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Just as teachers help connect students with appropriate academic and counseling services under normal circumstances, after a disaster they can help them return to school, stay in school, continue to learn, and return to their usual school-based activities. This pamphlet presents some steps for teachers to follow to help themselves and their students through their reactions to a disaster. [This pamphlet was produced in part by the U.S. Department of Homeland Security.]

A warm, loving relationship between a caregiver or parent and a young infant or child provides opportunities for spoken and written language and helps set the stage for children to become successful readers and writers. This booklet offers suggestions for parents and caregivers to help the infants and young children in their care develop early literacy skills. Among the contents of this booklet are: (1) a short summary of what scientific research says about how children learn to read and write; (2) things caregivers and parents can do with children from birth through age 2 to help them become readers; (3) things caregivers and parents can do with children between the ages of 3 and 4 years and what to look for in quality day care centers and preschools to help children become readers; (4) a glossary of relevant terms; and (5) ideas for books to read and organizations to contact for additional help or information. (KB)

Noting that the transition to school often sets the tone for the childs future school experiences, this toolbox identifies 33 proven practices currently used by schools districts and early childhood programs throughout Vermont to help children make a successful adjustment to school. Beginning with a list of guiding concepts on transition and introductory remarks, the booklet presents practices categorized by priority: required, highly recommended, recommended, and optional. Each transition activity is identified by a number that can also be cross-referenced on the transition toolbox timeline at the end of the booklet; information is provided on the time frame involved, a description of the activity, delineation of who is responsible for completing the activity, and the necessary resources/costs to complete the activity. Required transition activities are transition planning for children with Individualized Education Plans, and kindergarten registration. Highly recommended activities include establishing a shared understanding of school readiness, transition planning for children with special needs, kindergarten screening, sharing information on classroom practices and expectations, and meeting with early childhood providers. Recommended activities include reciprocal teacher visits, community forum on transitions and school readiness, and information packets for parents. Optional activities include playgroups, "welcome to kindergarten" books or videotapes, portfolio presentations, and first day activities. Communities currently incorporating various activities are identified throughout the booklet. A suggested time frame for completing transition activities completes the booklet. (KB)

Distributed by the U.S. Departments of Agriculture, Education, and Health and Human Services, this Spanish-language pamphlet provides parents with information and advice about their infants in the third month of life. The pamphlet provides information on communicating with the infant through body language, preparing for the 4-month checkup, recordkeeping, infant feeding, sleep patterns, ways to facilitate the infant's development, infant safety, pacifiers, and toys. Also included is a description of typical behavior for a 3-month-old and answers to commonly asked questions. The pamphlet then describes infant emotional development and suggests games to play, things to do, and ways to help the baby learn. Mothers' needs for exercise, relaxation, and social and emotional support are also discussed. The pamphlet concludes with a list of information resources. (HTH)

Distributed by the U.S. Departments of Agriculture, Education, and Health and Human Services, this pamphlet provides parents with information and advice about their infants in the second month of life. The pamphlet outlines typical infant behavior at two months of age, the need for regular visits to a physician, health insurance, sleeping patterns, bowel habits, infant feeding, responding to infant distress, infant and crib safety, and dental health. Information on child development and "baby games" to communicate with the 2-month-old is also provided. The pamphlet then identifies special needs of single parents and single teenage parents, and lists resources for families. (KB)

Distributed by the U.S. Departments of Agriculture, Education, and Health and Human Services, this pamphlet provides parents with information and advice about their infants in the third month of life. The pamphlet provides information on communicating with the infant through body language, preparing for the 4-month checkup, recordkeeping, infant feeding, sleep patterns, ways to facilitate the infant's development, infant safety, pacifiers, and toys. Also included is a description of typical behavior for a 3-month-old and answers to commonly asked questions. The pamphlet then describes infant emotional development and suggests games to play, things to do, and ways to help the baby learn. Mothers' needs for exercise, relaxation, and social and emotional support are also discussed. The pamphlet concludes with a list of information resources. (KB)

