Volunteers Read to Children

Young children not only need books, they also need adults to read to them. Last March the Western Arkansas Chapter supplied both to daycare centers in their area.

Donna Wintory, who coordinated the "Stories for Kids" project for the chapter, explained that Kappans asked the three largest daycare centers in Ft. Smith, which are located in disadvantaged neighborhoods, which books they needed. Many chapter members donated new books, and others were purchased from local bookstores using a District III project grant. A special bookplate was included in each book with the name of the chapter.

The books were packed with red and white wrapping paper in large plastic storage containers, which the schools could use in a variety of ways, Wintory said. Also packed with the books were large bags of Pepperidge Farm Goldfish crackers, which the children could eat as a snack while volunteers read the books to them.

Many more Kappans volunteered to serve as readers than could be accommodated by the project, Wintory reported. Readers received a certificate from the chapter to recognize their contribution.

Readings were scheduled to coincide with Read Across America day, which was on March 2. Wintory explained that the chapter worked to ensure that its project was not in competition with the national event but that each project enhanced the other. Those efforts were a success, Wintory reported, and a front-page article in the Southwest Times Record ensured that the community knew of the chapter's efforts.

The most important goal of the project was to interest children in reading, Wintory emphasized. "The children were precious. They were very excited about it," she said. "It is hard to put into words how much fun it was."

CHAPTERS IN THE NEWS

Colorado Chapters Hold Statewide Conference

Many conferences consist of speeches and other presentations, with little chance for interaction among participants and presenters. But each year the 13 Colorado chapters in Area 4J hold a statewide conference for educators that emphasizes small-group discussions.

Area Coordinator Jo Ann Fujioka explained that the presenters serve as expert resources for their groups, rather than lecturers. "The presenters are told they have no more than 15 minutes. The rest of the time is spent in intense discussions," she said. In addition, each session includes a recorder; and the notes and handouts from each session are sent to all participants.

"We offer a wide variety of focus groups with really high-quality presenters at a very low cost," Fujioka said. She reported that participants appreciate the opportunity to explore a topic in depth in a less-formal setting, and their evaluations have been very positive.

This year's conference included sessions on teaching writing, multiple intelligences, researched-based curriculum decisions, cultural diversity, collaborative team teaching, legal issues, and a session on "Education Today and in the Future" with Arthur Combs, well-known humanist educator and author.

"Generally, the majority of participants are non-members," Fujioka said, which makes the conference a real boon for recruiting new members. Kappans had a table at the conference where they gave free PDK books and fastbacks to participants. "Quite a few people came to talk about PDK. I follow up by sending their names to chapter membership vice presidents."

The conference gets participants familiar with Phi Delta Kappa in another way. At least half of the participants apply for graduate credit from Colorado State University, and the university requires them to attend three additional two-hour programs in order to qualify for the credit, Fujioka reported. To meet that requirement, participants can attend three PDK chapter professional meetings. Interested participants are given the names of their local chapters and their membership chairs so that they can arrange to complete their credit requirements and also meet with Kappans in their area.

This was the fifth year for the conference. Fujioka explained that the first conference was supported with a District IV project grant, "and the rest is history."

Kappan Is Outstanding Social Studies Teacher

Michael M. Yell, a member of the Southwest Minnesota Chapter, has been named the 1998 Outstanding Middle Level Social Studies Teacher of the Year.

Yell teaches seventh-grade world studies at Hudson Middle School in Wisconsin. He also is an adjunct instructor and curriculum developer at Saint Mary's University of Minnesota. Yell was a member of the task force that developed Wisconsin Social Studies Standards and Performance Assessments and recently was a guest editor, with fellow Kappan Geoffrey Scheurman, for the journal, Social Education, for an issue on "Constructing Knowledge in the Social Studies."

Active learning strategies, including cooperative learning, are an important part of his classroom, Yell said. "I believe in a very active classroom. It gets students learning and having an enjoyable time doing it."

"I try to take theory and research and put them into classroom practice," Yell explained. Yell frequently collaborates with Scheurman, who is a professor at the University of Wisconsin-River Falls, on research and publications. Yell also teaches graduate courses in education and conducts workshops for teachers at various schools. Yell said that this collaboration between universities and schools is an important part of his professional career, as is reaching out to other educators through workshops and publications.

The Outstanding Social Studies Teacher of the Year awards are sponsored by the National Council for the Social Studies (NCSS). Awards are presented for elementary, middle-level, and secondary teachers. The middle-level award is co-sponsored by Scholastic, Inc.

As part of his award, Yell received $2,500 from Scholastic and a complimentary one-year membership renewal from NCSS. Yell also was invited to lead a discussion session at the NCSS 78th Annual Conference in Anaheim, California.

From Your President
James V. Fogarty

Let's Get the Message Out

I have asked every Kappan to "Make a Difference" in the life of a child, and the response has been overwhelming. We have had to order more Make a Difference pins to send to those who sent me notes about their activities.

In addition, I read more than 600 newsletters each month, and many of them highlight outstanding activities that Kappans are conducting in their local areas. Chapters are conducting mentorship programs, volunteering to read to children, and scores of other activities. I wish I could share all the wonderful things that I read in these chapter newsletters, but there is not enough space in NN&Q to do that. Throughout the world, Kappans touch the lives of learners every day.

However, I still have not heard from the majority of Kappans. I know that Kappans everywhere are working to make the future better. As international president, I visit chapters and districts throughout the world and am able to learn about the wonderful things that Kappans are doing. I also receive numerous letters from students who have been helped by Phi Delta Kappa through scholarships, prospective teacher institutes, and other programs. So I know about the difference that Kappans are making in the lives of literally millions of learners every day.

Yes, Phi Delta Kappa is making a difference. But we need to get the message out. We need to let others know about what we are doing so they will join us in our work to change the future. All I am asking is that, if I have not heard from you, please let me know how you or your chapter is making a difference in the life of a learner.

Enter the Chapter Newsletter Contest

Chapters are encouraged to participate in the 1998-99 Chapter Newsletter Contest. This contest is sponsored by PDK International to give recognition to chapters doing an outstanding job of communicating to members through their newsletters.

The contest is conducted every two years to coincide with the Legislative Council. Each participating chapter must submit at least four issues of its newsletter published during the 1998-99 program year, together with an application form that will be sent to all chapter newsletter editors. The newsletters will be judged for overall content, page layout, design, special features, and general effectiveness. There will be awards in several categories. A booklet containing the winning newsletters will be mailed to all newsletter editors.

