The author discusses the reasons for using the language laboratory in foreign language instruction now that the functional approach has replaced the audiolingual method and gives examples of possible lab exercises. (CFM)

Nonverbal communication, including facial expressions, gestures, space, body orientation, and tone of voice, has important uses in technical classrooms and laboratories. (SK)

Compares various nutrient media, growth conditions, and stock solutions used in culturing protozoa. A hay infusion in Chalkey's solution maintained at a stable temperature is recommended for producing the most dense and diverse cultures. (WB)

Reports the results of a survey of college and university chemistry departments that identifies the level of inspections that have occurred due to new standards set by the Occupational Safety and Health Act (OSHA). (MLH)

Learning centers are designed to assist and guide the capable but fundamentally ill-prepared students in acquiring needed background. (MM)

Explains the difference between traditional and inquiry-based chemistry experiments. Modifies a traditional cookbook laboratory for determining molar volume of gas to include inquiry. Also discusses methods for assessment. (Author/NB)

Interviews with teachers and parents from an experimental laboratory elementary school with a multiage learning program identified factors for successful parent involvement: comfortable environment, student engagement in learning, teacher comfort with parents' presence, parent involvement as a corequisite for children's attendance, ongoing…

Argues that, whether or not writing centers become an established part of the academic community, writing center staff should maintain a willingness to entertain multiple perspectives on critical issues and an ability to tolerate contradictions and contraries. Discusses some of the emerging dogmas concerning writing center instruction. (RS)

Argues that only from the inside can writers define their own metaphors to make what others say about writing centers the same as what they themselves say. Asserts that this goal will always remain elusive; and, though to pursue it is to empower writers, to achieve it would be to arrive at a definition, a comfortable but naive position. (PRA)

Asserts that changing writing "laboratories" into writing "centers" suggests in the word "centeredness" some of the best things a writing center can be in its sense of purpose and community; and, in the word "centrism," a few of the problems that writing centers may be heading for in its suggestions of monopoly and self-importance. (PRA)

Presents a bibliography of 76 newsletter contributions and journal articles of writing center scholarship published between April 1991 and March 1992. (PRA)

Advocates the poststructuralist-informed writing center conference in which considerations and discussions of the ideologically motivated nature of writing are more easily brought to the fore. Urges the writing center tutor to explicitly question and solicit a justification of the ideology which informs students' essays. (SR)