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In Spring 2010, the Delaware Education Research and Development Center conducted an evaluation of Delaware's PBS project, an initiative focused on developing a school-wide system of strategies to reduce behavior problems and foster a positive school climate. The study focused on facilitators and barriers to PBS implementation, and also included analyses to examine the relationship between PBS and school suspensions. This report first provides background on the principles of the original Positive Behavior Support program and the history of its implementation in Delaware, and then presents the evaluation questions, briefly outlines the methods used, and describes the results. The report closes with a postscript reflection on the findings from a PBS expert and member of the DE-PBS leadership team. Appended are: (1) Detailed Description of Methods for Question 1--Contributors and Barriers; (2) Questions Used in Administrator, Coach, PBS Team, Teacher, and Student Interviews; (3) Delaware Assessment of Strengths and Needs for Positive Behavior Supports; (4) PBS Technical Assistance Survey; (5) Illustrative Quotes for Contributors and Barriers Theme and Sub-Themes; and (6) Details of Analyses for Question 2--Disciplinary Infractions. (Contains 7 figures, 15 tables, and 4 footnotes.) [For "Positive Behavior Support in Delaware Schools: Developing Perspectives on Implementation and Outcomes. Executive Summary", see ED535260. This study was funded by Delaware State Legislature.]

This chapter examines the role of inquiry in the development of instructional leadership in classroom teachers. It focuses on the impact that inquiry has on professional development, the promotion of professionalism, and collaboration through data-driven communication. The structure and function of leadership among these concepts serves as the organizing theme. Teachers' perspectives in acquiring, implementing, reflecting on, and restructuring their knowledge of inquiry and leadership in the profession of teaching are given to provide a first-hand narrative of those processes. These writings are taken from responses to interview questions, reflective journal entries, unsolicited teachers' writings, and conversations among educators in the Professional Development System of the Watson School of Education at the University of North Carolina at Wilmington. The teachers' narratives illustrate their passage through stages of professional development, leadership, and inquiry, and identify factors affecting the development and transition of the teachers through those stages. This chapter concludes with a summary of lessons learned about what teachers think and feel about leadership and inquiry and ways other educators can support teachers' leadership development through inquiry. (Contains 36 references.) (Author/MVL)

This chapter examines the role of inquiry in the development of instructional leadership in classroom teachers. It focuses on the impact that inquiry has on professional development, the promotion of professionalism, and collaboration through data-driven communication. The structure and function of leadership among these concepts serves as the organizing theme. Teachers' perspectives in acquiring, implementing, reflecting on, and restructuring their knowledge of inquiry and leadership in the profession of teaching are given to provide a first-hand narrative of those processes. These writings are taken from responses to interview questions, reflective journal entries, unsolicited teachers' writings, and conversations among educators in the Professional Development System of the Watson School of Education at the University of North Carolina at Wilmington. The teachers' narratives illustrate their passage through stages of professional development, leadership, and inquiry, and identify factors affecting the development and transition of the teachers through those stages. This chapter concludes with a summary of lessons learned about what teachers think and feel about leadership and inquiry and ways other educators can support teachers' leadership development through inquiry. (Contains 36 references.) (Author/MVL)

This chapter examines the role of inquiry in the development of instructional leadership in classroom teachers. It focuses on the impact that inquiry has on professional development, the promotion of professionalism, and collaboration through data-driven communication. The structure and function of leadership among these concepts serves as the organizing theme. Teachers' perspectives in acquiring, implementing, reflecting on, and restructuring their knowledge of inquiry and leadership in the profession of teaching are given to provide a first-hand narrative of those processes. These writings are taken from responses to interview questions, reflective journal entries, unsolicited teachers' writings, and conversations among educators in the Professional Development System of the Watson School of Education at the University of North Carolina at Wilmington. The teachers' narratives illustrate their passage through stages of professional development, leadership, and inquiry, and identify factors affecting the development and transition of the teachers through those stages. This chapter concludes with a summary of lessons learned about what teachers think and feel about leadership and inquiry and ways other educators can support teachers' leadership development through inquiry. (Contains 36 references.) (Author/MVL)

This chapter examines the role of inquiry in the development of instructional leadership in classroom teachers. It focuses on the impact that inquiry has on professional development, the promotion of professionalism, and collaboration through data-driven communication. The structure and function of leadership among these concepts serves as the organizing theme. Teachers' perspectives in acquiring, implementing, reflecting on, and restructuring their knowledge of inquiry and leadership in the profession of teaching are given to provide a first-hand narrative of those processes. These writings are taken from responses to interview questions, reflective journal entries, unsolicited teachers' writings, and conversations among educators in the Professional Development System of the Watson School of Education at the University of North Carolina at Wilmington. The teachers' narratives illustrate their passage through stages of professional development, leadership, and inquiry, and identify factors affecting the development and transition of the teachers through those stages. This chapter concludes with a summary of lessons learned about what teachers think and feel about leadership and inquiry and ways other educators can support teachers' leadership development through inquiry. (Contains 36 references.) (Author/MVL)

This document presents seven papers prepared by experts in the field of adult education on the issues related to developing and implementing quality indicators from the perspective of their program areas or organizational affiliations. "Indicators of Program Quality for Adult Basic Education" (Mary Williams) addresses the appropriateness of indicators of program quality that were developed by Pelavin Associates for adult basic education (ABE). "Indicators of Program Quality: An ESL Programming Perspective" (Inaam Mansoor) examines Pelavin's sample outline of proposed areas in which indicators would be addressed in English as a second language and some sample data elements for the indicators. "Indicators of Program Quality: Adult Secondary Education Programs" (Mary Ann Corley) suggests a repositioning of some indicators, a more specific detailing of others, and the addition of one new indicator. "Quality Indicators of Adult Education Programs for Local Education Agencies" (Connie Eichhorn) suggests additional indicators and dimensions more applicable to local agency programs. "Community College Delivery of ABE: Measuring Effectiveness" (Donna Lane) describes the community college system in Oregon and appropriate indicators. "A New Framework for Assessing Program Quality: Meeting the Challenge of the National Literacy Act of 1991" (Sondra Stein) suggests a shift in the proposed approach to ensure proper evaluation of programs offered by community-based providers. "Indicators of Program Quality for Volunteer Literacy Programs" (Kevin Smith) suggests a set of program quality standards specific to volunteer literacy programs. A list of the sample quality indicators used as a guide by the paper writers is appended. (YLB)

This document presents seven papers prepared by experts in the field of adult education on the issues related to developing and implementing quality indicators from the perspective of their program areas or organizational affiliations. "Indicators of Program Quality for Adult Basic Education" (Mary Williams) addresses the appropriateness of indicators of program quality that were developed by Pelavin Associates for adult basic education (ABE). "Indicators of Program Quality: An ESL Programming Perspective" (Inaam Mansoor) examines Pelavin's sample outline of proposed areas in which indicators would be addressed in English as a second language and some sample data elements for the indicators. "Indicators of Program Quality: Adult Secondary Education Programs" (Mary Ann Corley) suggests a repositioning of some indicators, a more specific detailing of others, and the addition of one new indicator. "Quality Indicators of Adult Education Programs for Local Education Agencies" (Connie Eichhorn) suggests additional indicators and dimensions more applicable to local agency programs. "Community College Delivery of ABE: Measuring Effectiveness" (Donna Lane) describes the community college system in Oregon and appropriate indicators. "A New Framework for Assessing Program Quality: Meeting the Challenge of the National Literacy Act of 1991" (Sondra Stein) suggests a shift in the proposed approach to ensure proper evaluation of programs offered by community-based providers. "Indicators of Program Quality for Volunteer Literacy Programs" (Kevin Smith) suggests a set of program quality standards specific to volunteer literacy programs. A list of the sample quality indicators used as a guide by the paper writers is appended. (YLB)

The Relevance of Science Education project (ROSE, 2009 and 2004) has indicated a lack of motivation towards schools science. Unfortunately, the questionnaire ROSE used did not include questions on History and Philosophy of Science (HPS). The History and Philosophy in Science Teaching (HIPST) project is dedicated to inserting that perspective into science teaching in schools, museums and other non-formal centres. This paper gives the theoretical background and some material from the UK Case Study.

