THE INCARNATION OF THE EDUCATIONAL PROCESS
DIVERSE HUMAN COMMUNITIES
Major Piece of Work
School of New Learning
Spring 1993- Spring 1998
Glenn E. Addison
Major Piece of Work
Glenn E. Addison
Approved as to style and content by:
Marisa Alicea, Faculty Advisor
This work is dedicated to all of those
seeking to see knowledge in its
practical relationship to the
opportunities and vicissitudes
of our continuing being.
LL-8. Can design and produce a significant artifact or document which gives evidence of in-depth competence in the specific area of knowledge.
HC-9. Can employ measurement techniques to assess educational processes.
HC-10. Can plan for the development of educational structures suitable for enriched learning experiences meeting the needs of diverse learning communities.
|Theory and Practice||Culture|
To balance the, at times, technically esoteric nature of this paper Ive included some well-grounded quotations throughout, which perhaps convey the bulk of what I have to say as Robert Fulghum does or emphasize some aspect of the whole.
From the time the sperm cell first meets the egg they are no longer recognizable as individual cells, everything changes from then on. Through language codes connections are made and regenerational cycles proceed. Nourishment of the organism allows the natural childs compass of values to develop its gifts toward growth opportunities beneficial in the struggle of the human community. This is a study of the exchange of research information through an educational dissemination process that develops the stimulus-organism-response capacity for global improvement.
|Life is like playing a violin in public and
learning the instrument as one goes on.
Samuel Butler (1835-1902) (Byrne, 11)
Radical and fundamental changes in the educational processes of diverse learning communities in the information age are necessary to meet the challenges for increasing the quality of our continued survival. Specialized technologies and a multitude of social movements in todays world make the work of comprehension and understanding a lifelong challenge. Opportunities to release previously abstruse databases of information signal possibilities that have only been imagined to increase our responsive ability. Specialized areas currently identified as offering the greatest economic growth potential are microelectronics, biotechnology, new materials technology, civil aviation, machining/robotics, computers and software. Social technologies will play an important role in facilitating future achievements in human knowledge. Democratic principles and freedoms have spread to larger geographic portions of the world and human civil rights movements have lead to the spread of a greatersense of appreciation for the cultural richness of diverse populations. For the first time, through various media and interactive teleconferencing remote inhabitants from all corners of the earth now have a window to the world through communications technology in their natural environment. Further characterization of the elements of a preferred educational future may be developed towards a rewarding creative discipline.
Most of what I really need to know about how to live
and what to do and how to be I learned in kindergarten.
Wisdom was not at the top of the graduate school mountain,
but there in the sandpile at Sunday school. These are the
things I learned:
Theory and Practice
The efficacy of educational theories leading to sound action and judgment in a high-change society is the matter to be deliberated in this theory and practice section. Traditional education is generally concerned with the dissemination of information. In a slightly different approach, I would like to discuss developing stable structures which can gather the necessary components for learning and facilitate interactions which produce learning as an area for critical focus in the educational process. I believe the crystallization of these catalysts is a key central to producing the transformative changes that can be digested throughout a learning community resulting in high achievement of performance-, outcome- or competence-based assessment criteria. And that without the catalytic matrix crystal structure possessing patterns of attractive energy forces much of the information disseminated simply bounces off of the recipients producing no transformative change.
An example found in physical nature might serve to illustrate the process and its potential. In the atmosphere nitrogen dioxide (a toxic gas) will reduce to nitrogen and water through a relatively slow and complex process of conversion reactions with a rate of conversion in the area of say 0.1% change. Primarily, the components for the reaction bounce off of each other and no change occurs. Even the small change is largely due to the effect of catalysts naturally present in the atmosphere. However, a sand type material can be designed with finely dispersed metals and placed in a controlled process to gather ammonia and nitrogen dioxide on surface sites and with heat applied facilitate interactions leading to transformative conversion reactions at an accelerated rate of greater than 98%Cproducing innocuous nitrogen and water. For those unfamiliar with the specialized area of industrial catalysis, note that catalytic processes are involved in manufacturing processes whose production represents 30% the United States gross national product.
wasnt raining when Noah built the ark.
