This book includes many new, enhanced features and content. Overall, the text integrates two success stories of practicing instructional designers with a focus on the process of instructional design. The text includes stories of a relatively new designer and another with eight to ten years of experience, weaving their scenarios into the chapter narrative. Throughout the book, there are updated citations, content, and information, as well as more discussions on learning styles, examples of cognitive procedure, and explanations on sequencing from cognitive load theory.

Two powerful forces are driving American's demands for better schools -- one longstanding force is idealistic and the other is "new" and economic. The current group of young Americans is in danger of being the first full generation to consistently make less money and enjoy fewer worldly rewards than their parents. The intersection of idealistic and pragmatic forces has produced an era of calls for reform in U.S. education that is unparalleled -- calls that have resulted in the creation of the New American Schools Development Corporation (NASDC). The chapters in this book highlight the path traveled by NASDC -- a private, non-profit corporation charged with creating new, "break the mold" school designs for the 21st century -- and describes the first three years' accomplishments of nine NASDC development teams.

Two powerful forces are driving American's demands for better schools -- one longstanding force is idealistic and the other is "new" and economic. The current group of young Americans is in danger of being the first full generation to consistently make less money and enjoy fewer worldly rewards than their parents. The intersection of idealistic and pragmatic forces has produced an era of calls for reform in U.S. education that is unparalleled -- calls that have resulted in the creation of the New American Schools Development Corporation (NASDC). The chapters in this book highlight the path traveled by NASDC -- a private, non-profit corporation charged with creating new, "break the mold" school designs for the 21st century -- and describes the first three years' accomplishments of nine NASDC development teams.

In 1977, the current editors contributed a review article on behavioral group therapy to a volume of Hersen, Miller, and Eisler's Progress in Behavior Modi fication series (1977). At that time we noted that, despite the advantages to both clinicians and clients of conducting behavioral treatments in groups, clinical developments and research in this area were still at a relatively rudimen tary level. The majority of studies in the behavioral group therapy literature we reviewed reported the direct transfer of an individual behavior therapy pro cedure, such as systematic desensitization, to a group of clients with homoge neous problems, such as snake phobia or test anxiety. Groups were used in many studies merely to generate sufficient numbers of subjects to allow various types of interventions to be compared, rather than to examine group process variables per se. Only a limited amount of attention had been given to whether these group interaction variables (such as group discussion, sharing ideas and feelings, and mutual feedback and reinforcement) might enhance individually oriented procedures applied in a group. The 8 years since this original chapter was written have seen a significant growth in both the breadth and depth of clinical research and work in the behavioral group therapy field. This growth was documented in part in a three volume series on behavioral group therapy by the current editors (Upper & Ross, 1979, 1980, 1981)."

A controller is designed for an aircraft to autonomously fly formation during aerial refueling. Requirements for a refueling autopilot are stated. A six-degree-offreedom model is developed for an F-16 lead aircraft and a Learjet LJ-25 wing aircraft. Bare airframe stability of both aircraft is investigated, and stability augmentation is performed. A Matlab Simulink simulation is built to reproduce the sensor inputs that will be available to the wing aircraft in flight, including disturbances. Control frames are investigated to determine the optimum presentation of the error vector for control during the task of air refueling. Control laws are developed from the initial premise of proportional-plus-integral control on position error only, and made more complex until desired performance is achieved. Tanker flight profiles are designed for the lead aircraft, and simulations are accomplished to estimate controller performance. Stability and robustness are investigated through the addition of noise, turbulence, and time delays while exploring the capability limits during increasingly aggressive profiles. Modifications for flight test are described, and flight test results are reviewed from 7 formation flights of a USAF C-12 and a Learjet LJ-25 under fully autonomous control in an operationally representative refueling environment. Actual controller performance is analyzed and compared to predictions, and suggestions are made for future controllers.

Ross uses theoretically grounded notions of voice to propose new ways of explaining how Faulkner's novels and stories express meaning, showing how Faulkner used the affective power of voice to induce the reader to forget the silent and originless nature of written fiction. Ross departs from previous Faulkner criticism by proceeding not text-by-text or chronologically but by constructing a workable taxonomy, that defines the types of voice in Faulkner's fiction: phenomenal voice, a depicted event or object within the represented fictional world: mimetic voice, the illusion that a person is speaking psychic voice, one heard only in the mind and overheard only through fiction's omniscience: and oratorical voice, and overtly intertextual voice that derives from a discursive practice - Southern oratory - recognizable outside the boundaries of any Faulkner text and identifiable as part of Faulkner's biographical and regional heritage.

The fifteen essays in this collection explore the resonant intertextual relationship between the fiction of William Faulkner and that of Toni Morrison. Although the two writers are separated by a generation as well as by differences of race, gender, and regional origin, this close critical examination of the creative dialogue between their oeuvres is both timely and appropriate. Toni Morrison's brilliant and powerful novels of the past two decades have accorded her a position in the front ranks of American writers, and like Faulkner before her, she has been awarded the Nobel Prize for literature. She has publicly acknowledged her artistic indebtedness to Faulkner on a number of occasions. But Morrison also resists the Faulknerian heritage in profound ways. This resistance is certainly, in part at least, the natural reluctance of any highly original artist to be regarded as the product of her predecessor's influence. This push-pull of Morrison's acceptance of and resistance to the Faulknerian heritage provides a major source for the critical energy exhibited in this collection. Each contributor, whether addressing broad, general issues in both writers or whether detailing similarities and differences in particular works, finds that the authors illuminate each other. No reader of Faulkner will ever read him in the same way after encountering Morrison. Carol A. Kolmerten is a professor of English at Hood College. Stephen M. Ross is director of the Office of Challenge Grants, National Endowment for the Humanities, and the coauthor of Reading Faulkner: The Sound and the Fury. Judith Bryant Wittenberg is a professor and chair of the English department at Simmons College.