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Philip Morris Records; bibliography; budget; budget review; form; research proposal, scientific; extr, extra; marg, marginalia

A radio show playing Higher-Than-Fi instrumentals from Thrift Store U.S.A. since 2005, hosted by Glen Leslie and heard every Friday night from 9 to 10:30 on KFAI-FM, 90.3 FM Minneapolis, 106.7 FM St. Paul, and KFAI.org.

This study explores the impact of spiral teaching on students' performance on Quadratics at O-level. Eight boys from Grade 11 participated in the action research study, in which a mixed method was used. Data were collected using questionnaires, worksheet and interviews. Analysis revealed that spiral teaching has positive impact on students in terms of mathematical fluency, content retention and mastery of concepts in quadratics. Most of the students agreed that spiral teaching helped to improve their understanding of the topic. However, a major challenge is the subsequent reduction in instructional time when reviewing of previous lessons.

Action research is a systematic approach to investigation that enables people to find effective solutions to problems they confront in their everyday lives. A significant feature is that action research lays claim to the professional development in education. Action research as any systematic inquiry conducted by teachers, administrators, and counselors with a vested interest in the teaching and learning process, for the purpose of gathering data about how their particular schools operate, how they teach, and how their students learn. Education is perhaps the most prolific source of action research resources. Action research can be done by teachers in their own classrooms with the goal of improving pedagogy and student learning. This research aims to conduct a review on Springer's action research approach for teachers and others involved in schools to engage in systematic inquiry with the intent of improving their educational practices or solving significant problems they experience in their professional life. This review article shows action research provides a fruitful avenue of investigation for teachers, administrators, and others involved in education. This study describes the process of Springer's action research that enables teachers to keep track and take account of the many aspects of their work with students through a systematic routine.

This paper describes a collaborative action research study involving a university professor/researcher and novice teachers (final sample of seven) in classroom-based inquiry to enhance personal practice that would impact on student outcomes. As the teachers were coached and mentored through the various stages of the action research process to understand the effect of their actions on their students better, the researcher looked at how reflective classroom inquiry enhanced these teachers' levels of self-efficacy and feelings of empowerment. The research design was structured according to an action research protocol, and a variety of qualitative data collection techniques were used. Relevant themes were identified, coded, and analyzed to uncover the findings related to intended outcomes. Implications of this study point to the need for greater collaboration between university researchers and classroom teachers to improve school culture. (Contains 23 references.) (Author/SLD)

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Does Gesturing Increase Students' Language Learning in a Spanish II Class? (Kelly Marin); (2) Does Having Students Formally Write down Notes, Using the Classic Projector, Transparency, and Screen Method, Aid Middle Level Students in the Learning of Basic Historical Ideas and Facts? (Michael Matiash); (3) Will Journaling While Going through the Executive Processes Improve Students' Performance in Mathematical Problem Solving? (Brian Menk); (4) Will the "Read Naturally" Program Produce Better Results among Elementary-Aged Students when Comparing Word Per Minute Fluency Probes than a Multi-Sensory, Phonetic Approach to Reading? (Carrie Miller); and (5) Goal Setting Will Increase Student Scores in Recall of Multiplication Facts (Melissa Mortellito). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This paper offers an example of how to apply action research to improve English-as-a-Foreign-Language (EFL)/English-as-a-Second-Language (ESL) writing instruction. This research was conducted over a 5-year period while the researcher taught 9 semester-long sections of advanced EFL writing to Taiwanese undergraduates. Using Reid's (1987) Perceptual Learning Style Preference Questionnaire and the researcher's own open-ended surveys, information was systematically analyzed and gathered about students' learning style preferences. The underlying goal of the study was to understand the relationship between learning styles and EFL/ESL writing, and to subsequently understand the students and better discern what approaches would both accommodate and challenge them. The Myers-Briggs Type Indicator with its four Jungian categories of types (extroversion-introversion, sensing-intuition, thinking-feeling, judging-perceiving) was used. It was found that students were generally hostile to any writing instruction because their primary goal in learning English was to learn to talk to foreigners, not to write to them. It is concluded that teachers should first try to explore systematically the learning style preferences of their students before beginning to teach. (Contains 38 references.) (KFT)

Reading comprehension is often a forgotten skill in secondary classrooms. Teachers of older students assign readings of different styles and levels, but don't teach the skills necessary to process different kinds of texts. This study examined which strategies are effective in giving students the skills necessary to read for understanding by answering the question: what strategies can be used in order to improve students reading comprehension across different genres? Data was collected from six low-performing tenth grade students via observations in the classroom, student testing, and student feedback. Data showed small improvements overall and that genre had an effect on the success of the different comprehension strategies. Overall, the process seemed worthwhile because the students became both more successful and more confident in their abilities. Appended are: (1) Student Reading Habits Survey; (2) Sample of Teacher Checklist; (3) MCAS Tests; (4) Frankenstein Tests; (5) Student Post-Survey; (6) Pre-Reading Survey Text--Grade 10; (7) Student Comprehension Results by Strategy across All Genres; (8) Reading Comprehension Results by Strategy in Fiction (Taking into Account Previous Strategies Taught); (9) Post-Survey MCAS Data; and (10) Post-Survey Frankenstein Data. (Contains 4 figures.)