A second example for the organization of learning, demonstrating the success of specific purpose design characterized by substantial performance gain is also found somewhere between the sun and the deep blue sea. The computer chip is made with primarily refined sand in a multilevel metallization layering process to produce semiconductors and plasma etched integrated circuits in clean environments. Similarly, photonic crystals, conductive polymers and protein-based memory blocks have been developed by scientists with patterns of electronic potentials to store and retrieve information and images. The success of these technologies, as in catalysis, is based on the patterns of molecular electronic attractive forces created under proper conditions. Biologically, our bodies use photocatalysis, enzymatic catalysis and homogeneous chelation chemistry together with neurological transmissions to develop its learning systems. The practice of productively influencing the nature of biopsychosocial and theological exchange as patterns of change agents to incarnate peak performance rests on the development of educational catalysts that engage the organism. Designing stable catalytic supporting structures which draw essential information and motivational forces together to produce transformative learning communities (TLCs) could substantially aid in global development and evolution.
Any ordinary man can
himself with two thousand books
and thenceforward have at least one place in the
world in which it is possible to be happy.
All education springs from some image of the future. If the image of the future held by a society is greatly inaccurate, its education system will betray its youth (Toffler, 1). The child from conception has a healthy appetite, soaking in all that is around, perhaps learning 50% of all that they will ever know in their first three years of life. The problem is securing the shape of formation processes in the human community, mastering the unintended, good and bad, consequences of cultural learning (Callaway). Much learning is absorbed through cultural symbols. This type of Silent Language along with time and space are powerful factors in the learning experience. Two-hundred-seventy-two different languages are spoken in the United States. The opportunities now present for cultural communication, exchange and the rewriting of cultural scripts gives us the ability to more rapidly invent and develop the future. Our history of development is largely one of oppressed groups being denied their stories (Alicea, 50). The job here is to challenge the family, government and economic systems with these rough grains of sand towards a fuller realization of justice, to polish these institutional structures to produce substantive change in our vision of an equitable future.
Some things have to be believed to be
This is the subject of sonocatalysis, including tonal qualities and degrees of resonance created, opening and clearing channels of exchange. The development of transformative learning requires a great deal of testing. A constant checking of theory in practice. How are you?, seems an important question as we learn well. Interacting in a reciprocal process of defining and developing cultural structures where we can interact freely in challenging discourse to create, a wide, fellow feeling with all that is human (Gilligan, 130) seems like the right thing to do. Purposeful conversations within rules designed to increase awareness and full participation of disparate individuals and groups seems essential to our growth and well-being. Dialogue is part of the process of overcoming denial, moving through negotiation, making decisions leading to action and following through with continued practice. The resulting formation of adaptive habits and shaping of values centered within the scope of conceptual knowledge and beliefs consistent with the laws of nature is based on this contacting the boundaries of learning. A way of meeting the parallel processing neural semantic hierarchies of the organism. A tremendous dignity can be found and integrity built through the dynamic relational posture offered through dialogue. Addressing the changing boundaries in applying the science of education and meeting progressively growing global responsibilities will require keeping in touch through new dialogue. Productive interactive dialogue helps establish reticular formation, cultural relationships, the bonding networks of energy that provide the adhesive, cohesive and flow properties capable of producing a beneficial coherency from scattered particles, if we listen carefully.
You cant depend on your eyes when your imagination is out
Perhaps sixty percent of cognitive neurological ability is heritable. From this we develop talents along the lines of linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal and interpersonal skills of problem solving (Herrnstein,18 & 23). Regular change or the potential for finding or creating problems, laying the groundwork for the acquisition of new knowledge (Herrnstein, 18). Temperament and character for meeting change with new learning for the good that can be produced through competent implementation. A matter of being tickled and tickling. Organizing the organisms, response for improvement. Including an account of the narrative of interested constituencies in the doctoral influence of research. Neglect of the change/response process raises the need for radical and fundamental approaches to change. to move away from the acute care needs to moderate restorative methods. Conservative in nature, applying the minimum treatment necessary on a consistent sustainable basis. Environment? design of the learning spaces. Privatization strategies for education are proposed as competitive systems helping to develop more functional systems. focusing on nutritional, emotional, social and biochemical processes serves as common ground for studies which can address learning and education effects for all groups.
