Discusses the history and philosophy of the premise of rural localism from Lyndon Johnson's War on Poverty to its present relationship to the New Federalism of the Reagan administration. Concludes that the concept and its consequences should be reexamined by those in the rural social work profession. (Author/BRR)

Sketches a perspective of competence and its underlying assumptions. Compares and contrasts this perspective with McCroskey's conceptualization (ERIC ED 203 401). Discusses the implications of a relational competence approach for theory and pedagogy. (PD)

Proposes a comprehensive definition of permanency planning and delineates its major components. (Author/RH)

Characteristics of heresy are outlined. The heresy hunt, in which heresy is labeled and heretics are suppressed, serves as an anxiety-relieving ritual for institutional elites and facilitates their dominance within the institution. A case study of heresy, the "modernist controversy" in Roman Catholicism, is examined. (Author/RM)

M.S. Horner has been criticized for defining "success" to her subjects in her research on fear-of-success. The present study, which provided an ambiguous verbal lead, showed low incidence of fear-of-success, because subjects themselves were allowed to define "success." (GC)

The editor introduces a special issue on myths in gifted education. He suggests that myths deal with three major topics: definitions of the gifted and talented, identification, and programs. He concludes with a list of 14 questions concerning alternative approaches. (CL)

Outlines the Universal Availability of Publications (UAP) program and the place therein of the UAP Congress. Presents the observations made by the Preparatory Committee for the congress on the UAP programme and on a number of problems concerning the disparities between developed and undeveloped countries in publication availability. (Author/JL)

Survey of 56 public reference librarians from New York, Ohio, and Pennsylvania reveals that they perceive reference service as comprising question answering (34 percent); locating information (30 percent); service (17 percent); providing materials (7 percent); aiding readers in library use (4 percent); telephone referral (2 percent); 100 percent…

A definition of evaluation use incorporates four major types of use: (1) allocative, direct use; (2) conceptual enlightenment; (3) impact on organizational policies and practice; and (4) contribution to the management of the organization. Implications for research studies that incorporate this definition of use are presented. (Author/LC)

Traces the different social, ethnic, and racial connotations of the word "mulatto" since the Spanish colonization of the Americas. Stresses the fact that in Spanish America, the word more often referred to individuals of Black and American Indian admixture than to those of Black and White (Spanish) admixture. (GC)

Provides an overview of the methods and content of philosophical analyses of the concept of teaching. Contrasts selected analyses by Hirst and Komisar to show how different conclusions about teaching can be reached. Comments on the relevance of conceptual analyses to instructional practice. (DMM)

Presents an expanded definition of creativity consisting of four modes (subconscious, imagistic, cognitive, and actualizing); four dimensions of a sequence of developmental skills (perceiving, affecting, intellecting, and responding); and four processes (fluency, flexibility, elaboration, and originality). Two guidelines for increasing students'…

The use of the term "monitoring" in the literature is reviewed, making a distinction between (1) regulatory and descriptive monitoring and (2) among source, ambient, and effects monitoring. Descriptive monitoring is examined in detail, including a model (research, problem, action) and a role-playing exercise. (DC)

Discusses the lack of consensus among social studies educators as to definition of and rationale for the field. The relationships between social studies rationales and goals and between goals and objectives are examined. (RM)

This paper outlines the major features of educational bureaucracy today, notes the myths about bureaucracy, and suggest ways of more effectively coping with the bureaucratic phenomenon. (Author/KC)