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This paper provides an overview of the career pathways model, and discusses the principal intervention strategies included in the model, the theory of change for career pathways, and the considerations in designing random assignment evaluations of career pathway programs.

Over the past two decades, thousands of Minnesota’s families have suffered from the consequences of the opioid epidemic, and communities of color have been especially hard-hit (Minnesota Department of Health, 2021). A critical component of treatment for opioid use disorder (OUD) is access to medications for opioid use disorder (MOUD), which include methadone, naltrexone, and buprenorphine. In many cases, buprenorphine is the preferred treatment option, and it can be prescribed in primary care settings. Access is limited, however, in part because providers are required to obtain a Drug Abuse Treatment Act waiver (DATA-waiver) from the federal government before they can prescribe it. In addition, not all waivered providers actually prescribe buprenorphine, because of barriers like lack of training, concerns about diversion, and low reimbursement rates (Huhn & Dunn, 2017; Molfenter et al., 2019). To increase capacity for providing buprenorphine in primary care settings in Minnesota, Hennepin Healthcare and CHI-St. Gabriel’s developed a 1.5-day in-person training called Buprenorphine Boot Camp, designed to teach primary care clinic teams how to set up a successful buprenorphine program in their clinics. Boot Camp was developed in-house as a supplement to ECHO programs, which offer weekly virtual trainings on opioid-related topics for healthcare providers (see https://osf.io/zuebp/). Boot Camp has not yet been formally evaluated, though others have identified the need for this kind of approach (Cole et al., 2021; Gordon et al., 2020). This study evaluates the impact of prescribers’ attendance at Boot Camp sessions offered in either February or December 2019 on their buprenorphine prescribing practices. We will address the following research question: Among primary care providers who are eligible to obtain a DATA-waiver to write buprenorphine prescriptions, does attending Buprenorphine Boot Camp change the likelihood that the provider a) obtains a DATA-waiver, b) writes at least one buprenorphine prescription, or c) prescribes buprenorphine to patients with a history of OUD quarterly up to 18 months after attending Boot Camp compared to well-matched providers who do not attend Boot Camp?

Over the past two decades, thousands of Minnesota’s families have suffered from the consequences of the opioid epidemic, and communities of color have been especially hard-hit (Minnesota Department of Health, 2021). A critical component of treatment for opioid use disorder (OUD) is access to medications for opioid use disorder (MOUD), which include methadone, naltrexone, and buprenorphine. In many cases, buprenorphine is the preferred treatment option, and it can be prescribed in primary care settings. Access is limited, however, in part because providers are required to obtain a Drug Abuse Treatment Act waiver (DATA-waiver) from the federal government before they can prescribe it. In addition, not all waivered providers actually prescribe buprenorphine, because of barriers like lack of training, concerns about diversion, and low reimbursement rates (Huhn & Dunn, 2017; Molfenter et al., 2019). To increase capacity for providing buprenorphine in primary care settings in Minnesota, Hennepin Healthcare and CHI-St. Gabriel’s developed a 1.5-day in-person training called Buprenorphine Boot Camp, designed to teach primary care clinic teams how to set up a successful buprenorphine program in their clinics. Boot Camp was developed in-house as a supplement to ECHO programs, which offer weekly virtual trainings on opioid-related topics for healthcare providers (see https://osf.io/zuebp/). Boot Camp has not yet been formally evaluated, though others have identified the need for this kind of approach (Cole et al., 2021; Gordon et al., 2020). This study evaluates the impact of prescribers’ attendance at Boot Camp sessions offered in either February or December 2019 on their buprenorphine prescribing practices. We will address the following research question: Among primary care providers who are eligible to obtain a DATA-waiver to write buprenorphine prescriptions, does attending Buprenorphine Boot Camp change the likelihood that the provider a) obtains a DATA-waiver, b) writes at least one buprenorphine prescription, or c) prescribes buprenorphine to patients with a history of OUD quarterly up to 18 months after attending Boot Camp compared to well-matched providers who do not attend Boot Camp?

