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Case management services under NYS PROMISE are provided by a robust and diverse network of case managers and family coaches. Case managers work predominantly with youth in the research demonstration sites, while family coaches work exclusively with the families of intervention group youth enrolled in NYS PROMISE through regional Parent Training Centers. Regardless of the title of the practitioner, or their organizational placement, they provide similar critical care, coordination and access to the core services and supports provided under the NYS PROMISE intervention, as well as information and referral for other needed services and supports. In addition, they provide intermittent "light touch" data gathering on control group youth and families. While "field guides" have traditionally been employed in the study of plants and fauna, they have increasingly been created to support practitioners in an array of professional fields as they face the obstacles and challenges that can arise while accomplishing specific tasks. The NYS PROMISE Case Management Field Guide was designed for the express purpose of assisting case managers and family coaches in navigating their day-to-day roles, functions, and expectations, while adhering to high quality standards, and managing the impact of their work on their own health and wellbeing. The aim is to ensure that all NYS PROMISE case managers and family coaches (case management practitioners) are equipped to perform their job in a manner that leads to the expected youth and family outcomes of the NYS PROMISE intervention--holding to a common measure of fidelity. This field guide is presented in modules and is indexed to assist case management practitioners in easily accessing the information they need, when they need it. The following modules are included in this field guide: (1) Overview of Case Management; (2) Service Delivery; (3) Youth in Transition; (4) Self-Determination; (5) Case Planning and Service Coordination; (6) Case Recording; (7) Counseling Resources; (8) Crisis Management; (9) Engaging Families; (10) Protection and Advocacy; (11) Triaging Benefits and Entitlements to Support Career Development and Work; (12) Justice-Involved Youth; (13) Community Participation; (14) Emerging Adulthood; and (15) Closeout Process for PROMISE.

The Office of Health Services Education and Research at Michigan State University has clarified the functions of planning, organization, coordination, monitoring, and assessing instructional development projects. Each management function can be applied to the process of instructional development in order for the manager to achieve several objectives: to have a detailed operational plan for projects; to be organized to complete projects; to have a coordinating system for projects; to have monitoring for projects; and to have a specific design for assessing management of projects. (CH)

This lesson on managing a business, the 11th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are covered in the unit: the role of management in operating a business, the steps involved in the decision-making process, the functions of management, and the rewards and problems of the management role. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

As the complexity of space missions grows, development of Fault Management (FM) capabilities is an increasingly common driver for significant cost overruns late in the development cycle. FM issues and the resulting cost overruns are rarely caused by a lack of technology, but rather by a lack of planning and emphasis by project management. A recent NASA FM Workshop brought together FM practitioners from a broad spectrum of institutions, mission types, and functional roles to identify the drivers underlying FM overruns and recommend solutions. They identified a number of areas in which increased program and project management focus can be used to control FM development cost growth. These include up-front planning for FM as a distinct engineering discipline; managing different, conflicting, and changing institutional goals and risk postures; ensuring the necessary resources for a disciplined, coordinated approach to end-to-end fault management engineering; and monitoring FM coordination across all mission systems.

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

An increasingly diverse work force is a definite trend in the United States, and a number of companies have linked valuing and managing diversity to increased productivity. Equal employment opportunity and affirmative action are pointed to as foundational to the development of formal programs for valuing or managing diversity in the workplace. The sense of urgency in the literature about valuing and managing work force diversity is not so much about getting diverse people into the labor force but about retraining and developing good workers at all organizational levels. Two different approaches to organizational programs for dealing effectively with diversity are valuing differences, which suggests efforts to develop attitude changes through awareness and sensitivity training, and managing diversity, which focuses on behavioral changes. A number of authors approach work force diversity as an organizational change issue and present either a training model or an organizational development model for effecting the change. Research on organizational culture suggests that a program for managing or valuing diversity might not effect real change in an organizational culture without addressing the need for long-term efforts that would increase awareness of deep-seated values and assumptions that underlie the organization's norms and individual behaviors. The system for valuing and/or managing diversity is a subsystem of the human resource system within the larger interactive organizational system. (Contains 38 references.) (YLB)