Additional information about the contest will be sent to chapter newsletter editors in February.

Candidates for President-Elect and Vice President

The biennial election of an international president-elect and two vice presidents who will serve on the Board of Directors from 1999 to 2001 is conducted in two stages. The first stage is a primary, which provides for each district to put forward a candidate. This issue of News, Notes, and Quotes contains the nine candidates' biographical statements and position papers, beginning on this page. All of these statements were composed by the candidates within specified word limits.

By January 15 each chapter will be provided with a videotape of the nine candidates' three-minute presentations. The presentations are randomly ordered, and the tapes also are distributed randomly to ensure fairness to all candidates. Chapters will vote for three of the candidates, and their ballots must be submitted to the PDK International Office no later than April 15.

In the second stage, the three finalists will stand for election at the Legislative Council in October, at which time the council will vote to determine which candidate will be president-elect. The remaining two candidates will become vice presidents for the next biennium. The new president-elect will assume the international presidency in 2001.

Shirley Haines
District I

Shirley Haines, a committed educator, taught kindergarten through 12th grade during 30 years with the Saskatoon Public Board of Education, retiring as an elementary vice

principal. As a University of Saskatchewan faculty member, Haines has provided supervision and inservice for education interns. She currently lectures in the College of Education.

After attending the 1975 Louisville Biennial as "delegate's spouse," Haines was initiated into the Saskatoon Chapter in 1977. She and George Haines are both past presidents, delegates, and advisors and have been actively involved in chapter governance, scholarships, doctoral dissertation nominations, local institutes, and workshops. After three years as an area coordinator for nine chapters in Alberta and Saskatchewan, Haines was elected District I Representative in 1993 and re-elected in 1995. Haines has directed three district conferences and has attended nine district conferences and six biennial councils.

Haines received B.A., B.Ed., and M.Ed. (administration) degrees from the University of Saskatchewan. The Haineses have five children and three grandchildren. Her community involvement includes work with the Anglican Church, amateur theater, and various boards.

Brad Reitz
District II

Brad Reitz has been a vice president of Phi Delta Kappa since 1997. He has served as chair of the Board of Directors membership committee and as a member of the tech-

nology, governance, and conference committees. Prior to his election to the board, he was an area coordinator for five years. As an area coordinator, Reitz served on the planning team for four district conferences and was the local arrangements chair for one of them. At the local level, he has held nearly every chapter office, including president for two terms. He has been involved in leadership roles in the organization since 1981.

In Clark County, Reitz began his teaching career in 1977. He was appointed an administrator in special education in 1985, an elementary principal in 1986, and most recently to the post of executive director for special education in 1998. As a principal, he was Nevada's National Distinguished Principal in 1994 and a Milken Award recipient in 1998. Reitz lives in Henderson with his wife, Diane, and two children.

Jo vonRosenberg
District III

Jo vonRosenberg began teaching in 1959. She has taught all levels from elementary through college and has been a director of special education, counselor, consult-

ant, and elementary principal. She established the Sylvan Learning Centers in Waco, Killeen, and Temple, Texas, and served as CEO for six years, then worked with adults at the educational service center in Waco. VonRosenberg now volunteers for her local school district as a facilitator for the health curriculum and is also on several boards that promote public education. She also sings in her church choir and has served on the church council.

VonRosenberg was initiated into PDK in 1979, the year she received her doctorate from Baylor University. She served as chapter president, vice president for programs and membership, and historian, as well as chapter delegate; and she has been an area coordinator for six years. VonRosenberg has received the Phi Delta Kappa Service Key, a Gerald Read Travel Seminar Scholarship, and a Gabbard scholarship. In September she was co-director for the highly successful Public School Forum held at Baylor University.

Amy W. Mook
District IV

During the past two and a half decades, Mook has been a teacher and an administrator in five states. She received her undergraduate degree from Slippery Rock State Uni-

versity and her Master's and Ph.D. from the University of Iowa. Currently she is serving as the state director for the Wisconsin North Central Association.

Initiated into the University of Iowa chapter, a professional move took Mook to Minnesota, where she joined the University of Minnesota-Twin Cities chapter. There she served as vice president for membership, president, and chapter delegate. She has been an area coordinator and District IV Representative.

Especially interested in international education, Mook has used her Read scholarships to travel in Egypt, Greece, and the Panama Canal and was a member of the Silver Anniversary Educational Foundation trip. She believes that a strong chapter base is important to PDK and is one of the vehicles that will promote universal public education. She is committed to improving member recruitment and retention as well as increasing the support for the Educational Foundation.

Rayalene Brizendine
District V

During her career in West Virginia and Ohio schools, Rayalene Brizendine has served as a teacher, counselor, high school administrator, and

university field-experience coordinator and has held directorships in curriculum, personnel, technology, testing, and staff development. Brizendine rates one day in a first-grade classroom, during a brief period as a substitute teacher, as one of her most challenging professional experiences. Close seconds on her list of challenges are overseeing state-mandated proficiency tests and orchestrating three PDK district conferences.

Brizendine was initiated into the Ohio State University Chapter in 1975 and has held several chapter offices. An area coordinator for eight years, she now is serving her third term on the Board of Directors as District V Representative. She participated in PDK travel seminars to Australia-New Zealand and Hong Kong-China and served as co-director of trips to Greece in 1996 and Egypt in 1997.

Along with her commitment to PDK, Brizendine places high priority on family, friends, and service to her church as a teacher and speaker for women's groups and teacher training workshops.

Ranny Singiser
District VI

Ranny Singiser has served the education profession for 37 years. He taught chemistry and physics, served as a high school principal, assistant superintendent, and educa-

tional consultant, and now serves as an assistant professor and member of the graduate faculty at Pennsylvania State University's Capital College.

Singiser has been an active Kappan for 26 years and has twice served as president of the Shippensburg University Chapter, in addition to serving in most other offices. He has participated in every biennial council/legislative council and district conference since 1983. As District Representative, he serves on the Executive Director Search Committee, Future Strategies Committee, and International Development Committee.

Singiser has been awarded the Service Key and has received the NSDC's Distinguished Research Award, PDK's Outstanding Doctoral Dissertation Award, Shippensburg University Chapter's Educator of the Year Award, and Teachers College, Columbia University Kappan of the Year Award.

