design and technology spaces and provides references to more detailed information. Section 7 includes case studies involving design exercises and actual building projects illustrating new and adapted accommodation for design and technology. Section 8 includes general cost advice on buildings, furniture, and equipment and gives general cost breakdown of two school adaptations. Appendices include guidance on the distances normally allowed around workbenches and machines, the main points of the Health and Safety law, a check list, and a glossary. (Contains 40 references.) (GR)

These digests provide information for educators about the nature of cooperation and how cooperative principles can be used to restructure classrooms, administrative hierarchies, and work relationships of all types. Digest 1 describes the competitive, individual, and cooperative interaction patterns and examines the impact of cooperative learning experiences on achievement levels. Digest 2 presents one teacher's experiences with traditional student grouping; differentiates traditional and cooperative learning groups; recommends the number of students in a cooperative depending upon the teacher's intent; examines group composition; and discusses random and structured grouping as two ways to arrange cooperative groups. Digest 3 discusses positive interdependence and individual accountability as elements differentiating cooperative learning from group work and examines simultaneity, proximity, and social skills as important elements of cooperative learning. Digest 4 further examines nine types of positive interdependence and how teachers can incorporate them into cooperative learning activities: (1) goal interdependence; (2) resource interdependence; (3) role interdependence; (4) identity interdependence; (5) task interdependence; (6) reward interdependence; (7) outside enemy interdependence; (8) environmental interdependence; and (9) fantasy interdependence. (KDFB)

Noting that family members are a child's first teachers and set the course for future success, this activity book of "literacy learning parties" presents 10 activities that can be used at home to practice the skills and ideas learned at parent literacy workshops. Presented in English and Spanish versions, the activity book discusses the importance of spoken language in literacy development, emphasizes the development of literacy skills, and contains activity directions. Each illustrated activity begins with a purpose section that explains the educational concept for the activity, followed by a list of materials and directions, and steps to complete the activity. Each activity also includes some extensions and variations as the childs skills and interest develop. Also included in the book are four songs and chants for preschool children. Appended is a book list for literacy learning parties. (KB)

Considers the use of literature circles beyond the scope of fiction reading. Discusses literature circles' use with biographies, information books, essay collections, science adventures, travelogues, biographies, muckraking exposes, memoirs and even content area reading. Notes that teachers have an immediate incentive to try nonfiction literature circles because standardized reading tests contain 70-80% expository text. (SG)

Based on the view that parents are their children's first teachers, this trainer's guide presents a series of 10 workshops or "literacy learning parties" designed to assist parents and other family caregivers in helping their preschool children develop the skills needed to learn to read and write. The workshops are small, structured, community-based gatherings to be hosted in homes, schools, churches, and activity centers. The guide's introductory section offers tips for planning for the training related to time and scheduling, adult learning, English as a second language, a welcoming atmosphere, the trainer's role, child development, developmentally appropriate activities, common characteristics of 3- to 5-year-olds, and emergent literacy. The remainder of the trainer's guide is organized into 10 sections, each corresponding to one literacy learning party covering the following topics: (1) promoting children's language development (2 workshops); (2) literacy through play (2 workshops); (3) sharing books; (4) choosing and sharing books, rhymes, and chants; (5) engaging children in writing (2 workshops); (6) early reading strategies--learning the alphabet letters and sounds; and (7) ways to help children read. In each workshop discussion, the following components are included: warm-up activity, content presentation, learning activity, group socialization, and home connection. In addition, the guide contains handouts and photographs that can be used to support training during individual workshops. (Contains 13 references.) (KB)

Considers the American Counseling Association's (ACA) position on noncompetition agreements between employers and employees in light of case law from other service professions. Concludes that ACA members are uninformed and available sources of information do not provide needed information. Proposes guidelines for responding to this issue. (Contains 58 references.) (Author/GCP)

