Discusses recommendations for preparing advanced practice nurses (APNs) to implement guidelines of a health curriculum: (1) ensuring age-appropriate teaching; (2) emphasizing the complex relationships of race/ethnicity, socioeconomic status, and gender; (3) reinforcing the self-care and resilience of adolescents; and (4) examining transitions…

Discusses the publication of "Guidelines for the Ethical Treatment of Students and Student Writing in Composition Studies" in the journal "College Composition and Communication." Notes that the Guidelines were developed as a reaction to the present situation wherein (1) student writing increasingly is the subject of English teachers' publications…

Provides compilation of guidelines for purchasing educational toys. Considers the value of educational toys, including their appeal and stimulation, age appropriateness, and open-endedness; the toys' construction quality, including methods of construction and manufacturer reputation; safety factors, especially potential for choking and poisoning;…

General guidelines for running a safe tennis program include establishing an appropriate camper/teacher ratio, having clear expectations of a drill or activity, not allowing campers to jump the net, clearing the court of all balls during running drills, and suspending activity during inclement weather. Includes specific guidelines for practicing…

Provides excerpts from a guide written by the American Association of University Professors (AAUP) concerning the Family and Medical Leave Act. Offers advice using a question-and-answer format on the application of the legislation to different situations. (EV)

Addresses the need for ethical and professional guidelines appropriate to the development and use of self-help career assessments. Discusses strengths and limitations of self-help career assessments. Identifies three criteria for evaluating these assessments (appropriateness, trustworthiness/soundness, emphasis on process) and presents an…

Discusses guidelines for professional practice and related policy development by the American Psychological Association's (APA) Board of Professional Affairs over the past decade, explaining that the APA policy distinguishes two types of guidelines for professional practice: treatment guidelines (providing specific recommendations about treatments…

Identifies the major activities involved in collective bargaining and defines the differences between collaborative, win/win bargaining and adversarial bargaining. Key elements of collaborative bargaining include trust-building, respect, clear and continuous communications, avoidance of "one upmanship" games, mutual problem-solving…

A comprehensive thinking skills scope and sequence plan provides three types of information. It identifies the thinking skills and strategies to be learned throughout the curriculum, locates them in the subject areas where they are to be taught, and arranges them in the proper sequence. This article describes basic principles and guidelines for…

Findings indicate that high cortisol levels and interfering substances in formula and breast milk could contaminate salivary cortisol measurements in young infants. To insure accurate results, appropriate controls should be taken for salivary cortisol measurements of young infants. (RH)

Describes how concern about the quality of microfilm being purchased by the Library of Congress Photoduplication Service led to a project to bring together the various standards covering microfilm for permanent records, and to the publication in 1964 of Specifications for Library of Congress Microfilming. (two references) (CLB)

Describes production of the Bayou State Periodical Index, an index of Louisiana periodicals designed to provide access to information on local topics, and offers guidelines for producing such an index in a timely fashion with limited funds, using a microcomputer. Planning, procedures, financing, and publicity and marketing are covered. (seven…

The College Board developed guidelines for prepayment plans based upon concerns expressed during and after the 1987 Invitational Conference on College Prepayment and Savings Plans. The guidelines are provided. (MLW)

Distinguishes between the kind of reading practiced in schools--reading to learn--and the kind of reading practiced in the workplace--reading to do. Places computer tutorials in a third category--reading to learn to do. Suggests guidelines for designing tutorials and for designing assignments. (JAD)

Outlines the basic nature of performance support and describes a generic model that can be used to facilitate electronic performance support system (EPSS) development. Performance measures are discussed; performance support guidelines are summarized; and a case study of the use of an EPSS is presented. (LRW)