(1984). The Brain Owner's Manual: A Workshop on How to Reach Your Personal Best through a Whole Mind Approach. Revised. Designed to accompany an all-day \brain\ workshop on neurological aspects of learning, the manual contains charts and illustrations depicting the role and function of the right and left hemispheres. Additional material addresses such topics as physiological evolution of the brain, disharmony between left/right brain functions, comparisons between the human brain and computers, age and brain development, sex and brain functioning, and the integration of both brains in the creative process. A narrative section comments on the rationale for stimulating right brain processes in education and proposes an approach to stimulate right brain processes. The model includes rationales and descriptions of three types of activities: physical sensory, affective-attitudinal-cognitive, and formal instructional. (CL)…
(1979). Development of the Right of Publicity Since Zacchini v. Scripps-Howard. This paper deals with the development of the right of publicity since \Zacchini v Scripps-Howard,\ a case in which the Supreme Court ruled in favor of Hugo Zacchini, a \human cannonball\ who had charged that his professional property had been unlawfully appropriated by a television station that had filmed and shown his performance without permission, and against the station, which had claimed protection under the First Amendment. The paper first looks at the development of the right prior to the Supreme Court ruling, then at the case itself, and finally at recent cases centering on the right of publicity. The concluding section offers guidelines for deciding future right-of-publicity cases based on copyright's fair use doctrine. (FL)…
(2009). Orwell's Instructive Errors. Policy Review, n155 Jun-Jul. In this article, the author talks about George Orwell, his instructive errors, and the manner in which Orwell pierced worthless theory, faced facts and defended decency (with fluctuating success), and largely ignored the tradition of accumulated wisdom that has rendered him a timeless teacher–one whose inadvertent lessons, while infrequently acknowledged, are just as valuable as his intended ones. It commences with an insistence that battling bad English is no \sentimental archaism\ as is generally supposed. Language does not merely reflect but also shapes societies, and so Orwell writes that far from being futile or irrelevant, defending the integrity of English is indispensable for the right functioning of the society that speaks it. In Orwell's writing, so much of it, the words seem \not mere labels, but facts.\ It's a major reason why his pieces are still anthologized, read, and commented upon: They eschew spineless language for clarity and force. It is tempting to believe that… [PDF]
(2002). Public Opinion, Constitutional Democracy, and the New Technology: Essential Components in the Secondary School Social Studies Curriculum. Social Studies, v93 n2 p68-72 Mar-Apr. A democratic constitutional system is one in which the majority has a general right to determine public policy. At the same time, however, the rights of that majority are limited. Individual citizens enjoy \certain basic rights\ by virtue of the fact that each individual person \is a human being.\ If schools are to prepare students to be responsible citizens in a constitutional democracy, it is essential that students be introduced to the role public opinion plays in a democratic society. Essential components in a secondary school social studies curriculum that emphasizes the role public opinion plays in a constitutional democracy are discussed…. [Direct]
(1970). Changes Affecting Human Interaction. ASCD Yearbook, 35-51, 70. Contemporary changes in population patterns, power structures, civil rights, and role adaptations, are affecting human interactions and self-concepts. These social changes call for a re-vamped educational system capable of contributing to a genuine community education. (JH)…
(1990). Rights and Responsibilities of Young People in New York. A Legal Guide for Human Service Providers. Revised and Updated. This manual is designed for human service providers–including social workers, counselors, teachers, child care workers, probation officers, nurses and physicians–to help them with questions about the legal rights and responsibilities of young people in New York State. The document is directed at human service providers because they are seen as persons to whom young people are likely to turn for help, and because such providers are frequently unable to offer informed assistance on legal matters. The seven chapters cover: (1) an overview; (2) minors and the family; (3) minors and public assistance; (4) minors and school; (5) minors and medical treatment; (6) minors, the courts, and the police; and (7) miscellaneous. It should be noted that while the manual is designed to provide accurate and authoritative information about the rights and responsibilities of young people in New York state, the information is not the equivalent of rendered legal advice. Readers also should be aware…
