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Results of a study of student fee policies at the California Maritime Academy are presented, along with recommendations for setting and adjusting student fees. A description of the academy covers its levels, sources of budgetary and financial aid support, and educational costs. The long-term policy is based on the unique fiscal and academic requirements of the academy. Before examining the fee-setting mechanism, a set of principles and guidelines for setting and adjusting student charges of the academy are stated, based on charges recently adopted for California public higher education in general. The principles cover the establishment of academic policy, the use of fee revenues, the predictability of fees, unusual state fiscal circumstances, the state role in fee determination, student financial aid to offset fee increases, and information and monitoring of the fee policy. One main goal of the fee policy is to keep fees as low as possible and to make changes in fees gradual, moderate, and predictable, with the state bearing primary responsibility for the cost of providing postsecondary education but with students being responsible for a portion of that cost. Student fees subject to the policy should include the student services fee, the education fee, and the medical fee. (SW)

This paper describes the new technologies most likely to affect the number and types of jobs in the U.S. economy over the next two decades. These work-affecting technologies are presented in the context of the continuing evolution of the U.S. work force into a distinctly new, third era. Chapter I discusses the transformation of the United States from an agrarian nation into an industrial one and the equally momentous transformation from an industrial nation into one variously described as a post-industrial, service, Third Wave, or knowledge-intensive economy. Chapter II describes the emerging technologies that both underlie the transition and promise to give the third era its distinct technological character. Focus of the chapter is on the information technologies, which are the most significant for the immediate future of work and employment in the emerging era and which include the devices, machines, and systems that generate, transmit, manipulate, and are controlled by means of the binary-represented data upon which computers operate. Sections of the chapter look at the information technologies from three perspectives: the computer itself as the paradigm of the information technologies, advanced research and development in computer-based technologies, and specific applications in the workplace. Appendixes include the diamond plot of occupation trends, Toffler's Third-Wave thesis, and lists of references and data sources. (YLB)

"VARIATIONS OF TERRESTRIAL LATITUDES, ETC.— REPORT OF THE WATSON TRUSTEES ON THE AWARD OF THE WATSON MEDAL OF THE NATIONAL ACADEMY OF SCIENCES TO DR. S. C. CHANDLER" is an article from Publications of the Astronomical Society of the Pacific, Volume 7 . View more articles from Publications of the Astronomical Society of the Pacific . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-40670657

This report is the result of the first investigation by an independent body of a problem that has plagued the U.S. Air Force Academy for at least a decade, and possibly since the admission of women in 1976. At the direction of Congress, the Secretary of Defense appointed seven U.S. citizens with expertise in the military academies, behavioral and psychological sciences, and standards and practices related to proper treatment of sexual assault victims. It is clear from the review of nearly a decade of efforts to solve the problem of sexual assault at the U.S. Air Force Academy that the common failure in each of the efforts was the absence of sustained attention to the problem and follow-up on the effectiveness of the solution. Between 1993 and 2002, there were 142 allegations of sexual assault at the Academy, an average of more than 14 allegations each year. In addition, a survey in May 2003 showed that 80.8% of females who said that they had been victims of sexual assault did not report the incident. Information from a variety of sources shows that the responses of Academy and Air Force leadership have been inconsistent and have lacked a long-term plan to address the institutional culture that does not condemn sexual harassment or assault sufficiently. Another recent indicator of the problem is that one in five male cadets responding to a survey did not believe that women belong at the Academy. A new leadership team that took office in April 2003 has begun implementing changes in the Academy's institutional culture, military training, living environment, and sexual assault reporting processes. Sections of the report are: (1) "Executive Summary"; (2) "Introduction"; (3) "Awareness and Accountability"; (4) "Command Supervision and Oversight of the Academy"; (5) "Organizational Culture and Character Development"; (6) "Intervention and Response to Sexual Assault"; (7) "Recommendations"; (8) "Conclusion"; and (9) "Appendixes." The report contains 10 appendixes with supplemental information, including survey responses. (SLD)

This report is the result of the first investigation by an independent body of a problem that has plagued the U.S. Air Force Academy for at least a decade, and possibly since the admission of women in 1976. At the direction of Congress, the Secretary of Defense appointed seven U.S. citizens with expertise in the military academies, behavioral and psychological sciences, and standards and practices related to proper treatment of sexual assault victims. It is clear from the review of nearly a decade of efforts to solve the problem of sexual assault at the U.S. Air Force Academy that the common failure in each of the efforts was the absence of sustained attention to the problem and follow-up on the effectiveness of the solution. Between 1993 and 2002, there were 142 allegations of sexual assault at the Academy, an average of more than 14 allegations each year. In addition, a survey in May 2003 showed that 80.8% of females who said that they had been victims of sexual assault did not report the incident. Information from a variety of sources shows that the responses of Academy and Air Force leadership have been inconsistent and have lacked a long-term plan to address the institutional culture that does not condemn sexual harassment or assault sufficiently. Another recent indicator of the problem is that one in five male cadets responding to a survey did not believe that women belong at the Academy. A new leadership team that took office in April 2003 has begun implementing changes in the Academy's institutional culture, military training, living environment, and sexual assault reporting processes. Sections of the report are: (1) "Executive Summary"; (2) "Introduction"; (3) "Awareness and Accountability"; (4) "Command Supervision and Oversight of the Academy"; (5) "Organizational Culture and Character Development"; (6) "Intervention and Response to Sexual Assault"; (7) "Recommendations"; (8) "Conclusion"; and (9) "Appendixes." The report contains 10 appendixes with supplemental information, including survey responses. (SLD)