This individualized, competency-based unit on managing human resources, the 12th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Five competencies are dealt with in this instructional unit, including (1) writing a job description for a position in one's business; (2) developing a training program outline for employees, (3) developing a list of personnel policies for employees in one's business, (4) developing an outline for an employee evaluation system, and (5) planning a corrective interview with an employee concerning a selected problem. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

The purpose of this paper is to identify and describe background information and possible indicators for future planning of elementary education, as a prerequisite to planning realistic education programs for early childhood and elementary school teachers. Developments considered include population growth, changing cultural characteristics, continued urbanization, changes in governmental relationships, multiple-vocations and increased leisure, and the increasing accumulation of scientific and technical knowledge. An attempt is made to define broad, guideline trends in education, but with the realization that current and past innovations have not been readily accepted by educators. The major trends appear to be 1) educational population growth, including the increasing need for preschool and adult education; 2) educational goals and objectives, with a potential conflict between the technological and humanistic approach; 3) change in educational administration and organization, with pressures for greater centralization, and changes in the role of state departments of education; 4) changes in school organization, methodology, and curricular patterns; and 5) the effects on education of developments in educational technology, media, and materials. Much greater emphasis is predicted on preschool and childhood education, as an extension of the regular curriculum and organization. Related documents are SP 004 156 to SP 004 166. (MBM)

The purpose of this paper is to identify and describe background information and possible indicators for future planning of elementary education, as a prerequisite to planning realistic education programs for early childhood and elementary school teachers. Developments considered include population growth, changing cultural characteristics, continued urbanization, changes in governmental relationships, multiple-vocations and increased leisure, and the increasing accumulation of scientific and technical knowledge. An attempt is made to define broad, guideline trends in education, but with the realization that current and past innovations have not been readily accepted by educators. The major trends appear to be 1) educational population growth, including the increasing need for preschool and adult education; 2) educational goals and objectives, with a potential conflict between the technological and humanistic approach; 3) change in educational administration and organization, with pressures for greater centralization, and changes in the role of state departments of education; 4) changes in school organization, methodology, and curricular patterns; and 5) the effects on education of developments in educational technology, media, and materials. Much greater emphasis is predicted on preschool and childhood education, as an extension of the regular curriculum and organization. Related documents are SP 004 156 to SP 004 166. (MBM)

The purpose of this paper is to identify and describe background information and possible indicators for future planning of elementary education, as a prerequisite to planning realistic education programs for early childhood and elementary school teachers. Developments considered include population growth, changing cultural characteristics, continued urbanization, changes in governmental relationships, multiple-vocations and increased leisure, and the increasing accumulation of scientific and technical knowledge. An attempt is made to define broad, guideline trends in education, but with the realization that current and past innovations have not been readily accepted by educators. The major trends appear to be 1) educational population growth, including the increasing need for preschool and adult education; 2) educational goals and objectives, with a potential conflict between the technological and humanistic approach; 3) change in educational administration and organization, with pressures for greater centralization, and changes in the role of state departments of education; 4) changes in school organization, methodology, and curricular patterns; and 5) the effects on education of developments in educational technology, media, and materials. Much greater emphasis is predicted on preschool and childhood education, as an extension of the regular curriculum and organization. Related documents are SP 004 156 to SP 004 166. (MBM)

This thesis examines the human and technological issues that are often encountered during the development of modern computer information systems. People and technical constaints, including suggestions for minimizing negative consequences, are illustrated throughout the development life cycle. Special emphasis is placed on strategic planning, end user involvement in the requirements definition phase, and user-oriented software. The research consists of a review of current literature concerning techniques, methods and methodologies that are the basis for managing computer information system development. It is a collection of bits and pieces of wisdom by experts from all disciplines within the computer and managing fields. These techniques can be tailored to various scale projects having myriad objectives. The theory and practice of management methods included in this paper can be applied universally to computer projects. However, the study is directed at all U.S. Navy managers who are, or will be, involved in the transition to modern computer information systems.

