Questionnaire responses of eminent people in Communications, Liberal Arts, Fine Arts, Science, Education, and Business Education and Management are considered in terms of their projects' inspiration, preparation, products, task commitment, obstacles, and audience. Following a discussion of the experiences of professionals, implications for gifted…

Presents arguments supporting education's role in career mobility and outlines a process for developing a career mobility plan. (SK)

The Community Resource Center of Manchester, Connecticut, acts as a central clearinghouse for resource persons and pograms for classroom enrichment. The center's development, its resource file, and its relationship to the classroom teacher are reviewed. (CL)

To create imaginative, useful courses for adults, continuing education programers should remember that promotion follows programing. The keys to success are the professionalization of the programer, and a combination of inspiration, experience, commitment, and attention to detail. (SK)

Examines the concept of positioning, which is the way that individuals perceive and are made aware of a program and believe in its benefit to them and its application to cooperative education programs. Includes a five-step plan for assessing the position of cooperative programs and six ways to implement a positioning strategy. (JOW)

Describes a Wisconsin program which is aimed at delinquency prevention. Discusses program development, components, and theory; and the requirements of leadership, volunteers, and youth involvement. Journal available from National Office for Social Responsibility, 208 North Washington, Alexandria, VA 22314. (CT)

Results of a survey of speech communication department chairs concluded that (1) internships are valuable to students and faculty; however, program development may not keep pace with their acknowledged value; and (2) internships vary widely in pay, supervision, evaluation, and credit-hour allocation. (PD)

A pilot program for 14 gifted 14 year olds is described in terms of identification procedures, program objectives, program procedures and curriculum, activity organization, and placement. Specific recommendations are made for future programing for this group. A list of classroom materials is included. (CL)

The concept of quality circles is discussed. The authors explore company compatibility with Japanese management philosophy, a compatibility test, planning for the change to quality circles, need for a flexible design, and setting worthwhile goals. (CT)

This article discusses effective strategic planning and management of employer cooperative education programs. It examines types of planning, the need for such programs, and implementation strategies. Several case studies are considered: Dayton-Hudson, IBM, AT&T, Delta Airlines, and Rockwell International. (CT)

Five sequential steps form a model for developing, implementing, and evaluating a career education program for handicapped students: assessing students' needs; identifying specific career education goals; identifying barriers and facilitators; generating intermediate objectives; and measuring program effectiveness. (CL)

The author details for potential employers how to recruit and hire the disabled. Innovative outreach activities and awareness training are now called for in successful affirmative action programs for the handicapped. (CT)

The author explains why creating new programs in an organization and maintaining the programs over time requires a good program leader, integration into the organization, and constant attention to barriers and pitfalls. (CT)

The author reviews the last five decades in the evolution of comprehensive education in England. (Editor/SJL)