This pamphlet, distributed by the U.S. Departments of Agriculture, Education, and Health and Human Services, is designed to provide parents with information and advice about their infants in the first month of life. The pamphlet provides information on ways the mother can take care of herself, the one-month checkup, early brain development, infant feeding, talking to the infant, child care selection, keeping a record of the infant's growth, and characteristics of the typical one-month-old. Guidelines are provided for parents to help their infant by encouraging exploration, being a teacher, communicating, ensuring the infant's safety, doing things repeatedly to facilitate learning, protecting the infant, and celebrating with their child. The pamphlet also discusses sleeping patterns, bowel habits, the use of baby powder, the infant's "people skills" and communication, ways to pamper the mother, and resource information for teenage parents. Information resources for families conclude the pamphlet. (KB)

Distributed by the U.S. Departments of Agriculture, Education, and Health and Human Services, this Spanish-language pamphlet provides parents with information and advice about their infants in the second month of life. The pamphlet outlines typical infant behavior at 2 months of age, the need for regular visits to a physician, health insurance, sleeping patterns, bowel habits, infant feeding, responding to infant distress, infant and crib safety, and dental health. Information on child development and "baby games" to communicate with the 2-month-old is also provided. The pamphlet then identifies special needs of single parents and single teenage parents, and lists resources for families. (HTH)

This pamphlet, distributed by the U.S. Departments of Agriculture, Education, and Health and Human Services, is designed to provide parents with information and advice about their infants in the first month of life. The pamphlet provides information on ways the mother can take care of herself, the one-month checkup, early brain development, infant feeding, talking to the infant, child care selection, keeping a record of the infant's growth, and characteristics of the typical one-month-old. Guidelines are provided for parents to help their infant by encouraging exploration, being a teacher, communicating, ensuring the infant's safety, doing things repeatedly to facilitate learning, protecting the infant, and celebrating with their child. The pamphlet also discusses sleeping patterns, bowel habits, the use of baby powder, the infant's "people skills" and communication, ways to pamper the mother, and resource information for teenage parents. Information resources for families conclude the pamphlet. (KB)

Based on the view that adults are more effective in teaching positive behavior and in responding to children if they have some knowledge about child development, this pamphlet outlines children's typical abilities and behaviors at various ages from birth to 8 years. The pamphlet is designed to help parents protect their children as they grow up so they are not likely to be violent or to be victims of violence. Following introductory remarks on the meaning of child development, the pamphlet describes the importance of adults understanding child development and outlines basic principles about understanding child development and violence prevention. The pamphlet continues with outlines of children's cognitive and social/emotional development for the following age groups: (1) birth to 18 months; (2) 18 to 36 months; (3) 3 to 5 years; and (4) 6 to 8 years. Concluding the pamphlet is a list of important things for families to remember about expectations for children of different ages. (Contains 10 references.) (KB)

Based on the view that violent behavior is learned and often learned early in life, this pamphlet shows parents how they can help protect young children from getting involved with violence and increase that child's chances for a safe and productive future. The pamphlet cautions parents that early learning is powerful and that children learn how to behave by watching people around them; it further advises parents that children need to feel safe and loved and that exposure to violence is harmful to them. Suggestions for preventing violence include ways to manage anger and to help children manage their anger by responding in a calm, respectful manner and by teaching them social problem-solving techniques. The pamphlet delineates the reasons for anger in children of different ages, and offers some discipline techniques, including the use of natural and logical outcomes and timeout. The influence of media such as television and videos is discussed, and suggestions are given for preventing media violence from influencing young children. The pamphlet cautions parents about weapons and how to teach their children about them. The pamphlet concludes with a discussion of the importance of the daily experiences parents provide to prevent violence and to increase their child's chances for a productive, happy life. (KB)