Europe

Europe

Europe

Europe

Miracle City Mall Update

Miracle City Mall Update

Miracle City Mall Update

Miracle City Mall Update

Miracle City Mall Update

Includes bibliographical references and index

Includes bibliographical references and index

Contemporary business conditions, the global food crisis, and the post-epidemic recession have led agricultural firms to reconsider human capital’s role in the overall business. Previous research points to the problem of low efficiency in the use of resources in the agricultural sector when it comes to investment and development of human capital. The aim of the study is to analyze the contribution of human capital to employee performance in agricultural firms in Serbia. Human capital is observed through human capital efficiency (HCE). Employee performance is observed through value-added per employee, net profit per employee, operating revenue per employee, and labor productivity. VAIC methodology for calculating HCE was applied in the paper. The sample includes 177 active agricultural firms that operated in Serbia in 2021. Based on the results, it can be concluded that HCE positively contributes to the observed employee performance, except in the case of value-added per employee.

Contemporary business conditions, the global food crisis, and the post-epidemic recession have led agricultural firms to reconsider human capital’s role in the overall business. Previous research points to the problem of low efficiency in the use of resources in the agricultural sector when it comes to investment and development of human capital. The aim of the study is to analyze the contribution of human capital to employee performance in agricultural firms in Serbia. Human capital is observed through human capital efficiency (HCE). Employee performance is observed through value-added per employee, net profit per employee, operating revenue per employee, and labor productivity. VAIC methodology for calculating HCE was applied in the paper. The sample includes 177 active agricultural firms that operated in Serbia in 2021. Based on the results, it can be concluded that HCE positively contributes to the observed employee performance, except in the case of value-added per employee.

Contemporary business conditions, the global food crisis, and the post-epidemic recession have led agricultural firms to reconsider human capital’s role in the overall business. Previous research points to the problem of low efficiency in the use of resources in the agricultural sector when it comes to investment and development of human capital. The aim of the study is to analyze the contribution of human capital to employee performance in agricultural firms in Serbia. Human capital is observed through human capital efficiency (HCE). Employee performance is observed through value-added per employee, net profit per employee, operating revenue per employee, and labor productivity. VAIC methodology for calculating HCE was applied in the paper. The sample includes 177 active agricultural firms that operated in Serbia in 2021. Based on the results, it can be concluded that HCE positively contributes to the observed employee performance, except in the case of value-added per employee.

Managing Instructional Development Projects Check out my classic! For more than a decade, I managed teams of contractors as they worked side-by-side with new product developers to create training and performance improvement systems for major corporations  such as Xerox, Epson America, and Apple Computer. The instructional design (ID) projects I planned and coordinated were as simple as a single resource working for three weeks and as complicated as 60 people working for more than a year and a half. Deliverables ranged from straightforward documentation to transcontinental satellite broadcasts incorporating pre-produced video sequences, live executive speakers, and real-time competition among problem-solving teams located all over North America. In fact, the first PM training session I created was a custom-designed, hands-on, five-day workshop for Xerox Corp. which (I'm proud to say) won several awards!  The articles below share what I learned as an in-the-trenches, working ID project manager. I hope you find them valuable!     (Are you new to Instructional Design? Scroll down to find links to some brief video overviews of what it's all about!) Greer’s ID Project Management Model Critical Attributes of ID Project Success Training Cost Benefit Analysis: An Admittedly Superficial Overview Estimating Instructional Development Time How to Determine Project Scope  --   (This is Chapter 2 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Gather Information  --   (This award-winning article is available as Chapter 4  in Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Develop the Blueprint  --   (This is Chapter 5 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Manage Follow-Up Evaluation  —  (This is Chapter 10 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) PM Minimalist Selected  by Laureate Education  for use in  Walden University’s Masters in Instructional Design and Technology . My Teaching Assignment: Franklin University’s "IDPT 715: Managing Learning Projects & Relationships" Overview of Greer’s 1992 book  ID Project Management: Tools & Techniques for Instructional Designers & Developers ______________________________________________________ Watch the video. ________________________________________________ Instructional Design Versus Message Design  (PDF of key slides from the video above) Typical HPT [Human Performance Technology] Project Life Cycles “Beyond Sales Training: Designing a Learning Organization”  – from  In Action: Designing Training Programs , American Society for Training and Development (ASTD), 1996 – describes exactly how we planned and managed a comprehensive performance analysis to create job models, career paths, curriculum architecture, and corresponding training priorities. Looking for  succinct, authoritative introductions to ID (Instructional Design) and HPT (Human Performance Technology)?  Check out  Joel Gardner's  YouTube videos: What is Instructional Design? What does an Instructional Designer Do? What is Human Performance Technology? About  Joel Gardner : Joel Gardner  is an instructional Design Faculty member at  Franklin University  in Columbus, Ohio. He has been teaching, training and designing instruction for over a decade. Joel specializes in instructional design effectiveness and has published a number of peer-reviewed articles on Merrill's First Principles of Instruction. "I worked with Joel to design and teach Franklin University's 'IDPT 715: Managing Learning Projects & Relationships'" -- For more information, go to:  My Teaching Assignment: Franklin University’s 'IDPT 715: Managing Learning Projects & Relationships' "   - Mike G.