This report deals specifically with the U.S. Naval Academy and also explores how all three of the service academies have treated women and minorities. The report addresses: (1) differences in performance indicators between men and women and between whites and minorities; (2) midshipmen's perceptions of the fairness of the treatment female and minority midshipmen receive; and (3) actions the Naval Academy has taken to enhance the assimilation of women and minorities into the Academy. Most of the data in this report covers 4 full classes, 1988-91. This report does not address the causes for the gender or racial differences in the performance indicators. Performance indicators show that women have not fared as well as men with regard to class standings; academic, physical education, and military grades; outcomes of the conduct and honor systems; and attrition rates. Minority students have not fared as well as white students on these same indicators. In gender comparisons of 16 performance indicators, significant differences were found in 12 that disfavored females and in 3 that disfavored males. In white-minority comparisons using 17 indicators, significant differences were found in 12 that disfavored minorities and in 1 that disfavored whites. Results of a survey of midshipmen to determine their perceptions of how women and minorities were treated at the Academy revealed perceptions that women and minorities generally received treatment equal to that of men and whites. However, a higher percentage of women than men perceived that women were treated worse, and a higher percentage of minorities than whites perceived that minorities were treated worse. (Author/DK)

This report presents results of a study of the administrative and governance structure of the California Maritime Academy and the Academy's relation to the California State University as well as the advantages and disadvantages of the State University's Trustees assuming more responsibility for the governance of the Academy. These responsibilities include incorporating the Academy into the State University as the State University's 21st campus or as a satellite to an existing campus. The report provides background information on the Academy, its current governance, and its distinctive educational mission. It then reviews the Academy's relations with the State University. Following an analysis of the pros and cons to merging the Academy with the State University, the report presents its recommendation that the Academy continue to be governed by a separate independent Board of Governors, but that the Board take action to strengthen its leadership role in establishing policy for the Academy. In addition, the Commission recommends that the Board seek to involve itself in planning and goal setting for the Academy, to insure serving the needs of all Californians seeking a maritime career, and the Commission offers a number of specific suggestions to achieve that goal. (GLR)

The three service academy prep schools were assessed to determine how well the schools accomplished their missions and whether they were cost effective. A review was performed at seven sites, the: Department of Defense (DOD) and service headquarters, Washington, District of Columbia; Military Academy, West Point, New York; Air Force Academy, Colorado Springs, Colorado; Naval Academy, Annapolis, Maryland; Military Academy Preparatory School, Fort Monmouth, New Jersey; Air Force Academy Preparatory School, Colorado Springs, Colorado; and Naval Academy Preparatory School, Newport, Rhode Island. The DOD, service headquarters, and academy officials were interviewed to determine the schools' missions and obtain their assessment of the schools' accomplishments and the quality of their performance. At the schools, data on demographic characteristics and academic qualifications of students in 1988-89 and 1989-90 classes were analyzed, and information on school curricula and faculty credentials was reviewed. Findings indicated that the schools had varied missions and served civilians as well as enlisted personnel. The prep schools were not adequately assessed. Accreditation was not seen as worthwhile for the schools, faculty credentials varied, and there were no established criteria for assessing schools. Prep school students' achievements and appointment rates varied; graduation and career retention rates reflected service trends. Services' cost estimating methods differed. Establishment of standards and guidelines for estimating costs was recommended. (DOD comments and a draft report are appended.) (YLB)

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This report of a survey of research and perspectives on national planning for higher education is organized in two sections. Section I of this report reflects the collective professional assessment of the views held by staff members of approximately 36 research agencies on planning, the existing state of planning, the several federal aid proposals, and the future of research for higher education. Included also is an interpretation of the special significance these opinions have for research and planning at the national level. Section II describes the current and projected research of agencies and reports opinions about areas that have been neglected and future needs for research. The section ends with a list of research agencies that have especially promising potential for aiding in national planning efforts. (MJM)

The Principals' Academy, associated with the Success for All Children Initiative, grew out of the work and interest of participating superintendents. The initiative was designed to help members of the Forum for the American School Superintendent enhance their advocacy for children by addressing communitywide changes needed to ensure children's success, linking schools with community-based prekindergarten education and health and human services, and encouraging developmentally appropriate early care and education. It focuses on the early years, from birth through age nine, and principals are the primary target audience. The project described here was designed to assist seven districts that comprise the Success for All Children Initiative of the Superintendents' Forum. The project created a Principals' Academy to provide a cross-district learning community for potential early-childhood leaders and to assist participant districts in developing districtwide plans for implementation of responsive teaching. Results indicate that the academy was effective in five of the districts. Two districts achieved a high level of engagement at the individual, school, and district levels, whereas three districts were moderately successful in their implementation of the program at these three levels. Six appendices provide biographies of faculty and consultants, evaluation forms, and other information. (RJM)

