Man's prime interest is man. This interest has been and still is the prime mover in all that man does. For no matter what his method, he is ultimately seeking to solve the riddle of himself. It is imperative that he obtain this information so that he may be better able to direct himself in the fulfillment of his being. Thus, it is the connate objective of all men, in their own diverse ways, to seek the essence, the 'ding an sich, that which makes man man. In this search many efforts have been and are still being made. Each individual feels that his is the correct method, and so far as he does, he directs his devotion with more or leas fervour. So some men can be seen dismembering the bodies of the deceased down to the minutest cell, others testing and compounding chemicals and elements, while others seek the solution of the why and wherefore of the human machine in other actions of nature.

The purpose of the study was to explore the effects of review sessions on student achievement and retention in a computer applications course taught by televised distance learning and traditional instruction. Identified within the study were method of instruction, review, and grades in televised and traditional computer applications courses. A quasi-experimental design was used to measure the effects of review sessions on student achievement and retention in computer applications classes. Intact classes were used to form the 4 groups used in this study. Randomization was limited to choices students made in registering for the classes. The control groups for this study consisted of those students enrolled in traditional and telecourse computer applications during the Fall 1995 and Spring 1996 semesters for a total of 137 students. These students received no review sessions as part of their instruction. The experimental groups were formed by those students enrolled in the traditional and telecourse computer applications during the Fall 1996 semester for a total of 102 students. These students received review sessions as part of their instruction. Findings indicated that method of instruction does not provide significant differences in terms of grades and retention between the telecourse and traditional classes. Results indicated that there were significant differences in terms of review on grades with telecourse and traditional classes. Student responses indicated that review sessions were helpful. Recommendations were made for improved efforts to enhance strategies in traditional and distance learning and for continued research in traditional and distance learning.

The purpose of this study was to discover and interpret reasons Florida parents enrolled their children in Islamic schools. A selection of 30 parents from 3 different schools in Florida were interviewed by the researcher using a semistructured interview guide which used both oral and written responses. The sample was matched according to the gender of parents interviewed - 15 mothers and 15 fathers were interviewed. the sample was matched according to the gender of the referent child. Out of 30 referent children, 15 were female and 15 were male. The researcher included children of all grade levels. Fifteen were from primary grades (1-5) and 15 were from secondary grades (6-12). The researcher served as the primary instrument for data collection. Data were summarized and reported in a descriptive format addressing each research question. Results indicated that the first reason for choosing Islamic schools was religious; the second reason was sociocultural and the last reason was academic. Many parents who enrolled their children in Islamic schools strongly envisioned the need to create schools where children could pursue the Islamic knowledge, preserve Islamic identity and develop the Islamic personality. Parents wanted the guard and shield their progeny from the negative influence (violence, drugs, promiscuity, prejudice, etc.) of the public schools. The academic concern was not a major reason for the majority of responding parents. A significant finding affirmed that Islamic education does not separate between religious and social factors. Findings indicated that parents were more attracted to Islamic schools than dissatisfied with public schools. Muslim parents were concerned with retaining their children's identity and religious commitment. At the same time, they wanted them to learn in a safe environment which galvanized them against negative effects of the dominant culture, and be able to survive the tide of assimilation, secular pressure and moral deterioration.

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The purpose of this study was to develop and present a historical investigation of the establishment, development, and implementation of the Human Resource Management Development Program (HRMD) in the state of Florida. For years, principals had been selected through informal systems which often lacked objectivity. The Management Training Act of l98l changed those existing procedures. It created the Florida Council on Educational Management (FCEM), composed of business leaders, principals, superintendents, and other educational managers. Through their research, they identified l9 principal competencies on which all other procedures were based including procedures for selecting, training and developing, and appraising educational leaders. Of particular importance was the fact that the districts developed their own procedures; they were not state mandated. The Council also passed legislation which changed certification of principals. By July 1, 1986, all 67 of Florida's school districts had to submit a comprehensive plan for selection, training and development, and appraisal of principals and assistant principals. All districts continue to have HRMD on-site visits every 3 years to ensure compliance with the FCEM guidelines. This study concluded that the program provided significant contributions to professionalization of the principalship.