--------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100027 Date: 07/31/96 From: RON MCDERMOTT Time: 09:00am \/To: MICHAEL MARTINEZ (Read 2 times) Subj: IVAN ILLICH 1/3 MM>The grade system that we have, is a certification of how _little_ MM>somebody knows. RM> I'm not sure I get this one... It seems to me that one could RM> argue the opposite equally well... MM>School tends to effectively eliminate people that don't hack it. Which is not what your statement up top is saying; if you are eliminating people that don't hack it, then you are certifying that the others DID.... MM>But, under a different system of learning, where it's easy for you MM>to learn what _you're_ interested in, these very same students would MM>be much more excited, they would learn much more and they would MM>effectively acquire the skills that they want, _when_ they want. Yes, but much more of WHAT, and after they've learned it, was it good for anything? How many would get really good at grammar, math, science, I wonder? MM>If they want to goof off when they're young, that's fine, but the MM>opportunity will be there whenever they want it, and they don't MM>need to provide proof of some diploma to use it. Maybe I'm not following this.... Let them goof off for however many years they want, and then when they're 25 or so, they'll take time off from work and family to learn? Why is it that I doubt this will work? And how is the opportunity to learn going to be any more available than it is now? They can go to school young or old right now. MM>Why should you provide a certificate of graduation to learn something MM>or teach something that you want? It's ridiculous. You don't; there are lots of people who are motivated to learn on their own, and who do so... As to teaching, one must come up with SOME credentials in order to attract students; the nature of the credentials may vary, but they have to be there nonetheless... MM>You must pass college to be able to teach college. If not, you MM>are not a learned scholar. RM> That's simply not the case... There are LOTS of people who RM> are scholarly through their own efforts at education... MM>Exactly. But they don't have the same opportunities for employment MM>or in the academic system that someone with a degree does. Depends on their credentials... Teaching degrees are customarily waived in the case of occupational education, for example... MM>This has the effect of excluding people from the educational process. RM> Hmmm.... Do not the people exclude themselves to a large RM> extent? MM>Absolutely not. This is a silly response, and ignores the fact that many people simply refuse to make an effort to succeed. They eliminate themselves every bit as much as being eliminated. Your argument casts people as helpless victims of outside forces over which they have no control. This is simply not a realistic point of view, in most respects. Ignoring an opposing argument simply because it is inconvenient or is not in line with your thinking is not very convincing.... MM>But if things were fair in this country, that wouldn't automatically MM>deny them: college, a whole range of jobs that require an educational MM>degree, positions of authority. Most things in this life require that you meet some qualification or other, and that has to be certified by some sort of documentation or other... That's simply the way it is... Are you telling me that you would accept a doctor, lawyer, financial adviser, etc for your needs and not expect (require) some sort of references? I find that hard to accept... MM>I don't think anyone learns _anything_ in high school. Uh huh.... MM>Now, most people in our country learn all they need to know from MM>they're own lives, not from school. RM> I'd question whether this is true.... MM>Someone who doesn't go to school at all, learns how to speak a language, . --- Silver Xpress Mail System 5.4P1a * Origin: The Dolphin BBS Pleasant Valley NY 914-635-3303 (1:2624/302) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100028 Date: 07/31/96 From: RON MCDERMOTT Time: 09:00am \/To: MICHAEL MARTINEZ (Read 2 times) Subj: IVAN ILLICH 2/3 MM>how to cook, how to tie his shoes, how to work, how to have a family, how MM>to be socially graceful from their friends. No one learns that stuff MM>from school. I didn't say people learn NOTHING out of school, YOU said they learn EVERYTHING they need out of school... Btw, most people do a lousy job of learning how to RAISE a family - HAVING a family is easy and requires little in the way of learning. As for "socially graceful", there isn't a whole lot of THAT going on these days either! MM>You don't learn how to survive from school. RM> Without the training I received IN school, I would not be RM> working in my present occupation. Seems to me that it was RM> necessary for MY survival?! MM>If you didn't go to school, you'd be surviving by doing something MM>else, I guarantee you that. Yep, the government seems perfectly willing to ensure that I wouldn't starve, and I guess I could live in a tent or something, maybe beg... This is beginning to sound a bit like the early Christians - You