Civilization exists by geological consent, subject to change
Genetic need to exercise(Tech. Rev.) Stress.
Im suggesting that we build at all levels of the socioeconomic spectrum rather than choosing to expend disproportionate amounts of resources of one group or another. That programs to meet the diverse needs of a multitude of cross-cultural groups will have greatest overall benefit.
The focus is to develop every organism for improvement. I am suggesting that we both build on the best available talent and the least developed talents. That overall sustainable improvement depends on the participation of all including autistic, turette, mental disabled, Engaging the individual organism not for self-sufficiency but towards self-governing interdependence.
All learning has an emotional base.
immunological defenses, energy, food, rate, attention (therapeutic massage), the power of 5, sleep, therapeutic value of writing, stretching (yoga), exercise (Tai Chi, martial arts), meditation, (spasm?) other sustainable natural sources, thoughts, words, other people resistance to oppression, fear. Want legs back, legs are important. DNA, RNA
The system-reframing(the visions), restructuring (the re-engineering of the process), revitalizing (the growth) and Renewal (the people) Transforming the Corporation-- of using
perception (registration of physically present stimuli) to visual mental imagery to rewrite personal and cultural scripts. Imperialism, the stronger will still take others territory, through taxes, stealing emotional, intellectual, spiritual energy and physical labor. Want to get up, optimistic, quest for knowledge mortality, curiosity An acceptance, in responding to these questions with practical answers, of our real limitations and yet allowing for limitless
possibilities for resounding success through regenerational methods shows the need for both a characterization of resistive or slowing and accelerating or quickening change technologies. Reusing and reducing learning cycles to generate increasing value in the process.
My religion consists of a humble admiration of the illimitable
superior spirit who reveals himself in the slight details we are able to perceive with our
frail and feeble mind.
Sexual feelings (, growing into Love, spirituality, Strength of, integrity, quality, coherent story, dynamic resistive circuitry Hormones, nitric oxide, phenylethylamine, norepinephrine, dopamine, oxytocin, endorphins - neuron resistance and capacitive properties of electrophysiology
The body is a community made up of its innumerable cells or
democracy, rights, freely interact, diversity, social capital(Robert Putman, rules, networks and trust)
Wherever the art of medicine is loved, there also is love of
catalyst characterization, chameleon (make point?) That the education comes from wherever the organism is engaged?! integrity of the whole-life, education,... I have come to believe that a life enslaved to a single Goal, no matter how noble, becomes a mechanism rather than an organism, a business plan rather than a biography, a tool rather than a gift. Gifted biographical organism.(p8,Living without a Goal, James Ogilvy, The Futurist May-June 1995) Adhering to multiple goals, coherence in co-missioning, suspended solitudinal isolation. Sand->computer chips development and growth of a cultured educational process.
The most important function of education at any level is to
develop the personality of the individual and the significance of his life to himself and
to others. This is the basic architecture of a life; the rest is ornamentation and
decoration of the structure.
Being there to meet the challenge. That this knowledge of biochemistry of the organism means for educating not just for SR but towards SOR because organisms digesting the information learn better. Reactive->responsive. Therapeutic massage 15 min more alert... Biopsychosocial model. non-orgasmic What is the anger biochemical process and what nutrients does it need to facilitate-escalate the process and what nutrients are needed to pacify the response (fight-flight)(engaged-fear)(connected-disconnected)(associated-dissociated)
Affirmation of life is the spiritual act by which man ceases to live unreflectively and begins to devote himself to his life with reverence in order to raise it to its true value. To affirm life is to deepen, to make more inward, and to exalt the will to live.
Albert Schweitzer (Roger, 278)
Purified water, fruits, vegetables and starches are good foods to eat to aid the digestive system. They supply vitamins, minerals, enzymes and other nutrients for manufacturing amino acids, peptides, lipids and provide support for other biological functions. Agricultural industry technology has removed us from proximity to organic garden variety foods, returning to more intimate contact with natural foods is recommended.