Issued Mar. 1962

Statistics on enrolment of international students in higher education, and studies on limitations of their adaptation to other (usually Western) cultural and learning norms dominate literature. There is much less emphasis on a specific aspect of the student experience. This study examined Chinese postgraduate students' perspectives on how they develop critical thinking during a one year postgraduate programme in Education. Semi-structured interviews conducted with six Chinese students illuminate key occurrences over the study period which impacted their learning. Findings suggest that participants needed to adjust to the concept of critical thinking and the expected level of critical thinking on their programme. A key factor identified in the study suggests that a trigger event: coursework feedback, affected how the participants develop critical thinking. The study concludes with suggestions for timely pedagogical support to enhance the learning experiences of Chinese students who encounter unfamiliar academic requirements during their study abroad.

The study reported on here sought to better understand the development of writing talent from the perspectives of a group of gifted adolescent female writers. Recent shifts in how giftedness and talent are conceptualized has led to an increased focus on domain-specific abilities and the importance of understanding how specific talents can be identified and supported. Gagne's Differentiated Model of Giftedness and Talent (DMGT) (see Gagne, 2000; 2003; 2007; 2008) distinguishes between gifts and talents. Gifts represent the potential for outstanding achievement, while talents are the manifestation of this potential. Of particular interest to teachers and parents are the conditions that are influential in gifts being realised as talents--what Gagne refers to as catalysts. The participants in this study were asked to reflect on the development of their interest and ability in writing over time. Emerging from their feedback were two categories of catalysts: the intrapersonal and the environmental. For this group of students, intrapersonal catalysts were more influential to the realisation of their writing talent than environmental catalysts. This intrinsic motivation to write, and from an early age, is consistent with studies of eminent adult writers. Parents and teachers featured as important environmental catalysts. The participants in this study valued the input and support of teachers, particularly during the early years of their schooling. However, as they moved through the school system, these students felt the nature of the curriculum, and assessment practices increasingly threatened their intrinsic motivation for writing and diminished the satisfaction gained from writing at school. An unexpected outcome of this research was the important influence of music on their current writing. (Contains 1 footnote.)

This second brief on learnings from career education (CE) opportunities in the California Community Colleges (CCC) focuses on what college personnel described as barriers to designing and implementing programs with features that students find helpful, as described in the first brief of this series (ED610768) (e.g., cohorts, consistent course schedules, work-based learning opportunities). The authors found that faculty, staff, and administrators encountered a common set of challenges when implementing changes to their CE programs, including: (1) difficulty with garnering support from various constituency groups; struggles with setting realistic goals; (2) lack of professional learning opportunities; (3) capacity constraints; bureaucratic approval processes; and (4) difficulty engaging employer partners. Learning from college personnel's experiences can help colleges prepare for barriers and avoid pitfalls while redesigning their programs to better meet students' needs. Their perspectives are also relevant in the context of current efforts by the U.S. Department of Education to issue grants meant to expand short-term and work-based learning programs to address workforce needs and to revitalize the economy. [Nancy Shulock was the co-principal investigator for this brief. For the final brief in the series "A Community Anchor: A Review of Career Education Policy Barriers and Solutions. A Community Anchor: Redesigning Career Education to Support Regional Economic Development," see ED610774.]

This book outlines the process and outcomes of the EUROTECNET Self-Learning Competency research project that was launched in 1989. (EUROTECNET is a program designed to promote educational responses that will enable the European Community to create technological innovations in the workplace.) Part I, Technological Change and the Need for a Self-Learning Workforce, has six chapters: "EUROTECNET Enquiry on Self-Learning Competency and Technological Change"; "The Enquiry Process: A Cooperative Self-Learning Experience"; "Technological Revolution Entails a Knowledge and a Learning Revolution"; "Profile of the Self-Learning Knowledge Worker"; "Organisations for Self-Learning: Training Institutes and Enterprises"; and "Taking Steps towards a European Self-Learning Community" (Caspar). Eight chapters comprise part II, Issues Surrounding the New Learning Paradigm: "The Self-Learning Gamble: An Examination of the Issues Involved" (Carre); "Self-Learning Competency: Approaches and Experiences in the Federal Republic of Germany" (Bahr); "Developing Skilled Learners: The Experience of ICI and Shell in the United Kingdom" (Pearn, Downs); "New Starting Points for European Vocational Training" (Feldmann et al.); "The Need for Self-Learning Organisations as Part of an Overall Business/Management Strategy" (Pedler); "The Utilization of Information Technology: A Management Perspective on a Learning Issue" (Docherty); "The Self-Qualifying Organisation: A Necessity for the Future of Europe" (Talpaert); and "Vocational Training Requirements within a Company Context: A Trade Union View Point" (Steinleitner). In conclusion, "Facing up to the Challenge" urges action to convert the self-learning model into a reality. The book contains a list of the names and addresses of contributors to the book. (Contains 125 references.) (KC)

Our research aims to highlight the critical factors for the success of the implementation of Risk Management in the informal SMEorganization. To this end, we establish a model, that is to say, a kind of reference framework capable of improving our knowledge of the determinants of successful implementation of ERM (enterprise risk management), on the one hand, and of guiding the companies involved in this establishment, on the other hand. Given the nature of ERM, we first study its current situation among the developing countries’ informal SME (small and medium enterprise) to determine the critical difficulty of the its implementation and reflect on the next stage of the research. The results lead us to adopt a systems approach; that allowed us to: conceptualize the issues associated with the establishment of the ERM as a whole in the sense of identifying the elements and their attributes; to determine the relationships between this elements, and consider the complexities of integrated risk management promoted by ERM through the social aspect of the organization. As a general theoretical framework, we used socio-technical theory, which oriented our thinking towards constructs like strategic framework, employee involvement, support from management, structural arrangement and organizational climate, on the social side; Our research approach is exploratory with a correlational study design and survey research.We reduced the data using exploratory factor analysis. For the proper statistical modeling, we used structural equations by the partial least squares method. For this, we used the SmartPLS software and SPSS.The results are satisfactory and have allowed us to detect problems in the operationalization of certain constructs, validate some of the hypotheses, and to draw conclusions, which we have broken down at the beginning. These results also showed us that other factors could be considered, and others that are not necessary to consider in such a student intern.

Our research aims to highlight the critical factors for the success of the implementation of Risk Management in the informal SMEorganization. To this end, we establish a model, that is to say, a kind of reference framework capable of improving our knowledge of the determinants of successful implementation of ERM (enterprise risk management), on the one hand, and of guiding the companies involved in this establishment, on the other hand. Given the nature of ERM, we first study its current situation among the developing countries’ informal SME (small and medium enterprise) to determine the critical difficulty of the its implementation and reflect on the next stage of the research. The results lead us to adopt a systems approach; that allowed us to: conceptualize the issues associated with the establishment of the ERM as a whole in the sense of identifying the elements and their attributes; to determine the relationships between this elements, and consider the complexities of integrated risk management promoted by ERM through the social aspect of the organization. As a general theoretical framework, we used socio-technical theory, which oriented our thinking towards constructs like strategic framework, employee involvement, support from management, structural arrangement and organizational climate, on the social side; Our research approach is exploratory with a correlational study design and survey research.We reduced the data using exploratory factor analysis. For the proper statistical modeling, we used structural equations by the partial least squares method. For this, we used the SmartPLS software and SPSS.The results are satisfactory and have allowed us to detect problems in the operationalization of certain constructs, validate some of the hypotheses, and to draw conclusions, which we have broken down at the beginning. These results also showed us that other factors could be considered, and others that are not necessary to consider in such a student intern.