The transition from face-to-face to on-line instruction illustrates the need for guidelines that can be used to guide the development of courses that will be substantially equivalent to traditional instruction. In 1999 the American Counseling Association approved 27 standards for informing counselor educators of critical issues that require careful consideration of on-line courses. The complete approved standards are represented in this chapter along with brief discussions to help counselor educators and others understand the intentions of the authors and contributors and to further promote quality practice in counselor education. The standards address the issues of: course quality, course content/objectives, instructional support, faculty qualifications, instructor/course evaluation, technological standards, and grievance procedures. Concerns related to guideline implementation and on-line course design are also presented. As more becomes known about on-line instruction and what does and does not work for students in counseling programs, or as technological advances enhance the quality of and possibilities for on-line instruction, it will be important to revisit and modify these guidelines. (Contains 16 references.) (MKA)

Outlines five popular alternative assessment measures that can be used to provide a multidimensional perspective of students' educational needs and enhance instructional programming, including portfolio assessment, performance-based assessment, authentic assessment, curriculum-based assessment, and criterion-referenced assessment. Guidelines for using alternative assessment measures are also provided. (CR)

The Step by Step program was begun in 1994 as an experiment linking sound early childhood educational (ECE) practice with concepts of democracy to create classrooms in which children practice choice and learn critical thinking skills, and in which parents actively participate in their child's education. This manual extends the concepts of democracy to inclusive classrooms and is intended to help educators design and implement inclusive programs in schools and child care centers. The manual's introduction outlines the program philosophy and its principles of developmentally appropriate practice, child-centered learning, family participation, and democratic practice. This manual follows the experiences of three young children with disabilities throughout the course of the school year and is divided into three parts. Part 1, "Creating Inclusive Classrooms," describes factors contributing to the development of inclusive ECE classrooms, focusing on the vital roles that families, teachers, and advocates have played. Part 2, "Meeting Individual Needs," discusses the central role that family participation and shared decision-making play in the design and implementation of educational programs for children with disabilities. Fundamental components of meeting individual needs are discussed: individualized assessment, developing an individualized education plan (IEP), adapting the classroom environment, and planning instruction. Examples of assessment methods and IEPs are included. Part 3, "Facilitating Learning in Inclusive Classrooms," provides specific examples of curriculum adaptations and instructional strategies by developmental domains. The final chapter is a reference and resource guide for teachers. (Contains 76 references.) (KB)

This paper addresses two major issues: (1) how research will affect social policy in areas of life that relate to women; and (2) what research questions can provide the information required to promote positive changes in social policy. It sketches a rough outline of the central questions within each major area, to indicate some of the work that has been done, and to suggest new directions that might be taken. This review of the current state of interest in research on women's issues grew out of a six-month study sponsored by the National Science Foundation. Several major metropolitan areas--Boston, New York, San Francisco, and Washington D.C. -- were visited. Among the major areas explored in this paper are: (1) the need for research/action programs; (2) the women's movement; (3) socialization and the educational system; (4) the world of work; (5) marital status and family; (6) health and life cycle issues; and, (7) other issues of practical concern to women. Also included is an appendix focusing on resources for research on women's issues. (Author/JM)

Described are the philosophy, goals, and objectives of a secondary special education class for educable mentally retarded students. Listed are unit titles and suggested methods and materials for the following eight program objectives: vocational and occupational development, economic independence, interpersonal relationship, health, leisure activity, family living, citizenship and government, and functioning in the "normal" world. Four appendixes, comprising half of the document, provide information on audiovisual materials, vocational resource materials, teacher responsibilities, educational-vocational program forms, and miscellaneous topics such as student self evaluation. (CL)

It is the responsibility of the early childhood educator to ensure that creative thinking is part of the preschool curriculum because of its beneficial effects on academic and social learning in the young child. There are basically seven strategies that can be used to facilitate creative thinking in young children. These strategies are: (1) allowing children to use physical objects in their own ways; (2) having adults model creative play behavior; (3) providing time for children to explore; (4) offering oral cues when children are showing creative thinking and imagination; (5) using descriptive elaboration of children's statements; (6) changing familiar objects to unfamiliar ones; and (7) adding related and unrelated objects to the young child's role playing activities. Examples of the use of the seven strategies are provided. (Author/RH)