know, consider the Lillies of the field who neither toil.... and yet GOD provides for them.... RM> I learned SOME stuff from my family, and SOME of the stuff RM> that people learn from THEIR families is hurtful! MM>But most of it isn't. Depends on the family.... MM>If it was, we would be a completely dysfunctional society. Uh huh.... MM>I mean, we wouldn't be where we are today. Oh yeah... We're doing just ducky.... MM>We'd be back in the Stone Age. With high-tech weapons... Much like our inner cities... MM>Weeding out people is not the definition of learning. No... It's the consequence of FAILING to learn... MM>You say "semantics" because we are ingrained in this process, to the MM>point where we think that's what learning is. No, I say semantics because you are playing at word games.. You define a term as you wish it defined, ignore equally valid definitions, spout generalities, and take positions which are unrealistic... MM>What is the definition of learning? Does it have anything to MM>do with being weeded out? No, of course not. Learning is an internal process; it is dependent on the individual. It can be facilitated, and teaching can be done, but learning depends upon the individual. Whether an individual is (or should be) excluded or precluded from something on the basis of his/her FAILURE to learn, is another issue entirely... MM>The greatest feat of every human on this planet is not learned in MM>school: learning your first language. RM> Which can be done by memorization and mimicry; two of the RM> lowest of the cognitive processes... MM>Oh contrare. Learning a language is an incredible feat. We are the MM>only species on the planet that does it. Memorization and mimicry MM>doesn't teach a chimp to speak and understand one of our languages. There are so many half truths and misunderstandings in what you've written here that I scarcely know where to begin... Language in humans is initially mimicry, and then becomes a matter of memorizing words and phrases as well as appropriate responses. It requires some intelligence to do the last part. We are NOT the only species which has a language; whales and dolphins come immediately to mind as having one. Honeybees have a limited, but quite effective "language" which conveys the concept of distance and heading to a food source. Etc. Chimps and some apes, while lacking the vocal equipment to SPEAK, have shown themselves able to engage in OUR language . --- Silver Xpress Mail System 5.4P1a * Origin: The Dolphin BBS Pleasant Valley NY 914-635-3303 (1:2624/302) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100029 Date: 07/31/96 From: RON MCDERMOTT Time: 09:00am \/To: MICHAEL MARTINEZ (Read 2 times) Subj: IVAN ILLICH 3/3 through signing... And finally, simply because YOU choose to define mans' greatest achievement as language, doesn't mean that it is.. MM>It is the history of the Promethean endeavor to forge institutions MM>in order to corral each of the rampant ills. RM> As opposed to raising up temples of worship to them? RM> Other than being very flowery, what is this meant to convey? MM>It conveys the history of human endeavor. According to a specific point of view... MM>It's a mythological attempt... You've got THAT right... MM>to describe our _purpose_ and why we do what we do. I mean, why MM>_do_ we go around forging things and being so determined in our MM>actions in this world? Perhaps it is in our nature to DO so? Perhaps we have succeeded as an organism simply because this IS our nature? What has the capture of immaginary ills to do with REAL events? Why would people have "forged things" PRIOR to the the myth? Or are you suggesting that Prometheus actually DID wrest fire from the gods? MM>The Promethean explanation is one of the best ones I've come across. I didn't see any "explanation", simply a flowery passage which conveyed nothing in the way of anything tangible... ___ * MR/2 2.26 * "I believe OS/2...to be the most important OS...of all time" - Bill Gates, 1987 --- Silver Xpress Mail System 5.4P1a * Origin: The Dolphin BBS Pleasant Valley NY 914-635-3303 (1:2624/302) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100030 Date: 07/31/96 From: RON MCDERMOTT Time: 09:58am \/To: RICK PEDLEY (Read 2 times) Subj: 'PUTER-TECH CURRICULM RP>When people think of "programs" they tend to think of Word Perfect, RP>Excel, or Corel Draw. But the majority of software never appears on RP>a store shelf. Most of it is written either in-house or contracted RP>out to a consultant, who writes a very specific, vertical application RP>tailored to one company's requirements. Yes, but this is a couple guys writing for a company of hundreds.... RP>Engineers, researchers, and accountants often write their own PR>programs, the reason being it is much easier to teach a chemical PR>engineer to program, for example, than it is to teach a programmer PR>chemical engineering. This is absolutely true, but this is a very small percentage of the workforce; a researcher or engineer is very likely to be a programmer; that's pretty much a requirement for them. RP>A whole other class of programs are those embedded in virtually