Membership in other educational organizations includes: ASCD, AERA, ATE, and PAC-TE. He has performed community service through his church, two emergency medical service boards, and a countywide children and youth advisory board.

Christian H. Chérau
District VII

Christian H. Chérau, newly elected Area 7H coordinator, currently serves as president of the Savannah Chapter. A former public school classroom

teacher and administrator for the past 35 years, Chérau works as a consultant to schools, districts, and departments of education.

An active Kappan for 15 years, he was awarded the Service Key by his colleagues in 1992. As former area 7K coordinator, he achieved top area coordinator status due to his chapters' strong financial support for the PDK Educational Foundation. For the last three years, all eight area 7K chapters achieved 20/20 status, a strong tribute to his leadership.

He is committed to the concept of "coopetition," blending the ideas of cooperation among the chapters and a competitiveness for high quality. As a former international vice president, he continued to foster, by example, the highest ideals of research, leadership, and service. Chérau was instrumental in developing a chapter "vital signs" report to be used throughout the fraternity, and the merged membership and foundation reports.

Eve Proffitt
District VIII

Eve Proffitt, an active Kappan since 1981, has served as her local chapter's foundation representative, vice president, and president. She served six years as area coor-

dinator and four as international vice president. She has attended 8 biennial councils, one legislative council, and 10 district conferences. She has assisted with PDK tours to Ireland, Scotland, and Scandinavia.

Proffitt has been a teacher, director of special education, building principal, district instructional supervisor, and adjunct professor. She currently works with the Kentucky School Boards Association, where she provides consultation, training, and lobbying. She also is a national curriculum auditor.

Proffitt has been recognized as "Outstanding Educational Administrator," KERA Fellow, and RSC Associate. Her commitment to service is evidenced by the work she does for her church, professional organizations, and community boards, including United Way and Big Brothers/Big Sisters.

Proffitt believes that PDK, given its dynamic leaders and the strength of its members, can be the leader for national education policy. She is eager to commit her energy and abilities to leading PDK.

David H. Labuhn
District IX

David Labuhn is serving his second term as District IX Representative. Since becoming a Kappan in 1989, Labuhn has been a chapter president, delegate, and area coordinator.

Labuhn was a secondary teacher and community college instructor in Michigan before joining the Department of Defense Dependents Schools. He currently serves as Chief of Staff for the Superintendent, Europe. He has been a DoDDS teacher (elementary and secondary), principal, educational computer coordinator, and central office administrator.

For his leadership and service, he was honored as Kappan of the Year by the Iberia Chapter and Member of the Year by the Italia Chapter. His coordinator area and district have been recognized for Educational Foundation contributions and membership achievements.

Labuhn is committed to a strong chapter base for PDK. He believes PDK will continue to grow and prosper based on commitment to its past fundamentals and visionary leadership for its future. He is committed to strategic planning and measured accountability for achieving success. He offers his continued commitment and trusted leadership to these ends.

Shirley Haines
Saskatoon, Saskatchewan · District I Nominee

For 92 years PDK has had a profound impact on the lives of thousands of educators and, through them, hundreds of thousands of students at all levels. PDK's familial nature creates the expectation that Kappans will function as a team, striving to practice the three basic tenets of research, service, and leadership in chapters, areas, and districts of the organization.

Education today is undergoing marked change. Such technological advances as the computer, CD-ROM, and Internet now provide the means for rapid and varied delivery of content, as well as for information update. Advances in research skills and communications allow us to more quickly replicate studies. Thus we can learn more about students, teaching and learning styles, and the effectiveness of integrating curricula to reinforce student understanding. Knowledge about working successfully with children, regardless of their competency, background, or disability, continues to increase. Education graduates are more ready than ever to enter classrooms and teach.

Ironically, as our ability to deliver education is reaching new heights, finances everywhere are tightening and support for education appears to be declining. The gap between what we, as educators, are able to do and what we can do is widening. PDK can help to bridge that gap. The vision, mission, and goals, adopted by the Board of Directors as a working document for PDK to the year 2006, must be considered by all members as guide posts leading us into the future.

Members have given strong direction to the board regarding membership and governance. You have told us to develop and refine:

1. Membership through retention and initiation.

2. Membership categories (regular, life, senior, emeritus, and student/undergraduate).

3. Mentorship of entrants to the profession to inject new blood into PDK.

4. Governance structures from chapter to international levels.

5. Mechanisms to help members feel that responsible, concerned input is valued, considered, and acted upon.

6. Funding and budgeting structures from the chapter to international levels.

7. Chapter involvement in projects and research.

Kappans must bring together various stakeholders in education and facilitate research to consider viable alternatives for the future of our profession. We can encourage service by increasing chapter visibility with projects that have community impact. We can aim at developing active participation among members, new and old, who have energy and expertise to contribute through leadership.

As PDK is affected by internal and external changes, our membership needs directors who can complete the bridge into the 21st century by continuing development to meet local, national, and international educational needs. I am a Canadian who has been intensely involved with PDK for more than 20 years. I am a five-year member of the Board of Directors. My commitment to PDK and understanding of our current concerns will help me serve you well as a vice president. By working together, by communicating and sharing ideas throughout the breadth and depth of our membership, we can make a difference in a truly dynamic fashion. I pledge my efforts on behalf of Kappans everywhere.

Brad Reitz
Henderson, Nevada · District II Nominee

As we approach the 21st century, we face critical decisions that must be made on behalf of our organization. As a current vice president and member of the Board of Directors, it is clear to me that strong and decisive leadership is needed in several key arenas if PDK is to remain the premier education organization that exists in support of public education. No other organization in the world is like PDK. The diversity of our members, the strength of our chapter network, and the millions of volunteer hours that are given in support of our mission are a powerful force from which we must build. In spite of our strength, we cannot ignore the challenges before us in the areas of leadership, membership, and need for advocacy. To respond to these three challenges, as a member of the board I am committed to the following:

Enhanced membership options and benefits. The successful organization of the next century will use many methods of attracting and retaining members. While I believe that chapter membership is the heart of PDK, I also recognize that significant numbers of chapters are not attracting individuals. Today, organizations compete for members. As chairperson of the Board Membership Committee, it is evident that carefully planned marketing strategies and varied membership options are needed to survive in this competitive marketplace. I believe we should offer an institutional membership for nonprofit organizations and a premium membership with increased products and services to individuals. We should offer services from within and throughout PDK to our members and chapters first, then market PDK to a wider audience.