This paper explores strategies by which adults can intervene in children's play activities. The five intervention strategies discussed focus on (1) time and space, (2) adult guidance, (3) play materials, (4) boundaries, and (5) roles. The first strategy involves providing time and space in daily schedules and environments for children to play. The second strategy requires teachers and parents to sensitively offer oral prompts and direct involvement cues as children play. The third strategy calls for the provision of a variety of play materials. In the fourth strategy parents and teachers use demonstration and practice to show children how to enter and leave play situations. The fifth strategy requires adults to allow children to decide upon their own play themes and define and assign their own roles; however, it permits adults, at times, to suggest play themes for specific instructional purposes and rotate children in roles to assure that all have the opportunity to participate. It is suggested that the combination of the five intervention strategies with Parten's model of the development of play behavior (from onlooker to solitary, parallel, associative and cooperative stages) provides a complete intervention model for use with young children at play. Examples that illustrate the employment of intervention strategies at each of Parten's stages are provided. (Author/RH)

The guide outlines 68 arts activities ideas designed to enhance career and life skills of moderately and severely handicapped students. Arts activities are organized according to three units: social development, daily living, and vocational preparation. Each of the activities within the units are described in terms of instructional goal, related student objectives, description of preparation, explanation of procedures, assessment, adaptations, and additions. Activities are also categorized by art form (visual art, dance/movement, drama, and music). Appended material includes lists of additional resources (films/media, publications, and organizations) in the art forms. (CL)

This guide is intended for use in developing informational materials intended to be read by adults with limited reading skills. Most of the examples used throughout the guidelines relate to food and nutrition; however, the concepts they illustrate are applicable to any topic. The following topics are covering: knowing a written message's intended audience; deciding on and organizing the message to be conveyed; writing the message (tips on using words, writing sentences and paragraphs, and using headings); using illustrations to support the message; formatting to get attention (tips on design and layout, lettering, and visual design); pretesting before production; using a checklist for written materials; and using word lists and readability formulas. A list of selected references and user evaluation form are also included. (MN)

Intended to help freshman composition teachers develop productive audience strategy in their students, this paper explores useful and functional techniques elicited from expert writers to facilitate the generation of internal audiences for the typical college student in a required writing class. The paper encourages small-group peer discussion to ensure that every draft of every assignment has a real audience on the same level as the writer, as well as to engender a relaxed atmosphere in the classroom. The first section of the paper offers students (1) a framework for writing illustrated by improvisation of a metaphor; (2) an experience involving the basic processes that students can identify with and use for a model; (3) examples of universal audiences; (4) a series of stories about potential relationships to audiences; and (5) positive motivation to learn a new and effective strategy for generating audiences of their own choosing. Stating that, in using the identification strategy for generating new audiences, the writer will learn to take three distinctive points of view--his own, the audience's, and that of a director watching the interaction between writer and audience, the central section of the paper identifies and explains the steps necessary to accomplish this. The final section of the paper provides examples of the kinds of activities that teachers can practice with their students to initiate useful audience strategies. (References are attached.) (NKA)

This article offers suggestions for addressing behavioral infractions by students with disabilities in inclusive classroom settings. Ten questions are offered to help analyze situations that foster disruptive behavior and assist in the selection of appropriate behavior-reduction strategies. (DB)

In child-centered education programs, children construct their own knowledge from their experiences and interactions with the world around them, and teachers foster children's growth and development by building on children's interests, needs, and strengths within a safe and caring environment. The Step by Step educational program developed a series of child-centered teaching manuals for caregivers and teachers in early childhood programs in Central and Eastern Europe. Initially directed at the preschool level for children ages 3 to 5, the series has been extended from birth to age 10. This manual focuses on creating child-centered activities for 3- to 6-year-old children. The manual provides 2-page descriptions of numerous math- and science-related activities in the following areas: (1) mathematics and manipulatives; (2) science; (3) sand and water; (4) dramatic play; (5) literacy; (6) art; (7) outdoor activities; (8) blocks; and (9) music. Contains 33 references. (EV)