The present project is an exploratory study, aiming to understand the extent to which the Embedded EthiCS Program achieves its program outcomes using the difference-in-difference approach, a quasi-experimental causal inference technique. First, in consultation with the program administrators, we identified five program outcome areas: 1) awareness, 2) reasoning, 3) communication, 4) motivation, and 5) commitment. Second, we developed the EEPE (Embedded EthiCS Program Evaluation) Survey, an extended version of the survey instrument developed by Horton et al. (2023) so as to create a survey instrument that aligns with the program outcomes. In addition to the items focused on the program outcomes, the EEPE Survey includes questions related to students’ perceptions of their career goals and their moral agency. Third, we plan to administer the survey to two groups, namely students in Computer Science (CS) and in Engineering courses, and to administer to each student at two times, namely before and after the delivery of the ethics modules in the CS courses. We plan to utilize the difference-in-difference approach to ascertain the long-term program effectiveness by comparing the survey responses among 1st and 4th-year students in the Computer Science and Engineering Programs. Additionally, we plan to estimate the effectiveness of students’ exposure to ethics modules in one semester by comparing pre- and post-module survey responses from the students in CS and Engineering courses, respectively.

It is a global concern to find ways to support people in creating healthier lifestyle habits. The possibility of helping more residents make lifestyle changes through digital health innovations is recognized and used in various fields. Digital health innovations can be delivered via digital devices such as smartphones or digital platforms and offer a variety of services. One example is the digital health center Vårdcentral Värmland in Region Värmland, Sweden. Vårdcentral Värmland offers a lifestyle change program called "Steps for Sustainable Health", which involves people who want to change their lifestyle, regarding aspects such as physical activity, dietary habits, and stress, receiving support from health coaches through digital meetings. The lifestyle change program is intended to last for 8 weeks, during which the health coach and the individual regularly meet online. All meetings are paid for by the individual according to the applicable patient fee. The purpose of this study is to investigate whether SMS coaching as supplementary support to the existing lifestyle change program is associated with improvements over time. The study will use a mixed-method design where both qualitative data (interviews with health coaches and participants) and quantitative data in terms of self-assessment questionnaires before and after the intervention, and at follow-up (participants), and diaries kept by health coaches, are collected to create a comprehensive view of the intervention (i.e., the lifestyle change program combined with SMS coaching). SMS coaching has previously been tested and yielded good results among people seeking support for lifestyle changes within occupational health services in Värmland, Sweden.

This longitudinal wait-list control group study will examine the effect of Paulsen and Kortsch's (2020) "Simply Less Stress" concept on stress coping skills and stress experience and the influence of social support. The intervention is conducted as an online course. 3 measuring points are foreseen: before the intervention, immediately afterwards and at a follow-up measurement, 4 weeks after the end of the intervention. 3 groups are planned. Subjects will be randomly assigned to groups. The treatment (IG1)- and the waiting control group (WKG) will consist of participants without social support. The second group (IG2) consists of participants who receive social support during the course by regularly talking to a person about the content of the online course. The hypotheses are tested using analyses of variance. The aim of the study is to analyze the influence of social support on the effectiveness of the stress management interventions in order to consider these findings in the future.

This paper provides an overview of the career pathways model, and discusses the principal intervention strategies included in the model, the theory of change for career pathways, and the considerations in designing random assignment evaluations of career pathway programs.

This paper provides an overview of the career pathways model, and discusses the principal intervention strategies included in the model, the theory of change for career pathways, and the considerations in designing random assignment evaluations of career pathway programs.

This paper provides an overview of the career pathways model, and discusses the principal intervention strategies included in the model, the theory of change for career pathways, and the considerations in designing random assignment evaluations of career pathway programs.

This paper provides an overview of the career pathways model, and discusses the principal intervention strategies included in the model, the theory of change for career pathways, and the considerations in designing random assignment evaluations of career pathway programs.

This paper provides an overview of the career pathways model, and discusses the principal intervention strategies included in the model, the theory of change for career pathways, and the considerations in designing random assignment evaluations of career pathway programs.

This paper provides an overview of the career pathways model, and discusses the principal intervention strategies included in the model, the theory of change for career pathways, and the considerations in designing random assignment evaluations of career pathway programs.

This paper provides an overview of the career pathways model, and discusses the principal intervention strategies included in the model, the theory of change for career pathways, and the considerations in designing random assignment evaluations of career pathway programs.

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An evaluation of the Navy's Welcome Aboard' program* constitutes the area of study of this thesis. The Navy's Welcome Aboard programs for the purpose of this thesis are defined as internal relations practices affecting transit personnel, i. e .. personnel who are going from one duty station to another.