Each year, the U.S. Air Force Academy, the U.S. Military Academy, and the U.S. Naval Academy combined spend tens of millions of dollars to operate preparatory schools that provide an alternative avenue for about 700 students annually to gain admission to the service academies. The Department of Defense (DOD) requested that the General Accounting Office (GAO) review the 3 service academies and specifically assess the following: (1) the adequacy of their current mission statements; (2) the effectiveness of these schools in accomplishing their missions; and (3) the effectiveness of DOD oversight of these schools. The GAO found that the schools' current mission statements do not clearly articulate the purpose for which the schools are being used by their respective service academies; that it is difficult to evaluate how effective the schools have been in accomplishing their missions because performance goals have not been established; and the effectiveness of oversight is limited because the existing oversight framework does not include performance goals and measures. The GAO recommends that the DOD align the preparatory schools' mission statements with DOD guidance and the academies' expectations; establish quantified performance goals and measures for the schools; and enhance the existing oversight framework for assessing the schools' performance. (Contains 9 appendices, 3 tables, and 30 figures.) (MO)

The American Academy for Liberal Education (AALE) was founded in 1992 for "the purpose of supporting and recognizing excellence in undergraduate liberal arts teaching and learning through accreditation." AALE's current scope of recognition is for the accreditation and pre-accreditation (Candidacy for Accreditation) of institutions of higher education throughout the United States that offer liberal arts degrees at the baccalaureate level or a documented equivalency. The agency requested to withdraw from recognition of its programs on October 28, 2010, after it submitted its response to the draft staff analysis to the Department. Effective November 3, 2010, the Department no longer recognizes AALE's programmatic accreditation. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning AALE's petition for continued recognition.

The Higher Education Funding Council for England (HEFCE) asked the Higher Education Statistics Agency (HESA) and the Higher Education Academy (HEA) to undertake research to explore the current issues around academic teaching qualifications in the HESA Staff record and to offer recommendations to improve data quality and coverage in future collections. The teaching qualifications data-collection cycle has been running for three years since the 2012/13 academic year. However, low levels of confidence in data robustness have prevented full publication of the data. In the first year of the data return in England, 51% of relevant staff were returned with "unknown" teaching qualifications. In the subsequent two years, the percentage of staff returned with unknown qualifications has fallen to 37%, and most recently to 26%. Whilst the improvement in the return is welcome, HEFCE was keen to understand the reasons for the still significant number of staff returned in this category. Accordingly, HESA (the sector data-collection agency) and the HEA (which accredits much of the training and continuing professional development in higher education (HE) and is responsible for overseeing the UK Professional Standards) were asked to investigate the potential reasons for this. In particular they were asked to explore trends and variability in the data, to identify and explore issues which might be affecting data quality and make recommendations for improvements in data collection and in the provision of information about the teaching qualifications return. This report analyses the proportion of "unknowns", broken down by a variety of factors, including mode of employment, length of service, nationality and discipline. The following are appended: (1) Glossary and Acronym List; (2) Interview Schedule for Teaching Qualifications Research with PVCs and HR Directors; and (3) How the HEA Keeps Records Up to Date.

Nine foundations are the focus of this study of the educational activities of major philanthropic foundations. The foundations are: (1) Ford; (2) Grant; (3) Russell Sage; (4) Carnegie; (5) Danforth; (6) Kellogg; (7) Lilly; (8) Mott; and (9) Rockefeller. After a brief overview of foundation activities, general themes, appropriations and projects, and the use of dollars are discussed. Foundations are compared with government support of educational innovation and experimentation, and an evaluation of foundation performance is presented. Appendices list: (1) categories for study of foundation grants; (2) constant dollar coefficients; and (3) the questionnaire for recipients of foundation and government grants to education. (KE)

This document presents an evaluation report and parent handbook of for a federally supported 6-week residential summer program for children and adults with developmental disabilities developed by the Hebrew Academy for Special Children (Brooklyn, New York). It also includes the program's parent handbook. Evaluation focused on three groups of camp participants (students, teacher assistants/counselors, and teachers) and assessed three main indicators of success: (1) student progress as observed and recorded by parents and counselors; (2) development of teacher assistant/counselor skills as evaluated by self-ratings and partner teachers; and (3) growth in teachers' skills as rated by program administrators. Overall program effectiveness and family stress reduction were also examined. Positive evaluation findings were reported for all three indicators. The program model was also supported by a review of the literature. Appendices include a literature review and lists of evaluation instruments and staff development topics. The parent manual has sections that address making classroom lessons and play a part of daily interaction and conversation; having fun (what children learn from toys and play); adapting toys to help children play; special projects for leisure time, weekends, and vacations; and classroom activities that work outside the classroom to help the child. (DB)

This document presents an evaluation report and parent handbook of for a federally supported 6-week residential summer program for children and adults with developmental disabilities developed by the Hebrew Academy for Special Children (Brooklyn, New York). It also includes the program's parent handbook. Evaluation focused on three groups of camp participants (students, teacher assistants/counselors, and teachers) and assessed three main indicators of success: (1) student progress as observed and recorded by parents and counselors; (2) development of teacher assistant/counselor skills as evaluated by self-ratings and partner teachers; and (3) growth in teachers' skills as rated by program administrators. Overall program effectiveness and family stress reduction were also examined. Positive evaluation findings were reported for all three indicators. The program model was also supported by a review of the literature. Appendices include a literature review and lists of evaluation instruments and staff development topics. The parent manual has sections that address making classroom lessons and play a part of daily interaction and conversation; having fun (what children learn from toys and play); adapting toys to help children play; special projects for leisure time, weekends, and vacations; and classroom activities that work outside the classroom to help the child. (DB)

