Examples of environmental problems in Rhode Island are specified in this document. Listed are needs of 12 identified target groups (agriculture, business and industry, citizen organizations, elementary and secondary schools, government, higher education, individual citizens, labor, mass communications, professional and trade organizations,…

The article explores the assumptions guiding continuing interprofessional education and describes a variety of approaches, using the experience of the Ohio State University Commission on Interprofessional Education and Practice as example. (MT)

Describes the process of developing a program to certify nannies. Includes a step-by-step guide to a new program. (JOW)

The impact of cooperative learning on students has been documented, but the outcome of increased collegiality among teachers has been overlooked. This article describes cooperative learning training and follow-up programs in two school districts set up to ensure that consistent and deliberate interaction occurs among teachers. (MT)

The article describes the evolution of a service delivery system to address the needs of learning disabled students in a medium-sized Canadian school district. The steps followed in moving the service delivery system into place are described. The relationship between research and political issues and the need for further program development are…

The author suggests that the most effective method of serving mainstreamed secondary level disabled students is through a comprehensive support system delivered by direct involvement of special needs teachers in the mainstreamed classes. (CL)

Gifted second and third graders formed a corporation and marketed their own products in a special acceleration and enrichment program. Organized by a classroom teacher, art teacher, and a local businessperson, the program incorporated work on math skills, language art, art, problem solving, and decision making. (CL)

The author describes a project in which disabled students are trained to tutor nondisabled students. The advantages of such an approach are considered. Tutoring is described in resource rooms, total class approaches, and as a "ripple" model which begins small and expands. (CL)

Presents a model detailing issues to be considered when developing a structured group experience to enhance leadership skills in college students; i.e., time constraints, deciding on topics, and individualizing topics. (Author/BH)

A respite care program in New Jersey provides 50 families of mentally alert severely disabled adults with periodic relief. The program, which featured recreational and social activities, promotes the mental health of parents and families. (CL)

A cooperative program for gifted fourth, fifth, and sixth graders began as a result of budget cuts. The program has experimented with scheduling patterns, course offerings, and teacher selections. (Author/CL)

Discusses the development of a telecommunications program at Madonna College (Michigan). Using this program as a model, offers procedural guidelines on how other institutions can utilize local cable television systems for extended delivery of curricula. (JN)

A program in Essex, United Kingdom, for gifted elementary students encountered early problems from the term "gifted" and from the identification procedure concentrating on high IQ criteria. Inservice courses were instituted and selection methods broadened. (CL)

A mainstream high school program with limited enrollment of hearing impaired students offers expanded opportunities through efforts to find appropriate role models, expose students to career information, bridge the communication gap, prepare regular teachers, find qualified interpreters, and promote after-school activities. (CL)

Describes how counselors in the St. Joseph, Missouri, school district remodeled the guidance program to make it more comprehensive and developmental. Steps in making the changes are outlined including program assessment, selecting a model, and making the transition. (JAC)