(1984). Hearings on Youth Incentive Employment Act. Hearings before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, Ninety-Eighth Congress, Second Session on H.R. 5017 and H.R. 5814 (Washington, DC, May 1, 3, and 22, 1984 and Chicago, Illinois, August 13, 1984). These are four congressional hearings on youth unemployment with particular reference to the Youth Incentive Employment Act, H.R. 5017, which would establish a program to provide part-time school year and full-time summer employment to economically disadvantaged youth pursuing further education or training. Another focus of the hearings was H.R. 5814, the Income and Jobs Act, which would complement other existing initiatives by providing jobs and promoting a sustainable recovery. Texts of both bills are provided. Testimony includes statements from representatives in Congress and individuals representing the League of United Latin American Citizens; New Horizons Project, Richmond, Virginia; Manpower Demonstration Research Corporation, New York; Chicago Urban League; Jobs for Youth, New York; Opportunities Industrialization Chapters; Rose Parks Group House, Washington, D.C.; Illinois United Auto Workers Union; Brandeis University; Ohio State University, Center for Human Resource… [PDF]
(1989). Mobilizing Local Coalitions and Collaborations To Better Serve Children At Risk. Exclusion from mainstream American culture and perceptions of marginality drive some youth to create their own subgroups. As cultural elements of the subgroups reach further from what most Americans deem "acceptable," the alienation of these youth is intensified. Community agencies can use an ecological perspective to work for changes that will improve the outlook for alienated youth at risk of social abandonment. The perspective encourages the view that since young people are influenced by so many institutions, these institutions are in the best position to mobilize the community in ways that will benefit the diverse emotional, social, and physical needs of these youth. These mobilization efforts include the following: (1) organizing citizens to take a stand for their rights; (2) encouraging community members to take leadership roles; (3) establishing a community vision of changes that should take place; (4) declaring publicly what can be done by individuals and what…
(1982). Violence and the Family. Institute of Family Studies Discussion Paper No. 7. Psychological, sociological and social-psychological variables are involved in most cases of domestic violence in Australia. In general, the modern family faces external forces, pressures, and strains, as well as internal problems such as blurred generational and sex roles. Numerous characteristics of modern life (for example, the collapse of social norms) provide a setting in which violence can easily erupt. Rather than directly causing domestic violence, alcohol use is more likely to act as a trigger in a violent context. Some writers suggest that adequate explanations for domestic violence must be sought in the wider socio-historical context of human existence. To what extent, they ask, are men attempting through force to establish or maintain a patriarchal social order? Research reports from many countries reveal that it is in a marital setting that women are most likely to be involved in violence, in the great majority of cases as victims. Certainly, resources should be…
(1977). A Model Community College Grievance Procedure for Title IX. Through a review of the literature, analysis of eleven Title IX grievance plans, and interviews with four compliance officers, twelve criteria essential to an effective grievance procedure for use by students were identified and incorporated into a model Title IX grievance procedure for Moraine Valley Community College (Illinois). The twelve essential criteria included: (1) trust and good faith; (2) a basic definition of what is grievable; (3) time limits for filing and for resolving grievances; (4) an informal first stage; (5) grievances submitted in writing; (6) recording of official minutes; (7) procedures made known to all parties in written form; (8) a simple, direct and explicit path of appeals; (9) a grievance committee to review the issue and determine its validity, assist in the preparation of the formal written complaint, assist in presentation and appeal of the case, and advise and/or represent the aggrieved; (10) a hearing committee or review board; (11) a right to be… [PDF]
(1981). Achieving Perspective Transformation. Perspective transformation is a consciously achieved state in which the individual's perspective on life is transformed. The new perspective serves as a vantage point for life's actions and interactions, affecting the way life is lived. Three conditions are basic to achieving perspective transformation: (1) "feeling" experience, i.e., getting in touch with original truth; (2) internalization of six principles (polarity, causality, force, reality, change, and responsibility); and (3) development and use of abilities which make the principles operational (faith, courage, freedom). Perspective transformation is not a therapy or theory, but rather a personal process for escalating one's development that happens within the individual in response to a particular set of stimuli and reflections right for the individual. The process can neither be taught nor administered, but is accelerated and facilitated by the help of an assistant, or by self-help. Suggestions for achieving…
(1979). [Remarks Prepared for Delivery to the National School Boards Association.]. The history of the twenty-five year period since the Brown v. Board of Education decision can be divided into three phases. The first phase was from '54 to '64, during which the Court applied its rule of "all deliberate speed." The focus was on desegregating the dual systems of the South, the products of de jure segregation, and all deliberate speed was translated in Southern accents to mean any conceivable delay. Phase two comprised the five years from passage of the Civil Rights Act of 1964 until 1969. Title VI of the act prohibited discrimination wherever federal funds were used, and for the first time the federal government began to take an active role. Phase three must properly be called the backlash phase, and it remains current today. Black young people are still discovering, due to a system that would not teach them to read or add, that the end of their education means the beginning of unemployment. People who are charged with responsibility for education must…
(1968). Individualization of Instruction for Teacher Corpsmen. This preparation of the Temple-Philadelphia-Trenton Teacher Corps Program describes the use of the resources which are available to most colleges, universities, school systems, and communities to achieve the goals of technology in education–individualization and humanization. Staff deployment and characteristics (including intensity and diversity of involvement, ability to work as a team, knowledge, ability to communicate, and respect for individuality) are presented. The major portion of the report is a description of training techniques for individualizing learning. The first emphasizes the contract system (in which the student contracts with his teacher to make a study in a field chosen by the student) which involves a chance for students to study relevant problems, relates to democratic interaction, improves self-initiation, emphasizes cooperation, and gives the student stature as a person with rights and feelings. Another technique emphasizes individual experiences in school… [PDF]
(1973). On the Notion \Standard English\ in American Linguistics and Education. Supporters of the teaching of \standard English\ maintain that permitting students to retain their own dialects leads to chaos, hampers communication, and promotes ignorance. Those supporting the rights of students to retain their own dialects focus on the concept that language is constantly changing, expresses the thoughts of living people, and is part of the nurture and development of the people who use the dialects. Insistance on a standard language is an attempt to dictate to a social group how it ought to behave and hides an underlying race and class prejudice. More important to the desire for uniformity in language than linguistic theories is the pattern of ethnocentric belief and behavior (differences equal deficits) which forms the context for linguistic attitudes. In a society which treats the will of the majority as something sacred, ethnocentricity becomes coercive. Replacing the theoretic model of the homogeneous speech community with that of the heterogeneous speech…
(1975). Real Choices in Indian Resource Development: Alternatives To Leasing. AIO Report-Billings Conference (Billings, Montana, January 30, 31, and February 1, 1975). Identifying the purpose of the Conference on Real Choices in Indian Resource Development: Alternatives to Leasing (Billings, Montana, January 1975) as exploring options available to American Indian tribes in the Great Plains re: the development of their own natural resources, this paper presents excerpts from participant speeches and comments regarding the following: (1) the problem and the challenge of conserving and developing Indian resources; (2) the foreign analogy wherein use of Indian resources is compared with the developing countries and their attempts to control and manage resources; (3) comparative mining agreements ("The Indian mineral leases I have seen are among the worst mineral agreements in the world."); (4) water rights (discussion of a new bill proposed by the Justice Department to allow the Secretary of the Interior over a five year period to administer the quantification of water in the U.S. without a mechanism for appeal); (5) a colonial experience (a…
(1974). Report of the Florida Public Community College Equal Access/Equal Opportunity Consulting Team. This report presents the findings and recommendations of a consulting team dedicated to helping the Florida Division of Community Colleges achieve its goal of enrolling and employing Blacks and other minorities in approximate proportion to the 18- to 64-year-old population of the State by 1980. This report includes: (1) a detailed description of a data system designed to collect the information on attrition and retention needed to monitor progress toward this goal; (2) a discussion of methods of developing alternative instructional delivery systems for ensuring successful learning by minority students; (3) a review of testing as a screening and diagnostic device, accompanied by recommendations that group or standardized tests yielding IQ scores be discontinued for use in the community colleges of Florida and that student advisors be urged to utilize other tools to assess student potential; (4) discussions of the elements of an optimum human relations atmosphere at community colleges… [PDF]