Development of strong leadership. Clearly, the most important factor in determining the success of a chapter is strong leadership. The challenge of organizational development requires responding to the adopted mission and goals through our chapters. I believe we must develop chapter leaders who are committed to the ideals of PDK through meaningful contact and engagement in meaningful activities.

The next several years and our response to the challenges before us will largely determine the future of our organization. I am committed to facing these opportunities decisively and without delay. PDK can remain the most influential and prestigious organization, with strong leadership and a commitment to common goals. My initial term on the Board of Directors has provided me with a foundation on which to build, and I ask for your continued support.

Jo vonRosenberg
Waco, Texas · District III Nominee

Jim Rohn, American's foremost business philosopher, says, "There are two ways to face the future. One way is with apprehension; the other is with anticipation." I am filled with anticipation as we move into the 21st century. Blessed are those who can live with change, for they shall be constantly renewed. PDK has learned to live with change and has moved forward by developing programs and services that are attractive to educators at all levels. As your vice president, I anticipate working toward improvement in the following areas:

As an advocate for public schools, I see public school forums as a springboard to accomplishing many of our goals. The purpose of these forums is to address the perceived lack of trust toward public schools and to begin the process of rebuilding that trust by engaging the public in discussing its schools. The challenge for PDK is to push the forum participants into action so that the decision makers will band together, carry this spark of interest, and "make a difference."

PDK could help commission an army of public school coaches and sports administrators. Professional leagues, shoe companies, and other entities that profit from sports should help fund the initiative. We should create "Bootcamps of the Mind" within a sports context. Imagine athletics and academics working together. Sports teams could compete in other fields to round out natural intelligences. PDK could sponsor these camps at the local and international level.

PDK is a leading provider of programs to enhance professional growth. We need to look closely at how computers are used. A close look at compelling scientific evidence of how the brain really works suggests the absolute need for careful and human interaction that facilitates peak performance from cradle to classroom to old age. Perhaps some of the billions being spent by corporations could be used for staff development to integrate this research with technology in the classroom.

I believe that an instructional aide to assist with technical as well as core curriculum in every classroom is imperative if we are indeed going to move confidently into the 21st century. We need more companies like National Semiconductor, which currently is sponsoring activities for teachers to fully utilize technology without losing the "high touch" of teaching.

Students and teachers are at risk. We expect too much from our teachers; often they are forced into the parental role to teach self-discipline, respect for authority, morality, and ethics. Everyone in the education community has the responsibility for facilitating the work of the teacher. Teachers need autonomy and support. PDK should continue to support programs that reduce teacher trauma, retain seasoned educators, and attract the best and brightest.

These are the areas on which I will focus when elected vice president. I believe that people are our most important resources. I have the time, energy, enthusiasm, and integrity to rise to the tasks facing PDK International. Setting priorities with determination to stay focused on PDK goals is my pledge.

Amy W. Mook
Madison, Wisconsin · District IV Nominee

As we move toward our 100th birthday, we are on a road into the future and ahead is the fork. Will we remain the leading advocate for public education, while at the same time continuing to be politically independent? Or will we take the other fork in the road -- the one that is familiar but does not meet the needs of chapters and members?

We know that the way to increase membership is through recruitment, initiation of these recruits, and retention of the new as well as the long-term members. While searching for new members who are the best and brightest educators and are supporters of education, we are best served when we remind ourselves that equity will strengthen PDK, not weaken it. Seamless membership can occur when we introduce students to FEA and initiate undergraduate students and student teachers. In addition to the people with many years of experience in education and much training, we should be looking at people from the broad spectrum of all positions in education, as well as those who support education and who are from nontraditional fields.

One way to learn about the needs of the organization is to survey our members to ascertain what are the relevant programs and workshops that they identify as necessary for them in their chapters, as well as for them personally. By being visionary, we will be able to explore new ways to train leaders for PDK and for schools worldwide.

As our lives become more fragmented as a result of the pressures of daily living, we must find ways to offer support, both personally and professionally, to our fellow Kappans. I believe that we should put more emphasis on having one of the currently required meetings focus on some service to the community that can be done with family members.

We know how important the Educational Foundation is, and many of us make a yearly contribution. However, I feel that we need to be energetic spokespersons with others and describe the numerous benefits it has provided to individuals and chapters.

Technology has had a profound effect on our lives, both personally and professionally. We should continue to let it enhance our chapters' lives, whether it is used to produce the newsletter, to broadcast faxes to members, to keep track of attendance and contributions, to file our annual reports, or to share our thoughts with our leaders. Technology is our friend, not our enemy; and we should use it more often in an effort to simplify our busy lives.

It behooves us to think globally about PDK and its emphasis on research, service, and leadership. Our chapters provide a foundation for the entire membership and thus must be supported in a diversity of creative ways. Finally we are reminded that the "times they are a-changin'." Remaining flexible, and thus growing, will keep us on the cutting edge of the educational future.

Rayalene Brizendine
Grove City, Ohio · District V Nominee

PDK has long been a leading professional organization, respected for its ideals of serving others, developing leadership, and encouraging research. However, PDK is not the only organization pursuing those ideals. Many education organizations dedicate themselves to service, while others focus on leadership or research. That's good -- the more groups that emphasize those things, the more the public schools will benefit. And that does not mean that PDK cannot or should not continue to pursue the ideals of service, leadership, and research.

A long-time Kappan recently told me that PDK does not have a unique mission any more -- there is nothing to distinguish us from the myriad other professional groups existing throughout the world. That has changed. PDK already is creating its own niche in the world of education organizations: becoming the leading advocate for public schools. Yes, other organizations speak up for education; but many times, because of their organizational agendas, they are seen as special interest groups (supervisors, administrators, counselors, higher education personnel, math teachers, English teachers, elementary teachers) and are suspect in the eyes of policy makers and the public. PDK's reputation as a provider of unbiased information, a forum for the discussion of ideas and issues, and a nonpartisan in political causes is important. That reputation and the continuance of these qualities give PDK the clout to become the credible advocate for the public schools.

That does not mean that we advocate an acceptance of the public schools as they now exist. Our advocacy involves more just pointing out our schools' successes or defending against criticisms. Our approach must be to identify problems and to provide educators with the professional expertise to solve them. We must seek models and examples of excellence and use them as lights to lead others to excellence. We must teach educators how to respond to the criticisms and barbs that paint all schools with the same brush of mediocrity. We must muster our considerable human resources to seek out reforms to move our schools forward and to help them overcome criticisms that are leveled at them in the media and in halls of government.