This project was developed to increase attendance at inservices and workshops that are provided to continue the training of tutors in the South Pittsburgh office of the Greater Pittsburgh Literacy Council (GPLC). A questionnaire was designed and mailed to all (about 20) tutors in the area to obtain input about how prepared they felt, and whether they felt they were receiving enough support and interaction from the organization. Four forms were returned and indicated that: (1) respondents felt positively about the training and felt well-prepared; (2) they gave high marks to the question about usefulness of materials and whether they were receiving enough support from their coordinators and GPLC; (3) they saw the factors of location and time as interferences with workshops; and (4) they felt more prepared at each phase of additional training, involvement in the tutoring, or training process. Students who responded to a questionnaire about their tutors were positive, but these results did not appear to reflect the reality. More aggressive marketing of the workshops included sending updated information about the workshops along with recommendations for specific tutors to attend them. An advanced certificate was offered for all tutors who completed an additional six hours of training. No tutor mentioned an interest in the certificate. Appended are the two questionnaire. (YLB)

The Clinton County (Pennsylvania) Development Center for Adults studied to what extent the planning and evaluation process for adult learners in the adult basic education/General Educational Development program was improved by the use of an individualized education plan (IEP) form. The project involved collaboration with other instructors in the program to gather their ideas and those of 22 Literacy Corps tutors from Lock Haven University (LHU). The work on the form began in mid-November 1998 and continued through mid-January 1999. By the first of February, the students' files contained an IEP form completed as much as possible. An intern from LHU, a VISTA (Volunteers in Service to America) volunteer, and the instructor compiled the proposed form. During the first two weeks of February, the Literacy Corps tutors were matched with the adult learners. Eleven of the student files given to the Literacy Corps tutors contained a completed IEP form; the other 11 did not. Having an IEP form helped tutors become familiar with new students. The tutors with the IEP forms began the actual instructional process much more quickly, while those without took about 3 weeks deciding where their learners needed help. Appended are the original and revised IEP forms.) (YLB)

Action Research on Measuring Literacy Programme Participants' Learning Outcomes (RAMAA) aims to develop, implement and collaborate on the creation of a methodological approach to measure acquired learning and study the various factors that influence its development. This report examines how RAMAA I has been implemented over the past four years in five participating countries: Burkina Faso, Mali, Morocco, Niger and Senegal. It assesses the institutional and technical implementation of the project while identifying challenges and discussing lessons learned. The goal of this mid-term review is to provide strategic guidance for RAMAA II and to enable countries to utilize the results. A member list of national teams is appended. A bibliography is also included.

Rates of overweight children and adolescents have nearly tripled over the past 30 years. Many barriers exist to healthy eating and physical activity for children and adolescents, including factors in the school and community environment. It is these modifiable school environmental factors that led to the development of the Nutrition Friendly Schools and Communities (NFSC) model to prevent the development of overweight in children and adolescents. Development of the NFSC model built upon the Coordinated School Health Program, the Baby Friendly Hospital Initiative, Participatory Research, and Empowerment Evaluation. The purpose of the NFSC environmental intervention is to actively engage the school community to prevent overweight in students through a multi-level participative intervention that facilitates coordinated changes in the school environment in the following areas: health education, physical education, health services, food services, school policy, staff wellness, psychosocial services, and family/community involvement. The NFSC model is the basis by which school communities develop a plan and evaluation that lead to a healthy school environment and prevent the development of overweight in children. A pilot study of the NFSC model is currently being conducted in eight low-income, minority, urban schools. This paper describes the development of the NFSC model and criteria. (Contains 1 table and 1 figure.)