Describes teaching packages which involve the use of audiotape recordings with personal computers in Open University (United Kingdom) mathematics courses. Topics addressed include software development; computer graphics; pedagogic principles for distance education; feedback, including course evaluations and student surveys; and future plans. Guidelines for the audio script design are appended. (Contains three references.) (LRW)

Linking home and school, this book presents over 100 activities for grades K-3 that utilize things at parents' fingertips which will enhance their children's learning. Each low-maintenance, high-interest activity in the book teaches a specific skill and integrates math, science, social studies, and language arts so that learning is purposeful and fun. Activities in the book involve word searching; learning the alphabet; reading aloud to others; improving critical thinking skills; paying attention to details; increasing sight vocabulary; encouraging visual perception; encouraging creative writing; encouraging awareness of neighborhood and surroundings; understanding the population of home and school; being a good citizen; thinking about the kinds of laws that should be made; making a family tree; making a map; shopping around the world; teaching children about newspapers; and encouraging awareness of the environment. (RS)

Grounded in personal experiences of classroom teachers, this book discusses broad ideas concerning thinking and teaching of complex-level thinking, and the pragmatic realities of teaching thinking in the regular classroom. The book notes that creating the "thoughtful" classroom is akin to a journey of change from one style to another style of teaching. Chapters in the book are: (1) Creating the Thoughtful Classroom: Taking the Ultimate Journey; (2) Teaching Thinking: The Concerns of the Tour Guide"; (3) Quiet in the Back Seat: Just Pass Me the Map; (4) The Thoughtful Classroom: Packing for the Journey; (5) Infusing Thinking into Your Curriculum: Beginning the Journey; (6) Tour Guide Job Description: Nine Teacher Strategies in the Thoughtful Classroom; (7) The Companions on the Journey: Nine Student Behaviors in the Thoughtful Classroom; and (8) Evaluating the Thoughtful Classroom: Reflecting on the Ultimate Journey. A list of 24 resources, a list of the types of questions used in the Socratic method, and evaluation forms are attached. (RS)

This document contains two products: a five-part workbook and a brief supplementary booklet entitled "Career Decision Making--A Creative Process--It Was Just an Idea." These materials may be used by teachers and counselors to assist junior high and high school students in examining their career decision-making processes and investigating how their decisions are influenced by the members of their families. The workbook's five sections explore the following topics: organizing a personal "board of directors" for help in decision making; creative career decision making, including personal growth and development; family influence; the world of work; and integrating personal, family, and work reality. The supplementary booklet contains suggestions for individual and family activities that can promote career awareness. The activities, which present opportunities for using everyday situations to focus on career information, are grouped under the following headings: Alphabet Soup; Importants; Occupational Family Trees; Key Influential Factors; Career Mystery; Family Outings; Going to the Movies; Dining Out; Television; Books; Magazines; Newspapers; and Yellow Pages. Some suggestions for "Keeping Career Ideas Lit" are provided: encourage questions, allow creativity, consider alternatives, promote independence, eliminate sex bias, share work experience, and explore college alternatives. (NLA)

Discusses the problem of finding the amount of fence it would require for the outfield fence of a baseball field of given dimensions. Presents different solution methods for each of the levels from grades 9-12. The different methods incorporate geometry, trigonometry, analytic geometry, and calculus. (MDH)

