Describes Family Lifeline program which provides geographically dispersed families support and assistance needed to enhance and maintain independent functioning of elderly family members while strengthening family linkages and cohesiveness. Describes program's theoretical framework, organizational structure, and client data. (Author)

Results of surveying 21 educators responsible for coordinating their school districts' mainstreaming programs revealed that although educators acknowledge a commitment to mainstreaming few have employed viable implementation procedures. Results suggested the need for a model of recommended policies and procedures. (DB)

The use of issues management as an organizational process and its relationship to the more comprehensive notion of strategic planning are discussed, and its application to the establishment of a new school of communications at Penn State examined. (MSE)

Using data about teachers' selections of different inservice programs and activities, five career patterns were identified: radical intellectual, staff developer, administrator, educationist, and collaborator. Implications for development of effective inservice programs are discussed. (JD)

The Reading Recovery Program, a staff development process providing teachers with a framework for observing teaching and learning, requires close observation and analysis of children in the process of reading and staff development team members to observe each other as they work with children. (CB)

Reviews the 1980s literature regarding trends in public relations practice and implications for PR degree programs. Makes specific recommendations for development of effective degree programs. (MS)

The author describes his early experience with the Talented Youth Project and stresses the need for planning the total experience of the gifted student. Models for curriculum differentiation are noted. (CL)

This article outlines the major components of a brain skill management program that holds the potential for ensuring that input from all sources (i.e., left, right, and integrative) becomes a regular and reliable organizational routine when fully implemented. (Author/CT)

Suggestions are offered for beginning a creative writing program for gifted students as well as for evaluating students' attempts. Benefits are noted in terms of affective and cognitive growth. (CL)

A middle school teacher describes the way in which a gifted program gained prominence and its students acquired peer esteem through a model congress approach in which students learned parliamentary rules and debate principles. (CL)

Identifies negative attitudes towards university student personnel services and suggests ways to develop successful student personnel services through aggressive leadership and marketing. (ABB)

Describes the formation of a mentoring system for new extension agents in Ohio. Examines results of a followup study conducted 15 months after implementation of this system. Survey results indicate that most program results were met. A list of recommendations for similar programs is included. (CT)

Two articles discuss gifted education in China. The first describes the Shanghai Children's Palace, a facility offering instruction and activities in a variety of topic areas for gifted and talented students. The second provides an overview of the country's commitment to gifted education. (CL)

The author describes the rationale and implementation of the Peninsula Enrichment Programme for Gifted and Talented Children (PEP) in Australia. PEP is a family-based, community run organization designed to present out-of-school enrichment/extension activities for gifted children. (CL)

The article recounts the development of a special school for gifted students in Puebla, Mexico. (CL)