(1996). Improving the Well-Being of Abused and Neglected Children. Hearing on Exploring How the Well-Being of Abused and Neglected Children Can Be Improved through Clarifying the Reasonable Efforts Requirement of the Adoption Assistance and Child Welfare Act To Make the Child's Health and Safety the Primary Concern, before the Committee on Labor and Human Resources. United States Senate, One Hundred Fourth Congress, Second Session. This hearing transcript presents testimony exploring how the well-being of abused and neglected children can be improved through an amendment clarifying the "reasonable efforts" requirement of the Adoption Assistance and Child Welfare Act (1980) to allow the child's health and safety to take precedence over parents' rights. Testimony begins with a statement from Ohio Senator DeWine, which notes the frequency with which abused or neglected children are returned to unsafe or unhealthy home environments, and the number of children in foster care for longer than 2 years. Additional testimony in support of the change is presented from: (1) the acting assistant secretary for Children and Families, Administration for Children and Families, U.S. Department of Health and Human Services, Olivia A. Golden; (2) the director of the University of Rhode Island's Family Violence Research Program, Richard J. Gelles; (3) director of Montgomery County (Ohio) Children Services Board, Helen… [PDF]

Maher, Jan; Selwyn, Doug (1991). African Americans. [Multicultural Studies for Grades 3 and 4, Reproducible Workbook.]. This workbook is designed for use with third, fourth, or fifth grade elementary school students and focuses on African American history and culture. Of the workbook's 14 lessons, Lesson 1 asks students to consider what they already know about Africa. Lesson 2 focuses on the geography of Africa. Lesson 3 presents current scientific theory about the origins of the human race. Lesson 4 tells an African creation myth. Lessons 5 and 6 tell about the glory of two ancient African civilizations, Egypt and Mali. Lessons 7 and 8 deal with the issues of the slave trade and slavery including ex-slaves' memories of what life was like for them as children. Lesson 9 deals with the civil rights movement. Lessons 10 through 13 describe several prominent African Americans: Zora Neale Hurston, Langston Hughes, Marva Collins, Louis Sullivan, Condoleezza Rice, Maxine Waters, and Colin Powell. The final lesson suggests that students do a report on some African Americans of prominence and offers a list of…

Powers-Stubbs, M. Karen (1993). Metaphors of Revolution: Gendered Definitions of Education. A study examined the responses of 10 students taking Miami University's 1990 College Composition Proficiency Exam which asked students to evaluate their own learning experiences with teaching, learning, and knowledge in and out of school. Scores ranged from 2 to 12; all 10 of the examined essays received a score of 11. Five students were male, and five were female. The 10 students responded in gendered ways–even in the context of a structured writing task which is notorious for eliciting similar responses. One of the clearest patterns discernible in the essays was that women operate predominantly within a morality of care, while men operate within a morality of rights. The 10 essays can be positioned on a continuum, with the 5 essays written by females clustering on the end where the focus is on the human community, connections between people, and social responsibility; and the 5 essays written by males clustering on the end which focuses on individuality, autonomy, and… [PDF]

Dunkle, Margaret; Lewis, Anne (1996). The New Oregon Trail: Accountability for Results. Special Report #7. This report was designed to help policy makers and concerned citizens understand the context, culture, and history that set the stage for Oregon's efforts to reform state government, including those areas of government that affect education. This text offers a "snapshot" of what Oregon is doing to improve results, such as setting benchmarks to measure progress. The state is crafting a decision-making process that avoids program proliferation and micromanagement, trusting people to do it right. Oregon is also using tools such as training, waivers from federal laws, intergovernmental agreements, and budget accountability to make programs meet broad community and state goals. Although the picture presented in this report is promising, there are some pitfalls. For example, although benchmarks measure what is important, there are rarely neat cause-and-effect relationships in the complex human areas that so many of the benchmarks address. Moreover, the data needed to support the… [PDF]