'Hundred and Eighth Report(1966-67) on Action taken by Government on the recommendations contained in the Eightieth Report of the Estimates Committee (Third Lok Sabha(1966-67) on Indian Grassland and Fodder Research Institute,Jhansi and Soil Conservation Research, Demonstration and Training Centres, pertaining to the Ministry of Food, Agriculture, Community Development and Cooperation. (Nov-1966)' from the Parliament Digital Library

The Scholarship of Teaching and Learning (SoTL) Fellows Program at Southeast Missouri State University supports an annual cohort of 10 faculty Fellows to evaluate, through individual research projects, the effect of teaching on student learning of two or more of the university's General Education objectives. Designed around practical action research and collaborative peer consulting, the SoTL Fellows Program creates a multidisciplinary community of peers who meet approximately monthly (seminar schedule included). Subgroups within the seminar address sequenced questions about research processes and then collaboratively consult with one another as they apply the research processes to their specific projects. The Fellowship year culminates in a presentation of project findings to the University community. The Program is well supported by the Administration. Fellows receive up to $1500 for research and travel. Analysis of 3 cohorts of Fellows showed that 66% of the projects had clear results showing enhanced student learning. The surveyed Fellows affected over 4500 students in 100 courses. Most of the projects emphasized a new teaching approach, new curriculum materials, integrated applications, and active learning. Fifteen projects were presented at conferences and 7 were published in peer reviewed journals to date. Participation in the SoTL Fellows Program is viewed positively in promotion and tenure decisions, with Fellows reporting a variety of intrinsic rewards as well. (Contains 3 tables and 2 figures.)

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) The Changing World of Work and Family Balance (with Nancy Marshall); (2) Sexual Harassment Left Behind: What the "bullying" framework is doing to civil rights laws and framework (Nan Stein); (3) Short Takes; (4) Spotlight on Funding; (5) New Publications; and (6) Global Connections. Individual articles contain references. [Susan Lowry Rardin contributed to this issue. For "Research & Action Report. Volume 31, Number 2, Spring/Summer 2010," see ED511413.]

This paper proposes that despite the anticipated benefits of classroom research for improved instruction, there are identifiable factors that can interfere with its effectiveness. Examples are drawn from three research projects, undertaken in English-as-a-Second-Language instructional settings. First, the steps in the classroom research process are outlined. Then for each case, the evolution of the project is described, problems are noted, and attempts to remedy them are examined. The cases involved professional development projects for secondary and postsecondary language teachers. It is concluded that in each instance, some of these things happened to prevent change: (1) teachers were not given recognition or time off for doing research; (2) the agenda was controlled by the administration; (3) the agenda was subverted from within by teachers who wanted to bolster their own position within the political context in which they worked; (4) teachers lacked the technical skill and knowledge to conceptualize and operationalize their research interests; and (5) doing research got in the way of teaching; (6) there was a secondary agenda concerning curriculum development; and (7) teachers feared that involvement in classroom research would be used against them. A series of recommendations is made for maximizing chances of success. (MSE)

The gap between researchers and teachers has minimized the impact that research should have on school development. Using teachers as researchers is one way of empowering them to adopt the perspective of the researcher. Research-oriented activity is then seen as one promising means of improving the teachers' pedagogical expertise. It is assumed that teachers will be better able to make decisions about their teaching if their judgments are supported by their own inquiries. Teacher research is typically action research, which links investigation with efforts to solve practical problems or develop new programs. In order to be able to do teacher research, teachers will have to be solvers of educational problems. They will have to be able to discover and define problems, to think of promising alternatives of solving them, to observe and document activities, to reflect on the observations and, ideally, to report on the changes in their pedagogical thinking. The stages in action research include problem identification, creating a solution to the problem, implementing the solution, evaluating the solution, and modifying one's ideas and practice in the light of the evaluation. Finding and defining a good research question is the most important and difficult part of a research project. In the case of the teaching content through English or a foreign language, classroom research questions could deal with the following: goals of pilot projects; materials; methods; students' learning outcomes; students' affective attitudes; comparison between content-based language classes and "normal" classes; change in one's views and teaching practices; perception of successes and problems; impact on relations with colleagues; impact on the school; parent's views and attitudes; and reflection on what was done and achieved. Some hints for doing action research/teacher research are offered. (Contains 44 references.) (CK)

Utilizing a consensus decision-making strategy, teachers and an administrator from Parkway Central Middle School (PCMS) (Missouri) selected a two-part mission: (1) to establish an atmosphere where students demonstrate respect for themselves, their peers, and all adults; and (2) to evaluate, revise, develop, and implement a new discipline plan that would be more proactive than reactive. To achieve the mission, the Responsibility and Respect Program/Plan was implemented during 1993-1994. Proactive activities, disciplinary management techniques designed to foster responsibility and respect, and new programs were added to existing disciplinary programs. Activities included: (1) Respect Week, during which the theme of respect for self, others, and the environment was integrated into various classes; (2) incentive programs to reward good behavior; (3) relevant extra curricular activities; (4) revamping behavioral management techniques; and (5) improving citizenship through parent involvement, case management, and better tracking of conduct. Two additional program elements (after school tutorials and data collection to document the program's outcomes) were facilitated by PCMS's professional development school collaborative agreement with University of Missouri-Saint Louis. Data collected on six disciplinary indicators indicated an overall decrease in the number of students involved in disciplinary actions from 1993-1994 to 1994-1995. Findings from surveys of students, teachers, and administrators indicated that respondents considered the Responsibility and Respect Plan's proactive approach and the consensus process effective. Recommendations for improvement in the plan are noted. Two survey questionnaires are included. (IAH)