Our research aims to highlight the critical factors for the success of the implementation of Risk Management in the informal SMEorganization. To this end, we establish a model, that is to say, a kind of reference framework capable of improving our knowledge of the determinants of successful implementation of ERM (enterprise risk management), on the one hand, and of guiding the companies involved in this establishment, on the other hand. Given the nature of ERM, we first study its current situation among the developing countries’ informal SME (small and medium enterprise) to determine the critical difficulty of the its implementation and reflect on the next stage of the research. The results lead us to adopt a systems approach; that allowed us to: conceptualize the issues associated with the establishment of the ERM as a whole in the sense of identifying the elements and their attributes; to determine the relationships between this elements, and consider the complexities of integrated risk management promoted by ERM through the social aspect of the organization. As a general theoretical framework, we used socio-technical theory, which oriented our thinking towards constructs like strategic framework, employee involvement, support from management, structural arrangement and organizational climate, on the social side; Our research approach is exploratory with a correlational study design and survey research.We reduced the data using exploratory factor analysis. For the proper statistical modeling, we used structural equations by the partial least squares method. For this, we used the SmartPLS software and SPSS.The results are satisfactory and have allowed us to detect problems in the operationalization of certain constructs, validate some of the hypotheses, and to draw conclusions, which we have broken down at the beginning. These results also showed us that other factors could be considered, and others that are not necessary to consider in such a student intern.

The paradigm change from an input based teaching/learning process to an outcome based process (D. Bluma, 2008, p. 673) reveals efficiency of contribution applied to enhance students' learning outcomes to become particularly important for the development of education and culture change in the constantly changing environment. Aim of the research is to analyze efficiency of English for Academic Purposes activity for the improvement of students' communicative competence in language education. The analysis involves a process of analyzing the meaning of the key concepts "English for Academic Purposes activity" and "outcome evaluation." Moreover, the study demonstrates how the key concepts are related to the idea of "efficiency." The qualitative evaluation research has been used. The sample involved 10 master students of Riga Teacher Training and Educational Management Academy, Latvia, in 2007-2008. The students' communicative competence was a criterion of efficiency of English for Academic Purposes activity. Descriptive statistics was implemented for primary data analysis. Secondary data processing included test reliability. The findings of the research allow drawing conclusions on efficiency of English for Academic Purposes activity for the improvement of students' communicative competence. Directions of further research are elaborated. (Contains 4 figures.)

The paradigm change from an input based teaching/learning process to an outcome based process (D. Bluma, 2008, p. 673) reveals efficiency of contribution applied to enhance students' learning outcomes to become particularly important for the development of education and culture change in the constantly changing environment. Aim of the research is to analyze efficiency of English for Academic Purposes activity for the improvement of students' communicative competence in language education. The analysis involves a process of analyzing the meaning of the key concepts "English for Academic Purposes activity" and "outcome evaluation." Moreover, the study demonstrates how the key concepts are related to the idea of "efficiency." The qualitative evaluation research has been used. The sample involved 10 master students of Riga Teacher Training and Educational Management Academy, Latvia, in 2007-2008. The students' communicative competence was a criterion of efficiency of English for Academic Purposes activity. Descriptive statistics was implemented for primary data analysis. Secondary data processing included test reliability. The findings of the research allow drawing conclusions on efficiency of English for Academic Purposes activity for the improvement of students' communicative competence. Directions of further research are elaborated. (Contains 4 figures.)

The paradigm change from an input based teaching/learning process to an outcome based process (D. Bluma, 2008, p. 673) reveals efficiency of contribution applied to enhance students' learning outcomes to become particularly important for the development of education and culture change in the constantly changing environment. Aim of the research is to analyze efficiency of English for Academic Purposes activity for the improvement of students' communicative competence in language education. The analysis involves a process of analyzing the meaning of the key concepts "English for Academic Purposes activity" and "outcome evaluation." Moreover, the study demonstrates how the key concepts are related to the idea of "efficiency." The qualitative evaluation research has been used. The sample involved 10 master students of Riga Teacher Training and Educational Management Academy, Latvia, in 2007-2008. The students' communicative competence was a criterion of efficiency of English for Academic Purposes activity. Descriptive statistics was implemented for primary data analysis. Secondary data processing included test reliability. The findings of the research allow drawing conclusions on efficiency of English for Academic Purposes activity for the improvement of students' communicative competence. Directions of further research are elaborated. (Contains 4 figures.)

The paradigm change from an input based teaching/learning process to an outcome based process (D. Bluma, 2008, p. 673) reveals efficiency of contribution applied to enhance students' learning outcomes to become particularly important for the development of education and culture change in the constantly changing environment. Aim of the research is to analyze efficiency of English for Academic Purposes activity for the improvement of students' communicative competence in language education. The analysis involves a process of analyzing the meaning of the key concepts "English for Academic Purposes activity" and "outcome evaluation." Moreover, the study demonstrates how the key concepts are related to the idea of "efficiency." The qualitative evaluation research has been used. The sample involved 10 master students of Riga Teacher Training and Educational Management Academy, Latvia, in 2007-2008. The students' communicative competence was a criterion of efficiency of English for Academic Purposes activity. Descriptive statistics was implemented for primary data analysis. Secondary data processing included test reliability. The findings of the research allow drawing conclusions on efficiency of English for Academic Purposes activity for the improvement of students' communicative competence. Directions of further research are elaborated. (Contains 4 figures.)

The paradigm change from an input based teaching/learning process to an outcome based process (D. Bluma, 2008, p. 673) reveals efficiency of contribution applied to enhance students' learning outcomes to become particularly important for the development of education and culture change in the constantly changing environment. Aim of the research is to analyze efficiency of English for Academic Purposes activity for the improvement of students' communicative competence in language education. The analysis involves a process of analyzing the meaning of the key concepts "English for Academic Purposes activity" and "outcome evaluation." Moreover, the study demonstrates how the key concepts are related to the idea of "efficiency." The qualitative evaluation research has been used. The sample involved 10 master students of Riga Teacher Training and Educational Management Academy, Latvia, in 2007-2008. The students' communicative competence was a criterion of efficiency of English for Academic Purposes activity. Descriptive statistics was implemented for primary data analysis. Secondary data processing included test reliability. The findings of the research allow drawing conclusions on efficiency of English for Academic Purposes activity for the improvement of students' communicative competence. Directions of further research are elaborated. (Contains 4 figures.)

The paradigm change from an input based teaching/learning process to an outcome based process (D. Bluma, 2008, p. 673) reveals efficiency of contribution applied to enhance students' learning outcomes to become particularly important for the development of education and culture change in the constantly changing environment. Aim of the research is to analyze efficiency of English for Academic Purposes activity for the improvement of students' communicative competence in language education. The analysis involves a process of analyzing the meaning of the key concepts "English for Academic Purposes activity" and "outcome evaluation." Moreover, the study demonstrates how the key concepts are related to the idea of "efficiency." The qualitative evaluation research has been used. The sample involved 10 master students of Riga Teacher Training and Educational Management Academy, Latvia, in 2007-2008. The students' communicative competence was a criterion of efficiency of English for Academic Purposes activity. Descriptive statistics was implemented for primary data analysis. Secondary data processing included test reliability. The findings of the research allow drawing conclusions on efficiency of English for Academic Purposes activity for the improvement of students' communicative competence. Directions of further research are elaborated. (Contains 4 figures.)

No Abstract Available

Arvind Subramanian says developing countries have many reasons for resenting the IMF, but they need to work better together to achieve reform at the Fund.