(1991). Long-Term Care Ombudsman Program Annual Report: Oct. 1, 1989 through Sept. 30. 1990. This annual report of the Long-Term Care Ombudsmen Program of the Oklahoma Department of Human Services begins by stating the purpose of the program: to improve the quality of life and the quality of care of older residents of long-term care facilities in Oklahoma. It is noted that the Long-Term Care Ombudsman advocates for the rights of long-term care facility residents and acts as an objective mediator in problem situations, and that the State Ombudsman Program investigates and resolves complaints made by or for older individuals who reside in long-term care facilities; bridges between older residents of long-term care facilities and the aging network; and monitors the development and implementation of federal, state, and local laws, regulations, and policies that relate to long-term care facilities in the state. This report describes statewide Ombudsman Program activities during fiscal year 1990, including volunteer recruitment, screening, and training, and consumer education. It…

Tanner, Ron (1987). Self-Involving Reading in a High-Tech Culture. College students' troubles with reading are largely explained by commodity consciousness (materialism or the search for the fast fix) and contextual confusion (approaching a book as though it were television). The challenge for teachers of reading is to make it a human endeavor. For many students reading is an operation done to extract data from the page; it is not an experience. Approaching a book as if it were a television set, these students expect to be able to understand the contents exactly. Teachers encourage these attitudes by selling "right answers"–the one way to interpret a text. Though television seems the enemy of reading, it creates two things which teachers of reading should try to replicate for their students: a sense of identification and a sense of community. This can be done by encouraging students to listen and respond to the speaker in the text and by forming small autonomous discussion groups which are encouraged to come up with differing… [PDF]

Enarson, Harold L. (1987). The Undergraduate Curriculum: Who Is in Charge?. Perspectives on the undergraduate curriculum are offered at a faculty convocation by the President Emeritus of Ohio State University. Criticisms of the content and quality of college studies are noted. It is suggested that for the most part today's curriculum reflects the legacy of the 1960s and 1970s by emphasizing the individual's right to choose as well as variety and diversity. It avoids serious discussion of social issues and controversy, and the faculty has largely abdicated its responsibility for the design of the curriculum. Important educational goals are for graduates to understand the role of art and literature in illuminating the human condition, to have empathy for the poor, and to develop civic pride and responsibility. Currently colleges are reassessing and modifying their curricula and the government is asking higher education to define quality and measure college and student performance. The political pressure for student assessment results from discontent with… [PDF]

Shinto, William (1980). A Design for Cross-Cultural Unity: A Partnership of Church and Community College. Perspectives on the Church and the Community College, Paper Number Seventeen. Although the integration movement of the 1960's and the demands for cultural pluralism in the 1970's addressed the issues of racial unity and minority civil rights, a new consciousness of cross-cultural unity among all ethnic groups must be achieved if racial tension is ever to be abated. Accordingly, cultural differences must not be viewed as the expressions of fragmented self-interest groups; rather, they should be seen as the different expressions of the common human experience–as various dimensions revolving around the axis of life. To this end, political and social justice must be interpreted from the larger perspective of love and virtue; colleges must provide holistic, interdisciplinary learning; and corporations must pursue public, rather than private, goals. Socially, this movement towards unity would involve substituting communal consensus for voting and majority rule. On the personal level, each individual would recognize his or her inner traits and potentials and…

Bettelheim, Bruno (1967). The Empty Fortress; Infantile Autism and the Birth of the Self. The nature, origin, and treatment of infantile autism are explored with a consideration of the child's world of encounter and case histories. The beginning of life, called the region of shadows, is mentioned; and the world of the newborn, body language, mutuality, autonomy, the autistic anlage, and the right side of time are examined for the beginning of the self. Disturbed children are considered as strangers to life and the development of emotional disturbance is discussed in terms of a reason to act, the extinction of feeling, extreme situations, and in spontaneous reaction. In particular, the dynamics of autism, including the dialectics of hope, the decline of the self, and the human craving for order are presented. Case histories are given of three autistic children treated at the Orthogenic School at the University of Chicago: Laurie and Marcia, two mute girls; and Joey, a talking, mechanical boy. In persistence of a myth, reported cases of wolf children are discussed in terms…