The history of PDK is a glorious one that fills us with pride, but now we must seek the PDK of the future and light the way toward it. Consider this: If you did your best yesterday, you've begun to die; if you are doing your best today, you're beginning to live.

PDK must be different in order to make a difference. Kappans must shine in order to light the way. We must accept the mantle of leadership that will give us a unique place among other organizations. We are not in competition with them; many of our members also are members of other organizations. But we need to accentuate our unique mission as the advocates for excellence in our public schools and to articulate that mission throughout our towns, our nations, and our world.

Ranny Singiser
Mechanicsburg, Pennsylvania · District VI Nominee

The world in which we live and in which Phi Delta Kappa functions has become increasingly complex and fluid. As we attempt to effect change in various education arenas, we struggle with internal and external factors that frequently distort our vision and drain our energies. Addressing these factors demands new insights and an examination of the paradigms that have traditionally framed PDK's policies, programs, and practices. It is imperative that we reflect on our rich history but not allow ourselves to become so mesmerized by our past that we are unable to plan for the future. It is time to ask the difficult and probing questions, acknowledge our strengths and weaknesses, and chart a bold and ambitious course for the 21st century.

PDK is an organization in transition, and the skill with which the transition is handled will spell the difference between greatness and mediocrity. The demographics of our fraternity point to a graying membership with little cultural or ethnic diversity. As an organization, we must find ways to infuse young, bright, and energetic educators of diverse heritage into our membership and, at the same time, acknowledge and benefit from the experiences of our senior members. This infusion will occur when we identify and effectively deliver programs and services that are valued by the various aggregations that compose the larger education community. "If we build it they will come." Sustained membership has not been realized by the introduction of new membership categories nor by recruitment/retention incentives, but it will be realized when our purpose and vision coincides with the needs and expectations of those we wish to attract and retain.

The demands on education communities are dictated by social, political, and economic forces. PDK must acknowledge and respond proactively to these external forces through exemplary leadership at all levels of the organization. We must expend more of our energies looking outward and less looking inward at organizational maladies that result in a declining membership. Chapters must remain the backbone of PDK, but a chapter with ineffective leaders can neither serve its members nor contribute to the greater good of the organization. Bold and insightful leaders are required at every level of governance.

There are no magic wands we can wave to ensure the organizational health of PDK. The success of a chapter, area, or district cannot be measured solely by the attendance at programs, number of members initiated or retained, or the balance in the treasury; rather, it must be measured by the quality of the services provided to the members and the impact they have on the larger community. I am absolutely convinced a refocusing of our energies and resources on leadership development at all levels will result in clearly defined goals and dynamic action plans designed to address these goals.

Changing paradigms, while often difficult and sometimes painful, occurs only in an environment that fosters creativity and risk-taking, and this environment can be created only by strong, competent, and committed leadership. Choose your leadership thoughtfully and with great care.

Christian H. Chérau
Tybee Island, Georgia · District VII Nominee

I have consistently demonstrated positive, sustained leadership in my many professional education roles, as evidenced by more than 35 years of service to public education. I have served as a teacher and principal at elementary, middle, and high schools and have been a central office administrator in both large and small school districts. These experiences have helped me in my present position as a private educational consultant working with schools and the private sector to make a positive difference for students.

Last year, while I was president of the Savannah Chapter, the chapter instituted new programs, published quality newsletters, and moved the chapter into the foundation's 20/20 status. The chapter was recently honored as the recipient of three different awards at the 1998 District VII Conference. In October 1998, chapters in Area 7J elected me as their area coordinator.

PDK is at a crossroads today. A new executive director will soon be joining the organization. PDK needs a strong leader with proven abilities to work collaboratively with President Fogarty, President-elect Kolowski, and the Board of Directors to shape the future of PDK. I am that leader.

I need your help in making the difference, especially with membership development. I support fully the concept of chapters as the "keel," anchoring members and providing the communities across the world with meaningful chapter service projects. At the same time, we must solve collectively the problem of membership decline. Chapters initiate members and members choose to leave chapters.

Chapters, serving as the anchor of the organization, also have the responsibility through their elected chapter officers to close the back door to fleeing members and to open wide the front door to extend the friendly hand of the fraternity and induct new members. Thirteen chapters (14%) in District VII failed to welcome any new members last year. Surely there are deserving prospective members who should be Kappans.

While the technology exists to "surf the Internet" for knowledge, we must remember that our profession is a personal one. We must continue to communicate with our fellow man. Extend the hand of friendship and fraternity to your fellow professional.

As members we have the personal responsibility to fully utilize all services the fraternity has to offer: the research findings, professional development institutes, PDK publications, etc., offered to Kappans. All this aids us in being the premier education organization. We must continue to use the research and to lead the way as advocates for public education.

I believe that, in this era of change, I am the leader who, if elected, will work to forge a new beginning, moving this organization onward to 2006 and into the forefront of education leadership.

With your help, working together, we will make a difference and lead the way for PDK! Thank you for your support.

Eve Proffitt
Lexington, Kentucky · District VIII Nominee

Phi Delta Kappa International has been the premier education honorary fraternity for decades. The ideals on which it was founded -- leadership, research, and service -- still are valued today. It has grown and changed because of the high level of involvement of its members, chapters, officers, and staff. PDK is moving into another century, and we must face the challenges of the future.

As we move into the 21st century, we must remember Babe Ruth's comment that "Yesterday's home run won't win today's game." We must use the research and demographic trends to plan strategically. We can reflect on our past successes, but we cannot be complacent. We must use our resources to stay on the cutting edge. We must be the lead architect in the design of a seamless web of lifelong learning, contributing to social, economic, and political well-being.

Einstein said, "The significant problems we face today cannot be solved by the same level of thinking that created them." We live in a changing, culturally diverse world. None of us lives in isolation; thus we must change along with our society. We must respond to change positively by developing leadership in our members, chapter officers, area coordinators, and district representatives. We must identify and develop those skills necessary for our members to be leaders in PDK, as well as the educational leaders for the 21st century.

PDK in the 21st century will be a dynamic, worldwide organization, responding energetically to and acting on education issues and ideas. Technology must be our instrument of growth and development. We must be at the forefront of organizations in the use of technology to communicate with our members, as well as with the international education community. We must use the World Wide Web, distance learning networks, CD-ROMs, etc., to their greatest potential for increased effectiveness and efficiency of our organization.