RP>every electronic appliance sold today. Those are real programs in RP>your microwave oven and VCR, and someone had to sit down and write RP>them. Sure, but it isn't a 1:1 ratio... A few programmers work on the code, then it gets EPROM'd or FLASHRAM'd to x million appliances... RP>Sure, not all of them will be programmers, but many more than you RP>think will do at least a _little_ programming (you may recall I RP>talked about embedded languages inside an application; even creating RP>a spreadsheet can be considered to be programming). Ok... Let's work it this way... I agree that there is a heck of a lot of programming going on, much of it invisible (or nonobvious anyway)... What percent of the population do you think this constitutes? Or what percent of the workforce if you prefer? It seems to me that in a given company, for example, the ratio is probably one programmer to at least 10 non. This is even accepting the concept of spreadsheets as an example of programming (which, by and large, isn't the case; most spreadsheeting involves calculation formulae, not such things as subprograms, subroutines, "do" loops, etc). Heck, when I was at IBM the ratio was at LEAST that and probably more like 1:20 (this was some time ago; I have no doubt that the ratio has improved). Texaco Research was probably 1:2, and is a very atypical situation, as it IS a research facility... RP>I wish there were some way to shake this myth that there are two RP>dozen pointy-headed geeks with greasy glasses and good at math but RP>with limited social skills churning out every program in the world. There isn't?!? Aren't they housed next to the group that churns out all those gems of personal wisdom (you know, "they" as in "they say that...")? ;-) ___ * MR/2 2.26 * When DOS grows up it wants to be OS/2! --- Silver Xpress Mail System 5.4P1a * Origin: The Dolphin BBS Pleasant Valley NY 914-635-3303 (1:2624/302) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100031 Date: 07/31/96 From: RON MCDERMOTT Time: 09:58am \/To: RICK PEDLEY (Read 2 times) Subj: CLASS SIZE OVER-RATED DT> Academically-talented students present a unique challenge MS> A unique "challenge", but not the _severe_ discipline problems of MS> fighting in class, attacks on teachers, etc. RP>How did we get from "kids with hangovers" to "kids fighting in class" RP>and "attacks on teachers"? Now Rick, you know that when talking to Matt you have to be alert for the forks in the road! ;-) ___ * MR/2 2.26 * OS/2 WARP: Bill Gates' worst nightmare! --- Silver Xpress Mail System 5.4P1a * Origin: The Dolphin BBS Pleasant Valley NY 914-635-3303 (1:2624/302) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100032 Date: 07/31/96 From: RON MCDERMOTT Time: 09:58am \/To: RICK PEDLEY (Read 2 times) Subj: PROGRAMMING RP>Uunfortunately (or fortunately, depending on your point of view), RP>there are utilities for creating web pages now that take most of RP>the grunt work out of it, except maybe for the most sophisticated RP>pages with animation, and they continue to improve. All those jobs RP>at ISPs designing web pages will eventually dry up as individuals RP>are able to create their own pages at home doing not much more than RP>"pointing, clicking, and dragging". An analogy is how much work it RP>took to do desktop publishing in the old days, where you had to RP>manually embed special commands in your text to switch fonts, or RP>position a graphic, and there was no WYSIWYG like we have today. RP>Now, just about anyone can design a newsletter, and the same will RP>happen with web pages. Rick... Are you listening to what you're writing? Isn't this PRECISELY what I've been saying regarding programming? Don't you think this automation of the programming process is going to continue? ___ * MR/2 2.26 * My best view of Windows was through OS/2 WARP. --- Silver Xpress Mail System 5.4P1a * Origin: The Dolphin BBS Pleasant Valley NY 914-635-3303 (1:2624/302) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100033 Date: 07/27/96 From: CHARLES BEAMS Time: 06:00pm \/To: SHEILA KING (Read 3 times) Subj: Re: Single Sex Classes Quotes are taken from a message written by Sheila to Leona on 07/24/96... SK>I guess it is somewhat reasonable to assume a person would _tend_ to SK>post articles that were in line with their own point of view. Isn't that SK>what Chuck Beams is primarily doing? Mostly. Some of the stuff I post I am totally neutral about, or even slightly negative about, but post because it is interesting. I post almost nothing that I am in total disagreement with unless it is such an extreme example as to mock itself out. Chuck Beams Fidonet - 1:2608/70 cbeams@future.dreamscape.com ___ * UniQWK #5290* Daddy, what does 'NOW FORMATTING DRIVE C:' mean? --- Maximus 2.01wb * Origin: The Hidey-Hole BBS, Pennellville, NY (315)668-8929 (1:2608/70) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100034 Date: 07/30/96 From: CHARLES BEAMS Time: 10:34am \/To: REGINA FINAN (Read 3 times) Subj: Re: Class Size Over-Rate Quotes are taken from a message written by Regina to Charles on 07/22/96... RF>Oh I have been to the meetings. The board member