The reason need to get rid of emotions is same as how get rid of garbage? medicine, connections to emotions, thoughts-memory and learning, meditation, information Processing, integration, knowing, staying current, parallel processing response,... Enzyme that catalyzes the removal of enzyme that digests...how cells die turn on in tumors...anger biochemical response?
If you have built castles in the air, your work need not be lost;
that is where they should be. Now put the foundations under them.
Love and stress, the chemical pathways are identical. Nanosystems. Evidence surrounding theoretical and practical issues will be examined to help find some guidance in overcoming the barriers and obstacles to aligning structures and systems with co-missioning strategies to match the rhythms and the streams of the realities in our cultural mosaic within fresh channels of transmission. Components of social, scientific and technological change will be explored in relation to the educational system. What do the theories presented mean in the context of intra personal, interpersonal, managerial and organizational roles? A utopian goal would be to resolve a complete vision of the organization for aligning structures and streams to achieve a pervading global sense of scholarship. A system that would provide for our moral, intellectual and physical well being. The utopian goal is a useful tool for identifying, developing and acquiring the required skills and performance standards desirable regarding the pursuit of such an effort. Ethical question concerning the supply economy. Interpretation, analysis, critical thinking The system-reforming (the visions) restructuring (dismantle, rebuild) the process, revitalizing (the growth) and renewal (the people. Roles of research, competition and government. the establishment of systems is the cumulative achievement of the associated efforts of all participating individuals each with different roles and capabilities.
Your vision will become clear only when you can look into your own
heart. Who looks outside, dreams; who looks inside, awakes.
1)Coincidence2)Recent History3)Energy (beauty)4)How we compete for energy5)Other sources of energy 6)Face up to our particular way of controlling others 7)Consciously evolving yourself - every coincidence and every answer8)Aid others - and ethic governing the way humans treat others to facilitate everyones evolution.9)Maintain the vibration in all situations (Being There-Bowman, IONS) open us up to a Heaven that is already before us. Interact consciously when in a group. Interactions slow and more purposeful and deliberate. People come across our paths there is always a message for us. Energizing you was the best thing we could do for ourselves.
Cannot define income or deduction? Technology On a dollar-per-learning basis-planned learning- formal education doesnt do as well as the less-bureaucratized passion of motivated home/independent-learners. A significant percentage of the top SATs were home schooled. Third wave environment. Literacy development by being forced or given the opportunity to communicate only by reading and writing. The more rapidly you can invent and develop the future the better off we are. The breakthroughs-supply precedes demand. Intelligent agent
searches journals, people whos doing what..., # of formats, theoreticians to put together culture of information systems, sociology of,... The most skilled will use the most languages.
Let food be your medicine.
Plasma, electrically charged fluid particles found in solar wind and cold fusion condensed matter physics form a plasma cloud responsible for the properties of superconductivity and superfluidity. In this substate of gas coherently matched atoms sharing common quantum-mechanical wave function and losing their individual identities in this intimate merging. Likewise, collectivized individuals may experience a similar superlearning state in the quantum learning zone. From a flashlight to a laser beam. (faster than the speed of light) The nuclei of ideas in close proximity to each other interacting with nonlocal forces achieves an alignment and synergy of learning force or coherent integrity. Bursts of hunger spurts of evolution. 15% of top SATs were home schooled. Social capital rules, networks and trust. (Robert Putnam) The more rapidly we can invent and develop the future the better off we are. While research journal contain the controlled accurate, reliable, sci. method type research resultsThese are exiting times for those who are able to find an environment of magic (the magic being those productive phenomenon that have not been explained by science yet) and love of learning for themselves and in others. Environment of magic and love of learning for themselves and in others-Increasingly, a just in time type of learning is needed in often complex, mysterious and obscure areas.The goal is to bring a lifelong adaptive learning process to the forefront of daily practice within the human community. In producing a productive flow we serve in providing a system for the planning and securing of the quality of our continued collective future. Delivering to the best of our ability a flexible design capable of accommodating contingencies, promoting inspired innovation and taking advantage of the resourcefulness of the human organism is a worthy and rewarding challenge.