PDK must continue to represent the ideals of education by being the vanguard of the public. We must communicate with our members, chapters, officers, and districts to highlight those efforts that should be recognized and address the needs of our schools. We must have an organization that is nonpolitical but influential in the development of education policy. We need to establish an office for public relations. We must market ourselves positively to let the public know what is right with our education system, not what the media perceives as wrong.

I believe in PDK and remain committed to the ideals on which this organization was founded. I do believe, however, that any organization is only as dynamic as the members it maintains. Charles Schulz said, "Life is like a ten-speed bike. Most of us have gears we never use." We have many potential leaders in PDK. I welcome the opportunity to lead PDK in the future and to use all "ten-speeds of my bike." I have the ability and the energy and will commit the time.

David H. Labuhn
Wiesbaden, Germany · District IX Nominee

PDK remains an outstanding professional organization, despite our recent membership decline. Our belief in education, especially public education, as a cornerstone of democracy is unchallenged. Our principles of promoting research, leadership, and service remain sound. Our individual chapters are the firm foundation of our organizational structure. Our rituals and practices form a common bond shared by all members. All of these have contributed to our growth and expansion over the past century. PDK has a rich history that values and recognizes the accomplishments and achievements of our past leadership.

We must recover from our membership decline because it affects our financial well-being. Our tradition gives chapters the authority to expand membership requirements; however, every chapter bears the responsibility to acquire new members based on common qualifications that are fair and equitable to every potential PDK member. While being an exclusive chapter has advantages, in a highly competitive market for potential members, the advantages quickly diminish when membership declines.

We cannot continue to represent our profession unless we actively seek professional members, found chapters, and install leaders who represent greater diversity. Every member needs the assurance of our leadership that we are pursuing meaningful and necessary programs that support our professed principles and beliefs.

Our publicized commitment to noteworthy programs and initiatives is a strong attraction to new members, but our international expansion has been minimal. Our belief in education as a cornerstone of democracy commits us to building networks with fellow professional educators worldwide in the support of public education. Contacts with professional educators outside North America afford us numerous opportunities to foster such international membership growth.

Chapters that need help to sustain themselves should receive it, but chapters unable to revive themselves must be allowed to expire. Chapters that are dynamic and functional should not be expected to bear the organizational burden from chapters that are not. We cannot ignore the disdain for leadership roles that appears to exist throughout our organization and profession. However, based on our commitment to leadership, we must rethink and reconstruct how we promote, develop, and recognize leaders throughout our organization and profession.

Our organizational vision and strategic plan need review. A cross-section of the membership needs to participate in this effort. Our strategic plan must clearly show our commitment to our principles and to the future development of our organization. Our resources must be aligned with our planned goals, and our leaders must be accountable to our membership for the achievement of our objectives.

Our future leadership requires courage and determination to preserve this organization and rekindle the enthusiasm and fervor that carried us to this point in our history. I am committed to the past, current, and future membership of PDK International to help rekindle that enthusiasm. I believe these initiatives can contribute to our continued growth, prestige, and development as an organization. I am convinced that our future depends on the fundamentals and wisdom of our past, coupled with hopes and dreams for the next century of our future.

Book Notes

THE INTERNET AND THE FIRST AMENDMENT DEEMED "OUTSTANDING" · Fred H. Cate's The Internet and the First Amendment: Schools and Sexually Explicit Expression has been selected for inclusion in Choice's 35th annual Outstanding Academic Books list. Choice: Current Reviews for Academic Libraries makes its selection from books reviewed during the year, based on excellence in scholarship and presentation, significance with regard to other literature in the field, and recognition as an important, often the first, treatment of a specific subject in print or electronic format. The October issue of School Library Journal also carries a favorable review of Cate's book, commenting that if children's access to the Internet "is currently a hot topic in your institution, this book will provide the background necessary to make an informed decision." The Internet and the First Amendment lists for $12. The member discount price is $9.

STANDARDISTOS AND UGLY DUCKLINGS · Susan Ohanian takes readers on a journey through the realities of teaching in her new book, Standards, Plain English, and the Ugly Duckling: Lessons About the Real Work of Teachers. This work is a must-read for anyone truly interested in performance standards and the art of teaching. Ohanian's new book lists for $12. The member discount price is $9.

QUALITATIVE RESEARCH HANDBOOK PUBLISHED · Michael Grady's new book, Qualitative and Action Research: A Practitioner Handbook, is designed to help busy teachers and administrators conduct school- and classroom-based studies to improve instruction, school management, and student performance. This easy-to-read handbook lists for $12. The member discount price is $9.

NEW GUIDE TACKLES TESTING · Gerald W. Bracey's new book, Put to the Test: An Educator's and Consumer's Guide to Standardized Testing, carries the catch phrase: "The Omnipresence of Tests and What You Need to Know About Them." Bracey points out in the preface to this comprehensive but easy-to-read volume that tests are a fact of life, like automobiles: "Sedans, vans, and sports cars differ from one another in important ways, and so do different kinds of tests. To use tests wisely we need to know something about them. Otherwise, we get used by them." Put to the Test lists for $14.95.

"HOT TOPIC" EXAMINES SCHEDULING · Time and Learning: Scheduling for Success, edited by Robert L. Kennedy and Ann E. Witcher, is the latest volume in the popular "Hot Topics" series. The collection pulls together articles clustered around five themes: class scheduling options, including several forms of block scheduling; modifying starting and ending times; the length of the school week; the length and configuration of the school year; and multi-year grouping, or "looping." The cost for each volume in the "Hot Topics" series is $25, plus $3 for shipping and handling. A discount is available for three or more copies.

HOT BUTTONS PUBLISHED IN KOREAN · Professor Youn-Ock Kim at Kongju National University of Education in Kongju, Republic of Korea, and colleagues have recently translated the book, Hot Buttons, which PDK published in 1997. The book has been published in the Korean language by Korea's Wonmi Publishing Company. Donovan R. Walling, Editor of Special Publications, who developed this collection of previously published fastbacks on controversial issues, was invited to write a preface for the Korean edition. The English-language edition of Hot Buttons is available from PDK and lists for $17. The member discount price is $12.75.