put alot of effort on RF>themselves for awards on achieving the certificates they are suppose to RF>have. They give awards on children who achieve acknowledgement for RF>MEAP tests (mine was one) which of course makes the school system look RF>good. But unfortunately you are right. And as a parent when you open RF>your mouth it is Oh, I will look into it. We will discuss that at the RF>next meeting, or whatever baboon answer they want to give. And of course RF>most of the parents who do have problems don't go to these meetings which RF>in turn doesn't help change the system. I don't blame the board of education members as much as I blame the system. Except for a few big cities here in New York State, board members serve without pay - if they give themselves a free trip or two each year, I think that is a perk some of them have probably earned. BUT, the system is political - those who get elected are those who make the biggest promises with little or no regard for the actual way in which schools run. As I mentioned earlier, our medium sized district (2,700 kids K-12) spends $21,000,000 a year and the board members don't have to have any qualifications nor do they even need to get any training after being elected. Now that's a sad state of affairs. RF>Our teachers are pretty well respected around here, except that they RF>are not going to get smaller classroom size and some to the help they RF>need to give a quality education. Our school district is the largest employer in the area and it pays considerably better than most of the small businesses around. Many of our residents equate teaching with blue collar jobs and don't understand why teachers are paid more than $10 an hour. Less than 10% of our residents have any college training and don't understand the investment that goes into getting that degree. RF>Unfortunately, our city wanted to get a Bond to update our school and RF>the community won't go for it. That's common in our area right now as well. The current blast in our local newspapers (letters to the editor, editorials, etc.) is that the staff is so well paid, THEY should pay for the school improvements. RF>My mother is from Germany and you should see how intelligent she is. RF>She is intelligent because as you say education is very important. RF>English is a required language. There are alot more things there to RF>support that everyone will get a good education. But they are also RF>smaller countries. Well the philosophy of taking the beam out of RF>your own eye before to help take the beam out of a fellow man's eye RF>is not the US's philosophy. Therefore, we will continue to have many RF>problems throughout our history. In some cases cutting costs today increases the promise of even larger problems tomorrow. If we don't educate and protect our children today, they will be a serious drain on our society tomorrow. Chuck Chuck Beams Fidonet - 1:2608/70 cbeams@future.dreamscape.com ___ * UniQWK #5290* Anger is a wind which blows out the lamp of reason. --- Maximus 2.01wb * Origin: The Hidey-Hole BBS, Pennellville, NY (315)668-8929 (1:2608/70) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100035 Date: 07/30/96 From: CHARLES BEAMS Time: 02:28pm \/To: ALL (Read 3 times) Subj: U.S. Education A Profile of the United States' Education System Non-College-Bound Students Leaders will probably wish to compare the rigor and content of the gateway exams taken and passed by so many French, German, and Scottish students with comparable exams in the United States. No such comparable exams exist. The United States has no official national curriculum, no official national exams and no linked system of state-level exams that reveal what students nationwide, particularly average-achieving students, learn by age 15 or l6 - or, for that matter, what they learn by any age. There are a few privately administered exams taken by large numbers of secondary students nationwide, most notably the Scholastic Achievement Test (SAT) and the ACT (run by the American College Testing Program), which are required by most colleges for admission. But unlike the exams from other countries, the SAT and ACT are designed to assess students' general aptitude, not their performance in school. Moreover, they are taken almost exclusively by college-bound students and thus do not reveal anything about the performance of average-achieving students, as the other exams do. The exam in the United States that best captures the achievement level of students who are not necessarily planning to attend college is the General Educational Development test, or GED. The purpose of the GED is very different from the other exams in this book; it is taken only by adults who drop out of high school but later wish to earn a diploma, either to pursue further educational options or to improve their chances of getting a job. But it is designed to reflect the curriculum taught to the average American high school student, and is normed so that a passing grade reflects the achievement level of 75 percent of high school graduates. It is important to note, however, that the GED represents what students know