A historian, Doane Robinson, and a sculptor, Gutzon Borglum, worked together to build a gigantic monument in South Dakota that honored four of the greatest U.S. presidents: George Washington, Abraham Lincoln, Theodore Roosevelt, and Thomas Jefferson. Robinson and Borglum wanted the monument to represent U.S. ideals. To celebrate the anniversary of Mt. Rushmore the National Park Service asked students to provide a brochure to visitors explaining what the monument means to the United States. In this activity, second graders learn about Mt. Rushmore and four U.S. presidents who made a difference in U.S. history. The activity has the class work together in groups to gather information about the sculptor, Gutzon Borglum, and the four presidents carved in the South Dakota mountain. They go on to create a brochure about the monument. The activity plan details a five step process for the student to think about, plan, and carry out the exercise. It lists resources; gives learning advice; discusses evaluation; presents concluding questions; and provides reflection questions. The teacher notes cite grade level/unit; state a lesson purpose; set educational goals; discuss information literacy skills; suggest lesson length; address California history/social studies and language arts standards; list resources or materials needed; and suggest a lesson sequence. (BT)

This lesson asks 12th grade students to imagine that they are special assistants to the Undersecretary of Commerce for a foreign country who must answer a letter from a U.S. company planning to move its manufacturing operations overseas. The lesson also asks them to design a business brochure that will convince the company to come to their country. How the task will be accomplished is detailed in the lesson in a three step procedure that provides information to help the students write the letter and fashion the brochure. The teacher notes section describes the grade level and unit, California state social studies content standards, historical and social science analysis skills, lesson purpose, length of lesson, special materials needed, special instructions, and evaluation methods. Contains a list of 24 online and library resources. (BT)

A small sample of the 60 indicators contained in the "Condition of Education, 1994" are provided in this brief booklet. Ordering information for the complete 442-page report is provided along with the following eight statistical tables: (1) grade retention and dropout rates; (2) persistence in postsecondary education; (3) trends in mathematics proficiency; (4) high school course-taking in the core subject area; (5) annual earnings of young adults; (6) education of students with disabilities; (7) children who have difficulty speaking English; and (8) certification of teachers. (MLF)

The possibility of producing journal articles in electronic form is creating a revolution in scholarly communication. A number of research libraries are investigating or offering local and remote access to electronic journals. Because Internet access to a journal may not be available at the time of need, a prime collection development issue is the identification of titles that warrant local acquisition and archival retention. As the number of journals increases, copyright and licensing agreements may limit the open access now possible. Systems designed for storage and patron access to local and remote storage are among the challenges related to access and cost that research libraries will have to face. A survey was sent to 119 members of the Association of Research Libraries (ARL) to explore their policies and procedures with respect to electronic journals. Along with survey responses, the ARL received task force reports related to electronic journals from: (1) the University of Alberta (Canada); (2) the University of California-Berkeley; (3) Cornell University (New York); (4) the University of Nebraska-Lincoln; (5) the University of Tenenssee-Knoxville; (6) Northwestern University (Illinois); and (7) Virginia Polytechnic Institute and State University. A list of 78 selected readings is included. (SLD)

Scholarly journal publishing is undergoing a transformation from paper to electronic distribution. Members of the Association of Research Libraries (ARL) have become pioneers in providing access to electronic journals. Because the policies and procedures that these libraries have developed can be guides for other libraries, a survey was sent to ARL members. Seventy-seven of 119 questionnaires (65% response rate) were returned. Task-force reports from six institutions are presented in a companion kit (Kit 202) from the ARL Systems and Procedures Exchange Center (SPEC). Thirty-five libraries currently receive electronic journals, but only five have collection policies that are specifically developed for electronic journals. Fifteen libraries report that selection criteria are different for electronic journals, with technical compatibility the most important aspect of selection. Nearly one-fourth of the libraries have established special procedures for acquiring electronic journals, and approximately one-third have established a BITNET/Internet account for receiving them. Electronic journals are made available in a number of ways, the most common being gopher access, which is access to remote sites through computer and electronic networks. At this time, most are inexpensive or free. A list of 77 selected readings is attached. (SLD)