Managing Instructional Development Projects Check out my classic! For more than a decade, I managed teams of contractors as they worked side-by-side with new product developers to create training and performance improvement systems for major corporations  such as Xerox, Epson America, and Apple Computer. The instructional design (ID) projects I planned and coordinated were as simple as a single resource working for three weeks and as complicated as 60 people working for more than a year and a half. Deliverables ranged from straightforward documentation to transcontinental satellite broadcasts incorporating pre-produced video sequences, live executive speakers, and real-time competition among problem-solving teams located all over North America. In fact, the first PM training session I created was a custom-designed, hands-on, five-day workshop for Xerox Corp. which (I'm proud to say) won several awards!  The articles below share what I learned as an in-the-trenches, working ID project manager. I hope you find them valuable!     (Are you new to Instructional Design? Scroll down to find links to some brief video overviews of what it's all about!) Greer’s ID Project Management Model Critical Attributes of ID Project Success Training Cost Benefit Analysis: An Admittedly Superficial Overview Estimating Instructional Development Time How to Determine Project Scope  --   (This is Chapter 2 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Gather Information  --   (This award-winning article is available as Chapter 4  in Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Develop the Blueprint  --   (This is Chapter 5 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Manage Follow-Up Evaluation  —  (This is Chapter 10 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) PM Minimalist Selected  by Laureate Education  for use in  Walden University’s Masters in Instructional Design and Technology . My Teaching Assignment: Franklin University’s "IDPT 715: Managing Learning Projects & Relationships" Overview of Greer’s 1992 book  ID Project Management: Tools & Techniques for Instructional Designers & Developers ______________________________________________________ Watch the video. ________________________________________________ Instructional Design Versus Message Design  (PDF of key slides from the video above) Typical HPT [Human Performance Technology] Project Life Cycles “Beyond Sales Training: Designing a Learning Organization”  – from  In Action: Designing Training Programs , American Society for Training and Development (ASTD), 1996 – describes exactly how we planned and managed a comprehensive performance analysis to create job models, career paths, curriculum architecture, and corresponding training priorities. Looking for  succinct, authoritative introductions to ID (Instructional Design) and HPT (Human Performance Technology)?  Check out  Joel Gardner's  YouTube videos: What is Instructional Design? What does an Instructional Designer Do? What is Human Performance Technology? About  Joel Gardner : Joel Gardner  is an instructional Design Faculty member at  Franklin University  in Columbus, Ohio. He has been teaching, training and designing instruction for over a decade. Joel specializes in instructional design effectiveness and has published a number of peer-reviewed articles on Merrill's First Principles of Instruction. "I worked with Joel to design and teach Franklin University's 'IDPT 715: Managing Learning Projects & Relationships'" -- For more information, go to:  My Teaching Assignment: Franklin University’s 'IDPT 715: Managing Learning Projects & Relationships' "   - Mike G.