(1978). The Right to Communicate and Its Implementation within a New World Communication Order. The new communication order must be broad and pluralistic, encouraging a world-wide discussion of, by, and for the people, and must not be modeled on a narrow, news-information order that tends to polarize professional communicators and government officials. The central policy issue in this new communication order will be to insure that communication resources are made available to satisfy human communication needs in a way that is sensitive to the multicultural values of the right to communicate. This right to communicate encompasses the following three major areas: rights of association, information, and cultural evolution. Communication must be interactive and participatory; the right to participate is at the core of the right to communicate. The implementation of a right to communicate within a new communication order will require a substantial body of communication policy at world, national, and local levels. Communication policy science is emerging as a values-sensitive,…
(1978). Academic and Behavioral Planning Through an Alternative Model. Journal of Educational Thought, 12, 1, 18-27, Apr 78. Suggests an alternative universe in which failure is identified as a systems concern, instead of a human breakdown. The model presents successful behavior in terms of growth in process efficiency, rather than the +/- (right/wrong) matrix associated with achievement orientation. (Editor)…
(1978). Some Information-Processing Correlates of Measures of Intelligence. Multivariate Behavioral Research, 13, 2, 153-61, Apr 78. Group and individually administered measure of intelligence were related to laboratory based measures of human information processing on a group of college freshmen. Among other results, high IQ was related to right hemisphere efficiency in processing non-linguistic stimuli. (Author/JKS)…
(1987). Women with Disabilities: Abortion and Liberation. Disability, Handicap and Society, v2 n3 p275-84. The paper argues that the women's movement has failed to adequately take account of women with disabilities. By supporting women's right to abortions for handicapped fetuses, the movement denies disabled women an identity as equal human beings worthy of respect. (JDD)…
(1973). A Student-Centered Scheduling Model. NASSP Bulletin, 57, 369, 47-52, Jan 73. Experienced as a practitioner and as a student in building master schedules for both junior and senior high schools, the author recommends a procedure that puts the human element back into scheduling students and teachers into the right classes. (Editor)…
(1982). The Brain and the Future: First Ripples of the Wave. Futurist, v16 n5 p15-19 Oct. Discusses how findings from current research on the human brain indicate that the best predictions are made when forecasters draw on both sides of the brain–the intuitive, holistic right side as well as the analytic, objective left side. (AM)…
(2003). Ingredients for a Board-Savvy Relationship. School Administrator, v60 n2 p56-57 Feb. Describes the attributes of board-savvy superintendents: Brings the right attitude to working with the board, makes governance a top priority, focuses consciously on the human dimension of the board-superintendent partnership, and functions as a full-fledged, contemporary CEO. (PKP)…
(2007). The next Exclusion Debate: Assessing Technology, Ethics, and Intellectual Disability after the Human Genome Project. Mental Retardation and Developmental Disabilities Research Reviews, v13 n2 p121-128. Recent scientific discoveries have made it much easier to test prenatally for various genetic disabilities, such as Down syndrome. However, while many observers have heralded such \advances\ for their effectiveness in detecting certain conditions, others have argued that they perpetuate discrimination by preventing the birth of children with disabilities. This article examines the ethical and social implications of the Human Genome Project for individuals with intellectual disabilities and their families. It details the critique of prenatal testing articulated by many disability rights activists as well as scholarly and professional responses to that critique. A review of the pertinent research literature includes perspectives of genetic professionals, ethicists, disability studies scholars, parents of children with disabilities, and disabled individuals themselves. Finally, the article explores how future research endeavors, policies, and practices may more effectively integrate and… [Direct]
(2007). Modes of Executive Control in Sequence Learning: From Stimulus-Based to Plan-Based Control. Journal of Experimental Psychology: General, v136 n1 p43-63 Feb. The authors argue that human sequential learning is often but not always characterized by a shift from stimulus- to plan-based action control. To diagnose this shift, they manipulated the frequency of 1st-order transitions in a repeated manual left-right sequence, assuming that performance is sensitive to frequency-induced biases under stimulus- but not plan-based control. Indeed, frequency biases tended to disappear with practice, but only for explicit learners. This tendency was facilitated by visual-verbal target stimuli, response-contingent sounds, and intentional instructions and hampered by auditory (but not visual) noise. Findings are interpreted within an event-coding model of action control, which holds that plans for sequences of discrete actions are coded phonetically, integrating order and relative timing. The model distinguishes between plan acquisition, linked to explicit knowledge, and plan execution, linked to the action control mode…. [Direct]