This document presents an evaluation report and parent handbook of for a federally supported 6-week residential summer program for children and adults with developmental disabilities developed by the Hebrew Academy for Special Children (Brooklyn, New York). It also includes the program's parent handbook. Evaluation focused on three groups of camp participants (students, teacher assistants/counselors, and teachers) and assessed three main indicators of success: (1) student progress as observed and recorded by parents and counselors; (2) development of teacher assistant/counselor skills as evaluated by self-ratings and partner teachers; and (3) growth in teachers' skills as rated by program administrators. Overall program effectiveness and family stress reduction were also examined. Positive evaluation findings were reported for all three indicators. The program model was also supported by a review of the literature. Appendices include a literature review and lists of evaluation instruments and staff development topics. The parent manual has sections that address making classroom lessons and play a part of daily interaction and conversation; having fun (what children learn from toys and play); adapting toys to help children play; special projects for leisure time, weekends, and vacations; and classroom activities that work outside the classroom to help the child. (DB)

This document presents an evaluation report and parent handbook of for a federally supported 6-week residential summer program for children and adults with developmental disabilities developed by the Hebrew Academy for Special Children (Brooklyn, New York). It also includes the program's parent handbook. Evaluation focused on three groups of camp participants (students, teacher assistants/counselors, and teachers) and assessed three main indicators of success: (1) student progress as observed and recorded by parents and counselors; (2) development of teacher assistant/counselor skills as evaluated by self-ratings and partner teachers; and (3) growth in teachers' skills as rated by program administrators. Overall program effectiveness and family stress reduction were also examined. Positive evaluation findings were reported for all three indicators. The program model was also supported by a review of the literature. Appendices include a literature review and lists of evaluation instruments and staff development topics. The parent manual has sections that address making classroom lessons and play a part of daily interaction and conversation; having fun (what children learn from toys and play); adapting toys to help children play; special projects for leisure time, weekends, and vacations; and classroom activities that work outside the classroom to help the child. (DB)

Includes bibliographical references

The Science Academy of Austin (Texas) was given a 4-year National Science Foundation (NSF) grant beginning in 1990-91. This evaluation report covers the third year of implementation. The grant provides a vehicle for linking the public and private sectors in Austin with the school system, providing in-depth partnerships for creating a thinking curriculum with two major goals: improving teaching skills with technology tools and increasing student learning and performance through holistic, interdisciplinary approaches. In the evaluated year, NSF funds provided staff development, student involvement in outreach activities in elementary schools, development of a groundwater curriculum for high school students, development of new private and public sector partnerships, followup on previous development, and additional staff. Evaluation suggested positive attitudes on the parts of teachers and students and useful curriculum changes. Recommendations are offered for program continuation. Ten figures illustrate the evaluation findings. (Contains 7 references.) (SLD)

In the course of studying the causes of student unrest in colleges and secondary schools, the Commission reviewed recent reports, visited institutions, held hearings throughout New York State, interviewed political, educational and lay leaders, undertook case studies and a school profile, and solicited and reviewed letters and other communications from members of the academic community, parents and the public. They also held symposia with both public and private secondary school students, surveyed administrators of 212 colleges and universities, 100 secondary school administrators, and 200 high school seniors from various parts of the state, and held conferences with the chancellor and trustees of the State University of New York, private college and university personnel, and members of the New York State Department of Education. This report, divided into sections on secondary and higher education, discusses and presents the data gathered and offers recommendations t the public, the schools, and the State Legislature. (JS)

The Austin (Texas) Science and Mathematics Consortium funded by a 4-year grant that has 2 basic goals: to improve the skills of K-12 teachers in science and mathematics and to increase student learning and performance in science concepts. Program activities, which began in 1990-91, focus on four components: curriculum development, staff development, student participation, and private sector involvement. This evaluative report relates findings that emerged from survey data collected from participating teachers and students. The three new curricula piloted during 1991-92 focused on environmental issues and received positive ratings from the piloting teachers. Most students who participated in the pilot curricula projects reported an increased knowledge and awareness of environmental issues. Some students reported increased interest in science. During the three staff development institutes held for teachers during the summer of 1991, teachers received training in educational technology and curriculum development. As a result of the Technology Institute, teachers reported an increase in both their computer skills and classroom use. However, few of the teachers who participated in the institute on water pollution consistently monitored their curriculum-related activities, resulting in little information on the impact of this staff development activity. The program included extensive private sector involvement. (IAH)

The Austin (Texas) Science and Mathematics Consortium funded by a 4-year grant that has 2 basic goals: to improve the skills of K-12 teachers in science and mathematics and to increase student learning and performance in science concepts. Program activities, which began in 1990-91, focus on four components: curriculum development, staff development, student participation, and private sector involvement. This evaluative report relates findings that emerged from survey data collected from participating teachers and students. The three new curricula piloted during 1991-92 focused on environmental issues and received positive ratings from the piloting teachers. Most students who participated in the pilot curricula projects reported an increased knowledge and awareness of environmental issues. Some students reported increased interest in science. During the three staff development institutes held for teachers during the summer of 1991, teachers received training in educational technology and curriculum development. As a result of the Technology Institute, teachers reported an increase in both their computer skills and classroom use. However, few of the teachers who participated in the institute on water pollution consistently monitored their curriculum-related activities, resulting in little information on the impact of this staff development activity. The program included extensive private sector involvement. (IAH)