Managing Instructional Development Projects Check out my classic! For more than a decade, I managed teams of contractors as they worked side-by-side with new product developers to create training and performance improvement systems for major corporations  such as Xerox, Epson America, and Apple Computer. The instructional design (ID) projects I planned and coordinated were as simple as a single resource working for three weeks and as complicated as 60 people working for more than a year and a half. Deliverables ranged from straightforward documentation to transcontinental satellite broadcasts incorporating pre-produced video sequences, live executive speakers, and real-time competition among problem-solving teams located all over North America. In fact, the first PM training session I created was a custom-designed, hands-on, five-day workshop for Xerox Corp. which (I'm proud to say) won several awards!  The articles below share what I learned as an in-the-trenches, working ID project manager. I hope you find them valuable!     (Are you new to Instructional Design? Scroll down to find links to some brief video overviews of what it's all about!) Greer’s ID Project Management Model Critical Attributes of ID Project Success Training Cost Benefit Analysis: An Admittedly Superficial Overview Estimating Instructional Development Time How to Determine Project Scope  --   (This is Chapter 2 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Gather Information  --   (This award-winning article is available as Chapter 4  in Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Develop the Blueprint  --   (This is Chapter 5 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Manage Follow-Up Evaluation  —  (This is Chapter 10 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) PM Minimalist Selected  by Laureate Education  for use in  Walden University’s Masters in Instructional Design and Technology . My Teaching Assignment: Franklin University’s "IDPT 715: Managing Learning Projects & Relationships" Overview of Greer’s 1992 book  ID Project Management: Tools & Techniques for Instructional Designers & Developers ______________________________________________________ Watch the video. ________________________________________________ Instructional Design Versus Message Design  (PDF of key slides from the video above) Typical HPT [Human Performance Technology] Project Life Cycles “Beyond Sales Training: Designing a Learning Organization”  – from  In Action: Designing Training Programs , American Society for Training and Development (ASTD), 1996 – describes exactly how we planned and managed a comprehensive performance analysis to create job models, career paths, curriculum architecture, and corresponding training priorities. Looking for  succinct, authoritative introductions to ID (Instructional Design) and HPT (Human Performance Technology)?  Check out  Joel Gardner's  YouTube videos: What is Instructional Design? What does an Instructional Designer Do? What is Human Performance Technology? About  Joel Gardner : Joel Gardner  is an instructional Design Faculty member at  Franklin University  in Columbus, Ohio. He has been teaching, training and designing instruction for over a decade. Joel specializes in instructional design effectiveness and has published a number of peer-reviewed articles on Merrill's First Principles of Instruction. "I worked with Joel to design and teach Franklin University's 'IDPT 715: Managing Learning Projects & Relationships'" -- For more information, go to:  My Teaching Assignment: Franklin University’s 'IDPT 715: Managing Learning Projects & Relationships' "   - Mike G.

