A group of 16 infants (ages 6 to 24 months) with Down's Syndrome (DS) were exposed to two operant learning tasks varying in control of reinforcement. Comparison with chronological and developmental age matched controls found DS subjects characterized by increasing adoption of counterproductive learning behaviors with increasing age. (Author/DB)

This study, with 13 mothers of Down's Syndrome children (ages 7 to 8) and comparison groups of mothers of motor handicapped children and of children with both mental retardation and psychotic symptoms, found mood disturbances uncommon in the mothers of DS and motor handicapped children. DS mothers' experience of social support was generally not…

Behavioral ratings by mothers and teachers of 94 children with Down's Syndrome (between 8 and 14 years of age) indicated general support for the amiable personality stereotype, but ratings of low persistence were associated with maternal impressions of difficulty. There was little agreement between mothers and teachers regarding individual child…

Recent experimental research is synthesized to identify distinctive biobehavioral characteristics of Down's Syndrome persons across their lifespan. It is argued that educational and other intervention programs have not demonstrated strong gains having significant durability or generalization. Recommended is an interactionist function-structure…

Certificate programs are concentrated studies for career enhancement, often in response to increasing specialization and need for updating of job skills. Some institutions are developing creative and innovative curricula for evolving and emerging fields. (SK)

Presents a process for developing certificate programs based on components of Kemp's Instructional Design model: learning needs, job tasks, learner characteristics, task analysis, pretesting, learning objectives, teaching/learning activities, instructional resources, support services, learning evaluation, formative evaluation, summative…

A collaborative approach to program design, marketing, instruction, and evaluation can yield high quality interdisciplinary certificate programs. Evaluation issues include (1) quality of core knowledge; (2) input from beneficiaries; (3) appropriate methodology; (4) appropriate instructors; (5) measurement of learning gains; and (6) curriculum…

Costs involved in certificate programs are examined in terms of direct expenses, staff, and institutional overhead. The discussion includes the income potential of such programs and start-up and maintenance expenses. (SK)

A survey of 388 universities received 131 replies indicating (1) an increase in certificate programs; (2) 50 percent involved in cooperative efforts with external agencies; (3) a trend toward self-supporting units; and (4) wide variety in program activities and requirements for instructors and students. (SK)

Interviews with graduates of certificate programs found that graduates derived career benefits from completion; valued practitioners as teachers but recognized their shortcomings; and felt that certificate programs have a low priority and marginal role in universities. (SK)

George Washington University's first career certificate program was for paralegals, originally established to help women in transition. Currently, 15 programs offer a variety of curricula especially attuned to the needs of the professional community in Washington, D.C. (SK)

Examples of certification programs are given: Certified Professional Managers, Certified Professional Secretary, Certified Purchasing Manager, certified Clinical Specialist in Medical-Surgical Nursing, Certified Financial Planner, Senior Professional in Human Resources, and Certified Quality Engineer. (SK)

When carefully designed, taught, and managed, certificate programs can provide access to new careers and social mobility for their graduates, while profiting the sponsoring institution. (SK)

The example of a campaign to save a rain forest in Australia shows that social action through informal organization can generate significant instrumental and empowering learning. (SK)

A survey of 365 entrants to an Australian university's Open Foundation Course belied some assumptions about adults returning to education: they were not at the social margins of the community; their families were mostly supportive; only 3.3 percent had non-English-speaking backgrounds; and despite a low level of formal education, a large number…