The Austin (Texas) Science and Mathematics Consortium funded by a 4-year grant that has 2 basic goals: to improve the skills of K-12 teachers in science and mathematics and to increase student learning and performance in science concepts. Program activities, which began in 1990-91, focus on four components: curriculum development, staff development, student participation, and private sector involvement. This evaluative report relates findings that emerged from survey data collected from participating teachers and students. The three new curricula piloted during 1991-92 focused on environmental issues and received positive ratings from the piloting teachers. Most students who participated in the pilot curricula projects reported an increased knowledge and awareness of environmental issues. Some students reported increased interest in science. During the three staff development institutes held for teachers during the summer of 1991, teachers received training in educational technology and curriculum development. As a result of the Technology Institute, teachers reported an increase in both their computer skills and classroom use. However, few of the teachers who participated in the institute on water pollution consistently monitored their curriculum-related activities, resulting in little information on the impact of this staff development activity. The program included extensive private sector involvement. (IAH)

The Science Academy of Austin, part of the Austin Independent School District (Texas), was given a 4-year National Science Foundation (NSF) grant beginning in 1990-91 to link public and private sectors to create a "thinking curriculum." This evaluation report covers the fourth, and last, year of the grant's implementation. The new curriculum aimed to improve teaching skills in kindergarten through grade 12 with technology tools that are available but underutilized and to increase student performance in science using holistic interdisciplinary approaches with opportunities to apply concepts in real-world settings. Funds were used for curriculum development, staff development, student participation, and private sector involvement. In 1994 a new curriculum focusing on water quality was completed and readied for pilot testing. Staff development concentrated on technology, and high school students participated in elementary school outreach activities. Forming partnerships with local corporations, government, and institutions of higher education produced resources and quality assurance. Although the NSF grant period has ended, the programs introduced through the grant are of sufficient value that it is recommended that the Science Academy of Austin continue to seek grant funding for teacher training, student outreach, curriculum development, and partnership promotion. (SLD)

The Science Academy of Austin, part of the Austin Independent School District (Texas), was given a 4-year National Science Foundation (NSF) grant beginning in 1990-91 to link public and private sectors to create a "thinking curriculum." This evaluation report covers the fourth, and last, year of the grant's implementation. The new curriculum aimed to improve teaching skills in kindergarten through grade 12 with technology tools that are available but underutilized and to increase student performance in science using holistic interdisciplinary approaches with opportunities to apply concepts in real-world settings. Funds were used for curriculum development, staff development, student participation, and private sector involvement. In 1994 a new curriculum focusing on water quality was completed and readied for pilot testing. Staff development concentrated on technology, and high school students participated in elementary school outreach activities. Forming partnerships with local corporations, government, and institutions of higher education produced resources and quality assurance. Although the NSF grant period has ended, the programs introduced through the grant are of sufficient value that it is recommended that the Science Academy of Austin continue to seek grant funding for teacher training, student outreach, curriculum development, and partnership promotion. (SLD)

The Academy of Casa Maria is a charter school for grades 6-8 located in southwest Detroit, Michigan. The school was established in fall 1994 to serve local youth most at risk for low academic achievement, behavioral problems, and dropping out of school. This paper describes the planning and development process and the attitudes of parents and students toward their former schools and the academy. Data were obtained from a survey of 20 percent of the academy's parents and from 41 percent of its students during winter 1996. Findings show that parents place high trust in the school and that students expect to receive their high school diplomas and be prepared for the world of work. Students perceived teachers at their new school as being more caring than were their former teachers. Parents perceived that the level of student-teacher contact was greater than in the traditional public schools, and expressed concerned about their children's self-esteem. Parents reported that they had transferred their children to the academy because they wanted them to receive preparation for job opportunities and to benefit from teachers who treat all students fairly. Students felt that their former schools had not cared much about them or were willing to help them learn; students wanted responsiveness. Four tables and two figures are included. (LMI)

The Academy of Casa Maria is a charter school for grades 6-8 located in southwest Detroit, Michigan. The school was established in fall 1994 to serve local youth most at risk for low academic achievement, behavioral problems, and dropping out of school. This paper describes the planning and development process and the attitudes of parents and students toward their former schools and the academy. Data were obtained from a survey of 20 percent of the academy's parents and from 41 percent of its students during winter 1996. Findings show that parents place high trust in the school and that students expect to receive their high school diplomas and be prepared for the world of work. Students perceived teachers at their new school as being more caring than were their former teachers. Parents perceived that the level of student-teacher contact was greater than in the traditional public schools, and expressed concerned about their children's self-esteem. Parents reported that they had transferred their children to the academy because they wanted them to receive preparation for job opportunities and to benefit from teachers who treat all students fairly. Students felt that their former schools had not cared much about them or were willing to help them learn; students wanted responsiveness. Four tables and two figures are included. (LMI)

The Academy of Casa Maria is a charter school for grades 6-8 located in southwest Detroit, Michigan. The school was established in fall 1994 to serve local youth most at risk for low academic achievement, behavioral problems, and dropping out of school. This paper describes the planning and development process and the attitudes of parents and students toward their former schools and the academy. Data were obtained from a survey of 20 percent of the academy's parents and from 41 percent of its students during winter 1996. Findings show that parents place high trust in the school and that students expect to receive their high school diplomas and be prepared for the world of work. Students perceived teachers at their new school as being more caring than were their former teachers. Parents perceived that the level of student-teacher contact was greater than in the traditional public schools, and expressed concerned about their children's self-esteem. Parents reported that they had transferred their children to the academy because they wanted them to receive preparation for job opportunities and to benefit from teachers who treat all students fairly. Students felt that their former schools had not cared much about them or were willing to help them learn; students wanted responsiveness. Four tables and two figures are included. (LMI)