Watson, Patricia J.; Workman, Eva Mae (1974). Evaluation of the Law Focus Curriculum Project. Journal of Research and Evaluation of the Oklahoma City Public Schools, v4 n5 Jul. This evaluation of the Law Focused Curriculum Project of the Oklahoma Public Schools analyzes the human and nonhuman resources utilized in the project, and the nature and extent of activities. The first part of the document examines the program and its objectives. School-age citizens are to become acquainted with the law, the functions and procedures of the criminal justice system, and an individual's rights and responsibilities under the law and be affected in a positive way toward the role of law in American society. The project consists of a fifth-grade program with an emphasis on law incorporated into the present social studies program, an eight-grade course on governing and man using a new emphasis on law and the workings of the legal system, and a high school elective course dealing with practical knowledge of the legal system needed as an adult citizen. Part two deals with the evaluation of the Oklahoma project by analyzing the philosophy and goals of the project, comparing… [PDF]

Hess, Robert D.; And Others (1970). The Computer as a Socializing Agent: Some Socioaffective Outcomes of CAI. The socializing role of computer-assisted instruction (CAI) was seen to be a positive one in this study. The students, predominantly Mexican-American, who experienced CAI, and other students, in a control group, who did not, liked the computer. They thought it gave the right answers and they respected it as having a vast array of information available to it. They also saw it as fair, trusted its evaluations as well as its handling of task assignments, and sometimes attributed to it an almost human role. Feelings of greater trust in the learning situation managed via computer as compared to a learning situation monitored by a teacher were especially evident among CAI students. On the other hand, while both groups tended to ascribe charismatic qualities to the computer rather than to the teacher, CAI students were more aware than their Non-CAI peers of the computer's unresponsiveness to students' eventual desires to change the course or the content of its lessons. Greater confidence… [PDF]

Brennan, Michael J. (1969). A Canibalistic View of Graduate Education. Graduate schools are failing to meet important educational needs of society. Three of the areas that need improvement and change are: 1) teacher preparation, 2) relevance of Doctoral education, and 3) university-society relationship. Most PhD programs, after paying lip service to the value of good teaching, proceed to deify the notion of research training, though there is ample evidence that most PhD recipients never publish or use their research training. A new PhD degree should be designed for the education of prospective junior and four year college teachers. The curriculum for this degree would be interdisciplinary and would include teaching internships. This new degree would strengthen the research value of the PhD. The standard PhD program needs to be made more relevant by linking the constancy of the human condition to the immediacy of social change. Improved communication is also needed between university and society because those who pay the bill have a right to know the… [PDF]

(1970). Tri-Cultural Sensitivity In-Service Training Program Report. The Tri-Cultural Sensitivity In-Service Training Program, funded by the Federal government under the provisions of Title IV, Public Law 88-352 (Civil Rights Act) of 1964, was developed in response to the results of a system-wide survey of the staff in 1967. Eighty-five percent of the teachers granted that a deficiency in knowledge, understanding, and the know-how of communication among the cultures of Mexican Americans, Indians, and Anglo Americans could be the reason for failure to meet the needs of the students. Among the objectives of the program were: to conduct training for the professional staff, the student population, the community, and non-certified personnel with regard to human values by means of in-service programs geared to the specific needs of each respective group; to conduct highly concentrated beginning-of-the-year orientation in-service sessions according to the individual needs of the staff; and, to prepare long-range sequential procedures, which will lead to a… [PDF]