The War on Terrorism will be vastly different than any previous U.S. military campaign. The war will span a wide range of geographic, economic and political boundaries. Terrorist organizations will rely on stealth and dispersion to evade the American military and international law enforcement agencies. The United States will therefore be required to engage the enemy in a wide variety of arenas and with a wide variety of tools. Thus, the War on Terrorism will require the skillful blending of many American and international capabilities in order to meet the challenge. One such challenge is to cultivate and sustain homefront morale for the War on Terrorism. This paper will offer recommendations on how the United States should address their current homefront morale challenge through the analysis of two case studies. The first case study will examine how Great Britain was able to develop and sustain homefront morale during World War II. The second case study will examine the homefront morale issues concerning the United States' involvement in the Vietnam War, specifically on their loss of public support for the war. Both case studies will address the applicability of the respective information campaign to the War on Terrorism, and will focus on generating a set of lessons learned that can be directly applied to today's home front morale challenge. Once completed, the analysis of the two case studies will offer a solid historical basis to develop recommendations for building home front support for the War on Terrorism. These recommendations will be presented as answers to a set of questions, fundamental to the homefront morale problem. The answers to these questions, along with their rationale, will provide the backbone of the paper's recommendations for building and sustaining homefront morale for the War on Terrorism.

The War on Terrorism will be vastly different than any previous U.S. military campaign. The war will span a wide range of geographic, economic and political boundaries. Terrorist organizations will rely on stealth and dispersion to evade the American military and international law enforcement agencies. The United States will therefore be required to engage the enemy in a wide variety of arenas and with a wide variety of tools. Thus, the War on Terrorism will require the skillful blending of many American and international capabilities in order to meet the challenge. One such challenge is to cultivate and sustain homefront morale for the War on Terrorism. This paper will offer recommendations on how the United States should address their current homefront morale challenge through the analysis of two case studies. The first case study will examine how Great Britain was able to develop and sustain homefront morale during World War II. The second case study will examine the homefront morale issues concerning the United States' involvement in the Vietnam War, specifically on their loss of public support for the war. Both case studies will address the applicability of the respective information campaign to the War on Terrorism, and will focus on generating a set of lessons learned that can be directly applied to today's home front morale challenge. Once completed, the analysis of the two case studies will offer a solid historical basis to develop recommendations for building home front support for the War on Terrorism. These recommendations will be presented as answers to a set of questions, fundamental to the homefront morale problem. The answers to these questions, along with their rationale, will provide the backbone of the paper's recommendations for building and sustaining homefront morale for the War on Terrorism.

The War on Terrorism will be vastly different than any previous U.S. military campaign. The war will span a wide range of geographic, economic and political boundaries. Terrorist organizations will rely on stealth and dispersion to evade the American military and international law enforcement agencies. The United States will therefore be required to engage the enemy in a wide variety of arenas and with a wide variety of tools. Thus, the War on Terrorism will require the skillful blending of many American and international capabilities in order to meet the challenge. One such challenge is to cultivate and sustain homefront morale for the War on Terrorism. This paper will offer recommendations on how the United States should address their current homefront morale challenge through the analysis of two case studies. The first case study will examine how Great Britain was able to develop and sustain homefront morale during World War II. The second case study will examine the homefront morale issues concerning the United States' involvement in the Vietnam War, specifically on their loss of public support for the war. Both case studies will address the applicability of the respective information campaign to the War on Terrorism, and will focus on generating a set of lessons learned that can be directly applied to today's home front morale challenge. Once completed, the analysis of the two case studies will offer a solid historical basis to develop recommendations for building home front support for the War on Terrorism. These recommendations will be presented as answers to a set of questions, fundamental to the homefront morale problem. The answers to these questions, along with their rationale, will provide the backbone of the paper's recommendations for building and sustaining homefront morale for the War on Terrorism.

The War on Terrorism will be vastly different than any previous U.S. military campaign. The war will span a wide range of geographic, economic and political boundaries. Terrorist organizations will rely on stealth and dispersion to evade the American military and international law enforcement agencies. The United States will therefore be required to engage the enemy in a wide variety of arenas and with a wide variety of tools. Thus, the War on Terrorism will require the skillful blending of many American and international capabilities in order to meet the challenge. One such challenge is to cultivate and sustain homefront morale for the War on Terrorism. This paper will offer recommendations on how the United States should address their current homefront morale challenge through the analysis of two case studies. The first case study will examine how Great Britain was able to develop and sustain homefront morale during World War II. The second case study will examine the homefront morale issues concerning the United States' involvement in the Vietnam War, specifically on their loss of public support for the war. Both case studies will address the applicability of the respective information campaign to the War on Terrorism, and will focus on generating a set of lessons learned that can be directly applied to today's home front morale challenge. Once completed, the analysis of the two case studies will offer a solid historical basis to develop recommendations for building home front support for the War on Terrorism. These recommendations will be presented as answers to a set of questions, fundamental to the homefront morale problem. The answers to these questions, along with their rationale, will provide the backbone of the paper's recommendations for building and sustaining homefront morale for the War on Terrorism.

The War on Terrorism will be vastly different than any previous U.S. military campaign. The war will span a wide range of geographic, economic and political boundaries. Terrorist organizations will rely on stealth and dispersion to evade the American military and international law enforcement agencies. The United States will therefore be required to engage the enemy in a wide variety of arenas and with a wide variety of tools. Thus, the War on Terrorism will require the skillful blending of many American and international capabilities in order to meet the challenge. One such challenge is to cultivate and sustain homefront morale for the War on Terrorism. This paper will offer recommendations on how the United States should address their current homefront morale challenge through the analysis of two case studies. The first case study will examine how Great Britain was able to develop and sustain homefront morale during World War II. The second case study will examine the homefront morale issues concerning the United States' involvement in the Vietnam War, specifically on their loss of public support for the war. Both case studies will address the applicability of the respective information campaign to the War on Terrorism, and will focus on generating a set of lessons learned that can be directly applied to today's home front morale challenge. Once completed, the analysis of the two case studies will offer a solid historical basis to develop recommendations for building home front support for the War on Terrorism. These recommendations will be presented as answers to a set of questions, fundamental to the homefront morale problem. The answers to these questions, along with their rationale, will provide the backbone of the paper's recommendations for building and sustaining homefront morale for the War on Terrorism.

We have the pleasure to present to you another Community Edition of Open Science Radio, this time kindly provided by Claudia Göbel. So this episode brings together three experiences of doing research in cooperation between people from inside and outside academic institutions in different settings in the global South: - How can Citizen Science build on traditions of participatory research in Latin America? Soledad Luna has pushed Citizen Science activities for research and conservation in Ecuador. - What is Africa OSH and how is it related to Europe? Thomas Mboa works on open and participatory research, DIY biology and cognitive justice with the Association for the Promotion of Open Science in Haiti and Africa (APSOHA) and MboaLab. - What challenges are involved in getting rare data for monitoring climate change? Khalissa Ikhlef looks after the Sandwatch project for beach monitoring in Small Island Developing States (SIDS) and coastal countries at UNESCO. This podcast is the edited recording of the “Story Café” workshop that was held as preconference event to the international conference on Citizen Science in June 2018 in Geneva. The workshop was realized by Claudia Göbel as part of her work for the European Citizen Science Association, which organized the conference, in the context of the EU-funded project “Doing-it-Together science” (2016-2019). We hope these stories can be more than just tokens in a structurally unequal conversation and inspire others to share their experiences, listen closer and critically interrogate the global nature of knowledge production, research policy as well as our very personal role within them.

We have the pleasure to present to you another Community Edition of Open Science Radio, this time kindly provided by Claudia Göbel. So this episode brings together three experiences of doing research in cooperation between people from inside and outside academic institutions in different settings in the global South: - How can Citizen Science build on traditions of participatory research in Latin America? Soledad Luna has pushed Citizen Science activities for research and conservation in Ecuador. - What is Africa OSH and how is it related to Europe? Thomas Mboa works on open and participatory research, DIY biology and cognitive justice with the Association for the Promotion of Open Science in Haiti and Africa (APSOHA) and MboaLab. - What challenges are involved in getting rare data for monitoring climate change? Khalissa Ikhlef looks after the Sandwatch project for beach monitoring in Small Island Developing States (SIDS) and coastal countries at UNESCO. This podcast is the edited recording of the “Story Café” workshop that was held as preconference event to the international conference on Citizen Science in June 2018 in Geneva. The workshop was realized by Claudia Göbel as part of her work for the European Citizen Science Association, which organized the conference, in the context of the EU-funded project “Doing-it-Together science” (2016-2019). We hope these stories can be more than just tokens in a structurally unequal conversation and inspire others to share their experiences, listen closer and critically interrogate the global nature of knowledge production, research policy as well as our very personal role within them.