The Academy of Casa Maria is a charter school for grades 6-8 located in southwest Detroit, Michigan. The school was established in fall 1994 to serve local youth most at risk for low academic achievement, behavioral problems, and dropping out of school. This paper describes the planning and development process and the attitudes of parents and students toward their former schools and the academy. Data were obtained from a survey of 20 percent of the academy's parents and from 41 percent of its students during winter 1996. Findings show that parents place high trust in the school and that students expect to receive their high school diplomas and be prepared for the world of work. Students perceived teachers at their new school as being more caring than were their former teachers. Parents perceived that the level of student-teacher contact was greater than in the traditional public schools, and expressed concerned about their children's self-esteem. Parents reported that they had transferred their children to the academy because they wanted them to receive preparation for job opportunities and to benefit from teachers who treat all students fairly. Students felt that their former schools had not cared much about them or were willing to help them learn; students wanted responsiveness. Four tables and two figures are included. (LMI)

The General Accounting Office (GAO) conducted a study for two purposes: (1) to verify how much it costs the Coast Guard to send a student to the Naval Academy Preparatory School in preparation for the Coast Guard Academy and explain what is included in the cost; and (2) to determine to what extent the school is helping the minority profile at the Coast Guard Academy. Data for the study were gathered from Coast Guard records and through discussion with Coast Guard officials about how the Coast Guard budgets and accounts for the preparatory school program's expenses. The study found that, although the Coast Guard reported that its average cost for sending a cadet to the Naval Academy Preparatory School in the 1993-94 academic year was $20,441, the actual cost was about $15,900. The GAO cost finding was lower than the Coast Guard's because, in its calculations, the Coast Guard did not use accurate pay rates and did not consider student dropout rates. The study also found that the Coast Guard's use of the Naval Academy Preparatory School has improved the minority profile at the Coast Guard Academy, which is the primary purpose of the program. Over the past 10 years, on average, 23 (68 percent) of the 34 students who entered the preparatory school each year were minorities. Of these 23 minority students, on average, 15 (65 percent) went on to the Academy. These 15 students represent 39 percent of the total number of minorities entering the Academy in an average year. (KC)

The General Accounting Office (GAO) conducted a study for two purposes: (1) to verify how much it costs the Coast Guard to send a student to the Naval Academy Preparatory School in preparation for the Coast Guard Academy and explain what is included in the cost; and (2) to determine to what extent the school is helping the minority profile at the Coast Guard Academy. Data for the study were gathered from Coast Guard records and through discussion with Coast Guard officials about how the Coast Guard budgets and accounts for the preparatory school program's expenses. The study found that, although the Coast Guard reported that its average cost for sending a cadet to the Naval Academy Preparatory School in the 1993-94 academic year was $20,441, the actual cost was about $15,900. The GAO cost finding was lower than the Coast Guard's because, in its calculations, the Coast Guard did not use accurate pay rates and did not consider student dropout rates. The study also found that the Coast Guard's use of the Naval Academy Preparatory School has improved the minority profile at the Coast Guard Academy, which is the primary purpose of the program. Over the past 10 years, on average, 23 (68 percent) of the 34 students who entered the preparatory school each year were minorities. Of these 23 minority students, on average, 15 (65 percent) went on to the Academy. These 15 students represent 39 percent of the total number of minorities entering the Academy in an average year. (KC)

"January 26th; Report of the Committee of the Academy, Appointed to Confer with a Committee of the Biological Society, on a Proposed Junction of the Two Societies; Catalogue and Notes of the Collection of Egyptian Antiquities in the Collection of the Academy of Natural Sciences" is an article from Proceedings of the Academy of Natural Sciences of Philadelphia, Volume 10 . View more articles from Proceedings of the Academy of Natural Sciences of Philadelphia . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-4059287

"January 26th; Report of the Committee of the Academy, Appointed to Confer with a Committee of the Biological Society, on a Proposed Junction of the Two Societies; Catalogue and Notes of the Collection of Egyptian Antiquities in the Collection of the Academy of Natural Sciences" is an article from Proceedings of the Academy of Natural Sciences of Philadelphia, Volume 10 . View more articles from Proceedings of the Academy of Natural Sciences of Philadelphia . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-4059287

A summary of the space science activities of the Air Force Cambridge Research Laboratories (AFCRL) in 1971, including rockets, satellites, and balloons launched, results of experiments associated with the measurement and study of energetic particles and magnetic fields, upper atmosphere physics, ionospheric physics, geodesy, and optical physics, and experiments planned for 1972, are included. The definition of space science for the purpose of this report is limited to in-situ observations and measurements using the broad definition of space.