Nomenclatural type definitions are one of the most important concepts in biological nomenclature. Being physical objects that can be re-studied by other researchers, types permanently link taxonomy (an artificial agreement to classify biological diversity) with nomenclature (an artificial agreement to name biological diversity). Two proposals to amend the International Code of Nomenclature for algae, fungi, and plants (ICN), allowing DNA sequences alone (of any region and extent) to serve as types of taxon names for voucherless fungi (mainly putative taxa from environmental DNA sequences), have been submitted to be voted on at the 11th International Mycological Congress (Puerto Rico, July 2018). We consider various genetic processes affecting the distribution of alleles among taxa and find that alleles may not consistently and uniquely represent the species within which they are contained. Should the proposals be accepted, the meaning of nomenclatural types would change in a fundamental way from physical objects as sources of data to the data themselves. Such changes are conducive to irreproducible science, the potential typification on artefactual data, and massive creation of names with low information content, ultimately causing nomenclatural instability and unnecessary work for future researchers that would stall future explorations of fungal diversity. We conclude that the acceptance of DNA sequences alone as types of names of taxa, under the terms used in the current proposals, is unnecessary and would not solve the problem of naming putative taxa known only from DNA sequences in a scientifically defensible way. As an alternative, we highlight the use of formulas for naming putative taxa (candidate taxa) that do not require any modification of the ICN., Publisher’s Note A first version of this text was prepared by the first eight authors and the last one, given here. The other listed co-authors in the article PDF support the content, and their actual contributions varied from only support to additions that substantially improved the content. The full details of all co-authors, with their affiliations, are included in Supplementary Table 1 after p.175 of the article for reasons of clarity and space. Slavomír Adamčík Institute of Botany, Plant Science and Biodiversity Centre, Slovak Academy of Sciences, Dúbravská cesta 9, 845 23 Bratislava, Slovakia Teuvo Ahti Finnish Museum of Natural History, P.O. Box 7, 00014 University of Helsinki, Finland M. Catherine Aime Purdue University, 915 W. State St., West Lafayette, Indiana 47907, U.S.A. A. Martyn Ainsworth Royal Botanic Gardens, Kew, Richmond, Surrey, TW9 3AB, United Kingdom László Albert Hungarian Mycological Society, 1087 Könyves Kálmán krt. 40, Budapest, Hungary Edgardo Albertó Instituto de Investigaciones Biotecnológicas-Instituto Tecnológico de Chascomús, Universidad Nacional de San Martin-Consejo Nacional de Investigaciones Científicas y Técnicas, Buenos Aires, Argentina Alberto Altés García Facultad de Biología, Ciencias Ambientales y Química, Universidad de Alcalá, 28805 Alcalá de Henares, Madrid, Spain Dmitry Ageev SIGNATEC Ltd., 630090, Novosibirsk, Akademgorodok (Novosibirsk Scientific Center), Inzhenernaya str., 22, Russia Reinhard Agerer Ludwig-Maximilians-Universität München, Menzinger Str. 67, 80638 München, Germany Begona Aguirre-Hudson Royal Botanic Gardens, Kew, Richmond, Surrey, TW9 3AB, United Kingdom Joe Ammirati University of Washington, Seattle, Washington 98195-1800, U.S.A. Harry Andersson Eichhahnweg 29a, 38108 Braunschweig, Germany Claudio Angelini Jardín Botánico Nacional Dr. Rafael Ma. Moscoso, Apartado 21-9, Santo Domingo, Dominican Republic Vladimír Antonín Moravian Museum, Zeny trh 6, 659 37 Brno, Czech Republic Takayuki Aoki Genetic Reso

This paper discusses the value of role play in facilitating children's language development and suggests strategies for using role play effectively in early childhood and intermediate classrooms. Role play requires the child (1) to listen and observe peer talk and action and to use language memory, attention and concentration behaviors; (2) to negotiate the implementation of roles; and (3) to use life experiences in order to act out people and situations. Role play also gives the child an understanding of what people do and say in life situations, encourages communication by body movement and manipulation of puppets, and facilitates language listening, recall of printed materials and retelling of what has been heard. To develop language through role play, teachers can use both classroom and child focused strategies. The classroom should provide an array of materials from which appropriate objects can be selected and materials chosen which can be used in multiple ways. Suggested teacher interventions range from indirect guidance through selective intervention in child initiated role play to direct management of the role play activity. (RH)

