Introduced is a magnetic compass with no moving parts. Presented are the principles of the compass and the method to make the compass. Shows a lodestone compass which is the most primitive compass form. (YP)

State governments are losing more desegregation cases. The basis of liability change from local agencies to state ones during the 1970s and 80s. The consequences are that some states continue to deny responsibility and others, more wisely, acknowledge responsibility and develop programs to desegregate as a matter of state policy. (VM)

Provides an overview of the School of Law and Government currently housed at the magnet school, Jefferson High School (Rochester, NY). Describes a quasi-experimental study of the program's effectiveness, results of which have been used to revise the curriculum and support needed staff development. (JDH)

Presents profiles of eight Massachusetts magnet schools: Nathan Hale (Boston); Burncoat Preparatory (Worcester); Rafael Hernandez (Boston); Mill Swan Communications Skill Center (Worcester); Sumner Avenue (Springfield); Arts (Lowell); Graham and Parks Alternative (Cambridge); and City (Lowell). Each profile includes information on school size and…

The City Magnet School in Lowell, Massachusetts, involves parents in policymaking, the principal and teachers in curriculum-setting and budgeting, and the kindergarten to eighth-grade students in defining the design and operation of the simulated "real world" society that forms the context in which the school's educational efforts occur.…

Parents from Buffalo, New York, talk about desegregation, magnet schools and parent choice over the past ten years. (GC)

Describes the fine-beam cathode-ray tube, explaining observed phenomena from a visual, qualitative viewpoint. Discusses the reason for the fineness of the beam and provides the theoretical basis for the observed circular shape of the beam when the Helmholtz field is applied. (JM)

The City School is a K-8 magnet school in Lowell, Massachusetts. Student, teacher, and parent participation in the school's curriculum and governance have resulted in a strong sense of ownership and an effective and exciting educational environment. (GC)

Why does a magnet stick to the fridge but not to the wooden cabinets? This question will be answered as viewers discover what makes something "magnetic." Young students learn about positive and negative forces, the North and South Poles, and the basic concepts of why opposites attract. Children find out more about what magnets are used…

Most people know what magnets do. Sometimes they stick together, sometimes they push apart and sometimes they don't do anything at all. But why do magnets act the way they do? Students will learn about the role of atoms in magnetism and why certain substances are magnetic while others are not. They will also discover some of the many ways…

This report describes the magnet schools in the Chicago Public Schools (CPS) and analyzes students' access to magnet schools based on their ethnicity and residential location within the city. It also examines change in CPS enrollment patterns that may be related to the development of new magnet schools and magnet school policies. The report begins…

Describes a demonstration to initiate discussion about electrostatic effects. Also describes and evaluates a Magnetic Bubble Apparatus, a device which exhibits several phenomena related to magnetic domain formation. Includes manufacturer's response to the evaluation. (JN)

Describes experiments, including the measurement of the magnetic moment of a magnet, using noncalibrated materials. Results of these experiments can be checked using calibrated equipment. (SK)

Describes a simple, inexpensive Faraday balance for studying the effect of a strong magnetic field on selected reaction rates. Aschematic diagram detailing the essential features is included. (BT)

Discusses some misleading statements found in elementary and secondary science materials concerning electricity and magnetism. (MLH)