On January 2, 2003, Dr. James G. Roche, the Secretary of the Air Force, received an e-mail directed initially to female cadets, which asserted that there was a significant sexual assault problem at the United States Air Force Academy that had been ignored by the Academy's leadership. Upon receipt of the e-mail, Secretary Roche immediately directed the General Counsel of the Air Force to lead a high-level working group to review cadet complaints, and the policies, programs and practices of the Academy to deter and respond to incidents of sexual assault, with a view toward making recommendations as appropriate. Secretary Roche also tasked the Working Group to review cases of sexual assault that had been reported from January 1993 to December 2002. In conducting this review, the Working Group was to keep in mind both the goal of the Academy to develop leaders of character for tomorrow s Air Force, and ordinary Air Force processes. The Secretary subsequently directed that the Air Force Inspector General review individual cases and cadet complaints concerning the handling of any cases. That review is still pending. The Working Group1 received briefings, reviewed pertinent information, identified additional documents and information needed and dispatched a staff team to the Academy to gather facts and interview those with knowledge of the program's history and its practices over time. The Working Group also consulted various experts in the Air Force including those in the areas of victim psychology, sexual assault and statistics. Cadet victims were interviewed, including at least one associated with the January 2, 2003 e-mail. In order to allow for contact from cadet victims, the Working Group established telephone numbers and an e-mail address for present and former cadets to provide comments.

On January 2, 2003, Dr. James G. Roche, the Secretary of the Air Force, received an e-mail directed initially to female cadets, which asserted that there was a significant sexual assault problem at the United States Air Force Academy that had been ignored by the Academy's leadership. Upon receipt of the e-mail, Secretary Roche immediately directed the General Counsel of the Air Force to lead a high-level working group to review cadet complaints, and the policies, programs and practices of the Academy to deter and respond to incidents of sexual assault, with a view toward making recommendations as appropriate. Secretary Roche also tasked the Working Group to review cases of sexual assault that had been reported from January 1993 to December 2002. In conducting this review, the Working Group was to keep in mind both the goal of the Academy to develop leaders of character for tomorrow s Air Force, and ordinary Air Force processes. The Secretary subsequently directed that the Air Force Inspector General review individual cases and cadet complaints concerning the handling of any cases. That review is still pending. The Working Group1 received briefings, reviewed pertinent information, identified additional documents and information needed and dispatched a staff team to the Academy to gather facts and interview those with knowledge of the program's history and its practices over time. The Working Group also consulted various experts in the Air Force including those in the areas of victim psychology, sexual assault and statistics. Cadet victims were interviewed, including at least one associated with the January 2, 2003 e-mail. In order to allow for contact from cadet victims, the Working Group established telephone numbers and an e-mail address for present and former cadets to provide comments.

On January 2, 2003, Dr. James G. Roche, the Secretary of the Air Force, received an e-mail directed initially to female cadets, which asserted that there was a significant sexual assault problem at the United States Air Force Academy that had been ignored by the Academy's leadership. Upon receipt of the e-mail, Secretary Roche immediately directed the General Counsel of the Air Force to lead a high-level working group to review cadet complaints, and the policies, programs and practices of the Academy to deter and respond to incidents of sexual assault, with a view toward making recommendations as appropriate. Secretary Roche also tasked the Working Group to review cases of sexual assault that had been reported from January 1993 to December 2002. In conducting this review, the Working Group was to keep in mind both the goal of the Academy to develop leaders of character for tomorrow s Air Force, and ordinary Air Force processes. The Secretary subsequently directed that the Air Force Inspector General review individual cases and cadet complaints concerning the handling of any cases. That review is still pending. The Working Group1 received briefings, reviewed pertinent information, identified additional documents and information needed and dispatched a staff team to the Academy to gather facts and interview those with knowledge of the program's history and its practices over time. The Working Group also consulted various experts in the Air Force including those in the areas of victim psychology, sexual assault and statistics. Cadet victims were interviewed, including at least one associated with the January 2, 2003 e-mail. In order to allow for contact from cadet victims, the Working Group established telephone numbers and an e-mail address for present and former cadets to provide comments.

Government Publishing Office U.S. Congress Senate Committee on Judiciary THE NEED TO STRENGTHEN FORENSIC SCIENCE IN THE UNITED STATES: THE NATIONAL ACADEMY OF SCIENCES' REPORT ON A PATH FORWARD Date(s) Held: 2009-03-18 111th Congress, 1st Session GPO Document Source: CHRG-111shrg54304 Superintendents of Documents ID: Y 4.J 89/2 Witnesses: Edwards, Harry T., Senior Circuit Judge and Chief Judge Emeritus, U.S. Court of Appeals for the District of Columbia Circuit, and Co-Chair, Committee on Identifying the Needs of the Forensic Science Community, National Research Council of the National Academies, Washington, D.C Related Items:

Government Publishing Office U.S. Congress Senate Committee on Judiciary THE NEED TO STRENGTHEN FORENSIC SCIENCE IN THE UNITED STATES: THE NATIONAL ACADEMY OF SCIENCES' REPORT ON A PATH FORWARD Date(s) Held: 2009-03-18 111th Congress, 1st Session GPO Document Source: CHRG-111shrg54304 Superintendents of Documents ID: Y 4.J 89/2 Witnesses: Edwards, Harry T., Senior Circuit Judge and Chief Judge Emeritus, U.S. Court of Appeals for the District of Columbia Circuit, and Co-Chair, Committee on Identifying the Needs of the Forensic Science Community, National Research Council of the National Academies, Washington, D.C Related Items:

This report provides a summary on the analysis of coeducation at West Point from June 1979 to June 1980. Included are highlights of individual research projects conducted to understand better the integration process. The document is organized into six parts. The first four parts relate to a specific concept for cadet development: military, physical, intellectual, and moral. The fifth part deals with cadet social development. The last part describes plans for future research on post-graduation performance and adjustment. The monograph concludes that women have been effectively integrated into the Corps of Cadets and all graduates are being prepared to lead in an Army which requires the integrated services of men and women.