This set of factsheets presents information and statistics about adolescent mothers in the United States in the areas of: (1) births and marriage; (2) aid to families of dependent children (AFDC); (3) education and training; (4) living arrangements; and (5) subsequent pregnancy. Even though the adolescent birth rate in the United States is considerably lower than it was in the 1950s, births are more noticeable because most adolescent mothers are unmarried. Research also reveals that the perception that all adolescent mothers receive AFDC is incorrect. Adolescent mothers account for only a small percentage of the AFDC program at any given time, they account for the majority of AFDC households over time. Although the incidence of younger adolescent mothers is troubling, the vast majority of AFDC mothers are 18 or 19. Inadequate basic education and skills remain critical factors in adolescent pregnancy and childbearing. Few programs have been able to assist adolescent mothers in delaying a subsequent pregnancy, but those that do invest resources in intensive individual counseling and other individualized services. One table presents data on subsequent births. (Contains 45 references.) (SLD)

This handbook provides potential teaching staff of the Summerbridge program with information explaining the type of program it is, its mission, the types of students that attend, and what types of faculty the program attracts and desires. It also answers commonly asked questions that are of interest to potential teachers such as how many courses instructors teach, their various responsibilities beyond teaching, compensation, and the advantages and disadvantages of teaching within the program. Final parts of the handbook address what qualifications are expected of incoming teachers, the issue of financial aid for college students interested in participating in the program, how to apply for a position, and the additional leadership positions that exist. (GLR)

A small sample of the 60 indicators reported on in the full annual report "Condition of Education, 1993" are provided in this brief booklet, i.e., the following six tables: (1) enrollment rates in prekindergarten education; (2) international comparisons of reading literacy; (3) mathematics and science course-taking patterns; (4) transition from high school to work; (5) international comparisons of public expenditures for education; and (6) time to complete baccalaureate degree. (LMI)

This guide was originally designed for professional baseball players but it is now distributed to college athletes. The facts and strategies apply to any athlete in any sport. Use of smokeless tobacco or snuff greatly increases the risk of developing oral cancer and other serious medical conditions. The first part of this guide explains the health risks and gives facts about the use of smokeless tobacco. It includes a self-test to determine addiction to tobacco. The second section offers a "9-Inning Game Plan" for kicking the habit permanently. The "innings" include: (1) Decide to Quit; (2) Pick a Quit Date; (3) Cut Back before You Quit; (4) Right Before Your Quit Day; (5) Quit Day; (6) Your First Week Off Smokeless; (7) Your Second Week Off and Dealing with Triggers; (8) Going the Distance; and (9) Celebrate Your Success. Sections are illustrated with photographs of popular sports figures and include motivational quotations. (JLS)

This document consists of 15 separate one-page clip sheets each providing specific advice on key topics for migrant parents. One side is in English, the other in Spanish. The topics covered are: (1) Carry Important Papers with You (documents that migrant workers might need to enroll children in school or to obtain other services); (2) Encourage Your Children in Math and Science; (3) Family Traditions; (4) Helping Your Child in a New School; (5) Helping with Homework; (6) MSRTS (Migrant Student Record Transfer System); (7) Parents' Rights and Responsibilities; (8) Parent-Teacher Conferences; (9) Programs for Out-of-School Youth (dropout programs, high school equivalency programs, vocational education, adult education); (10) Reading at Home; (11) Visit Your Library; (12) Your Baby's Growth (from birth to 15 months); (13) Your Children Can Go to College; (14) Your Children's Dental Care; and (15) Your Child's Talents. (SV)

This packet contains seven brochures developed during a project on literacy education and parenting skills for deaf parents of young hearing children (DP/HC). The topics of the brochures are as follows: behavior management, self-esteem, speech development in children, language development, nutrition, safety, and deaf parents in a hearing child's school. Each brochure contains educational information presented in simple language illustrated with line drawings. Emphasis is placed on helping children acquire language skills while improving parenting skills. (KC)