This thesis is an independent partial evaluation of the Safety Reliability and Maintainability Program (SR&M). The two Measures of effectiveness which were used to see if the goals of this program were realized in the areas of maintainability and reliability are the Maintenance Manhours per Flight Hour and the Mean Flight Hours Between failures. Standard statistical analysis was performed utilizing the software packages GRAFSTAT and MINITAB.

The current pilot study seeks to examine the feasibility and acceptability of a 6-week, online, self-guided approach to improve quality of life in autistic adults who are also experiencing MHC. Specifically, the study aims to: (A) To evaluate the feasibility of an initial prototype of ACT program for autistic adults (Valued Living: An ACT-Based Intervention for Autistic Adults) as indicated by recruitment, retention, and adherence rates; (B) To evaluate the acceptability as indicated by responses to the System Usability Scale (SUS; Bangor et al., 2008) and qualitative feedback following the course completion; (C) To identify ways to further refine Valued Living based on participant self-reported satisfaction with sessions and open-ended text-based feedback; and (D) To conduct exploratory tests regarding the effectiveness of Valued Living on improving positive well-being among autistic adults, measured by the Mental Health Continuum Short Form (MHC-SF). All study procedures will be completed through the secure Qualtrics online research platform, in addition to email and phone contacts prompting relevant steps for the study.

Approved For Release 2003/09/30 :SQF7 200140007-8 25X1 I APR 1971 y : i.OiNDU?M FOR: Director of Special Activittee :: .TT.NTION: Deputy for z lateriel RACT: Evaluation at Now. Mil Magnetic Tape for Possible Use in ID RAI.UST Pr warn 25X1A I. This report c0ataine the results of an oxamination of a xipl* at .4 mil. 1nlatrumentalirt tape 31% Type, The tape was provided CSC by No. g ' 2 5 X 1 A orper aat ,anal. aracte isti.- --- -- - - M .%4%MjkwU i c am at with talk, taper stretc~i is an handlings cross_ a g and pulse dr The sample reel contained l4, 400 feet of tom, increase in footage of 3,200 feet awar the T 88 8 now in u This additic ai footage ms s a 35 min in?reaee in high speed recording time (at 30 ip s). a. Handling: although the leading end of the tape as Re With a 1.0 mil leader to facil#taj initial reag? there was no leader on the other end to aid in rethreading of the recorder (the leader ? should s li op ed for both ends of the tape), 25X1 I DROOP 1 cxctud d from automatic down radiog and NRO review(s)A in letNi9or Release 2003/09/30 : CIA-RDP75B00285R0002001400 -~tscla~ssiticatIon ,- Approved For Release 2Oc Q T Cr I b. Cress-talk., With the same record mI used for bath types tapes, the glowing data was derived: NW-' TAPE NO. 900 .4 M111 No. $88 1.0 MU Cross-talk Odd Tracks DCT* occurred at 3. 8 V Crt -talk a Tracks edatlOV 25X1 25X1A occurred at 4V 1T* occurred at 10V Cross-talk Odd to Even Tsrh .it'T* occurred at 7V Ladd to Even Tracks MDCT* occurred at 20V *$1 T. Minimum Discernible Cross-talk. may be a misnvrner. The difference noted may caused by a change in the transfer characteristics at the 990 t. c. T*4w Str chin : Because at the thickness of the iateriaE and an incres in elasticity. the 990 taps is prone to stretch considerably more than the Type 888 tape now in use. U. pal" Drapcda: #quipmemt limitations precluded precise drop-out measurement. However, it appeared that the 990 drop-at rate is no worse than that a rienced with Type 888. head contamination was ohserv*d. EG 1 {r 25X1 Approved For Release 2003/09/30 : CIA-RDP75B00285R000200140007-8 Approved For Release 200/07930 T ( 25X1 25X1A `Faze 3 his tape would be handled with extreme care during i ecorders used for operational flights should be c- ecked for inconsistencies in the tape transport mechanisms to ins--are proper tape passage. 4. The results c#' the tests indicate that there may be an increase in cross-talk and in handling problems over the Type 8 presently in use. However, the increased recording time is significant and for this reason it to recommended that additional tests be performed at 1 ::1 and the tapes from such tests be returned to HA.SC for review. c uo t G C. I iiLLI Director of FLINT DD/S&T SECRET 25X1A 25X1A 25X1 Approve For Release 2003/09/30 : CIA-RDP75B00285R000200140007-8