We have the pleasure to present to you another Community Edition of Open Science Radio, this time kindly provided by Claudia Göbel. So this episode brings together three experiences of doing research in cooperation between people from inside and outside academic institutions in different settings in the global South: - How can Citizen Science build on traditions of participatory research in Latin America? Soledad Luna has pushed Citizen Science activities for research and conservation in Ecuador. - What is Africa OSH and how is it related to Europe? Thomas Mboa works on open and participatory research, DIY biology and cognitive justice with the Association for the Promotion of Open Science in Haiti and Africa (APSOHA) and MboaLab. - What challenges are involved in getting rare data for monitoring climate change? Khalissa Ikhlef looks after the Sandwatch project for beach monitoring in Small Island Developing States (SIDS) and coastal countries at UNESCO. This podcast is the edited recording of the “Story Café” workshop that was held as preconference event to the international conference on Citizen Science in June 2018 in Geneva. The workshop was realized by Claudia Göbel as part of her work for the European Citizen Science Association, which organized the conference, in the context of the EU-funded project “Doing-it-Together science” (2016-2019). We hope these stories can be more than just tokens in a structurally unequal conversation and inspire others to share their experiences, listen closer and critically interrogate the global nature of knowledge production, research policy as well as our very personal role within them.

We have the pleasure to present to you another Community Edition of Open Science Radio, this time kindly provided by Claudia Göbel. So this episode brings together three experiences of doing research in cooperation between people from inside and outside academic institutions in different settings in the global South: - How can Citizen Science build on traditions of participatory research in Latin America? Soledad Luna has pushed Citizen Science activities for research and conservation in Ecuador. - What is Africa OSH and how is it related to Europe? Thomas Mboa works on open and participatory research, DIY biology and cognitive justice with the Association for the Promotion of Open Science in Haiti and Africa (APSOHA) and MboaLab. - What challenges are involved in getting rare data for monitoring climate change? Khalissa Ikhlef looks after the Sandwatch project for beach monitoring in Small Island Developing States (SIDS) and coastal countries at UNESCO. This podcast is the edited recording of the “Story Café” workshop that was held as preconference event to the international conference on Citizen Science in June 2018 in Geneva. The workshop was realized by Claudia Göbel as part of her work for the European Citizen Science Association, which organized the conference, in the context of the EU-funded project “Doing-it-Together science” (2016-2019). We hope these stories can be more than just tokens in a structurally unequal conversation and inspire others to share their experiences, listen closer and critically interrogate the global nature of knowledge production, research policy as well as our very personal role within them.

We have the pleasure to present to you another Community Edition of Open Science Radio, this time kindly provided by Claudia Göbel. So this episode brings together three experiences of doing research in cooperation between people from inside and outside academic institutions in different settings in the global South: - How can Citizen Science build on traditions of participatory research in Latin America? Soledad Luna has pushed Citizen Science activities for research and conservation in Ecuador. - What is Africa OSH and how is it related to Europe? Thomas Mboa works on open and participatory research, DIY biology and cognitive justice with the Association for the Promotion of Open Science in Haiti and Africa (APSOHA) and MboaLab. - What challenges are involved in getting rare data for monitoring climate change? Khalissa Ikhlef looks after the Sandwatch project for beach monitoring in Small Island Developing States (SIDS) and coastal countries at UNESCO. This podcast is the edited recording of the “Story Café” workshop that was held as preconference event to the international conference on Citizen Science in June 2018 in Geneva. The workshop was realized by Claudia Göbel as part of her work for the European Citizen Science Association, which organized the conference, in the context of the EU-funded project “Doing-it-Together science” (2016-2019). We hope these stories can be more than just tokens in a structurally unequal conversation and inspire others to share their experiences, listen closer and critically interrogate the global nature of knowledge production, research policy as well as our very personal role within them.

We have the pleasure to present to you another Community Edition of Open Science Radio, this time kindly provided by Claudia Göbel. So this episode brings together three experiences of doing research in cooperation between people from inside and outside academic institutions in different settings in the global South: - How can Citizen Science build on traditions of participatory research in Latin America? Soledad Luna has pushed Citizen Science activities for research and conservation in Ecuador. - What is Africa OSH and how is it related to Europe? Thomas Mboa works on open and participatory research, DIY biology and cognitive justice with the Association for the Promotion of Open Science in Haiti and Africa (APSOHA) and MboaLab. - What challenges are involved in getting rare data for monitoring climate change? Khalissa Ikhlef looks after the Sandwatch project for beach monitoring in Small Island Developing States (SIDS) and coastal countries at UNESCO. This podcast is the edited recording of the “Story Café” workshop that was held as preconference event to the international conference on Citizen Science in June 2018 in Geneva. The workshop was realized by Claudia Göbel as part of her work for the European Citizen Science Association, which organized the conference, in the context of the EU-funded project “Doing-it-Together science” (2016-2019). We hope these stories can be more than just tokens in a structurally unequal conversation and inspire others to share their experiences, listen closer and critically interrogate the global nature of knowledge production, research policy as well as our very personal role within them.

A major purpose of this publication is to describe and analyze educational development during the 1960s in the developing countries that are members of the Organisation for Economic Co-operation and Development (Greece, Portugal, Spain, Turkey, and Yugoslavia). On the basis of this analysis, an attempt is made to assess anticipated changes in the educational systems of those countries during the 1970s and to identify priority areas of concern in planning long-term educational development policies. Extensive tables of educational data are presented to serve both as indicators of the present level of educational development and as a statistical framework for periodic reviews of educational progress in the developing OECD countries. Because directly comparable data were not always available for all the countries, the tables may be more useful for the study of educational development in each individual country than for comparative purposes. (JG)

A major purpose of this publication is to describe and analyze educational development during the 1960s in the developing countries that are members of the Organisation for Economic Co-operation and Development (Greece, Portugal, Spain, Turkey, and Yugoslavia). On the basis of this analysis, an attempt is made to assess anticipated changes in the educational systems of those countries during the 1970s and to identify priority areas of concern in planning long-term educational development policies. Extensive tables of educational data are presented to serve both as indicators of the present level of educational development and as a statistical framework for periodic reviews of educational progress in the developing OECD countries. Because directly comparable data were not always available for all the countries, the tables may be more useful for the study of educational development in each individual country than for comparative purposes. (JG)

Role-playing can be an engaging and creative strategy to use in the college classroom. Using official accounts, personal narratives, and diaries to recreate a particular time period, event, or personality, the instructional strategy alternately referred to as role-playing, dramatic improvisation, or first-person characterization can be an effective way to have students discover and share multiple perspectives. Preservice science teacher education would seem to be a natural "fit" with role-playing pedagogy. While little has been written in this regard, Metz (2005) describes an innovative approach used with prospective science teachers where each student was assigned a role that correlated with a museum exhibit. This exercise served as a mechanism for science teaching and resulted in a more authentic learning experience because students experienced real-life activities in historical context. Nearly 40 years ago, Hughes (1971) noted that prospective science teachers' common vision of a scientist was "a "brain" that engages in dull, monotonous, time-consuming work and has no time for ... a family or other earthly pleasures." Unfortunately, visions of scientists among children and preservice teachers have changed little in the ensuing years. Representing scientists as exceptionally intelligent, antisocial, White men working in laboratories, these persistent stereotypes alienate many students and serve to mask the genuine diversity of historical and contemporary scientists. Thus, the authors believe that learning how to teach science involves critiquing these stereotypes and developing realistic visions of actual scientists. This article discusses a strategy created to address the ongoing educational concern of students' stereotypical visions of scientists. It provides a description of a role-playing project designed to inspire education students to rethink their stereotypes of scientists and replace them with real-life examples to carry into their science teaching. (Contains 1 figure.)