The Curry and Arnaud model for role playing is described and discussed as it relates to nutrition education for young children. The components of the model are: (1) developing the role, (2) using thematic content, (3) displaying feelings (in socially acceptable ways), (4) distinguishing between reality and fantasy, and (5) forming interpersonal transitions. To exemplify each component of the model, specific examples of activities from "Nutrition in a Changing World," a new curriculum developed by nutritionists and educators at Pennsylvania State University, are given. Role play is briefly discussed as a valid technique for teaching nutrition to young children. (Author/SE)

The workbook for proposal writers treats budget writing as an integral part of the proposal-writing process rather than an afterthought. Working out the budget implications of the proposal as the idea evolves is encouraged. The workbook is designed to assist in developing budgets for federal grant programs. It consists of an introductory section discussing a few basic budget concepts, budget worksheets and a discussion of them, and sample budget forms and budgets for some typical grant programs. Worksheets are intended for reproduction and use. The budget concepts discussed include direct and indirect costs, eligible and ineligible requests, and cost sharing and matching funds. Worksheet elements presented include wages and salaries, fringe benefits, contract services and consultants, space and equipment costs, consumable supplies and materials, and other expenses. Sample budget forms include those for the National Science Foundation and the Department of Health, Education and Welfare (Fund for the Improvement of Postsecondary Education and Public Health Service as well as the standard HEW form). (MSE)

This guide is designed to assist guidance personnel responsible for planning and implementing career guidance programs through use of a systems approach. The topics focus on employment outlooks, job placement, apprenticeship opportunities, computerized guidance, and laws affecting career guidance. The organization of this handbook parallels the responsibilities associated with designing and implementing a career guidance program by following a planning-implementation-evaluation cycle. Each chapter is divided into sections which represent structural components of specific guidance program steps. The contents are cross-referenced section by section; most sections contain lists of relevant procedural and contextual issues associated with career guidance. The appendices provide a large array of resource materials to further aid guide users. (Author/NRB)

Progressive competencies were identified for gifted students in grades kindergarten through 12 as a result of a survey of over 600 administrators, classroom teachers, and teachers of the gifted. Competencies were identified for four levels of development in the following six specific skill areas: creativity, affective development, academic management, research, critical thinking, and the psychomotor domain. A section on each skill area begins with a review of the literature, continues with a listing of the competencies for subskills, and ends with a bibligrraphy. Under "Creativity," competencies are listed for writing, speech and drama, art, divergent thinking skills, and creative problem-solving. Competencies identified for "Affective Development" include the subareas of self-image, group dynamics, leadership, and career exploitation. The section on "Academic Management" includes competencies for critical reading, nonverbal communication, verbal communication, listening, test awareness and time management. Included in the "Research" section are competencies for the election and planning process, information retrieval, recording and analyzing information, and the presentation of research. Competencies for the following subskills are included in the section on "Critical Thinking": analogy, deductive reasoning, propaganda and persuasive techniques, decision making, inductive reasoning--figural and numberic, inductive reasoning--verbal and symbolic, and causal relationships The final section, "Psychomotor Domain," contains examples from the Guilford and Harrow taxonomies. (DB)

This guide is intended to assist vocational educators in providing computer-assisted basic skills instruction to students in special vocational education programs. Addressed in the individual units of the curriculum are the following topics: components and use of the TRS-80; self-assessment; reading (job clusters); language arts (business letters and applications for secretarial and teacher's aide positions); employability skills and the value of education; mathematical operations; money and work (business math, checking accounts and check registers, proper money management, personal budgets); reasons for drug use and the drug scene; resume writing; library skills; community service and jobs; computation of mathematical averages; fractions; problem-solving skills, and job responsibility and goal setting. Each of these units contains some or all of the following: behavioral objectives, a list of resources needed, student evaluation criteria, instructional text, one or more learning activities or quizzes, sample computer programs, and answers to the activities provided. The guide also includes a pretest, posttest, and list of references. (MN)