Managing Instructional Development Projects Check out my classic! For more than a decade, I managed teams of contractors as they worked side-by-side with new product developers to create training and performance improvement systems for major corporations  such as Xerox, Epson America, and Apple Computer. The instructional design (ID) projects I planned and coordinated were as simple as a single resource working for three weeks and as complicated as 60 people working for more than a year and a half. Deliverables ranged from straightforward documentation to transcontinental satellite broadcasts incorporating pre-produced video sequences, live executive speakers, and real-time competition among problem-solving teams located all over North America. In fact, the first PM training session I created was a custom-designed, hands-on, five-day workshop for Xerox Corp. which (I'm proud to say) won several awards!  The articles below share what I learned as an in-the-trenches, working ID project manager. I hope you find them valuable!     (Are you new to Instructional Design? Scroll down to find links to some brief video overviews of what it's all about!) Greer’s ID Project Management Model Critical Attributes of ID Project Success Training Cost Benefit Analysis: An Admittedly Superficial Overview Estimating Instructional Development Time How to Determine Project Scope  --   (This is Chapter 2 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Gather Information  --   (This award-winning article is available as Chapter 4  in Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Develop the Blueprint  --   (This is Chapter 5 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) How to Manage Follow-Up Evaluation  —  (This is Chapter 10 from Greer’s classic book,  ID Project Management , © copyright 1992, Michael Greer & Educational Technology Publications) PM Minimalist Selected  by Laureate Education  for use in  Walden University’s Masters in Instructional Design and Technology . My Teaching Assignment: Franklin University’s "IDPT 715: Managing Learning Projects & Relationships" Overview of Greer’s 1992 book  ID Project Management: Tools & Techniques for Instructional Designers & Developers ______________________________________________________ Watch the video. ________________________________________________ Instructional Design Versus Message Design  (PDF of key slides from the video above) Typical HPT [Human Performance Technology] Project Life Cycles “Beyond Sales Training: Designing a Learning Organization”  – from  In Action: Designing Training Programs , American Society for Training and Development (ASTD), 1996 – describes exactly how we planned and managed a comprehensive performance analysis to create job models, career paths, curriculum architecture, and corresponding training priorities. Looking for  succinct, authoritative introductions to ID (Instructional Design) and HPT (Human Performance Technology)?  Check out  Joel Gardner's  YouTube videos: What is Instructional Design? What does an Instructional Designer Do? What is Human Performance Technology? About  Joel Gardner : Joel Gardner  is an instructional Design Faculty member at  Franklin University  in Columbus, Ohio. He has been teaching, training and designing instruction for over a decade. Joel specializes in instructional design effectiveness and has published a number of peer-reviewed articles on Merrill's First Principles of Instruction. "I worked with Joel to design and teach Franklin University's 'IDPT 715: Managing Learning Projects & Relationships'" -- For more information, go to:  My Teaching Assignment: Franklin University’s 'IDPT 715: Managing Learning Projects & Relationships' "   - Mike G.

This report provides method, materials evaluations and engineering for managing wastes hazardous to man and other life by localization employing an organic, polymeric cementing and encapsulating process (TRW process). Specimens, of cubic dimensions three inches on edge, of wastes cemented with 3 to 4% by weight polybutadiene binder and encapsulated by 1/4 inch polyethylene jackets, were fabricated with selected wastes and subjected to exacting leaching conditions and mechanical testing. They were found to exhibit excellent retention of contaminants in leaching by a broad spectrum of aqueous solutions and to withstand degradation under high compressive and impact mechanical forces.

This report provides method, materials evaluations and engineering for managing wastes hazardous to man and other life by localization employing an organic, polymeric cementing and encapsulating process (TRW process). Specimens, of cubic dimensions three inches on edge, of wastes cemented with 3 to 4% by weight polybutadiene binder and encapsulated by 1/4 inch polyethylene jackets, were fabricated with selected wastes and subjected to exacting leaching conditions and mechanical testing. They were found to exhibit excellent retention of contaminants in leaching by a broad spectrum of aqueous solutions and to withstand degradation under high compressive and impact mechanical forces.

This report provides method, materials evaluations and engineering for managing wastes hazardous to man and other life by localization employing an organic, polymeric cementing and encapsulating process (TRW process). Specimens, of cubic dimensions three inches on edge, of wastes cemented with 3 to 4% by weight polybutadiene binder and encapsulated by 1/4 inch polyethylene jackets, were fabricated with selected wastes and subjected to exacting leaching conditions and mechanical testing. They were found to exhibit excellent retention of contaminants in leaching by a broad spectrum of aqueous solutions and to withstand degradation under high compressive and impact mechanical forces.

This report provides method, materials evaluations and engineering for managing wastes hazardous to man and other life by localization employing an organic, polymeric cementing and encapsulating process (TRW process). Specimens, of cubic dimensions three inches on edge, of wastes cemented with 3 to 4% by weight polybutadiene binder and encapsulated by 1/4 inch polyethylene jackets, were fabricated with selected wastes and subjected to exacting leaching conditions and mechanical testing. They were found to exhibit excellent retention of contaminants in leaching by a broad spectrum of aqueous solutions and to withstand degradation under high compressive and impact mechanical forces.