Knowledge in its cumulative state overlaps. Einstein predicted a similar state of condensed matter which was recently observed where individual atoms overlap in a cloud with properties capable of carrying out the processes of superconductivity and superfluidity. A similar state of overlapping boundaries of a condensed collectivized existence allows for rapid exchange
capabilities and superlearning.
The doctor of the future will give no medicines, but will interest
his patients in the care of the human frame, in diet, and in the causes of disease.
Silas Purnell, Director of Educational Services for Ada S. McKinley Community Services presented "Educating Minority-Disadvantaged Youth: From Inner City Neighborhoods to College Campuses; How To Get Them There From Here" at the 1995 Public Affairs Award Meeting of the Chicago Section American Chemical Society on March 30. Si is a commanding speaker with a self-effacing and humorous style and an inspiring message. He has been carrying out his mission over a period of thirty years and his achievements are represented in what is now the largest college placement service in the U.S. Over 40,000 students have been placed in colleges and universities throughout the country with a substantial number of these students completing their degrees and becoming successful in their chosen fields (Chicago Chemical Bulletin 2). Mr. Purnell suggests that the level of preparation of some students is compensated for by their level of desperation. To illustrate, he recalls his experience in seeing a student with a composite ACT score of 4 graduate on-time in four years with the help of Project 500 which allows for such entrance exceptions. While admitting that aspiration must be reconciled with preparation he again gives similar examples of students with GPAs of 0.39 and 0.14 who both got Big 10 degrees with the help of Ada S. McKinley programs. These efforts extend to graduate school as well. Without providing their names (to protect their professional status), he notes two students who had a best college GPA of 2.4, of which one is now a dentist and the other a surgeon, to emphasize that we must not teach fear.
Their program incorporates the following eight functions. First, the identification of any kind of student who wants to go to school. If they have a H.S. diploma, a GED or are 19 years of age they are eligible. Second, a recruitment process helping students who will help themselves. They will go anywhere in this pursuit, including pool halls or wherever the kids might hang out. An assessment procedure involving listening and talking with students about what it is they want to do is carried out. Motivation is taken into account and provided. 7-10 day trips visiting colleges are furnished without expense to the student. This is done in the hope of demonstrating that there is something out there for them. Specialized information on institutions, whos who and financial aid is dispensed along with personalized stories, philosophies and facts designed to overcome the stereotypes, myths and obstacles perceived by the students. Then follow-up, advocacy, mentorship and efforts at trying to change the system round out the program.
Silas offers, if we can help you, if you know a kid who wants to go to school - never-mind the GPA - send him to us. Mr. Purnell remains, despite offers to relocate, in his basement office at 2961 S. Dearborn - where the students are (Purnell).
The brave men, living and dead, who struggled here, have consecrated
it far above our pour power to add or detract.
The quality design, purpose, transmission and application of these messages is key to our continued success. Pragmatic discussion describing these issues around defined theories, forming the elements, components and interaction forces involved to enrich appreciation of and insight into paths increasing integrating conversions within refined textural framework areas designed to face fresh challenges will be set in place--with the hope of providing some of the possibilities, probabilities and preferred mechanisms with which to build a vision of the future.
Phase-transfer catalysis or elementary-to-middle, middle-to-high, high-to-industry/vocational/community/college/university, apprenticeships, internships and other school-work programs
The essence of our effort to see that every child has a chance must
be to assure each an equal opportunity, not to become equal, but to become
differentto realize whatever unique potential of body, mind and spirit he or she
This raises some questions. What implications does this have for the philosophies, concepts and design of education? What is the best of our ability? How will the channels of knowledge transmission be developed? Who are the participants in this process? What are their roles as educators, instructors, trainers, teachers, students, scholars, mentors and communicators in the transmission process. How will their needs, abilities, contributions, applications, performance, development, and progress be supported, monitored, assessed and evaluated? Why pursue such a course of investigation? What advantages or benefits might we hope to actualize?