Action research in the Cobb County (Georgia) school district is described. This research is being conducted in the district under three main approaches: (1) co-researcher projects addressing central level issues; (2) district-wide projects; and (3) school-focused action research, including minigrants to teachers. The first three subsections--effects on students, data collection and utilization, and technical assistance--primarily address school-focused action-research projects. This information and the application procedures provided in Appendix B are specific enough to permit school-focused action-research replication in other districts. The remaining two subsections--effects of action research on the culture of the organization and advice for beginning action researchers--characterize action research in a broad district-wide context. The final section provides the authors' reflections about establishing action research in a large (78,000 students in 88 schools) suburban district. Given the size of the district and the number of students, it is fair to say that the impact of action research has been small, but worthwhile. Appendix A tells what teachers and teams studied and presents sample reports of effects on students (two tables), and Appendix B contains a technical assistance packet. (Contains 5 references.) (SLD)

The authors define action or "on the job" research as a type of applied research undertaken by practitioners in order to solve practical problems and improve operations in the educational or institutional setting. Advantages and disadvantages of using action research are presented and procedures for conducting it outlined. Two tables list differences in purpose, structure, and reporting methods between action and traditional research. A method for viewing the roles of research team members, the "Jo-Mary Window", is adapted from Joseph Luft's research in group dynamics. Principles for setting up a research project and evaluating its data are included, along with a general list of sources in action research for adult education. Action research methodology emphasizes basic principles in writing, distributing, and evaluating questionnaires. Three appendixes give examples of good and bad questionnaires and examples of action research reports. (SD)

The book describes the setting, objectives, program, evaluation and achievement of six innovative action-research early childhood education projects for Aboriginal Australian children, traces various previous attempts to provide education, and provides an historical background of the estimated 140,000 Aboriginal people who make up 1% of Australia's total population. Based on the North American compensatory education model, the Bourke Project, in 1969, chose an experimental methodology and then devised an appropriate teaching program to fit the methodology. Also begun in 1969, the New South Wales van Leer Project established 12 centers, now operated by Aboriginal people, where parents provide learning experiences for themselves and their children. Functioning between 1969 and 1972, the Victorian van Leer Project developed experimental Aboriginal preschools in contrasting rural and urban settings. The South Australian van Leer Project established two preschools in 1969 to prepare children for more effective entry into the formal school setting. The Katherine Project, operating from 1970 to 1973, emphasized development of language and communicative skills by Aboriginal children in the first four primary grades. The Queensland van Leer Project, initiated in 1968 and since implemented in all Aboriginal schools throughout the state, developed a sequenced language teaching program for the first three primary grades. (NEC)

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)

'Sixty-First Report(1968-69) on Action taken by Government on the recommendations contained in the Seventy-Eighth Report of the Estimates Committee (Third Lok Sabha) on the erstwhile Ministry of Food and Agriculture (Department of Agriculture)-Forest Research Institute and Colleges, Dehra Dun (1968)' from the Parliament Digital Library

Philip Morris Records; bibliography; budget; budget review; chart; form; graph; lab protocol; research proposal, scientific; resume; extr, extra

199 pages ; 22 cm

199 pages ; 22 cm

199 pages ; 22 cm

Document number CIA-RDP80B01676R001300040023-1 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Document number CIA-RDP80B01676R000200060054-7 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Document number CIA-RDP80B01676R000200060054-7 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Document number CIA-RDP80B01676R000200060054-7 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Document number CIA-RDP80B01676R000200060054-7 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Philip Morris Records; abstract; bibliography; pamphlet; ille, illegible; over, over size document

Philip Morris Records; budget; budget review; form; research proposal, scientific; extr, extra

pages cm

pages cm

Philip Morris Records; bibliography; budget; budget review; form; research proposal, scientific; resume; extr, extra

Philip Morris Records; bibliography; budget; budget review; form; research proposal, scientific; resume; extr, extra

Philip Morris Records; bibliography; budget; budget review; form; research proposal, scientific; resume; extr, extra

Philip Morris Records; bibliography; budget; budget review; form; research proposal, scientific; resume; extr, extra

Philip Morris Records; bibliography; budget; budget review; form; research proposal, scientific; resume; extr, extra

Philip Morris Records; bibliography; budget; budget review; form; research proposal, scientific; resume; extr, extra