Stone, Chuck (1971). Psychology and the Black Community: From Arthur, 1853 to Arthur, 1969. Psychologists and a few sociologists have provided the academic respectability for the political rationale that the American body politic's civil rights indigestion needs a resurrected, separate but equal diet. Today, it is intellectually respectable to question the genetic equality of whites and blacks, to assert the cognitive incapacities of blacks and Chicanos, and to worry about the demise of democracy as the result of too much equality. This has its intellectual roots in the racist theories of Count Arthur Joseph de Gobineau, who wrote \The Inequality of the Human Races\ in 1853. The putative relationship of the variables of racial genes and intellect as outlined by Dr. Arthur Jensen in 1969 is but a sophisticated rehearsal of a historically tired theme. Although there are a few white scholars concerned with the application of theories of cognition and pedagogy to the improvement of culturally divergent people, there are psychologists–mostly black–who are part of the solution… [PDF]

Rothman, Jack, Ed. (1971). Promoting Social Justice in the Multigroup Society: A Casebook for Group Relations Practitioners. This volume represents a modest effort to meet the critical need for teaching materials of all sorts relating to work with racial and ethnic groups, both in social work and other human service professions. The approach taken here is to produce a range of source materials which illustrate and illuminate aspects of group relations practice. Such a source book, composed of cases, documents, episodes of practice, agency reports, etc., is intended to highlight issues and techniques and to provoke systematic analysis relative to this area of practice. Its purpose is both to teach and to stimulate further conceptualization concerning this very important field of work. The framework concerning group relations practice which is reflected in the book is broad and eclectic. The field is defined in terms of a series of functions designated Group Rights, Group Solidarity and Power, Intergroup Attitudes and Relationships, and Group Welfare. The term \group relations\ is used to describe…

Donaldson, Gordon A., Jr., Ed. (1997). On Being a Principal: The Rewards and Challenges of School Leadership. New Directions for School Leadership. The Jossey-Bass Education Series. New Directions for School Leadership, n5 Fall. The principalship is increasing in complexity and responsibility to the point where principals themselves find it increasingly difficult to know their function in schools. Principals were invited to write for this volume about what is rewarding to them about the work they do. This book explores what makes the position worthwhile to these school leaders in 10 chapters: (1) \Seeing the Possibilities\ (Gordon A. Donaldson, Jr.); (2) \My Inspirations\ (Suzanne Olson); (3) \Getting It Right\ (Al Narvaez); (4) \A Few Big Lessons From a Few Small Teachers\ (Phil Hunsberger); (5) \Throwing Rocks in the Pond\ (Fran Vandiver); (6) \There's No Doubt We're Alive\ (Paul Bianchi); (7) \My Nonnegotiables\ (Barney Hallowell); (8) \On Raccoons, Beatles, and Relevance\ (Gordon Nunemaker); (9)\Relax and Enjoy the Show\ (Walter McClennen); and (10) \Hardly a Week Goes By\ (Jack Pickens). The stories of these school leaders reveal just how immediate and human the rewards are, such as the interchange with…

Hayes, Steven C. (2005). Fleeing from the Elephant: Language, Cognition and Post-Skinnerian Behavior Analytic Science. Journal of Organizational Behavior Management, v24 n1-2 p151-168 Jul. The present set of papers show that leaders in the field of organizational behavior management are grappling with issues of human language and cognition. That is a good and necessary step for the field, but the solutions proposed are worrisome: adopting principles from non-behavioral psychology, adopting principles from introspection that have not been empirically validated, returning to methodological behaviorism, or appealing to non-empirical interpretations using traditional behavioral principles. In this paper I argue that these are the wrong solutions, being taken for the right reasons. There is a need for an analysis of language and cognition, but it will be found neither in other forms of psychology nor in traditional Skinnerian thinking on the topic. I suggest instead that OBM look at the data that exists in contemporary basic behavior analysis on the topic, particularly in the area of Relational Frame Theory. That work is a vigorous area of research, and its applied… [Direct]