This report responds to the California Maritime Academy's plan to develop a student affirmative action plan to address the needs of underrepresented, women, and low-income students. The report concludes that the final version of the plan (attached as an appendix) provides a good beginning for the changes that must occur at the Academy if educational equity is to be achieved and supports it. However, the Commission encourages the Academy's Board of Governors to improve upon this initial effort by reexamining the Academy's existing admissions policy to more clearly articulate the Academy's entrance requirements. It is felt that the articulation of a clearly defined admissions policy will greatly assist the Academy in its efforts to encourage applications from all interested students, and particularly those from underrepresented backgrounds. The plan itself addresses the goals of making the income and ethnic characteristics of Academy applicants, students, and graduates more closely reflect the general population through increased outreach efforts to secondary schools and community college as well as programs aiming at student retention, financial assistance, and graduate placement. Appendixes include various letters concerning the plan, a tabular analysis of Academy admissions, and a request for proposal concerning the plan. Contains two references. (GLR)

This report responds to the California Maritime Academy's plan to develop a student affirmative action plan to address the needs of underrepresented, women, and low-income students. The report concludes that the final version of the plan (attached as an appendix) provides a good beginning for the changes that must occur at the Academy if educational equity is to be achieved and supports it. However, the Commission encourages the Academy's Board of Governors to improve upon this initial effort by reexamining the Academy's existing admissions policy to more clearly articulate the Academy's entrance requirements. It is felt that the articulation of a clearly defined admissions policy will greatly assist the Academy in its efforts to encourage applications from all interested students, and particularly those from underrepresented backgrounds. The plan itself addresses the goals of making the income and ethnic characteristics of Academy applicants, students, and graduates more closely reflect the general population through increased outreach efforts to secondary schools and community college as well as programs aiming at student retention, financial assistance, and graduate placement. Appendixes include various letters concerning the plan, a tabular analysis of Academy admissions, and a request for proposal concerning the plan. Contains two references. (GLR)

The report is an excerpt from the report of the Soviet Geophysical Committee, Academy of Sciences of the USSR, to the 14th General Assembly of the International Union of Geodesy and Geophysics. The report on the determination of the figure, dimensions, and gravitational field of the earth relates scientific research and its approach to the problem.

The Benito Juarez Academy is a charter school for grades 9-12 located in Saginaw, Michigan. The school was established in 1995 to meet the needs of youth who were most at risk for low academic achievement, behavioral problems, and dropping out of school. This paper describes the school's planning and development process and the attitudes of parents and students toward their former schools and the academy. Data were obtained from a survey of 50 percent of the academy's parents and from 70 percent of its students during winter 1996. Findings indicate that in general, parents and students expressed satisfaction with the academy's performance and potential. The academy is advised to avoid creating the perception of an overly large and bureaucratic structure; closely monitor attendance patterns; consider funding extracurricular activities; continue to devote attention to teachers' responsiveness to students' needs; and address the issue of career identification and training for students. Four tables and two figures are included. (LMI)

"December 26th; An Abstract of Experiments upon the Physical Influences Exerted by Living Organic, and Inorganic, Membranes, upon Chemical Substances Passing through Them by Endosmose; Remarks on the Question of the Identity of Bootherium cavifrons with Ovibos moschatus or O. maximus; Descriptions of the Species of Trox and Omorgus Inhabiting the United States; Some Corrections in the Nomenclature of Coleoptera Found in the United States; Descriptions of New Coleoptera Collected by Thos. H. Webb, M.D., in the Years 1850-51 and 52, while Secretary to the U. S. and Mexican Boundary Commission; Abstract of a Report to Lieut. James M. Gilliss, U. S. N., upon the Reptiles Collected during the U. S. N. Astronomical Expedition to Chili; A List of Pigeons of the Genus Carpophaga, Selby, in the Collections of the Academy of Natural Sciences of Philadelphia, and of the U. S. Exploring Expedition, (Vincennes and Peaeock,) Washington" is an article from Proceedings of the Academy of Natural Sciences of Philadelphia, Volume 7 . View more articles from Proceedings of the Academy of Natural Sciences of Philadelphia . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-4059051

"December 26th; An Abstract of Experiments upon the Physical Influences Exerted by Living Organic, and Inorganic, Membranes, upon Chemical Substances Passing through Them by Endosmose; Remarks on the Question of the Identity of Bootherium cavifrons with Ovibos moschatus or O. maximus; Descriptions of the Species of Trox and Omorgus Inhabiting the United States; Some Corrections in the Nomenclature of Coleoptera Found in the United States; Descriptions of New Coleoptera Collected by Thos. H. Webb, M.D., in the Years 1850-51 and 52, while Secretary to the U. S. and Mexican Boundary Commission; Abstract of a Report to Lieut. James M. Gilliss, U. S. N., upon the Reptiles Collected during the U. S. N. Astronomical Expedition to Chili; A List of Pigeons of the Genus Carpophaga, Selby, in the Collections of the Academy of Natural Sciences of Philadelphia, and of the U. S. Exploring Expedition, (Vincennes and Peaeock,) Washington" is an article from Proceedings of the Academy of Natural Sciences of Philadelphia, Volume 7 . View more articles from Proceedings of the Academy of Natural Sciences of Philadelphia . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-4059051