FASTBACKS FOCUS ON DISTANCE EDUCATION · Four of the eight fall 1998 fastbacks focus on aspects of technology and distance education. These volumes are: 438 Technological Collaborations: K-12 and Higher Education, 439 Distance Education and Tomorrow's Schools, 440 Distance Education and Teacher Education at Armstrong Atlantic State University, and 441 Distance Education, Electronic Networking, and School Policy. Other titles in the recent series are: 434 Inclusive Instruction for Struggling Readers, 435 Constructivism and Science Teaching, 436 Recruiting Minority Teachers: The UTOP Program, and 437 A Brief Guide to Writing for Professional Publication. The fastbacks list for $3 each with a member discount price of $2.25. The entire fall 1998 series, numbers 434-441, lists for $18 with a member discount price of $13.50. Volume discounts also are available.

PDK and the Recruitment of Men and Minorities: Report Available

Phi Delta Kappa's First Legislative Council, held in October 1997, passed a motion suggesting that consideration be given to developing greater awareness of the need for men in teaching at the elementary school level, noting that "a need exists for male influence among the elementary-age students particularly, because of the lack of male influence in the home." But the issue of recruiting men into teaching is not a new one for Phi Delta Kappa.

In the United States most school teachers are white women. Data released by the National Center for Education Statistics (NCES) in July 1997 show that, as of 1993-94, almost three-quarters of all public and private school teachers are women. In kindergarten and general elementary school classrooms the predominance of women teachers that year was 91% in public schools and 93% in private schools. Most teachers also were white: 87%. Compared to 16% percent of students who were black, non-Hispanic, only 9% of their teachers also were black, non-Hispanic. About 12% of students were Hispanic; only 4% of teachers were Hispanic.

Clearly there is a need to recruit both men and minorities into teaching, if for no other reason than to provide children and youth with adult models who mirror their race and sex. But, in fact, there are myriad other reasons. Readers interested in exploring this issue are invited to read a special report, "Recruiting Men and Minorities into Teaching," written by Donovan R. Walling, Editor of Special Publications, which can be found online at the PDK website: http://www.pdkintl.org/whatis/reports/recruit.htm.

Readers without access to the website may obtain a printed copy of the 4,000-word report by sending a request to Terri Hampton at the PDK International Office, along with a check or money order for US$3 per copy payable to the Phi Delta Kappa Educational Foundation.

Center for Effective Schools Expands Services, Enlarges Office

The National Center for Effective Schools was established at the PDK International Office in 1995. Supported with a grant from the Spencer T. and Ann W. Olin Foundation, the center provides school improvement services to schools and districts throughout the world. The center's new offices are located in a previously unused part of the building that was left unfinished when the new addition to the International Office was completed in 1989.

The director of the center is Richard Tormasi, a former Ohio superintendent who has a long experience with implementing the Effective Schools process. He explained that the center already has worked with 30 districts in the United States and has provided technical assistance to schools in Hong Kong, Kenya, and Saudi Arabia. Currently, the center has trained and certified 150 consultants in the Effective Schools process.

"Our primary purpose is to assist school districts in their comprehensive reform and staff development efforts," Tormasi explained. "We're doing many things to help schools improve, including conducting on-site performance audits and awareness sessions, providing research services and staff development, assisting schools in improving student achievement, and providing a variety of other programs.

The expanded national center will be the hub of a network of regional, satellite centers that will provide more direct, hands-on support for schools. Three regional centers already have been established at Kent State University in Ohio, the University of Oklahoma, and Phoenix, Arizona; and two more soon will be established in the southeast and northwest regions of the country. The regional centers will be connected to the national center through videoconference links.

"These regional centers will ensure that there are trained consultants who can respond quickly when schools need assistance," Tormasi said. In addition, each regional center has a special focus on some aspect of school reform. For example, the center at Kent State focuses on instructional redesign and the center in Phoenix focuses on administrative leadership, Tormasi reported. However, all the regional centers provide complete services.

PDK's National Center for Effective Schools has a variety of activities scheduled for the coming year. The center will hold an international conference in Houston next October 28-30. The keynote address for that conference will be presented by Gerald Tirozzi, assistant U.S. secretary of education. The center also is developing a CD-ROM containing research and other support information that it will update annually and distribute to school districts throughout the continent. And the center is compiling all available research on the Effective Schools process and developing a database of schools and districts that use the Effective Schools process.

The National Center for Effective Schools is affiliated with PDK's Center for Professional Development and Services (CPD&S). The two centers are working closely to provide a variety of programs. For example, CPD&S provides a "Program in a Box" to chapters that want to use one of their meetings to explore the Effective Schools process, and both centers collaborate on Gabbard Institutes and Professional Development Institutes throughout the year.

The center will continue to make PDK a leader in school reform, Tormasi predicted. "The Effective Schools process is the longest successful school improvement process in existence, and interest in the process is growing," he said. "There is not any other organization that can provide on-site technical assistance on an on-call basis in the way that we can. It is a big effort, but we are making headway."

District II Conference Cruises to Success
by Donovan R. Walling, Editor of Special Publications

District II Representative Chloe Coffman and her area coordinators took "thinking outside the box" to a new level with PDK's first-ever district conference cruise. The conference, held October 16-19, was conducted entirely aboard a Royal Caribbean cruise ship.

Luck found me on hand as the PDK International Office staff representative, when 195 Kappans, family, and friends boarded the Viking Serenade for its three-day cruise to Baja. Even before the ship cast off at 6:00 p.m., district conference work got under way. The first general session was gaveled to order at 3:00 p.m. Formalities were followed by opening addresses from President Jim Fogarty and Vice President Brad Reitz that led smoothly into a productive session on legislation. These first-day events were capped by a reception as the Viking Serenade slipped regally from the Port of Los Angeles into the Pacific twilight for its nighttime cruise down the California coast.

Saturday morning's second general session kicked off as the ship was docking at the tourist town of Ensenada in the Baja peninsula of Mexico. While the tourists went ashore to explore the town, the delegates and area coordinators set to work crafting legislative proposals. After a highly productive morning, many in the delegation were able to debark after lunch for a couple of hours of well-deserved "shore leave."

Sunday was the busiest day. As the ship cruised back up the coast, there were concurrent sessions on topics ranging from PDK programs to writing for publication, the District II legislation was considered, and votes were taken. There also were award presentations and the installation of new officers before the assembly adjourned to enjoy a last evening on board.

Anyone who has participated in a district conference knows the importance of the conference environment. The District II Conference cruise offered an ambiance that was both relaxing and stimulating.