Kraig, Beth; Schug, Mark C.; Wentworth, Donald R. (1996). United States History. Focus on Economics. This book uses human interest stories to explain perplexing behavior from an economic perspective throughout U.S. history. The set of 15 lessons include: (1) \Indentured Servitude: Why Sell Yourself into Bondage?\; (2) \Do the Right Thing: Free the Slaves, Avoid the War\; (3) \Why Would You Raise Chickens When You Don't Like Eggs? -or- Why Did Farmers Specialize?\; (4) \Who Should Make the Food Safe?\; (5) \The Buffalo Are Back\; (6) \Why Don't Cowboys Ever Ride into the Sunset?\; (7) \How Can Big Business Make Money from Tariffs?\; (8) \Who Invented Bad Breath and Why?\; (9) \Prohibition Then; MADD Today\; (10) \Why Would White Baseball Club Owners Sign Black Players?\; (11) \Where Did the African-American Middle Class Come From?\; (12) \Gift Giving in America: Why Do You Give the People You Love Things They Hate? -or- Do You Care Enough to Send the Very Best?\; (13) \Why Would Grape Pickers Ask People Not to Buy Grapes?\; (14) \Why Have Americans Climbed So Many Mountains?\; and… [PDF]

Buckingham, Hugh W. (2006). The Marc Dax (1770-1837)/Paul Broca (1824-1880) Controversy over Priority in Science: Left Hemisphere Specificity for Seat of Articulate Language and for Lesions that Cause Aphemia. Clinical Linguistics & Phonetics, v20 n7-8 p613-619 Sep-Oct. One of the most fascinating and frustrating issues in the priority of discovery in science is over just who, for the first time, went on record in the public forum, either orally at a conference or through a published communication, proclaiming that the faculty of articulate human speech was located in the left, not the right, cortical hemisphere. The disputed paper was purportedly written in 1836 by Marc Dax, who died subsequently in 1837. He was a physician in southern France in the city of Montpellier–far from the medical center of Paris. Little note was made of the presumed paper until the early and mid-1860s, when the issue of language localization in the human brain took on increased activity, as the clinico-pathological method of explanation continued to flourish in the "Art of Physick." Marc Dax's son, Gustave, happened to be studying medicine in Paris in the 1860s, and, as most of the neuroscientific and anthropological researchers, came to know of Broca's… [Direct]

Nicholas, George P. (2006). Decolonizing the Archaeological Landscape: The Practice and Politics of Archaeology in British Columbia. American Indian Quarterly, v30 n3-4 p350-380 Sum-Fall. In British Columbia, Canada, the practice of archaeology has been strongly influenced by issues of First Nations rights and the ways government and industry have chosen to address them. In turn, this situation has affected academic (i.e., research-based) and consulting (i.e., cultural resource management) archaeology, which have had to respond to changes in the provincial Heritage Conservation Act (HCA) and to the implementation of archaeological overview assessments (AOAS) and traditional-use studies (TUSS). In this article, the author explores the situation of British Columbia, where First Nations' contribution to AOAS, TUSS, and the archaeological permitting process have influenced the development of predictive and explanatory models. There, as elsewhere, the increasing role of descendant communities in participating in or directing landscape-oriented studies–in a sense, decolonizing the archaeological process–clearly will influence how archaeologists need to perceive past… [Direct]

Mutanyatta, J. N. S. (1994). Educational Policies and Priorities for Rural Women in Southern Africa. Despite their significant role in African economies, women are still the victims of poverty, illiteracy, discrimination, and powerlessness. Most African countries are classified as "low" on the Human Development Index and exhibit a relationship between per capita gross domestic product and the adult literacy rate. Rural women appear to be the most disadvantaged group and are the least represented in political decision making. Factors accounting for gender inequalities include cultural attitudes toward women, colonialism, low levels of functional literacy, discrimination in employment, and lack of training and education. Development projects focusing on women have met with little success in the past, largely due to problems with participation. Educational systems should be planned to integrate women in overall national development plans and strategies. Educational activities should foster emancipation and empowerment for rural women and should involve work-oriented,… [PDF]