This report provides method, materials evaluations and engineering for managing wastes hazardous to man and other life by localization employing an organic, polymeric cementing and encapsulating process (TRW process). Specimens, of cubic dimensions three inches on edge, of wastes cemented with 3 to 4% by weight polybutadiene binder and encapsulated by 1/4 inch polyethylene jackets, were fabricated with selected wastes and subjected to exacting leaching conditions and mechanical testing. They were found to exhibit excellent retention of contaminants in leaching by a broad spectrum of aqueous solutions and to withstand degradation under high compressive and impact mechanical forces.

This research develops a prototype relational database system for storing and managing Fleet Battle Experiment (FBE) data. It is the first step in constructing a knowledge-base system for such data. The objective is to create a relational database capable

This paper discusses the role information can play in the development of African countries in the 21st century. It stresses that development information can only be guaranteed when libraries in Africa computerize their systems, form networks for resource sharing, and take advantage of the benefits of information technology (IT), especially CD-ROM and the Internet. An in-depth review of the information management climate of African libraries was made, and this was found to be unfavorable. Problems inhibiting IT application by African libraries include apathy and inadequate government funding, undeveloped information and communication infrastructure, and shortage of technical manpower. Despite the bottlenecks, African libraries need to efficiently and effectively manage information in the 21st century in order to facilitate technology transfer, support education and research, and project Africa's achievements to the rest of the world. Considering the widespread democratization in Africa, blueprints for improved economy, better provision of information infrastructure, and progress already made in IT application and networking, it was established that the chances of African libraries automating their services in the 21st century are very bright. The paper concludes that the challenge for taking positive steps to promote modern information management in the new millennium is not only for African libraries, but for the world at large. (Contains 24 references.) (Author/MES)

This paper discusses the role information can play in the development of African countries in the 21st century. It stresses that development information can only be guaranteed when libraries in Africa computerize their systems, form networks for resource sharing, and take advantage of the benefits of information technology (IT), especially CD-ROM and the Internet. An in-depth review of the information management climate of African libraries was made, and this was found to be unfavorable. Problems inhibiting IT application by African libraries include apathy and inadequate government funding, undeveloped information and communication infrastructure, and shortage of technical manpower. Despite the bottlenecks, African libraries need to efficiently and effectively manage information in the 21st century in order to facilitate technology transfer, support education and research, and project Africa's achievements to the rest of the world. Considering the widespread democratization in Africa, blueprints for improved economy, better provision of information infrastructure, and progress already made in IT application and networking, it was established that the chances of African libraries automating their services in the 21st century are very bright. The paper concludes that the challenge for taking positive steps to promote modern information management in the new millennium is not only for African libraries, but for the world at large. (Contains 24 references.) (Author/MES)

This paper discusses the role information can play in the development of African countries in the 21st century. It stresses that development information can only be guaranteed when libraries in Africa computerize their systems, form networks for resource sharing, and take advantage of the benefits of information technology (IT), especially CD-ROM and the Internet. An in-depth review of the information management climate of African libraries was made, and this was found to be unfavorable. Problems inhibiting IT application by African libraries include apathy and inadequate government funding, undeveloped information and communication infrastructure, and shortage of technical manpower. Despite the bottlenecks, African libraries need to efficiently and effectively manage information in the 21st century in order to facilitate technology transfer, support education and research, and project Africa's achievements to the rest of the world. Considering the widespread democratization in Africa, blueprints for improved economy, better provision of information infrastructure, and progress already made in IT application and networking, it was established that the chances of African libraries automating their services in the 21st century are very bright. The paper concludes that the challenge for taking positive steps to promote modern information management in the new millennium is not only for African libraries, but for the world at large. (Contains 24 references.) (Author/MES)

