In 1997, 78,644 Alaskans participated in vocational education (VE) in a public secondary school or university. Enrollments in secondary- and postsecondary-level VE were approximately equal. At the secondary level, 57% of vocational students were male. Alaskan natives accounted for only 15% of the total vocational enrollment at the postsecondary…

A comparison of the works of two homosexual authors, John Rechy and James Baldwin, reveals similarities--the hating father, an oppressive religion--but also differences in the extent to which the two authors come to terms with themselves. (JH)

Examines the possibility of negotiating ethical issues productively in the postmodern classroom. Reviews Iris Marion Young's refutation of distributive ethics and Young's alternative system based on group difference. Describes recent work on classroom ethics relying on distributive language. Suggests ways of extending this work in light of Young's…

For a woman, the critic's role demands overcoming the difficulties of her peers, audience, editors and judges, in seeing her as a voice to be trusted. (Author/NL)

The teaching orientation of a graduating group of students on a BATESL course in Hong Kong is reviewed based on a questionnaire in the five categories of (1) language use; (2) lesson planning and decision making; (3) teaching approach; (4) professional status, relationship, and responsibilities; and (5) perceptions and values. Compares the…

Offers insights into the features of a learning organization. Delineates a context for leadership without elaborate structures, chains of command, or approving and authorizing. Underscores the importance of personal networks in boundaryless organizations. Suggests that each part of the organization continually learns about the interrelatedness of…

The need for effective planning in higher education has never been greater, nor has the need for more effective use of limited resources. Article describes the rationale underlying planning, the requirements for planning, and the roles of administrators, trustees, faculty, and staff in the planning process. (JDS)

Places rhetoric of science in context with sociology, psychology, history, and philosophy of science. Generates a typology of concerns for rhetoric of science. Characterizes the central issues of the field. (RS)

Finds serious flaws in the research asserting the uselessness of teaching grammar to composition classes. Proposes that writing teachers acknowledge the presence and importance of grammar in the writing class. (RL)

Describes an expository writing course that uses the student's personal experience both to stimulate intense interest in self-expression and to stimulate disciplined analytical thinking. (DD)

Discusses a short questionnaire, which may be useful in diagnosing the attitudes, apprehensions, and hostilities that can keep students from learning how to write. (DD)

Students should be taught to make judgments of literary values, to discriminate between works, to discern the graces or faults in literary texts. (DD)

Even the best university students reject serious modern literature in favor of science fiction and other popular fictions that present favorable, heroic versions of mankind. (JH)

Presents a discursive survey of bibliographic resources in historical rhetoric and current composition research with annotated bibliographies for the more important sources. (MM)

Attempts to show in detail how the human literary activity called literary interpretation consists of personal selection and use of communal tools. (CRH)