(1992). Highlights of Legislation Affecting Children, Youth, and Families, Parts I and II. U.S. House of Representatives, 102nd Congress. The two parts of this document summarize (1) legislation affecting children, youth, and families that was enacted into law during the 102nd Congress, and (2) legislation concerning the same issues that was passed by the House and/or Senate during the same period. The legislation covers: (1) early intervention; (2) children, youth, and families in crisis; (3) employment and civil rights; (4) education; (5) child, adolescent, and family health and safety; (6) alcohol and drug abuse prevention and treatment; (7) child welfare; (8) crime prevention and family support; (9) child support enforcement; (10) environmental safety and toxins and children, youth, and families; (11) housing for homeless youth and families and runaways; and (12) child nutrition and hunger. The document also provides brief descriptions of the following vetoed legislation: Family Planning Amendments Act of 1992; Family and Medical Leave Act of 1992; National Institutes of Health Revitalization Amendments of 1992;… [PDF]

Berg, Judith; Hall, Gene (1997). Downsizing of Central Office: Does Anyone Care? Pre-Conference Draft. Four years ago, the Colorado education system embarked on a course to downsize central offices in response to calls for accountability and site-based decision making. This paper presents findings of a study that examined restructuring and downsizing in four Colorado school districts. One consequence of downsizing was a reduction in force at the district administrative level. Data were gathered through document analysis and interviews with central-office and school personnel. The study found that school districts chose a variety of strategies in response to pressure to balance their budgets: (1) picking up "loose change"; (2) controlling budgets more tightly; (3) right-sizing the central office while "holding classrooms harmless"; (4) impacting the classrooms; (5) reincorporating necessary areas into the budgets; and (6) transforming central-office roles and functions. District personnel initially experienced short-term euphoria, which was followed by… [PDF]

Pope, Kenneth S.; Vasquez, Melba J. T. (1998). Ethics in Psychotherapy and Counseling: A Practical Guide. Second Edition. Although they may be reflected in professional guidelines, formal standards, or law, ethics are not static codes. They are an active process by which the individual therapist or counselor struggles with the sometimes bewildering, always unique constellation of questions, responsibilities, contexts, and competing demands of helping another person. This book serves as a guide to ethics in counseling. Contents are: (1) \Helping without Hurting: Enhancing Ethical Awareness\; (2) \Ethical and Legal Codes and Complaints: Historical, Actuarial, and Empirical Foundations\; (3) \Trust, Power, and Caring\; (4) \Common Misperceptions that Interfere with Ethical Practice\; (5) \The Human Therapist\; (6) \Asking Questions: A Case Study in Questioning Claims from the Recovered Memory Controversy\; (7) \Beginnings and Endings, Absences and Accessibility\; (8) \Informed Consent and Informed Refusal\; (9) \Assessment, Testing, and Diagnosis\; (10) \Sexual Relationships with Clients\; (11) \Nonsexual…

Frazer, M. J., Ed.; Kornhauser, A., Ed. (1986). Ethics and Social Responsibility in Science Education. Questions of ethics and social responsibility are considered by many to be important issues in science education. Teachers are being exposed to the difficult task of dealing with global problems and values. This book contains papers which deal with this apparent dilemma, raising questions about the responsibilities of science educators in the teaching of ethics with regard to science and technology. The first part of the book discusses principles and approaches to the problems of ethics and social responsibility in science education. Arguments are presented about the role of education in contributing to the development of a moral society. Various global issues are described and the ethical choices of scientists in working toward solutions to the problems are presented. The second half of the book deals with methodological approaches toward ethical and social problems in science education. A variety of teaching strategies are outlined and strong warnings against not teaching what is…

