This paper reports an approach to the assessment of the validity of environmental monitoring data-a 'data filter'. The strategy has been developed through the UK National Marine Analytical Quality Control (AQC) Scheme for application to data collected for the UK National Marine Monitoring Plan, although the principles described are applicable more widely. The proposed data filter is divided into three components: Part A, 'QA/QC'-an assessment of the laboratory's practices in Quality Assurance/Quality Control; Part B, 'fitness for purpose'-an evaluation of the standard of accuracy that can be demonstrated by activities in (A), in relation to the intended application of the data; and Part C, the overall assessment on which data will be accepted as usable or rejected as being of suspect quality. A pilot application of the proposed approach is reported. The approach described in this paper is intended to formalise the assessment of environmental monitoring data for fitness for a chosen purpose. The issues important to fitness for purpose are discussed and assigned a relative priority order on which to judge the reliability/usefulness of monitoring data.

A support group designed for adult children who are experiencing the developmental task of adjusting to aging parents is described. Group content and techniques are emphasized.

This paper, based in part on the work of Thomas Kuhn, argues that most research efforts relative to rural/small schools are based in "normal science" which means research firmly based upon previous scientific achievements; a kind of stockpiling of knowledge, that supplies the foundation for further practice. This preconceived reality of researchers attempts to force the nature of rural/small schools into a relatively inflexible box. A case is presented that at best this body of knowledge represents an approximated reality.

A senior citizen volunteer aide program was designed, implemented, and evaluated in one elementary school.

Young and old persons share common needs and both may lack opportunities for meaningful social roles. Because members of both generations may not be employed, they are (a) not taken seriously, (b) frequently patronized, and (c) experience varying degrees of conflict with the middle generations (Cherry, Benest, Gates, & White, 1985; Kuhn, 1985). Although commonalities exist, the young and the elderly lack the opportunity to interact with each other. Many children are geographically separated from their grandparents and are not well acquainted with other older people. Because children have limited knowledge of the aging process, they do not understand what it means to be old and may feel uncomfortable around older adults (Oklahoma Department of Education, 1982). Our age-separated society has produced myths and misinformation about old age. One solution is to increase contact between generations, thereby improving young people's attitudes toward aging (Newman, Lyons, & Onawola, 1985). Most elementary school children, however, lack the option of forming the necessary relationships with elderly persons who are institutionalized. This study was designed to determine whether there is a change in children's attitudes toward aging after intergenerational contact with nursing home residents.

Coupled with this increase in the number of computers in schools is a concurrent increase in students' involvement in computer-assisted instruction (CAI) and computer-assisted guidance systems. Several studies (Jordan & Stroup, 1982; Maurer, 1983; Rohner & Simonson, 1981) have established that individuals often exhibit a complex array of emotional reactions (including fear) in situations requiring the use of computers. Furthermore, these fears and apprehensions, defined by Maurer (1983) as computer anxiety , may occur even when the situations pose no immediate or real threat. The reality of computer anxiety in students also was noted in the computer literacy objectives developed by the Minnesota Educational Computing Consortium's (MECC) Computer Literacy Project and reported by Klassen (1983). Two of the core objectives developed in the MECC project were (a) students not developing feelings of anxiety from computing experiences and (b) the students feeling confident about their computer abilities. Students experiencing computer anxiety may avoid interacting with computers in any setting and thereby eliminate current educational opportunities and possible future career choices. Therefore, it is important for counselors to be able to identify students who experience fears and apprehensions regarding computers. The purpose of this article is to describe the development of an instrument designed to identify computer-anxious students in Grades 4-8 as well as to provide counselors with information on how to use the instrument. A discussion follows regarding the use of computers in schools including a rationale for counselor involvement in this educational trend.

Counselor candidates' self-reports indicated increased personal mastery immediately after a required laboratory group experience in personal growth. Gains were retained in a 2-month follow-up.