This handbook provides teachers with a vocational experience curriculum for special vocational education students in Kentucky. Topics of the 18 lessons are pretest of basic skills, computer instruction, group guidance--dropping out of school, reading--increased awareness of career opportunities, language arts--develop communication skills through writing letters of application, employability skills, mathematical operations, money and work, group guidance--drug and alcohol awareness, language arts--develop communication skills through writing request letters and personal resumes, library skills, community service and your job, computing mathematical averages, fractions, group guidance--peer influence, group guidance--opportunities available at school, library skills, and posttest. An information sheet for each lesson presents objective, suggested activities, a list of suggested resources, and evaluation. These types of materials may also be provided: worksheets, information sheets, examples, and tests. Answer keys to worksheets and tests are included. (YLB)

The importance of play in children's cognitive development is stressed, and the roles of transformation and language in play are examined. (CL)

The distribution of bluetongue viruses (BTV) in Australia is represented by two distinct and interconnected epidemiological systems (episystems)-one distributed primarily in the north and one in the east. The northern episystem is characterised by substantially greater antigenic diversity than the eastern episystem; yet the forces that act to limit the diversity present in the east remain unclear. Previous work has indicated that the northern episystem is linked to that of island South East Asia and Melanesia, and that BTV present in Indonesia, Papua New Guinea and East Timor, may act as source populations for new serotypes and genotypes of BTV to enter Australia's north. In this study, the genomes of 49 bluetongue viruses from the eastern episystem and 13 from Indonesia were sequenced and analysed along with 27 previously published genome sequences from the northern Australian episystem. The results of this analysis confirm that the Australian BTV population has its origins in the South East Asian/Melanesian episystem, and that incursions into northern Australia occur with some regularity. In addition, the presence of limited genetic diversity in the eastern episystem relative to that found in the north supports the presence of substantial, but not complete, barriers to gene flow between the northern and eastern Australian episystems. Genetic bottlenecks between each successive episystem are evident, and appear to be responsible for the reduction in BTV genetic diversity observed in the north to south-east direction.

We argue that mereological essentialism for events is independent of mereological essentialism for objects, and that the philosophical fallout of embracing mereological essentialism for events is minimal. We first outline what we should consider to be the parts of events, and then highlight why one would naturally be inclined to think that the object-question and the event-question are linked. Then, we argue that they are not. We also diagnose why this is the case and emphasize the upshot. In particular, we argue that the way we evaluate modal claims which concern events differs from the way we evaluate modal claims which concern objects. Ultimately, then, to our title question we say: the answer does not matter as much as you might think.

Discusses the influence of book club experiences on teachers. Argues that teachers simply must have a ready awareness of their own reading-as-thinking processes in order to effectively share and demonstrate them to kids. Suggests the implementation of teacher book clubs. (SG)

Describes the author's voluntary reading program in her second-grade classroom. Describes how her basic Drop Everything and Read program needed to be added to and tinkered with to keep students interested and motivated: paired reading and discussion, visual reading records, and praise and occasional rewards. (SR)

Presents a selection of thematic units focusing on the environment that integrate literature, outdoor education, field studies, and research on current environmental issues. These units are part of a program offered at the School of Environmental Studies in Apple Valley, Minnesota. Authors include Thoreau, Camus, Orwell, Hemingway, Sophocles, and Rachel Carson. Projects encourage individual activism and global responsibility. (PVD)

Describes a class project to design a better and safer woodworking tool using computer-assisted design. (SK)