25X1 Approved For Release 2005/12/23 : CIA-RDP79B00314A000500050002-0 Approved For Release 2005/12/23 : CIA-RDP79B00314A000500050002-0 A. r mow-,, Approved For lease 2005/12f23': CIARDP79B003 0005p0050002-0 46 NATIONAL PHOTOGRAPHIC INTERPRETATION CENTER Copy (S) NQ memo to D 20 April 1964 NPIC., dated 1. In anticipation of your request that NPIC sponsor and . worker group to develop a standard, ecientifica onx ieSance ,Photon r, we have undertaken the pa necessary to Implement such a program. 2. Though funds were not specifically included in the budget for fiscal year 1964 for such a program, it can be oa.oda.ted by aasignin, funds to it which were previously deai.ted for related, though aerate, investitions into i? . e quality from the viewpoint of the photo interpreter. 3. Please do not hesitate to call me directly in the event you have any questions ccncex'ning the conduct of this Al u C Director Distribution: Cy I - NRO 2 - DD/I 3 - DD/S&T / 4 NPIC/P&DS 5&6 - NPIC/ODir Approved For Release 2005/12/23 : GIA RDP?9B00314A000500050c,02-0 technique for suring and expressing quality 1 RecQ e- 5 KRY-1964 e Office on Program

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Thesis (Ph.D.)--Boston University

Thesis (Ph.D.)--Boston University

Microsoft Beta Evaluation Program, Volume 42, Disc J, 1998, Microsoft, CD

Microsoft Beta Evaluation Program Volume 42 Disc K 1998 Microsoft CD

Microsoft Beta Evaluation Program Volume 42 Disc O 1998 Microsoft CD

Microsoft Beta Evaluation Program Volume 42 Disc O 1998 Microsoft CD

Microsoft Beta Evaluation Program Volume 42 Disc O 1998 Microsoft CD

Microsoft Beta Evaluation Program Volume 42 Disc O 1998 Microsoft CD

Document number CIA-RDP54-00216A000100040008-7 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Microsoft Beta Evaluation - Volume 31 NOTE: Discs B, C and E are not available in this release, but you may get the same content from other volumes as such: Discs B and C: Volume 32, discs B and C Disc E: Volume 32, disc D. On Volume 31A: --------------------------------------------------------------- Internet Explorer 4.0 for Win 3.1 Beta release: Platform Preview 1 Build number: 1005 (CURRENT) --------------------------------------------------------------- Microsoft® Windows® 98 Starts Here(tm) Beta 1 Beta release: 01 Build number: 2.27.30.30         (CURRENT) --------------------------------------------------------------- Volume 31B & 31C: --------------------------------------------------------------- Windows NT Version 5.0 Beta release: Beta-1 Build: 1671 (NEW) *PLEASE NOTE - IIS Beta 3 is NOT compatible with NT5 Beta1* --------------------------------------------------------------- Volume 31D: --------------------------------------------------------------- Internet Information Server 4.0 Beta Release: 3 Build Number: 0575_signed (UPDATED) --------------------------------------------------------------- Volume 31E: --------------------------------------------------------------- Windows 98 Beta release: Beta 2 Refresh Build number: 1602 (UPDATE) ! PLEASE REVIEW KNOWN PROBLEMS SECTION BELOW ! --------------------------------------------------------------- Volume 31F: --------------------------------------------------------------- SNA Server 4.0 Beta release: Beta 4 Build number: 473.6  (UPDATED) ---------------------------------------------------------------

The Applied Meteorology Unit (AMU) conducted a year-long evaluation of NCEP's 29-km mesoscale Eta (meso-eta) weather prediction model in order to identify added value to forecast operations in support of the United States space program. The evaluation was stratified over warm and cool seasons and considered both objective and subjective verification methodologies. Objective verification results generally indicate that meso-eta model point forecasts at selected stations exhibit minimal error growth in terms of RMS errors and are reasonably unbiased. Conversely, results from the subjective verification demonstrate that model forecasts of developing weather events such as thunderstorms, sea breezes, and cold fronts, are not always as accurate as implied by the seasonal error statistics. Sea-breeze case studies reveal that the model generates a dynamically-consistent thermally direct circulation over the Florida peninsula, although at a larger scale than observed. Thunderstorm verification reveals that the meso-eta model is capable of predicting areas of organized convection, particularly during the late afternoon hours but is not capable of forecasting individual thunderstorms. Verification of cold fronts during the cool season reveals that the model is capable of forecasting a majority of cold frontal passages through east central Florida to within 1-h of observed frontal passage.