by the end of high school, while the other exams are taken by students at least two years earlier. The American Curriculum States have primary responsibility for education in the United States and full responsibility for curriculum, which they often delegate to local school districts, of which there are more than 15,000. In most states students are required to begin school by age 6 or 7, though 95 percent of 5 and 6 year olds are enrolled in school. Elementary school, which lasts through 5th or 6th grade, is heavily focused on language arts and math instruction with varying amounts of' attention given to history, social and natural sciences, the arts, and physical education. Students then move on to middle school for about three years and then to high school through grade 12, when most students are 18 years old. Although education in the majority of states is officially compulsory only until age 16, 88 percent of students complete high school, and reducing dropout rates is an important goal for most school systems. Given the decentralized nature of the American system., it is difficult if not impossible to make general statements about the content of education in the United States. There is no national curriculum and most states and many local districts do not define in detail what students should be taught. Thus, the content and rigor of the curriculum vary substantially from school to school. In addition, the education given to individual students within the same school differs widely (especially at the high school level) since schools often do not prescribe a common sequence of courses for all students. Instead, students are allowed to pick and choose classes as long as they follow general rules requiring a distribution of courses in various subjects. In recent years, many states have increased the number of courses in math, science, and other academic subjects that students must take in order to graduate. But in general the rigor of these courses is unspecified and varies widely. Pathways After Secondary School Approximately 39 percent of high school graduates immediately go on to four-year colleges and universities. The remainder will either enter the workforce, pursue some form of vocational training, or enter college at a later date. As a general rule, American students discover that there is little or no relationship between their performance in high school and their chances of entering college or getting a job after graduation. Except for a few elite institutions, most colleges do not require students to have high course grades or exam scores in order to enter. Students planning to work after graduation encounter few incentives to do anything other than fulfill the bare minimum requirements for a high school degree. While some jobs may require a high school diploma, few employers appear to care about the courses taken or grades received in earning that diploma. A recent Census Bureau study of qualities sought by employers when hiring found that grades and teacher recommendations were at or near the bottom of the list. In addition, except for students in a small but growing number of tech-prep and youth apprenticeship programs across the country, there are no opportunities for high school students to earn vocational certificates that are valued by employers. Consequently, students not aiming for elite colleges have few concrete reasons to pursue their high school coursework with much enthusiasm or diligence and certainly have little incentive to take courses more challenging than the required minimum. The GED Exam The GED is administered by a private organization, the GED Testing Service at the American Council of Education. Taken only by adults, it provides those who did not complete high school with the opportunity to earn a credential equivalent to a high school diploma. In order not to encourage students to drop out of school, the GEDTS bars individuals under the age of 18 from taking the exam without special permission. The GED exam is divided into five sections: writing, social studies, science, mathematics, and literature and the arts. The examination, which takes seven-and-one-half hours, is intended to be more than a basic skills test; the GEDTS constructs the test to reflect the range of skills and knowledge taught to the average American student by the end of high school at age 18. In addition. GED scores are normed against the performance of a national sample of high school graduates. The scoring system is designed so that the average high school graduate would score a 50 (on a scale of 20 to 80) on each part of the exam; two-thirds of high school graduates would score between 40 and 60; and 75 percent would earn at least a 40 on each section or a combined average of 45. While the scoring procedures are too complicated to present in detail here, one must get roughly 65 percent to 75 percent of the multiple choice questions correct to score a 50 on each of the tests presented here. To receive a 40, one must correctly answer 35 to 45 percent of the questions; to score a 60, about 90 percent. Chuck Beams Fidonet - 1:2608/70 