.Ackerman, Sandra J. Simple Molecule, Suprising Messages. Brain Work: The Neuroscience Newsletter (Eleanor Naylor Dana Institute) The Story of NO.@ Sept.-Oct. 1994 1-8.
.Adams, Kenneth M. Silently Seduced: When Parents Make Their Children Partners: Understanding Covert Incest. Deerfield Beach, FL: Health Communications, Inc., 1991.
.Alicea, Marisa; Shallenberger, David and Stanford, Ann Folwell. Negotiating Boundaries: Conflict, Personal Loyalties, and the Politics of Diversity. Journal of Thought. 30 (1995) : 35-54.
.Alperovitz, Gar. Distributing Our Technological Inheritance. Technology Review. Oct. (1994) : 30-36.
.Auel, Jean M. The Plains of Passage. New York: Crown Publishers, Inc., 1990.
.Barinaga, Marcia. Learning by Diffusion: Nitric Oxide May Spread Memories. Science 263 (1994) : 466.
.Basic Research--A Perspective. C&EN. 14 March 1994: 27-31.
.Beltrami, Edward. Mathematical Models in the Social and Biological Sciences. Boston: Jones and Bartlett Publishers, 1993.
.Bennett, William J., ed. The Book of Virtues: A Treasury of Great Moral Stories. New York: Simon & Schuster, 1993.
.B... The Bell Curve.
.Biedermann, Hans. Dictionary of Symbolism. New York: Facts on File, Inc., 1992.
.Bolles, Edmund Blair. A Second Way of Knowing: The Riddle of Human Perception. New York, Prentice Hall Press, 1991.
.Bowen, William G. and Neil L. Rudenstine. In Pursuit of the PhD. Princeton: Princeton University Press, 1992.
.Bowman, Carol A. Alcoholism as a Holographic Paradigm: Towards En'lightening' the Dialogue between Doctors and Patients. Diss. U. Iowa, 1992. Ann Arbor: UMI. 9235801
.Browne, Malcolm W. 2 Groups of Physicists Produce Matter That Einstein Postulated. New York Times. 14 July 1995: A2.
.Byrne, Robert. 1,911 Best things anybody ever said. New York: Fawcett Columbine, 1988.
.Callaway, John. The Thing of It Is. Ottawa, IL: Jameson Books, Inc., 1994.
.Campbell, Robert Jean, M.D. Psychiatric Dictionary, 6th ed. New York: Oxford University Press, 1989.
.Chicago Chemical Bulletin. Chicago: Chicago Section of the American Chemical Society, March, 1995.
.Covey, Stephen. Principle Centered Leadership.
.Crick, Francis. The Astonishing Hypothesis: The Scientific Search for the Soul. New York: Charles Scribner's Sons, 1994.
.Damasio, Antonio R. Descartes' Error: Emotion, Reason, and the Human Brain. New York: A Grosset/Putnam Book-G. P. Putnam's Sons, 1994.
.Davis, Joel. Endorphins: New Waves in Brain Chemistry. ,1984.
.Deal, Terrence E. and Allen A. Kennedy. Corporate Cultures. New York: Addison-Wesley Publishing Company, Inc., 1982.
.Deming, . The Deming Management Method.
.Diagnostic and Statistical Manual of Mental Disorders, 4th ed. Washington, DC: American Psychiatric Association, 1994.
.Dossey, Larry, M.D. Healing Words. HarperSanFrancisco: HarperCollins Publishers, 1993.
.Durfee, William K. Engineering Education Gets Real. Technology Review. Feb/March 1994: 43-51.
.Education/Special Report. Fortune. 21 Oct. 1991, 129-80.
.Effective Schooling for Economically Disadvantaged Students: School-Based Strategies for Diverse Student Populations. Johnston, Howard and Borman, Kathryn M., Eds. Norwood, NJ: Ablex Publishing Corporation, 1992.
.Fighting for Our Future. Business Week. 25 Nov. 1991, ED6-ED81.
.Fischer, Joel and Kevin Corcoran. Measures for Clinical Practice. 2 vols. New York: The Free Press-Macmillan, Inc., 1994.