(1975). Racial Discimination in the United States. This book is organized in six parts. The Introduction opens with a brief historical perspective by W.E.B. DuBois. The trends of social research in racial discrimination are chronicled in the second selection. Part 2 begins our analysis with an indepth look at housing discrimination. Part 3 applies this analysis of housing to discrimination in employment, education, and income. The first selections show how housing segregation in the central city relates to unemployment and underemployment. Next, the U.S. Commission on Civil Rights provides us with documented evidence of how job discrimination is practiced against blacks even by state and local governments. The final two selections on employment make use of modern computer methodology on refined census data. Two selections on education follow. Part 3 closes with two selections on income. Discrimination in both the administration of justice and in political power are the focus of Part 4. Part 4 concludes with a summary article which…
(1968). Intergroup Education: Methods and Materials. Parts 1 and 2 of this book introduce the concept of intergroup education and survey types of materials and methods used for its presentation in the classroom; the remaining and major portion of the book (Part 3) is an annotated bibliography of over 1,200 materials related to intergroup education. Part 1 focuses on those who need intergroup education (the primary assumption being that if a person can learn to hate he can learn to like). In Part 2, the use of five types of materials is discussed with cross-references to portions of the bibliography: "real" materials, role-playing, open-ended stories or scripts (seven are printed out), pictures, and affective materials. The bibliography, which is divided into 22 categories by subject matter or material type, covers the following: minority group background in America, with additional sections on Negro and African history and on Negro history adapted for school use; prejudice; civil rights and school desegregation; language and…
(1971). The Theatre Student: Producing Plays for Children. This book was written to clarify the role that theatre plays in the life of children. Its contents include a prologue, eleven chapters, and an epilogue. In the prologue, the truly educated person is described as one who has learned to make controlled use of all his capacities. Participation in role-playing experiences, such as involvement with the theater, is considered an important education for life in the world. In a theatre of youth for children, the child audience gains new directions for imagination to travel. Performers and production crew gain understandings and insights. Chapter I gives several suggestions on how to become initially involved in a children's play production. Chapter II lists criteria for selecting the right play. In Chapter III, ways of presenting the play are discussed, and Chapter IV deals with reaching the audience. Chapter V delves into the creative process as does Chapter VI through VIII. Chapter IX discusses the meeting between audience and play,…
(1971). Emotional Factors in the Learning and Nonspecific Transfer of White and Black Students. This research contrasts the learning effects of an affective dimension of meaningfulness with the word-quality of consonant-vowel-consonant trigrams. Subject rated trigrams for both \association value\–having word-quality versus lacking word-quality–and \reinforcement value\–liking versus disliking the trigram regardless of word quality. Paired associates lists were then constructed in which association value and reinforcement value were counterbalanced. Subjects learned two different lists. Experiment I established that the order of positive transfer across lists (best to poorest improvement) was as follows: dislike to liked, like to liked, disliked to disliked, and liked to disliked. Association value meaningfulness failed to produce interlist effects. Experiment II found that the left-hand member of a paired-associate contributed more to nonspecific transfer than the right-hand member. Experiment III found that the learning style of whites is relatively more along an… [PDF]
(1976). Land Reform and Its Effects on Rural Community Development in Selected Near Eastern Countries. The effects of land reform programs on community development and the overall socioeconomic development in the three Near Eastern countries of Jordan, Iraq, and Syria were assessed. Land reform was defined as the: redistribution of rights in land ownership and management; reform in the land tenancy patterns; and land settlements, including the transformation of nomadism to settled farming, particularly on newly reclaimed land. Measures taken by Lebanon and Saudi Arabia in the area of nomadic settlement and land reclamation were also analyzed. The analysis of the effects was only a preliminary one due to the lack of adequate empirical scientific evidence on the subject. It has shown that among the main purposes of undertaking land reform measures were: accomplishing an equal distribution of agricultural wealth, alleviating social injustices in peasant societies, and economic growth. However, the majority of the measures in the region were not considered successful. Among the effects… [PDF]