This paper presents an evaluation of the Drug Abuse Resistance Education (DARE) Program, an integral part of the fifth grade curriculum in 84 elementary schools in the Broward County (Florida) Public Schools. During the 1992-93 school year, nearly 12,000 fifth grade students attended DARE classes taught by 43 trained law enforcement officers. Attitudinal and informational questionnaires, designed to assess the effectiveness of DARE and to determine program costs to law enforcement agencies, were completed by students, parents, teachers, principals, officer/instructors, and law enforcement supervisors. Survey results show that: (1) DARE is popular as judged by all respondent groups; (2) all supervisors indicated that positive public relations between youth and police were worth costs incurred by law enforcement agencies; and (3) officers were enthusiastic about their role indicating that the training, teaching, and extra time spent were rewarded by students' increased drug awareness. A positive attitude towards police officers was a side-effect of DARE. Nearly all student respondents indicated that they had learned a lot, liked the officers, and wished the program was longer. Over 94 percent of the 110 parents (58% of all parents) who answered the questionnaires felt that DARE was good for their children. (LL)

A discussion of the role of second language proficiency assessment in the evaluation of language programs argues that for four reasons, the use of proficiency is inappropriate as a central element in evaluation. The reasons are: (1) the construct of proficiency has not been operationalized in a way that enables it to be used usefully; (2) criterion-referenced measures of achievement are of more practical utility than are statements of proficiency not tied to specific program goals; (3) regardless of the terms in which learner outcomes are to be defined, comprehensive program evaluation requires the collection, interpretation, and evaluation of data relating to a range of processes and elements operating within a particular educational context, not just learner outcomes; and (4) process data is needed to interpret outcomes data. A number of practical suggestions for program evaluation, and sample instruments, are offered. (MSE)

Based on a general guide to the evaluation of programs of studies published by Quebec's Commission d'evaluation de l'enseignement collegial, this guide offers information and describes Commission requirements for planning and completing evaluations of computer science, programmer/analyst, and micro-computer technology programs. The first section presents a brief portrait of the three programs, describing their recent development and conditions which affect their evaluation. The second section presents the Commission's suggested evaluation process, indicating that the four-step process is based on criteria developed in the general guide and asks institutions to describe their current situation; present an assessment; list suggestions for improvement; and provide an overall evaluation based on the Commission's criteria. This section also describes the preparation of the self-evaluation report, indicating that the report should contain a program description, a description of the evaluation process, results of the self-evaluation, as well as supporting documentation. The final section provides worksheets containing questions to be answered in the format they should be presented for the following five general criteria: (1) program relevance; (2) program coherence; (3) the value of teaching methods and support of students; (4) adequacy of human, material, and financial resources; and (5) overall program effectiveness. Appendixes include lists of Commission Expert Advisory Committee members and institutions authorized to offer the computer science programs in 1993-94. (KP)

This paper describes the University of Utah's recently revised Ed.D. program and reports the results of several program-evaluation efforts conducted since its implementation. In particular, the most recent evaluation assessed the effectiveness of the field-based doctoral program in educational administration in linking theory and research to the improvement of practice. That study evaluated the degree and ways in which doctoral student field-based projects and studies have resulted in program or policy changes in schools and other education-related agencies. Data indicate that approximately one-half to two-thirds of student projects resulted in some sort of policy or program change in educational practice. The program pairs traditional academic seminars with a series of corresponding field-applications courses. Students are required to complete projects that apply research to problems of practice. Practicing administrators work as part-time clinical faculty to team-teach the field-applications courses with resident faculty. The program has been praised for its use of a departmentwide conceptual orientation, the inclusion of a values and ethics dimension, systematic evaluation, the use of local practitioners, and commitment to high-quality teaching. However, all major actors in the program have outside responsibilities that necessarily take precedence over those of the program. (LMI)