(1986). The Catastrophe of Uninsured and Underinsured Americans: In Search of a U.S. Health Plan. Hearing before the Select Committee on Aging. House of Representatives, Ninety-Ninth Congress, Second Session. This document presents witnesses' testimonies from a Congressional hearing called to examine the health care access problems of the large number of Americans without health insurance and those suffering from underinsurance or inadequate coverage of primary acute or long-term care. Opening statements are included from Representatives Edward Roybal, Matthew Rinaldo, Ralph Regula, Don Bonker, Marilyn Lloyd, Olympia Snowe, and Helen Bentley. The text of the "USHealth" Program Act: An American Healthplan (H.R. 5070), Representative Roybal's bill to contain health care costs, maintain quality, and ensure access for all Americans is included. Witnesses providing testimony include: (1) a mother of a brain-injured child; (2) Albert Sabin, developer of the Sabin polio vaccine; (3) Mary Hatwood Futrell, president, National Education Association; (4) Arthur Flemming, chair, Citizens' Commission on Civil Rights; (5) Robert Helms, Assistant Secretary for Planning and Evaluation,… [PDF]

Stambler, Moses (1983). Mexico: The Socio-Economic and Cultural Environment for Health. Numerous factors influencing health status and health care in Mexico are reviewed in this paper. Part I covers socioeconomic influences including agricultural and land tenure patterns, oil production, population growth rate, and the extent of poverty. Part II discusses the political environment, emphasizing the effects of politics on strategies for rural health. Topics include the political elite and their influence, dependency on the United States, pressure groups of the political left and right, and attempts at governmental reform. Part III compares Mexican health needs with those of other developing nations. Discussion touches on developmental stages of health system development, historical diffusion of western health care models, and characteristics of rural underdeveloped areas in developing nations. Numerous health care problems are cited, e.g., limited access to care, lack of public health policy, class bias in health services, expenditures for high technology rather than…

Rich, John Martin (1984). Professional Ethics in Education. Major problems and issues of ethics in elementary, secondary, and higher education are examined. The function and present status of professional ethics are considered, along with specific codes of ethics, including those of the National Education Association, American Association of University Professors, and the American Association of School Administrators. Of special interest are whether the standards are universalized and whether there are similarities or differences among codes and logical consistency. Also considered are: the justification of professional ethics, academic freedom, the ethical use of tests and testing, freedom of students to learn, research with human subjects, funding of research projects, conflicts of interest, and dishonesty in research. Relations with colleagues and education officials are investigated with attention to ethical issues in recruitment, merit raises and promotion, tenure practices, nepotism rules, retirement policies, faculty dissent, strikes,…

Begay, Shirley M.; Spencer, Horace (1982). Hooghan Baahane' = A Book about the Hogan. Revised Edition. The hogan (home) represents a focal point in Navajo thought and life as the physical site where parental instruction occurs and as a symbol of ideal values. This text presents, very simply, the various types of hogans and hogan contents with information on their cultural meaning and the Navajo and English terminology for each item. While emphasizing oral and written language skills, the book is more generally aimed at teaching cultural concepts and values which reflect the importance of family and clan ties and the concept of right and respectful relations with others and nature. The 16 pages of illustrations and graphics are large and geared toward children in the lower primary grades, although the text may be used throughout the elementary grades and as an informational supplement for teachers at all levels of instruction. As an adjunct activity, illustrations can be photocopied and colored, painted, or otherwise elaborated by students. While this book is written primarily for… [PDF]

Shultz, George P. (1986). Consequences of the Age of Information. Transnational Data and Communications Report, v9 n5 p16-19 May 1985. This paper describes how the information revolution is undermining the ancient dictates of natural geography and political borders by shifting the balance of wealth and strength among nations, challenging established institutions and values, and redefining the agenda of political discourse. It is argued that if we are to seize the opportunities and understand the problems this new phase of technological transformation brings, we must grasp both its particulars and its broad outlines. The paper briefly discusses the technological, economic, political, and social dimensions of the new information age. It also reflects on some of the deeper economic and political challenges introduced by the new age and briefly considers America's response to these challenges. The paper includes discussions of the challenge to individuals and the need for an entrepreneurial spirit; the global free world challenge with respect to free trade; the relationship between individual rights and economic…