Lantern slides and film strips of the United States Department of Agriculture, Washington, D.C.

Earlier edition issued by Extension service, Office of cooperative extension work.

Your United States Department of Agriculture : how it serves people on the farm, and in the community, nation, and world.

"Office of Governmental and Public Affairs, Special Programs Center"--P. 3.

The National bank act, and other laws relating to national banks, from the revised statutes of the United States ... /

Title varies slightly.

Information about the Office of Educational Research and Improvement.

"June 1990"--P. [9].

Information about the Office of Private Education.

Mode of access: Internet.

Information about-- the Office of Non-Public Education.

Mode of access: Internet.

A History of the Adult Education Act /

"November 1980."

Native Hawaiian federal recognition : joint hearing before the Committee on Indian Affairs, United States Senate, and the Committee on Resources, United States House of Representatives, One Hundred Sixth Congress, second session, on S. 2899 ... and H.R. 4904 ...

"Serial no. 106-86"--Pt.1-5

Annual evaluation report on programs administered by the U.S. Office of Education.

Report year ends June 30.

Your United States Department of Agriculture : how it serves people on the farm and in the community, nation and world.

Mode of access: Internet.

Your United States Department of Agriculture : how it serves people on the farm and in the community, nation, world.

"Revised July 1970"--P. 14.

Immigration reform : status of employer sanctions after second year and plans for third year : statement of Arnold P. Jones, Director, Administration of Justice Issues, General Government Division, before the Subcommittee on Immigration, Refugees, and International Law, Committee on the Judiciary, United States House of Representatives /

"May 17,1989."

Report on the National Defense Education Act; a Summary of Programs Administered by the Office of Education Submitted under Public Law 85-864

Mode of access: Internet.

Multiple indicators of ambient and personal ultraviolet radiation exposure and risk of non-Hodgkin lymphoma (United States)

Recent epidemiologic studies have suggested that ultraviolet radiation (UV) may protect against non-Hodgkin lymphoma (NHL), but few, if any, have assessed multiple indicators of ambient and personal UV exposure. Using the US Radiologic Technologists study, we examined the association between NHL and self-reported time outdoors in summer, as well as average year-round and seasonal ambient exposures based on satellite estimates for different age periods, and sun susceptibility in participants who had responded to two questionnaires (1994–1998, 2003–2005) and who were cancer-free as of the earlier questionnaire. Using unconditional logistic regression, we estimated the odds ratio (OR) and 95% confidence intervals for 64,103 participants with 137 NHL cases. Self-reported time outdoors in summer was unrelated to risk. Lower risk was somewhat related to higher average year-round and winter ambient exposure for the period closest in time, and prior to, diagnosis (ages 20–39). Relative to 1.0 for the lowest quartile of average year-round ambient UV, the estimated OR for successively higher quartiles was 0.68 (0.42–1.10); 0.82 (0.52–1.29); and 0.64 (0.40–1.03), p-trend = 0.06), for this age period. The lower NHL risk associated with higher year-round average and winter ambient UV provides modest additional support for a protective relationship between UV and NHL.

Global civil society and adult education for social change : a postcolonial perspective

Adult education plays an important role in global economic development and features prominently in debates about changing requirements of post-industrial knowledge societies. This dominant technical-instrumental understanding of adult education in public discourse masks the transformative function of certain types of adult education - that is, the possibilities of adult education to improve social justice issues such as workers’ rights, human rights, civic participation in governance and socially just development. Given the increasing social stratification between and within the North and South in the global era, the potential of adult education to effect social change has been rediscovered by organisations within global civil society, namely international non-governmental organisations (INGOs). The broad objective of this research was to carry out an in-depth qualitative case study of a human rights advocacy program provided by a Northern INGO predominantly operating within the global South. The study analyses how participants see this program in terms of its potential to contribute to progressive social change in their home communities across the Asia-Pacific region. The following questions guided the study: 1. To what extent does this adult education program challenge existing systems of domination and marginalisation? 2. How did completion of the program affect participants’ views of their abilities to facilitate social action within their communities? Data sources for this research were interviews with 19 participants and staff and questionnaires from 28 participants of the program from a variety of countries in the Asia-pacific region. The gap in the literature that this study addressed is that existing empirical research sidelines the analysis of the globalisation, adult education, and social change nexus from a perspective that takes the marginalised other seriously, tending instead to mirror the material subjugation of the South in discursive practices. Social change is highly context-specific and strategies to advance it depend on the way in which people understand their reality and are affected by adverse social conditions. The present study employed a postcolonial framework that provided a holistic approach to analysing adult education for social change inclusive of material, political, and social conditions and the interplay between these from the local to the global level. The program convincingly exemplified an example of adult education for counter-hegemonic resistance against the dominant neoliberal discourse. It achieved this by enabling participants, based on Freirian pedagogical principles, to locate the problem of social change and frame their strategies to address it within mutually constitutive local and global developments and the discourses that describe them. It provided the underpinning knowledge and skills for effective advocacy and created opportunities to build networks between various stakeholders. At minimum, most advocates accord their participation in the program a supporting role in enhancing their ability to examine causes for social injustices and ways to address these. Some advocates even regarded their program participation as fundamental in understanding these issues. Almost all participants reported an increased skill-set that enabled them to become more effective advocates.