The objectives of this document are to assist teachers in understanding the holistic evaluation process, in developing a sound evaluative process for the school physical education program, in effectively communicating progress to students and parents, and in self-evaluating teacher performance and the program. The document includes basic information relating to student evaluation and reporting, teacher evaluation, and program evaluation. Sections are organized according to the curriculum format--body awareness in the early years, sport skill awareness in the middle years, and lifestyle awareness in the senior years. Evaluative criteria in the psychomotor, cognitive, and affective domains are noted. The document provides a program evaluation checklist, a student questionnaire for physical education program evaluation, a program action plan form, a teacher evaluation form, and forms for reporting student progress. (JDD)

The OSAP High Risk Youth Demonstration Program of the Mississippi Band of Choctaw Indians is directed toward the prevention of substance abuse through experiences offered in an after-school program. This is the second year that the program has been implemented in the six elementary schools and one middle school of the Mississippi Choctaw reservation. In 1990-91, the project was designed to serve an estimated 610 students, although 710 were actually enrolled. The program included five components: (1) tutoring on homework; (2) drug education; (3) recreation; (4) snacks; and (5) cultural activities. The external evaluation included a review of activities, verification of data collection for internal evaluation, a review of the preceding evaluation, a summary of evaluator field visits, including interviews with teachers, principals, and parents in participating schools, and a report of observed strengths and weaknesses. In five of the seven schools, the program is being implemented with great fidelity to the model described in the funding proposal. Overall, the program is very effective. Although community substance abuse has not lessened, very few cases are found among the children. Parent and student attitudes toward the program are favorable. It is also apparent that a strong principal is the key to effective program functioning. (SLD)

In 1987, a graduate-level program to train transition service specialists was instituted at California State University at Long Beach. The program, known as the Collaborative Transition Services Training Program (CTSTP), is an 18-semester unit program organized into three phases: a 3-unit course on transition programming for youth and adults with disabilities, a 12-unit core of interdisciplinary coursework, and a 3-unit practicum in applied settings. Trainees follow individualized competency-based participant training plans that are typically completed on a part-time basis over 3 successive semesters. The CTSTP has been evaluated by various means, including profile data of project participants, pre- and postprogram completion transition competency self-ratings by trainees, external review by independent investigators, and follow-up studies of program graduates' career outcomes/changes. Since 1987, 82 trainees from a broad mix of fields (special, vocational, and adult education) have participated in the program. According to the evaluation measures, the CTSTP has helped participants achieve positive career outcomes, improve their job performance, increase their degree of networking and involvement with other transition personnel, and expand services to additional client groups. The CTSTP has also been positively received by employers of its graduates. (Contains 20 references.) (MN)

This report presents evaluative information concerning Project Math and Science, a New York City program that provided instruction in English as a second language (ESL), native language arts (NLA), and bilingual instruction in the content areas of mathematics and science. The project also provided teachers of participating students (630 mostly Chinese Speaking) with extensive staff-development workshops and activities, funds for attendance at conferences, and tuition reimbursement for teachers who took pertinent courses (including computer science). The project had an active parental component that encouraged parents' active participation in their children's education. Data show that the project met its three ESL objectives, two of three mathematics objectives, and one of two science objectives. The project also met its objective for career awareness, three staff-development objectives, and one of two parental-involvement objectives. It did not meet its objective for the development of higher-order thinking skills related to mathematics. Appendices contain a list of instructional materials, class schedules, and Likert Scales used in the evaluation. The report ends with conclusions and recommendations. (GLR)

This guide is designed to support the self-evaluation procedures of public colleges in Quebec, Canada, offering a Social Sciences program. First, the guide presents evaluation topics for the revised Social Sciences program and proposed evaluation criteria and sub-criteria. Areas to be evaluated are listed under the headings "program coherence,""student population characteristics and academic supervision,""human resources,""program effectiveness and academic success," and "program management." For each heading, a link is established between the points to be evaluated and the evaluation criterion and subcriteria to be used. The second part of the guide describes each of these criteria and sub-criteria in context, explains the elements to be evaluated, specifies supporting documents required, and provides instructions on how to complete the self-evaluation report. Appendixes include: (1) a lexicon of terms; (2) a list of supporting documents which must be submitted with the evaluation report; (3) a table summarizing self-evaluation data to be collected; (4) a description of the revised Social Science program; (5) a list of institutions authorized to offer the Social Science program; and (6) a list of advisory body members. (KP)

