No / The Biological and Toxin Weapons Convention entirely prohibits biological warfare, but it has no effective verification mechanism to ensure that the 140-plus States Parties are living up to their obligations. From 1995-2001 the States Parties attempted to negotiate a Protocol to the Convention to remedy this deficiency. On 25 July 2001 the United States entirely rejected the final text which would probably have been acceptable to most other states. The book investigates how this disaster came about, and the potential consequences of the failure of American leadership.

This investigation sought the perceptions of a selected group of border-educated Mexican American community leaders regarding their curriculum preferences for Mexican American students of the community. The investigation was structured on the basis of a three-part theoretical framework drawn from the literature of psychology and education. The theory included the following: (1) Perceptual Psychology, (2) Philosophies of Education, and (3) Curriculum Considerations. An interview schedule organized on the basis of the theoretical framework was developed based on the Experimentalist, Conservative and Reconstructionist philosophies of education. These twenty Mexican American community leaders were interviewed in depth by the present investigator regarding their curriculum preferences for Mexican American students in their community. Among the findings, the following curriculum preferences indicated by the Mexican American community leaders appeared particularly significant: (1) Mexican American students should have the opportunity to have instruction in their native language throughout their educational careers; (2) Mexican American students should have the opportunity to experience a wide variety of positive personal relationships in the classroom and the school to strengthen their self-regard and confidence throughout their educational careers; (3) Mexican American students should have the opportunity to learn in a classroom environment where harmony between the intellectual and the emotional is continuously sought throughout their educational careers; (4) Mexican American students should have the opportunity to use their personal interests as points of departure for their learning throughout their educational careers; (5) Mexican American students, in order to be active and effective participants in society, should have the opportunity to acquire the leadership-cooperation skills of planning, thinking and deciding throughout their educational careers.

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Thesis (Ph.D.)--Cleveland State University, 2008. / Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.

Thesis (Ed.D.)--Teachers College, Columbia University, 1989. / Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Edith V. Francis. Bibliography: leaves 163-171.

Thesis (PH. D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008. / Title from PDF t.p. (viewed on Sept. 2, 2009) Includes bibliographical references (p. 192-195). Also issued in print.

Thesis (M.T.S.)--Catholic Theological Union, 1987. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 223-228). Also available on the World Wide Web.

Thesis (M.T.S.)--Catholic Theological Union, 1987. / Vita. Includes bibliographical references.

Thesis (M.T.S.)--Catholic Theological Union, 1987. / Vita. Includes bibliographical references.