The conference cruise also proved to be a cost-effective alternative to a traditional, hotel-bound conference. More important, however, is that hotels too often are basic boxes, and they can lead to basic-box thinking. The Viking Serenade offered a refreshing way to work and think outside the box.

Order Books with Canadian Funds

For the first time ever, Phi Delta Kappa International has been able to offer the books and fastbacks published by the Phi Delta Kappa Educational Foundation using prices in Canadian dollars.

In October, Kappans in Canada received the new 1998-99 Phi Delta Kappa International Catalog along with a special order form and Canadian price list. The Canadian prices include shipping, unlike the standard catalog prices.

Because this offer is the first of its kind, the Canadian prices apply only to the publications of the PDK Educational Foundation (Special Publications). Also, the Canadian prices can be used only when paying by check or money order and mailing in the special order form.

Of course, Kappans in Canada can still place an order in U.S. funds using the standard order form or by calling the toll-free number.

Chapters Receive "Achieve 80" Membership Development Awards

Eighty chapters received membership development awards during this fall's district conferences. The Achieve 80 Membership Development Awards recognize chapters that recruit new members and retain Kappans in their chapter.

Premier Awards were presented to five chapters, the district, and the coordinator area with outstanding records in membership development. The five premier chapters are:

Northeastern University

South Carolina State University

Southeast Arkansas

Jacksonville State University

Florida Springs

District IX was the premier district for membership development, and Area 6M was the premier coordinator area. Each Premier Award winner received a certificate and a $500 award. Chapters also received awards for being the outstanding chapters in their districts and coordinator areas. All chapters that qualified for the Achieve 80 program received certificates of recognition.

PDK's leadership depends on its members. Kappans concerned with the future of education should initiate young educators who will be tomorrow's leaders. In addition, PDK needs to keep its current members involved if we are to benefit from their experience. The Achieve 80 Membership Development Awards are designed to keep those goals before our chapters. For more information about these awards, contact Billie Spellman at the PDK International Office.

Scholarship Opportunities

Application forms for the 1999 Scholarship Grants for Prospective Educators were mailed to chapter foundation representatives in October. This program, designed to encourage outstanding high school seniors to pursue careers in education, depends on the local chapters for its success. Chapters are responsible for collecting the applications from their service area, screening the applicants, and forwarding up to two applications to the PDK International Office for consideration as International Scholarship winners. In addition, chapters are encouraged to award their own scholarships. The deadline for chapters to forward their selected applications to the International Office is 22 February 1999. The recipients of the international scholarships will be chosen in March.

Applications for the Phi Delta Kappa Graduate Fellowships in Educational Leadership are sent to chapter foundation representatives and Kappan graduate students each January. This year they must be returned to the PDK International Office by 1 May 1999. Candidates must be full-time students during the year of the award and must be members in good standing of Phi Delta Kappa. Five Howard M. Soule Fellowships will be awarded in three categories. Two $1,500 fellowships will be awarded to doctoral students. One $750 fellowship will be awarded to a student working on a master's or specialist degree. And two $500 fellowships will be awarded for research on a dissertation or thesis. One Emery Stoops Graduate Fellowship also will be awarded. That fellowship includes a $1,000 award.

Application forms for the 1999 Gerald Howard Read International Seminar Scholarships are available from the International Office. These scholarships, funded through an endowment established by Gerald and Victoria C.T. Read, are a PDK Educational Foundation program that subsidizes Kappans interested in international travel and study. Up to 50 scholarships will be awarded in amounts of $750 for travel seminars costing up to $1,500, $1,000 for travel seminars costing up to $3,000, and $1,500 for seminars costing more than $3,000. The scholarships can be used on any PDK-sponsored travel seminar up to 24 months following the award. Any Kappan in good standing may apply. In judging the applications, the scholarship committee gives weight to how the applicants will use the travel experience in their professional work and recognition for outstanding service to Phi Delta Kappa. The deadline for submitting applications for the Read International Seminar Scholarships is 1 February 1999. The awards will be announced in March.

For more information about any of these programs, contact your chapter's foundation representative or write to the Phi Delta Kappa International Office.

Membership Forum by Billie Spellman, Director of Membership

Q: I have misplaced my membership certificate. Can I get a duplicate certificate?

A: Yes. Simply call the Membership Records Department at the International Office to request a replacement. There is no charge for this service.

Q: Does PDK offer insurance programs for members?

A: Yes. Phi Delta Kappa International is a member of the Trust for Insuring Educators (TIE). Through this trust, members can obtain low-cost term life insurance, professional liability coverage, salary-payer insurance, an insurance program for children, accidental death coverage, group health and hospitalization insurance, and automobile insurance. Telephone the International Office and ask for brochures on any of these insurance programs.

Q: A friend of mine was initiated into PDK several years ago but let his membership lapse. Does he have to be initiated again in order to join a chapter where he now lives?

A: No. "Once a member, always a member" is the standard. All your friend needs to do is reactivate his membership by calling the Membership Records Department at the International Office and transfer his membership to the chapter in his local area. Alternatively, your friend might consider taking a dual membership by retaining his initial chapter affiliation and becoming a member of the local chapter in his area. Often dual membership offers a way of staying in touch with old friends and colleagues while becoming active in a new chapter.

Q: I understand that PDK offers literature searches. How does this service work?

A: The literature search service is available to Kappans at no charge through the PDK Center on Evaluation, Development, and Research (CEDR). Requesting a search is as easy as calling the International Office and asking to speak to CEDR. The CEDR database includes articles in the Phi Delta Kappan since 1970, the fastbacks, Research Bulletins, monographs, books, and other materials distributed by PDK.

Q: I am interested in PDK jewelry. What is available and how do I order?

A: PDK member jewelry includes pins, keys, life membership emblems, and rings for men and women. A brochure can be obtained by calling the Order Department. In addition to jewelry, Kappans can order clothing (polo shirts, T-shirts, sweatshirts), pens, pencils, totebags, mugs, honor cords, wall plaques, and other emblem items. Brochures showing these items also are available, or Kappans with website access can view them online at http://www.pdkintl.org in the Bookstore and Gift Shop section.

Have a question about membership? Send it to Billie Spellman, Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789.

News, Notes, and Quotes is published three times a year by Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789.

NN&Q Staff
Donovan R. Walling, Editor
David M. Ruetschlin, Managing Editor
Debbie Webb, Graphic Designer
Terri Hampton, Secretary