This study assessed the attitudes of three groups that participated in Upward Bound, a newly instituted academic advisory program at Tomball High School in Texas. It also provided a baseline of data to measure students' academic performance. The three groups, 300 high school freshmen, 115 of their parents, and 33 full time faculty, responded to Likert-type and open-ended questions. Overall, attitudes of parents and students were mixed. Sponsors cited the program's potential for establishing group cohesion among freshman students. Some benefits were reported in study skills and, to a lesser degree, interpersonal skills. However, an improvement in first semester Algebra 1 and English 1 grades was not realized when comparing this year's freshman class (participants of academic advisory) with last year's freshman class (non-participants). Areas cited by sponsors and parents as needing improvement are communication, planning, structure and relevancy of curriculum, format of academic advisory (activities and study period), and teaming; staff development (on advisory role) is needed. Parents and students tended to agree that the concept of academic advisory is good, but preferred another content elective and suggested that academic advisory be exclusively for students with low self-esteem. (Contains 36 references.) (Author/JE)

Results of a program conducted to evaluate materials for construction of a space shuttle hydrazine monopropellant gas generator are presented. The program was designed to select those materials that maintain the properties of strength and ductility after exposure to an 1800 F nitriding environment for 1000 hours.

The Houston Community College (Texas) program (TOTAL ACCESS) designed in response to the Immigration Reform and Control Act of 1986, is described and evaluated. The program offers classes to eligible aliens (97% Hispanic Americans from Mexico, El Salvador, and Guatemala) wishing to pursue the educational program required for legalization. Program components include English as a Second Language and citizenship instruction, basic literacy, and high school equivalency. This report describes the curriculum; the need for and nature of the program; initial evaluation activities; evaluation data (including enrollment, effect on television viewing for literacy, and use of the local newspaper for literacy lessons); attainment of specific program objectives; student demographic data (previous place of residence, age, birthplace, gender, length of residence in Houston, occupations, marital status, children, educational background); teacher data (background, credentials); student values, goals, and expectations; and inservice staff development. Summary observations of the program and recommendations for improvement are also included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

The Satellite Power System (SPS) Reference System is discussed and the technical and operational information required in support of environmental, socioeconomic, and comparative assessment studies are emphasized. The reference System concept features a gallium-aluminum-arsenide, and silicon solar cell options. Other aspects of an SPS are the construction of bases in space, launch and mission control bases on earth, and fleets of various transportation vehicles to support the construction and maintenance operations of the satellites.

An assembly-language debug program written for the Honeywell HDC-601 and DDP-516/316 computers is described. Names and relative addressing to improve operator-machine interaction are used. Features include versatile display, on-line assembly, and improved program execution and analysis. The program is discussed from both a programmer's and an operator's standpoint. Functional diagrams are included to describe the program, and each command is illustrated.

An evaluation examined how the Career Skills Enhancement Program identified and met the workplace literacy and basic skill needs of employees of the Santa Clara County (California) Office of Education. Data were collected through surveys, interviews, program records, participant evaluations of workshops, evaluator observations, and skill level assessments. Results were obtained on six program objectives: job skills study, curriculum development, awareness/recruitment campaign, tutor training and support, student placement and Individual Enhancement Process, and support services. Career enhancement workshops, support groups, and other support services were also evaluated. A series of specific outcomes that were predicted in the proposal were evaluated: participation rate, literacy achievement, and job performance in terms of promotion, professional aspirations, and self-esteem. Though the program did not reach its numeric targets for enrollment, the project was a successful venture. Several of the outcome measures were achieved, and many participants had very positive experiences. (The bulk of this document contains six appendices: (1) evaluation by literacy consultant; (2) instruments; (3) publicity and recruitment materials; (4) workshop evaluation forms; (5) comments of workshop participants; and (6) workshop materials.) (NLA)

The Nongraded Primary Learning Communities Program (NPLCP) was introduced at the beginning of the 1990-91 school year in three Houston Independent School District elementary schools. This evaluation describes the implementation of the NPLCP; examines the effect of the NPLCP on students' standardized achievement test scores; and evaluates teacher opinion of the NPLCP. There were no differences of attendance rates of program students and students in a comparison group. While most of the teachers thought that the nongraded approach was more developmentally appropriate than the approach used in the graded classroom, they expressed reservations about the quality of the class management and individualized instruction training that they received. The teacher survey form is appended. Contains 7 references. (LB)