.Frahm, David and Anne. Healthy habits: 20 simple ways to improve your health. Colorado Springs, CO: PiZon Press, 1993.
.Fulghum, Robert. All I Really Need to Know I Learned in Kindergarten. New York: Villard Books-Random House, Inc., 1988.
.Gabbard, Glen O., M.D. Psychodynamic Psychiatry in Clinical Practice. Washington, DC: American Psychiatric Press, Inc., 1990.
.Gallant, Roy A. Memory: How it Works and How to Improve it. New York: Four Winds Press, 1980.
.Gallistel, C. R. The Organization of Learning. Cambridge: A Bradford Book-MIT Press, 1990.
.Gallagher, James J. Teaching the Gifted Child. Boston: Allyn and Bacon, Inc., 1964.
.Gilligan, Carol. In a Different Voice, Psychological Theory and Women's Development. Cambridge, MA: Harvard University Press, 1982.
.Goldberger, Leo and Shlomo Breznitz, eds. Handbook of Stress: Theoretical and Clinical Aspects, 2nd ed. New York: The Free Press-Macmillan, Inc., 1993.
.Gray, Paul. What Is Love? Time 15 Feb. 1993: 47-49.
.Gronlund, Norman E. Constructing Achievement Tests, 2nd ed. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1977.
.Hall, Edward T. Silent Language. New York: Anchor Books-Doubleday, 1981.
.Hall, Zach W., et al. An Introduction to Molecular Neurobiology. Sunderland, MA: Sinauer Associates, Inc., 1992.
.Hallowell, Edward M., M.D. and John J. Ratey, M.D. Driven to Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood through Adulthood. New York: Pantheon Books, 1994.
.Hallowell, Edward M., M.D. and John J. Ratey, M.D. Answers to Distraction. New York: Pantheon Books, 1994.
.Hammer, Michael and Champy, James. Reengineering the Corporation: A Manifesto for Business Revolution. New York: HarperCollins Publishers, Inc., 1993.
.Hellige, Joseph B. Hemispheric Asymmetry: What's Right and What's Left. Cambridge: Harvard University Press, 1993.
.Howe II, Harold. Sins of Omission in>America 2000'. The Education Digest. Feb. (1992) : 29-32.
.Hutchings, Graham J. Letter. Applied Catalysis A: General 90.2 (1992) : N18.
.Illinois Mathematics and Science Academy Mentorship Program. 1993
.Jarvis, Peter. An International Dictionary of Adult and Continuing Education. New York: Routledge, 1990.
.Jonas, Gerald. Visceral Learning: Toward a Science of Self-Control. New York: Viking Press, 1973.
.Joyce, Bruce and Marsha Weil. Models of Teaching, 3rd ed. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1986.
.Kabat-Zinn, Jon. Wherever You Go There You Are. New York: Hyperion, 1994.
.Kiely, Tom. Innovation Congregations. Technology Review. April 1994: 54-60.
.Kosslyn, Stephen M. The Brain's Mind's Eye. On the Brain (The Harvard Mahoney Neuroscience Institute Letter) Winter 1995 1-3.
.Kuno, Motoy. The Synapse: Function, Plasticity, and Neurotrophism. New York: Oxford University Press, 1995.
.Novello, Antonia C., M.D., M.P.H., Christopher Degraw, M.D., M.P.H. and Dushanka V. Kleinman, D.D.S., M.Sc.D. Healthy Children Ready to Learn: An Essential Collaboration Between Health and Education. Public health Reports. 107.1 (1992) : 3-10.
.Lewis, Anne C. Goals 2000 Is Not More of the Same. Phi Delta Kappan. May (1994) : 660-61.
.Lewis, Michael and Jeannette M. Haviland, Eds. Handbook of Emotions. New York: The Guilford Press, 1993.
.Liungman, Carl G. Dictionary of Symbols. Denver, CO: ABC-CLIO, 1991.
.Marshland, David, ed. Education and Youth. Philadelphia: The Falmer Press, 1987.
.McMahon, Matthew A. and Mary E. Dery. Fascinate, then educate. Chemtech Oct. 1994 : 6-9.
