An annotated list is presented describing sixteen periodicals that cover significant aspects of the Pacific Coast states and their culture in whole or in part. The titles included are a selective and representative sampling. The entry for each periodical includes the following information: periodical title, publisher/editor and address, basic information, publication data, content, Internet information and an abstract/annotation.

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Reprint reque.~ts: Dr. Beukelman, 202 F, Barkley Merr~orial Center, University of' Nebm5ka-Lincoln, 154 Lincoln, IVE 68583-0732 Students with physical, visual, or language disorders may be "print impaired" for a number of reasons. Those with physical disabilities may be unable to hold a book or turn pages independently. Physical limitations preclude some from using handwriting to express themselves or to participate in classroom activities. The print impairment experienced by persons with severe visual problenls is obvious. Without an enlargement of print size, conversion of' text to Braille or speech, these individuals are unable to obtain information independently from the printed page. Their writing may also be li~nited because they are unable to monitor their handwriting or typing visually while using unmodified typewriters or computers. Persons with language-learning disorders may not experience physical barriers to print because they are able to hold a book, see the words, and manipulate a pencil; however, heir language deficits interfere with their ability to decode printed text and to write effectively independently due to spelling and sentence formulation deficits. Persons who use augmentative and alternative communication (AAC) systems to communicate may experience one or more disorders that limit their access to print either through writing or reading. Although the bases for the print impairment experienced by persons with physical, visual, and language-learning disorders differ widely, each nlay be assisted by computer-based, augmented literacy approaches. This article focuses on the specific components of reading and writing adaptation and augmentation. The goal is to provide print-impaired persons with increased access to reading and writing materials, more complete participation in the process, and subsequent acquisition and enhancement of literacy skills. Literacy instruction using computer assistance to maximize students' participation in the curriculum usually takes place within the context of the school. Computer-based, augrnented literacy should not replace such instruction, but supplement and augment it, as follows. Students using augmented literacy techniques should use the same districtand schoolselected textbooks and curriculum as regu-

This project is designed to i) improve rec- ommendations for sand particle size distribution and the depth of the root zone by consideration of the microenvironment; ii) evaluate composts as organic additives and inorganic products for root zone mixes compared to peat sources; iii) assess the potential of various root zone mixes to reduce management and resource inputs; and iv) monitor the physical, chemical, and biologi- cal changes that occur in root zones as greens mature for understanding factors that contrib- ute to the success or failure of greens.