Role-playing can be an engaging and creative strategy to use in the college classroom. Using official accounts, personal narratives, and diaries to recreate a particular time period, event, or personality, the instructional strategy alternately referred to as role-playing, dramatic improvisation, or first-person characterization can be an effective way to have students discover and share multiple perspectives. Preservice science teacher education would seem to be a natural "fit" with role-playing pedagogy. While little has been written in this regard, Metz (2005) describes an innovative approach used with prospective science teachers where each student was assigned a role that correlated with a museum exhibit. This exercise served as a mechanism for science teaching and resulted in a more authentic learning experience because students experienced real-life activities in historical context. Nearly 40 years ago, Hughes (1971) noted that prospective science teachers' common vision of a scientist was "a "brain" that engages in dull, monotonous, time-consuming work and has no time for ... a family or other earthly pleasures." Unfortunately, visions of scientists among children and preservice teachers have changed little in the ensuing years. Representing scientists as exceptionally intelligent, antisocial, White men working in laboratories, these persistent stereotypes alienate many students and serve to mask the genuine diversity of historical and contemporary scientists. Thus, the authors believe that learning how to teach science involves critiquing these stereotypes and developing realistic visions of actual scientists. This article discusses a strategy created to address the ongoing educational concern of students' stereotypical visions of scientists. It provides a description of a role-playing project designed to inspire education students to rethink their stereotypes of scientists and replace them with real-life examples to carry into their science teaching. (Contains 1 figure.)

Role-playing can be an engaging and creative strategy to use in the college classroom. Using official accounts, personal narratives, and diaries to recreate a particular time period, event, or personality, the instructional strategy alternately referred to as role-playing, dramatic improvisation, or first-person characterization can be an effective way to have students discover and share multiple perspectives. Preservice science teacher education would seem to be a natural "fit" with role-playing pedagogy. While little has been written in this regard, Metz (2005) describes an innovative approach used with prospective science teachers where each student was assigned a role that correlated with a museum exhibit. This exercise served as a mechanism for science teaching and resulted in a more authentic learning experience because students experienced real-life activities in historical context. Nearly 40 years ago, Hughes (1971) noted that prospective science teachers' common vision of a scientist was "a "brain" that engages in dull, monotonous, time-consuming work and has no time for ... a family or other earthly pleasures." Unfortunately, visions of scientists among children and preservice teachers have changed little in the ensuing years. Representing scientists as exceptionally intelligent, antisocial, White men working in laboratories, these persistent stereotypes alienate many students and serve to mask the genuine diversity of historical and contemporary scientists. Thus, the authors believe that learning how to teach science involves critiquing these stereotypes and developing realistic visions of actual scientists. This article discusses a strategy created to address the ongoing educational concern of students' stereotypical visions of scientists. It provides a description of a role-playing project designed to inspire education students to rethink their stereotypes of scientists and replace them with real-life examples to carry into their science teaching. (Contains 1 figure.)

Role-playing can be an engaging and creative strategy to use in the college classroom. Using official accounts, personal narratives, and diaries to recreate a particular time period, event, or personality, the instructional strategy alternately referred to as role-playing, dramatic improvisation, or first-person characterization can be an effective way to have students discover and share multiple perspectives. Preservice science teacher education would seem to be a natural "fit" with role-playing pedagogy. While little has been written in this regard, Metz (2005) describes an innovative approach used with prospective science teachers where each student was assigned a role that correlated with a museum exhibit. This exercise served as a mechanism for science teaching and resulted in a more authentic learning experience because students experienced real-life activities in historical context. Nearly 40 years ago, Hughes (1971) noted that prospective science teachers' common vision of a scientist was "a "brain" that engages in dull, monotonous, time-consuming work and has no time for ... a family or other earthly pleasures." Unfortunately, visions of scientists among children and preservice teachers have changed little in the ensuing years. Representing scientists as exceptionally intelligent, antisocial, White men working in laboratories, these persistent stereotypes alienate many students and serve to mask the genuine diversity of historical and contemporary scientists. Thus, the authors believe that learning how to teach science involves critiquing these stereotypes and developing realistic visions of actual scientists. This article discusses a strategy created to address the ongoing educational concern of students' stereotypical visions of scientists. It provides a description of a role-playing project designed to inspire education students to rethink their stereotypes of scientists and replace them with real-life examples to carry into their science teaching. (Contains 1 figure.)

Role-playing can be an engaging and creative strategy to use in the college classroom. Using official accounts, personal narratives, and diaries to recreate a particular time period, event, or personality, the instructional strategy alternately referred to as role-playing, dramatic improvisation, or first-person characterization can be an effective way to have students discover and share multiple perspectives. Preservice science teacher education would seem to be a natural "fit" with role-playing pedagogy. While little has been written in this regard, Metz (2005) describes an innovative approach used with prospective science teachers where each student was assigned a role that correlated with a museum exhibit. This exercise served as a mechanism for science teaching and resulted in a more authentic learning experience because students experienced real-life activities in historical context. Nearly 40 years ago, Hughes (1971) noted that prospective science teachers' common vision of a scientist was "a "brain" that engages in dull, monotonous, time-consuming work and has no time for ... a family or other earthly pleasures." Unfortunately, visions of scientists among children and preservice teachers have changed little in the ensuing years. Representing scientists as exceptionally intelligent, antisocial, White men working in laboratories, these persistent stereotypes alienate many students and serve to mask the genuine diversity of historical and contemporary scientists. Thus, the authors believe that learning how to teach science involves critiquing these stereotypes and developing realistic visions of actual scientists. This article discusses a strategy created to address the ongoing educational concern of students' stereotypical visions of scientists. It provides a description of a role-playing project designed to inspire education students to rethink their stereotypes of scientists and replace them with real-life examples to carry into their science teaching. (Contains 1 figure.)

Role-playing can be an engaging and creative strategy to use in the college classroom. Using official accounts, personal narratives, and diaries to recreate a particular time period, event, or personality, the instructional strategy alternately referred to as role-playing, dramatic improvisation, or first-person characterization can be an effective way to have students discover and share multiple perspectives. Preservice science teacher education would seem to be a natural "fit" with role-playing pedagogy. While little has been written in this regard, Metz (2005) describes an innovative approach used with prospective science teachers where each student was assigned a role that correlated with a museum exhibit. This exercise served as a mechanism for science teaching and resulted in a more authentic learning experience because students experienced real-life activities in historical context. Nearly 40 years ago, Hughes (1971) noted that prospective science teachers' common vision of a scientist was "a "brain" that engages in dull, monotonous, time-consuming work and has no time for ... a family or other earthly pleasures." Unfortunately, visions of scientists among children and preservice teachers have changed little in the ensuing years. Representing scientists as exceptionally intelligent, antisocial, White men working in laboratories, these persistent stereotypes alienate many students and serve to mask the genuine diversity of historical and contemporary scientists. Thus, the authors believe that learning how to teach science involves critiquing these stereotypes and developing realistic visions of actual scientists. This article discusses a strategy created to address the ongoing educational concern of students' stereotypical visions of scientists. It provides a description of a role-playing project designed to inspire education students to rethink their stereotypes of scientists and replace them with real-life examples to carry into their science teaching. (Contains 1 figure.)