cbeams@future.dreamscape.com ___ * UniQWK #5290* After all is said and done, more is said than done. --- Maximus 2.01wb * Origin: The Hidey-Hole BBS, Pennellville, NY (315)668-8929 (1:2608/70) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DC100036 Date: 07/31/96 From: BOB MOYLAN Time: 01:27am \/To: ALL (Read 3 times) Subj: ABC's of Education From "Four Runner" (A publication of the SD TAC at Virginia Commonwealth Univ) Acceptance, Belonging and Community: Where do you stand? Belonging, the need for relationships and friends, is a basic human need (Maslow, 1970). How we look at the issues of acceptance, belonging, and community is closely associated with our values. In order to develop caring school communities we need to be accepting of differences. Where there is acceptance, a sense of belonging can be cultivated. Do all school employees have equal value? Are special education teachers as valuable as general education teachers? What about paraprofessionals? In successful schools all people feel like they belong. Creating a climate where everyone feels they belong must begin with the adults in the building (i.e., educators, paraprofessionals, administrators, cafeteria staff) and then transfer to the students (Malatchi, in press). In school-life as well as home-life, children will reflect the attitudes of the adults and their peers. How do the adults really feel about working with students with different abilities? Lets look at several examples and then some strategies for changing attitudes and creating school communities that value acceptance and belonging. Keep in mind the following definition of belonging, by Wilkins (1995), an "advocate extraordinare" for acceptance and belonging. "Belong: v. 1: to feel and be a part of... i.e. a community, a workplace, a neighborhood, or school 2: to enjoy a sense of contribution, value, self-worth 3: to truly believe one is a natural and equal part of the whole 4: comfortable, safe, cared for, welcome". Example #1 One general education teacher, who had taught for 15 years in the same school system, left in June and returned in the fall to pursue her dream as a special education teacher, working with children labeled "severe and profoundly handicapped". Within one week the teacher was questioning what had happened during the summer vacation. She felt left out and ignored, as if she were no longer part of the school staff. Teachers avoided her students in the hallways and seemed to have difficulty maintaining eye contact with her. The previous year, as a general education teacher, she had a duty-free lunch, a planning period once a day, and other daily opportunities for "non student contact" time. She, like other general education teachers, was not assigned any before or after school duties. As a special education teacher (in the same school system) she found she had no scheduled lunch time away from her students, no planning time during school hours, a bus duty assignment before school, and a classroom located as far from the center of the school as possible. Other staff members, including administrators, avoided her classroom (personal conversation, 1994). Questioning other special education teachers across the United States, it was discovered that many special education teachers were having similar experiences. Why? Are special education teachers, often with advanced degrees, not as smart or as important as the other teachers? Are the learners they teach not as valuable as other learners? Example #2 One educator found it disturbing to enter a school, ask for the classroom location of a child (who has a disability) and have an administrator respond that the "zoo classroom is over there" (personal conversation, 1996). Adults in schools need to discover where they stand on recognizing the value of everyone and his or her right to feel a sense of acceptance and belonging. Strategies Given the importance of creating a school community where everyone is accepted and belongs, consider the following ideas: 1. Make acceptance, belonging, and community priorities in your building. 2. Volunteer to facilitate an activity where your colleagues share a) a time in school when they felt excluded and b) a story of a teacher who made a difference in their life. Have some discussion time regarding these experiences. 3. volunteer to speak about acceptance, belonging, and community (with a colleague) at a staff or team meeting. 4. Look for short articles on acceptance, belonging, and community to share with your colleagues. 5. Copy this article and place it in the mailboxes at your school. 6. Practice what you preach, i.e., "walk the walk, talk the talk". References: Malatchi, A. (In Press). Family partnerships, belonging, and diversity. In L. Power-Dufur & F. Orelove (Eds), Inclusive schools: A comprehensive guide for successful implementation. Gaithersburg, MD: Aspen Publishers, Inc Maslow, A. (1970) Motivation and personality. New York: Harper & Row. Wilkins, D. (1995). Nth Degree T-shirt Company ... Leave me alone. I'm playing with my mental blocks --- PPoint 2.00 * Origin: What's The Point? Virginia Beach, VA USA (1:275/429.5)