Digitization, Donor Relations, and Undergraduate Instruction

Collection development archivists know that building a partnership with a potential donor may take years, occasionally decades. From the perspective of a donor, contributing unique materials to an archival repository – a local historical society, academic archives, or a research library – can be an emotionally complicated process. A donor must have acquired a degree of separation from the material, but also have a deep sense of trust in the repository soliciting the records. Often, the initial contribution to a repository consists of records void of sentimental or financial value. As the relationship between a donor and a repository strengthens, donors (hopefully) begin contributing more noteworthy and revealing materials, including personal correspondence, diaries, and photographs. This scenario is routine not only with the acquisition of personal papers, but the records of businesses, membership organizations, and all other kinds of archival records

Setting the Standard for Inclusion in the Classroom

This paper takes a critical look at disparity between United States legislation that mandates that all students have access to the general curriculum and the proclivity for school systems to use the laws as a justification for segregating students with special needs from the mainstream. The author argues that interpretation of the New York State educational learning standards are defined too narrowly to allow access to the general curriculum for all students and encourages professionals to utilize creative and nontraditional approaches to broadening the interpretation of the standard so that students with and without disabilities are provided a platform for shared learning experiences. A table of examples highlighting potential activities to allow students across diverse learning styles to engage in activities that meet basic curriculum standards is provided. Finally, the author urges a move away from standard-based educational reform toward a model of professional reform to improve the academic and skill-based performance of all students as a means to ensure that there is, indeed, No Child Left Behind

Integrating Essential Elements of Person-Centered Transition Planning Practices Into the Development of the Individualized Education Program With All Students with Disabilities

This is the second of two white papers that were developed to look at the potential for integrating a person-centered approach into the design and implementation of transition planning with individuals with disabilities in high school across nine demonstration sites in New York State. While the first paper, Infusing a Person-Centered Approach into Transition Planning for Students with Developmental Disabilities, 2001, looked at the barriers present within and between systems of support, this paper provides a deeper view of the strategies, methods and approaches that proved to be effective in supporting and/or sustaining person-centered practices within the Individualized Education Program (IEP) process. Through an emphasis on the need to utilize post-school outcomes as a basis for transition planning, a real example is provided to highlight the contrast between the use of person-centered practices in the development of an IEP and the use of typical special education programming. A model that overlays person-centered practices into the existing IEP process is suggested along with several suggestions proven effective in leading to seamless transition across the school experience. The paper concludes with a review of the data across the project life (1998-2000) identifying the accomplishments and challenges experienced by project participants, as well as overall recommendations to the field

Shifting from traditional to evidence-based practices for people with severe mental illness

This publication briefly explains the philosophy upon which the Career Development Initiative (CDI) was developed. The CDI, sponsor by the New York State Office of Mental Health, works in collaboration with the Cornell University, Employment and Disability Institute to enhance the existing service delivery system in state-operated psychiatric centers providing vocational rehabilitation services

Infusing a Person Centered Approach Into Transition Planning For Students with Developmental Disabilities

This is the first of two white papers reflective of the work of nine separate demonstration sites interested in integrating person-centered practices into the design and delivery of transition services for high school youth who have developmental disabilities. The reader is provided with an overview of the project and a description of the four universal criteria that each site agreed to adhere to as they designed program approaches that were uniquely tailored to their specific demographics. After a look at the transition policy current to 2001, the paper reveals early project findings regarding the strengths and gaps for person-centered transition planning as culled from project reports. A discussion of where person-centered planning “fits” within the transition process is placed in the context of three primary core components that should be reflected in all transition service programs and a model for infusing person-centered planning is offered. Finally, recommendations for implementing or furthering these practices are introduced along with the contact information for each of the participating demonstration sites

Internal migration and household living conditions in Ethiopia

Using the 1998 Migration, Gender and Health Survey in Five Regions of Ethiopia, and multivariate regression techniques, this paper examines the relationship between internal migration and household living conditions. The analysis finds significant living condition advantage of permanent and temporary migrants over non-migrants. These advantages are primarily linked to migration selectivity by education and non-agricultural income. Once the independent effects of these variables are controlled, no statistical significant independent association exists between migration status and living conditions. Government policies of resettlement in the 1980s and ethnic federalism of the 1990s may have engendered stress migration and exacerbated poor living outcomes for return migrants. The resort to migration and/or resettlement as an individual or government policy response to periodic unfavorable conditions in places of origin is not strongly supported by this analysis as the key to improved living conditions. Promoting higher education and opportunities for employment outside the agricultural sector are more likely to yield improved living conditions in Ethiopia.Civil War, drought, famine, internal migration, living conditions, living conditions index, migration, resettlement, stress migration

An Anniversary Opportunity: Digitization of Student Yearbooks

Anniversary celebrations provide archivists and librarians with many unique opportunities to build public support for their programs. Archivists, in particular, are expected to be a resource for such events. Handled adroitly, anniversary programming can offset the “dusty shelf” stereotype that frustrates many professionals. Moreover, resource allocators planning an anniversary are likely to look to their archives for ideas and special projects, initiatives that may result in additional financial and staffing resources. Describing the positive public relations value of anniversaries, archivist Tim Ericson has gone so far as to suggest “The Archivist\u27s First Law of Outreach”: Human beings are unable to resist celebrating any anniversary divisible by twenty-five

University libraries in a changing environment: experiences and the way forward in the new e-learning environment in Zimbabwe

The paper looks at the reasons prompting academic librarians to embrace e-learning and the benefits that can be derived from using electronic information services. The authors came up with some suggestions that academic librarians can positively participate in e-learning by providing and advocating for the use of electronic books and journals, promoting the open access initiative, imparting information literacy skills, providing selective dissemination of information and document delivery services and establishing and promoting the use of institutional repositories. The paper ends by giving recommendations on how society can get ahead with e-learning by involving academic librarians in the development nexus