Role-playing can be an engaging and creative strategy to use in the college classroom. Using official accounts, personal narratives, and diaries to recreate a particular time period, event, or personality, the instructional strategy alternately referred to as role-playing, dramatic improvisation, or first-person characterization can be an effective way to have students discover and share multiple perspectives. Preservice science teacher education would seem to be a natural "fit" with role-playing pedagogy. While little has been written in this regard, Metz (2005) describes an innovative approach used with prospective science teachers where each student was assigned a role that correlated with a museum exhibit. This exercise served as a mechanism for science teaching and resulted in a more authentic learning experience because students experienced real-life activities in historical context. Nearly 40 years ago, Hughes (1971) noted that prospective science teachers' common vision of a scientist was "a "brain" that engages in dull, monotonous, time-consuming work and has no time for ... a family or other earthly pleasures." Unfortunately, visions of scientists among children and preservice teachers have changed little in the ensuing years. Representing scientists as exceptionally intelligent, antisocial, White men working in laboratories, these persistent stereotypes alienate many students and serve to mask the genuine diversity of historical and contemporary scientists. Thus, the authors believe that learning how to teach science involves critiquing these stereotypes and developing realistic visions of actual scientists. This article discusses a strategy created to address the ongoing educational concern of students' stereotypical visions of scientists. It provides a description of a role-playing project designed to inspire education students to rethink their stereotypes of scientists and replace them with real-life examples to carry into their science teaching. (Contains 1 figure.)

A project was designed to improve the teacher-learner environment, through increased cultural awareness on the part of the teachers, in the multiethnic school system of Colorado. The project provided regular seminar sessions addressing issues of multiethnic relevance presented by representatives of the ethnic and minority groups found in the school system. Regular assignments included readings and exposure to nonprint materials having multiethnic themes. Culminating activities required groups of participants to develop lesson plans and multicultural implementation plans for use in their schools. Throughout the project, education staff were exposed to the contributions of ethnic and minority groups, and they were encouraged to identify, analyze, and utilize multiethnic materials. Teachers and other education personnel were presented strategies for resolving cross-cultural conflicts within the classroom. Evaluation of the project indicates that it does meet its major purpose: "That greater exposure to cultural diversity through literature/folklore, multiethnic and legal history, and related topics would develop a greater appreciation and, therefore, greater empathy with the predominant ethnic and minority groups within the schools." Appendices include a multicultural attitude survey, lesson plan format with sample lesson plans, and a dissemination plan format with sample plans. (Author/CB)

A project was designed to improve the teacher-learner environment, through increased cultural awareness on the part of the teachers, in the multiethnic school system of Colorado. The project provided regular seminar sessions addressing issues of multiethnic relevance presented by representatives of the ethnic and minority groups found in the school system. Regular assignments included readings and exposure to nonprint materials having multiethnic themes. Culminating activities required groups of participants to develop lesson plans and multicultural implementation plans for use in their schools. Throughout the project, education staff were exposed to the contributions of ethnic and minority groups, and they were encouraged to identify, analyze, and utilize multiethnic materials. Teachers and other education personnel were presented strategies for resolving cross-cultural conflicts within the classroom. Evaluation of the project indicates that it does meet its major purpose: "That greater exposure to cultural diversity through literature/folklore, multiethnic and legal history, and related topics would develop a greater appreciation and, therefore, greater empathy with the predominant ethnic and minority groups within the schools." Appendices include a multicultural attitude survey, lesson plan format with sample lesson plans, and a dissemination plan format with sample plans. (Author/CB)

A project was designed to improve the teacher-learner environment, through increased cultural awareness on the part of the teachers, in the multiethnic school system of Colorado. The project provided regular seminar sessions addressing issues of multiethnic relevance presented by representatives of the ethnic and minority groups found in the school system. Regular assignments included readings and exposure to nonprint materials having multiethnic themes. Culminating activities required groups of participants to develop lesson plans and multicultural implementation plans for use in their schools. Throughout the project, education staff were exposed to the contributions of ethnic and minority groups, and they were encouraged to identify, analyze, and utilize multiethnic materials. Teachers and other education personnel were presented strategies for resolving cross-cultural conflicts within the classroom. Evaluation of the project indicates that it does meet its major purpose: "That greater exposure to cultural diversity through literature/folklore, multiethnic and legal history, and related topics would develop a greater appreciation and, therefore, greater empathy with the predominant ethnic and minority groups within the schools." Appendices include a multicultural attitude survey, lesson plan format with sample lesson plans, and a dissemination plan format with sample plans. (Author/CB)

A project was designed to improve the teacher-learner environment, through increased cultural awareness on the part of the teachers, in the multiethnic school system of Colorado. The project provided regular seminar sessions addressing issues of multiethnic relevance presented by representatives of the ethnic and minority groups found in the school system. Regular assignments included readings and exposure to nonprint materials having multiethnic themes. Culminating activities required groups of participants to develop lesson plans and multicultural implementation plans for use in their schools. Throughout the project, education staff were exposed to the contributions of ethnic and minority groups, and they were encouraged to identify, analyze, and utilize multiethnic materials. Teachers and other education personnel were presented strategies for resolving cross-cultural conflicts within the classroom. Evaluation of the project indicates that it does meet its major purpose: "That greater exposure to cultural diversity through literature/folklore, multiethnic and legal history, and related topics would develop a greater appreciation and, therefore, greater empathy with the predominant ethnic and minority groups within the schools." Appendices include a multicultural attitude survey, lesson plan format with sample lesson plans, and a dissemination plan format with sample plans. (Author/CB)

A project was designed to improve the teacher-learner environment, through increased cultural awareness on the part of the teachers, in the multiethnic school system of Colorado. The project provided regular seminar sessions addressing issues of multiethnic relevance presented by representatives of the ethnic and minority groups found in the school system. Regular assignments included readings and exposure to nonprint materials having multiethnic themes. Culminating activities required groups of participants to develop lesson plans and multicultural implementation plans for use in their schools. Throughout the project, education staff were exposed to the contributions of ethnic and minority groups, and they were encouraged to identify, analyze, and utilize multiethnic materials. Teachers and other education personnel were presented strategies for resolving cross-cultural conflicts within the classroom. Evaluation of the project indicates that it does meet its major purpose: "That greater exposure to cultural diversity through literature/folklore, multiethnic and legal history, and related topics would develop a greater appreciation and, therefore, greater empathy with the predominant ethnic and minority groups within the schools." Appendices include a multicultural attitude survey, lesson plan format with sample lesson plans, and a dissemination plan format with sample plans. (Author/CB)

1Who Was Who: 5000 BC - 1914 Biographical Dictionary of the Famous and Those Who Wanted to Be

By Irwin Leslie Gordon

A short, humorous biography of famous people from 5000 BC to 1914. -- S. McGaughey <br></br>From the Introduction, "The editor begs leave to inform the public that only persons who can produce proper evidence of their demise will be admitted to Who Was Who. Press Agent notices or complimentary comments are absolutely excluded, and those offering to pay for the insertion of names will be prosecuted. As persons become eligible they will be included without solicitation, while the pages will be expurgated of others should good luck warrant."<br /><br />Each section is shared by three readers: <a href="http://librivox.org/reader/231">Sean McGaughey</a> (Sections 1-12), <a href="http://librivox.org/reader/75">Jim Mowatt</a> (Sections 1-4), <a href="http://librivox.org/reader/254">Alan Davis Drake</a> (Sections 1-2), <a href="http://librivox.org/reader/1066">Laurie Anne Walden</a> (Sections 3-12), and <a href="http://librivox.org/reader/1401">Sibella Denton</a> (Sections 5-12).