This paper discusses the role information can play in the development of African countries in the 21st century. It stresses that development information can only be guaranteed when libraries in Africa computerize their systems, form networks for resource sharing, and take advantage of the benefits of information technology (IT), especially CD-ROM and the Internet. An in-depth review of the information management climate of African libraries was made, and this was found to be unfavorable. Problems inhibiting IT application by African libraries include apathy and inadequate government funding, undeveloped information and communication infrastructure, and shortage of technical manpower. Despite the bottlenecks, African libraries need to efficiently and effectively manage information in the 21st century in order to facilitate technology transfer, support education and research, and project Africa's achievements to the rest of the world. Considering the widespread democratization in Africa, blueprints for improved economy, better provision of information infrastructure, and progress already made in IT application and networking, it was established that the chances of African libraries automating their services in the 21st century are very bright. The paper concludes that the challenge for taking positive steps to promote modern information management in the new millennium is not only for African libraries, but for the world at large. (Contains 24 references.) (Author/MES)

This paper discusses the role information can play in the development of African countries in the 21st century. It stresses that development information can only be guaranteed when libraries in Africa computerize their systems, form networks for resource sharing, and take advantage of the benefits of information technology (IT), especially CD-ROM and the Internet. An in-depth review of the information management climate of African libraries was made, and this was found to be unfavorable. Problems inhibiting IT application by African libraries include apathy and inadequate government funding, undeveloped information and communication infrastructure, and shortage of technical manpower. Despite the bottlenecks, African libraries need to efficiently and effectively manage information in the 21st century in order to facilitate technology transfer, support education and research, and project Africa's achievements to the rest of the world. Considering the widespread democratization in Africa, blueprints for improved economy, better provision of information infrastructure, and progress already made in IT application and networking, it was established that the chances of African libraries automating their services in the 21st century are very bright. The paper concludes that the challenge for taking positive steps to promote modern information management in the new millennium is not only for African libraries, but for the world at large. (Contains 24 references.) (Author/MES)

This paper discusses the role information can play in the development of African countries in the 21st century. It stresses that development information can only be guaranteed when libraries in Africa computerize their systems, form networks for resource sharing, and take advantage of the benefits of information technology (IT), especially CD-ROM and the Internet. An in-depth review of the information management climate of African libraries was made, and this was found to be unfavorable. Problems inhibiting IT application by African libraries include apathy and inadequate government funding, undeveloped information and communication infrastructure, and shortage of technical manpower. Despite the bottlenecks, African libraries need to efficiently and effectively manage information in the 21st century in order to facilitate technology transfer, support education and research, and project Africa's achievements to the rest of the world. Considering the widespread democratization in Africa, blueprints for improved economy, better provision of information infrastructure, and progress already made in IT application and networking, it was established that the chances of African libraries automating their services in the 21st century are very bright. The paper concludes that the challenge for taking positive steps to promote modern information management in the new millennium is not only for African libraries, but for the world at large. (Contains 24 references.) (Author/MES)

vii, 66 pages ; 28 cm +

'Twenty Second Report On Paragraph 1.17 of the Sixty-third Report of the Committee on Public Undertakings (1969-7o)-Fourth Lok Sabha, on National Industrial Development Corporation Limited containing the. observation "The Committee are of the opinion that they have been misled by the statement of the Managing Director (National Industrial Development Corporation Limited). (May-1972)' from the Parliament Digital Library

Teachers are systematically sorted across schools. Often, schools serving the lowest-achieving students are staffed by the least-skilled teachers. While teachers' school preferences account for some of the sorting, school practices are also likely to be a key factor. Using value-added methods, the authors examine the relationship between a school's effectiveness during a given principal's tenure and the retention, recruitment and development of its teachers. Three key findings emerge about principal effectiveness. More effective principals: (1) are able to retain higher-quality teachers and remove less-effective teachers; (2) are able to attract and hire higher-quality teachers to fill vacancies; and (3) have teachers who improve at a greater pace than those in schools with less effective leadership (there is some evidence for this, albeit weak). These findings reinforce the importance of personnel practices for effective school leadership. Appendices include: (1) Model Specifications for Estimating Principal Value-Added; and (2) Bayesian Shrinkage. (Contains 7 tables, 3 figures, and 7 footnotes.)