Vaccines are used in integrated control strategies to protect poultry against H5N1 high-pathogenicity avian influenza (HPAI). H5N1 HPAI was first reported in Indonesia in 2003, and vaccination was initiated in 2004, but reports of vaccine failures began to emerge in mid-2005. This study investigated the role of Indonesian licensed vaccines, specific vaccine seed strains, and emerging variant field viruses as causes of vaccine failures. Eleven of 14 licensed vaccines contained the manufacturer's listed vaccine seed strains, but 3 vaccines contained a seed strain different from that listed on the label. Vaccines containing A/turkey/Wisconsin/ 1968 (WI/68), A/chicken/Mexico/28159-232/1994 (Mex/94), and A/turkey/England/N28/1973 seed strains had high serological potency in chickens (geometric mean hemagglutination inhibition [HI] titers, ≥1:169), but vaccines containing strain A/chicken/Guangdong/1/1996 generated by reverse genetics (rg; rgGD/96), A/chicken/Legok/2003 (Legok/03), A/chicken/Vietnam/ C57/2004 generated by rg (rgVN/04), or A/chicken/Legok/2003 generated by rg (rgLegok/03) had lower serological potency (geometric mean HI titers, ≤1:95). In challenge studies, chickens immunized with any of the H5 avian influenza vaccines were protected against A/chicken/West Java/SMI-HAMD/2006 (SMI-HAMD/06) and were partially protected against A/chicken/Papua/ TA5/2006 (Papua/06) but were not protected against A/chicken/West Java/PWT-WIJ/2006 (PWT/06). Experimental inactivated vaccines made with PWT/06 HPAI virus or rg-generated PWT/06 low-pathogenicity avian influenza (LPAI) virus seed strains protected chickens from lethal challenge, as did a combination of a commercially available live fowl poxvirus vaccine expressing the H5 influenza virus gene and inactivated Legok/03 vaccine. Thes

In het kader van een grootschalig kwelderherstelprogramma waarin het de bedoeling is om het 1100-ha grote complex aan zomerpolders van Noard-Fryslân Bûtendyks (NFB) voor een groot deel tot kwelder om te vormen, is in 2001 een proefproject gestart. In dit project is een bijna 120-ha grote zomerpolder uit 1909 uitgepolderd en heringericht, de zgn. Proefverkweldering. Het proefproject is begeleid door een uitgebreid monitoringsonderzoek met na vier jaar een evaluatie (van Duin et al. 2007; Beintema et al. 2007). Door subsidie van het Waddenfonds werd het mogelijk om het verkwelderingsexperiment tien jaar na de start opnieuw te evalueren. Dit rapport geeft een overzicht van de gegevens die tussen 2000 en 2012 zijn verzameld in het kader van het monitoringsonderzoek naar kwelderherstel in de zgn. Proefverkweldering Noarderleech in Noard-Fryslân Bûtendyks.

Compiling, deploying and utilising large-scale databases that integrate environmental and economic data have traditionally been labour- and cost-intensive processes, hindered by the large amount of disparate and misaligned data that must be collected and harmonised. The Australian Industrial Ecology Virtual Laboratory (IELab) is a novel, collaborative approach to compiling large-scale environmentally extended multi-region input-output (MRIO) models.The utility of the IELab product is greatly enhanced by avoiding the need to lock in an MRIO structure at the time the MRIO system is developed. The IELab advances the idea of the "mother-daughter" construction principle, whereby a regionally and sectorally very detailed "mother" table is set up, from which "daughter" tables are derived to suit specific research questions. By introducing a third tier - the "root classification" - IELab users are able to define their own mother-MRIO configuration, at no additional cost in terms of data handling. Customised mother-MRIOs can then be built, which maximise disaggregation in aspects that are useful to a family of research questions.The second innovation in the IELab system is to provide a highly automated collaborative research platform in a cloud-computing environment, greatly expediting workflows and making these computational benefits accessible to all users.Combining these two aspects realises many benefits. The collaborative nature of the IELab development project allows significant savings in resources. Timely deployment is possible by coupling automation procedures with the comprehensive input from multiple teams. User-defined MRIO tables, coupled with high performance computing, mean that MRIO analysis will be useful and accessible for a great many more research applications than would otherwise be possible. By ensuring that a common set of analytical tools such as for hybrid life-cycle assessment is adopted, the IELab will facilitate the harmonisation of fragmented, di

Nipah virus causes periodic livestock and human disease with high case fatality rate, and consequent major economic, social and psychological impacts. Fruit bats of the genus Pteropus are the natural reservoir. In this study, we used real time PCR to screen the saliva and urine of P. vampyrus from North Sumatera for Nipah virus genome. A conventional reverse transcriptase (RT-PCR) assay was used on provisionally positive samples to corroborate findings. This is the first report of Nipah virus detection in P. vampyrus in Sumatera, Indonesia.