The historical works of Tacitus are a history of the period from A.D. 14 to 96 in thirty volumes. Although many of the works were lost (only books 1-5 of the Histories and 1-6 and 11-16 of the Annals survive), enough remains to provide a good sense of Tacitus’s political and moral philosophy.<br /><br />He recognized the necessity for strong rulers but argued that more should be done to manage the succession of power and allow for the ascension of talent. Tacitus asserted that it was the dynastic ambitions of Rome’s many emperors that caused the decline of moral and political life and precluded the possibility of recruiting leaders of real ability. Moreover, the dynastic temptation caused political instability because military force was now required for political change. His works point to the necessity of systematic institutional restraints on power for the preservation of liberty.<br /><br />Gordon’s translation and his lengthy Discourses on Tacitus bring Tacitus’ ideas up to date and apply them to the British state of the early 18th century. (Description from Online Library of Liberty)

3Quiet Talks on Prayer

By S. D. Gordon

An open life, an open hand, open upward, is the pipe line of communication between the heart of God and this poor befooled old world. Our prayer is God's opportunity to get into the world that would shut Him out. (From the first chapter)

4Quiet Talks about Jesus

By S. D. Gordon

So far as I can find out, I have no theory about Jesus to make these talks fit into. I have tried to find out for myself what the old Book of God tells about Him. And here I am trying to tell to others, as simply as I can, what I found. It was by the tedious, twisting path of doubt that I climbed the hill of truth up to some of its summits of certainty. I am free to confess that I am ignorant of the subject treated here save for the statements of that Book, and for the assent within my own spirit to these statements, which has greatly deepened the impression they made, and make. There is no question raised here about that Book itself, but simply a taking and grouping up together of what it says. ( Summary by Introductory Section )

5Poems

By Adam Lindsay Gordon

This is a volume of poems by Adam Lindsay Gordon, 'British-born Australian Steeple-Chase Rider and Poet'.<br></br>"The poems of Gordon have an interest beyond the mere personal one which his friends attach to his name. Written, as they were, at odd times and leisure moments of a stirring and adventurous life, it is not to be wondered at if they are unequal or unfinished. The astonishment of those who knew the man, and can gauge the capacity of this city [Melbourne] to foster poetic instinct, is that such work was ever produced here at all. Intensely nervous, and feeling much of that shame at the exercise of the higher intelligence which besets those who are known to be renowned in field sports, Gordon produced his poems shyly, scribbled them on scraps of paper, and sent them anonymously to magazines. It was not until he discovered one morning that everybody knew a couplet or two of "How we Beat the Favourite" that he consented to forego his anonymity and appear in the unsuspected character of a versemaker. The success of his republished "collected" poems gave him courage, and the unreserved praise which greeted "Bush Ballads" should have urged him to forget or to conquer those evil promptings which, unhappily, brought about his untimely death.' - Summary from the Preface.<br>Note: The dramas (fragment of the Road to Avernus and Ashtaroth) have been left out of this volume.

6Song of Autumn

By Adam Lindsay Gordon

Adam Lindsay Gordon was an Australian poet, jockey and politician. - Summary by Wikipedia

Born in London's poverty-stricken and heavily Jewish East End, the Lipcott boys create their own successes in life and love. The brothers' commitment to improving the lives of working class people leads them to concoct The Scheme to help both the residents of their former neighbourhood and the Jewish people as a whole. The author stresses the responsibility of middle class Jews toward the Jewish poor. Consequently, this 1900 story has its preachy moments as well as some essentialised speculations about Jewish history and character. But the book isn't all earnestness - there are character studies, love interests, and some great comic scenes, too! The son of a Russian rabbi, Samuel Gordon (1871-1927) was born in Germany and came to England at the age of 13. Like Phil Lipcott, his protagonist in this novel, Gordon attended Cambridge University. The club envisioned by The Scheme seems modeled after London's Jewish Working Men's Institute. This was one of several East End organisations (e.g., the Jewish Girls Club, the Brady Boys Club) established by Jewish philanthropists around the turn of the 19th century to "instill in the rising generation all that is best in the English character..." (Col. A. E. Goldsmit, founder of the Jewish Lads Brigade). (Summary by Adrian Praetzellis)

<p dir="rtl">קוֹצוֹ שֶׁל יוּד היא פואמה עברית רחבת-יריעה של יהודה ליב גורדון (יל"ג), שהתפרסמה בהמשכים בכתב העת "השחר" שבעריכת פרץ סמולנסקין בשנת תרל"ו (1876), ואחר-כך שוכללה על ידי המשורר וקיבלה את צורתה הסופית בחודש אב תרל"ח (1878). שמה של הפואמה נגזר מהמסופר בעלילה, על רב שפסל גט, אותו השיגה אישה עגונה מבעלה, עקב האות י' שחסרה הייתה בשם הבעל. בספרות העברית ידועה הפואמה כאחת המחאות הפואטיות החריפות כנגד השלטון הרבני על הקהילה מצד אחד, וקיפוח זכויותיהן של נשים מצד שני.</p>"The Point on Top of the Yodh" is a Hebrew poem by Judah Leib Gordon that was published serially in 1876 in the journal <i>Hashachar</i> (edited by Peretz Smolenskin) and refined by the poet into its final form in 1878. The title of the poem is derived from its story of a woman who obtains a divorce document from her husband, who had deserted her. However, a rabbi invalidates the divorce document because of a missing letter (a yodh) in the husband’s name. The poem is considered one of the strongest protests in Hebrew literature against rabbinic rule over the community and discrimination against women. (Summary from Wikipedia)

Judah Leib Gordon was born to well-to-do Jewish parents who owned a hotel in Vilnius, Lithuania. He took a leading part in the modern revival of the Hebrew language and culture. His satires did much to rouse the Russian Jews to a new sense of the reality of life, and Gordon was the apostle of enlightenment in the Ghettos. His Hebrew style is classical and pure. Much of his poetry revolves around biblical and historical themes. His works were intended to disseminate Enlightenment values and had a profound impact on Jewish life. Many feel his romantic works lack the same militancy as his poetic works, though his advocacy resurfaces in his realistic novels. <i>Two Days and One Night in a Hotel</i>, first published in 1868, is set in a shtetl (a small Jewish village in Eastern Europe), where life was full of contradictions. (Summary by Wikipedia and Omri Lernau)

10Hunting Song

By Adam Lindsay Gordon

LibriVox volunteers bring you 14 recordings of A Hunting Song by Adam Lindsay Gordon.<br> This was the Weekly Poetry project for February 24, 2019. <br> ------<br> Adam Lindsay Gordon was an Australian poet, jockey, police officer, and politician. In this Weekly Poem he raises a glass "..to every sportsman, be he stableman or lord," (Wikipedia )

The rose, the flower of love, the flower of life, the floral symbol of all life's occasions whose presence both motivates and adorns indelible life memories is the subject of these wonderful poems. From the pen of poet Elizabeth Gordon the rose becomes an integral component of life as she shares tales embodying the poignancy of our existence, the pathos of our being - thorns and prickles not excluded. These wonderful poems are uplifting, inspirational and remarkably filled with facets of a life we all share while being accompanied by the comforting and beautiful presence of this heartening heavenly floral offering, the rose. - Summary by Bruce Kachuk

12Night Thoughts

By Hanford Lennox Gordon

LibriVox volunteers bring you 11 recordings of Night Thoughts by Hanford Lennox Gordon. .<br> This was the Fortnightly Poetry project for March 21, 2021. <br> ------<br> Hanford Lennox Gordon was of Scottish descent. He led a varied life, serving a short stint in the First Minnesota Regiment, but left due to health concerns. He went on to practice law and served as the registrar for the U.S. land office in Monticello and St. Cloud, MN. He is the author of several books of poetry. - Summary by David Lawrence

13Quiet Talks on Power

By S. D. Gordon

The first book of S. D. Gordon's famous "Quiet Talks" series, "Quiet Talks on Power", explores man's inward desire for power, and shows that the Holy Spirit is the only source of true power to be found in the world. Gordon demonstrates that walking daily with God results in an evident power and authority from God to meaningfully change the world. - Summary by Justin Vistine

14Really So Stories

By Elizabeth Gordon

These stories for young people are Really So; they are not made up stories about bears or witches. These are short educational sketches about how our calendar came to be, where Valentine's Day came from, how pelicans live with their big beak, how we have the wonderful telegraph, and many more. So if you are a bit tired of fairy tales, try these bite sized sections packed with what really happened. They are Really So ! . - Summary by philchenevert