.Medana, Claudio, et al. Furoxans as Nitric Oxide Donors, 4-Phenyl-3-furoxancarbonitrile: Thiol-Mediated Nitric Oxide Release and Biological Evaluation. J. Med. Chem. 37 (1994) : 4412-16.
.Mensh, Elaine and Harry Mensh. The IQ Mythology: Class, Race, Gender and Inequality. Carbondale: Southern Illinois University Press, 1991.
.Microlife: The Need To Learn More. The Futurist. May/June 1995: 54-55.
.Nesse, Randolph M. When Bad Genes Happen to Good People. Technology Review. May/June 1995: 32-40.
.Ogilvy, James. Living without a Goal. The Futurist May-June 1995: 8-11.
.Ornstein, Robert and David Sobel. The Healing Brain: Breakthrough Discoveries About How the Brain Keeps Us Healthy. New York: Simon & Schuster, Inc., 1987.
.Phillips, Bob. Book of Great Thoughts and Funny Sayings. Wheaton, IL: Tyndale House Publishers, Inc., 1993.
.Pinker, Steven and Jacques Mehler, eds. Connections and Symbols. Cambridge: MIT Press, 1988.
.Purnell, Silas. Educating Minority-Disadvantaged Youth: From Inner City Neighborhoods to College Campuses; How To Get Them There From Here. Public Affairs Award Meeting. Chicago Section American Chemical Society. Chicago, 30 March 1995.
.Redfield, James. The Celestine Prophecy. Hoover, AL: Satori Publishing, 199 .
.Reis, Sally M. How Schools Are Shortchanging the Gifted. Technology Review. April 1994: 38-45.
.Rich, John Martin. Innovations in Education: Reformers and Their Critics, 5th ed. Boston: Allyn and Bacon, Inc.-Simon & Schuster, 1988.
.Roger, John and McWilliams, Peter. LIFE 101. Los Angeles: Prelude Press, 1991.
.Russell, David H. The Dynamics of Reading. Waltham, MA: Ginn-Blaisdell-A Xerox Company, 1970.
.Sautter, Craig R. An Arts Education School Reform Strategy. Phi delta Kappan. Feb. 1994 432-37.
.School of hard NOx. Power. Feb. 1994: 52.
.Schaef, Anne Wilson and Diane Fassel. The Addictive Organization. St. Louis: Harper & Row, Publishers, 1988.
.Short, Paula M., Rick Jay and Blanton, Charlie. Rethinking Student Discipline: Alternatives That Work. Thousand Oaks, CA: Corwin Press, Inc., 1994
.Smith, Louis M. The Fate of an Innovative School: The History and Present Status of the Kensington School. Philadelphia: The Falmer Press, 1987.
.Smith, Louis M. Innovation and Change in Schooling: History, Politics, and Agency. Philadelphia: The Falmer Press, 1988.
.Stinson, Stephen. Causes and Effects of Scientific Illiteracy Defined and Explored. C&EN. 14 March 1994: 26.
.Student buys and retires sulfur dioxide allowances. C&EN. 8 May 1995: 64.
.Supplee, Patricia Lambert. Gifted Underachiever's
.Toffler, Alvin, ed. Learning for Tomorrow: The Role of the Future in Education. New York: Random House, 1974.
.Toffler, Alvin. PowerShift. New York: Bantam Books, 1990.
.Toffler, Alvin. The Third Wave. New York: William Morrow and Company, Inc., 1980.
.Toufexis, Anastasia. The Right Chemistry. Time 15 Feb. 1993: 49-51.
.Ward, Virgil S. Educating the Gifted: An Axiomatic Approach. Columbus, OH: Charles E. Merrill Books, Inc., 1961.
.Wiedenbach, Ernestine. Meeting the Realities in Clinical Teaching. New York: Springer Publishing Company, Inc., 1969.
.Whiteley, Richard C. The Customer-Driven Company. : Addison-Wesley, .
.Zentall, Thomas R. Mechanisms of Learning. Rev. of Perceptual and Associative Learning, by Geoffrey Hall. Science 260 (1993) : 834.