Adolescents With Disabilities: The Need for Occupational Social Skills Training

In this article, occupational social skills are defined and their importance is highlighted. The lack of occupational social skills has been estimated to be responsible for almost 90% of job loss. Although a number of commercial social skills instructional programs are available, none address social skills as they relate to specific occupations. We offer 4 different ways to develop appropriate occupational social skills training.     

International library program to prevent nuclear holocaust

The main focus of this paper is the funding of libraries in Nigeria. The sources of funds for libraries, which include the government, grants, donations and bequests, are discussed. The factors affecting the funding of libraries in Nigeria are highlighted. Finally, alternative sources for funding are also discussed.     

No yoga for Eric: lifelong learning from a small firm's perspective

An emphasis on lifelong learning as a route to economic competitive advantage forms the basis for current governmental policies directed at both firms and individuals. Since small firms are seen as vital for economic growth and development, this sector is a major target for lifelong learning based programmes. However, the views of those in this sector on lifelong learning are less well known. This study of 128 small firms explored the views of owner managers and key staff in these firms about lifelong learning. Despite the hype, owner managers still seemed unsure about the concept, showing the same resistance to embracing learning for all staff seen in earlier studies. However, whilst not recognizing its value for their company to achieve business needs, it was described as important in their own lives, particularly to achieve personal rather than business aims. Examples were also given of transfer of ideas and skills from leisure to work environments. Staff designated as ‘key’ by their managers saw learning as a continuous process, vital for their own future development. These staff had been the main participants of formalized firm learning and had also taken part in learning outside work for personal development. Further research would be needed to identity whether non-preferred staff shares this positive view of learning.     

Adult education,lifelong learning and citizenship: some ifs and buts

This paper suggests that the dominant discourse of lifelong learning is a political rather than an educational discourse. On this view, lifelong learning enables the deconstruction of welfare to be effected through the reconstruction of citizenship. Democratic citizenship properly understood, on the other hand, depends on determined progress towards a more equitable distribution of material and cultural resources among citizens. Education on its own can do little to ensure that such structural change takes place. It is, nevertheless, the task of critical adult education, as distinct from economistic models of lifelong learning, to raise such questions as urgent issues for democratic deliberation and debate, and to expand our notions of what it means to be active citizens in a democratic society. The paper contains the text of a talk given at the annual study conference of the UK's National Institute of Adult Continuing Education in April 2002.     

Classroom materials

Your Energy World Published by U.S. Department of Energy

Blue Wings Flying by Elizabeth DeHuff Pictures by Dorothea Sierra Addison‐Wesley Publishing Co. Readding, Mass. 01867

Early Childhood Filmstrips Series Part I: About Myself Myself and Other People — Alike and Different My Family and Other Families—Alike and Different Everyone Needs Many Things by Ruth Jaynes, Beatrice Woodbrldge & Nancy Curry Bowmar/Noble Publishers, Inc. 4563 Colorado Los Angeles, CA 90039

“Man and His Gods: An Inquiry Into The Nature of Religions” Published by The Center for Humanities, Inc. 2 Holland Ave. White Plains, NY 10603

Alcohol: Facts, Myths and Decisions Published by Science and Mankind, Inc. Communications Park, Box 200 White Plains, New York 10601     

Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students

Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned.