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CRS84830Lpage35
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CRS84830Lpage35
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Cfitnaha 7dZ8otld~%9rald September 5, 1984; p. 20 E 1984 Reproduced with Permission. Omaha World—Eera1d Happy hours are an appropriate tar- get for efforts aimed at changing dan- gerous alcohol-consumption patterns in society. Happy hours can tempt tavern patrons to drink more than they oth- erwise would in a short period of time. Such promotions come in various forms in Nebraska. such as the half
CRS861014Apage39
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CRS861014Apage39
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of the Administration-sponsored and-supported S. 2162, Senator Thurmond introduced 5. 1300, which would eliminate the concept of joint and several liability by making each defendant in an antitrust suit responsible only for treble the damages attributable to him. During hearings on S. 2162 and S. 1300 (April 15, 1986), all of the witnesses who testified in favor of reforming the way in which treble damage awards
CRS84830Lpage28
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CRS84830Lpage28
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ROADBLOCKS -23-
New directions in antitrust law?
Title
New directions in antitrust law?: Current proposals for reform, with emphasis on proposals concerning mergers and monetary damage awards
Date
1986
Summary
Much legislation to deal with various aspects of antitrust laws' impact on the United States business community has been introduced or enacted during the past several years. This report places them in the context of the background controversies surrounding antitrust damage reform, merger law standards and the role of antitrust law in the worldwide competitiveness of United States industry.
CRS84640EPWpage07
Title
CRS84640EPWpage07
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info:fedora/mu:80409
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FEDERAL POLlCY FOR res EDUCATION 0? THE GIETED AND TALENTED INTRODUCTION Prior to the 1970s there is no evidence of any continued Federal interest in or commitment to the education of gifted and talented children. In 1971, U.S. Commissioner of Education, Sidney Marland, completed a congressionally— mandated study on the status of the education of gifted and talented children in the Ur
CRS84640EPWpage21
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CRS84640EPWpage21
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improvement in science, mathematics, and foreign languages. In FY 1974 this sum increased to approximately $1.1 million in Federal education discretionary funds for gifted and talented education, the pmajority of these funds were authorized under the EPDA and title V of the ESEA. 11. PART 11: rDEVELOPMBNT or A FEDERAL CATEGORIQAL PROGRAM rot THE GIFTED AND .TALENTED; l974el978 In 1974 the Elementary
CRS84640EPWpage19
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CRS84640EPWpage19
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Education was established within the U.S. Office of Education. There were no specific funds appropriated by Congress for the Office of Gifted and Talented Education between the fiscal years l972 and 1974. However, portions of the U.S. Office of Education's salaries and expenses were directed not only to support staffing for the Federal Office of Gifted and Talented Education but . (continued) .4
CRS84640EPWpage15
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CRS84640EPWpage15
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was repealed under the Education Amendments of 1976, P. L. 94-482, section 151(a)(4)(A). §/ The report is entitled, "Education of the Gifted and Talented, vol. 1: Report to the Congress of the United States by the U;S. Commissioner of Educa- tion." The study involved a review of research and available literature on gifted and talented education. A national survey of leaders in the education
CRS84640EPWpage03
Title
CRS84640EPWpage03
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AB STRACT This paper prpvides background information and a discussion of the issues »relating to Federal policy for the education of gifted and talented children since the late 1960s.
CRS84640EPWpage31
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CRS84640EPWpage31
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cas-13 the 1972 Marland report continued to be in effect, i.e., lack of adequate fund~ ing at all levels of government, shortage of trained personnel, lack of pro- i cedures to identify the gifted and talented children, and lack of adequate in- iformation on program effectiveness. It should be noted that the Office of Education-sponsored surveys con- iducted in 1977 and 1978 used State
CRS84640EPWpage13
Title
CRS84640EPWpage13
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- ement and expansion of the Elementary and Secondary Education Act of 1965 (ESEA), .which provided Federal financing for special groups of students, i.e., the edu~ cationally disadvantaged, tne physically and mentally handicapped, and the limited English-proficient. Direct Federal involvement in the education of gifted:and talented chil- dren began with the enactment of the 1969 amendments to the ESEA
CRS84640EPWpage29
Title
CRS84640EPWpage29
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CRS*12 departments of education had a position with designated responsibility for sgifted and talented education. Only 10 of the 24 States had persons assigned to gifted and talented education for more than half~time. In 1977, CEC found that 27 States had at least one full-time staff person and 14 States had at least one half~time staff person responsible for gifted and talented programs. ilhe
CRS84640EPWpage30
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CRS84640EPWpage30
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CRS86545EPWpage24
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CRS86545EPWpage24
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CRS86545EPWpage18
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CRS86545EPWpage18
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CRS86545EPWpage28
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CRS86545EPWpage28
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CRS86545EPWpage30
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CRS86545EPWpage30
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CRS86545EPWpage02
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CRS86545EPWpage02
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CRS86545EPWpage26
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CRS86545EPWpage26
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CRS86545EPWpage13
Title
CRS86545EPWpage13
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terized by listing the main points supported in the Humanist Manifesto II, ‘published in 1973 and signed by approximately 275 individuals from several Nations. 2/ lIn outline form, the Manifesto supported: §/ :‘ l._ [T]raditional dogmatic orhauthoritarian religions that place revelation, God, ritual, or creed above human needs and experience do a disservice to the human species We find insufficient

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