Clark, Jeffrey; Evans, G. Edward (1980). North American Indian Language Materials, 1890-1965: An Annotated Bibliography of Monographic Works. American Indian Bibliographic Series No. 3. The 187 monographs cited in this annotated bibliography on North American Indian language materials cover the period 1890-1965, updating the 9 linguistic bibliographies compiled by James C. Pilling for the U.S. Bureau of (American) Ethnology. Filling the gap between Pilling's works (variously published between 1887 and 1894), this bibliography is designed to be of use in Native American education programs. A detailed introduction describes the scope of the bibliography in terms of: subject inclusions and exclusions; bibliographic form inclusions and exclusions; time period inclusions and exclusions; sources consulted; and entry and annotation procedures. Each work is listed alphabetically by author or title under the language it treats exclusively or principally; however, cross references are also used. The authority for language and dialect designations is C.F. and F. M. Voegelin's \Index to the World's Languages\ (1973). All entries include content and academic level designations….

Carter, Thomas P.; Segura, Roberto D. (1979). Mexican Americans in School: A Decade of Change. Various explanations and possible solutions for the low social status and poor school achievement of the Mexican American are the subject of this book, which examines ethnic characteristics of the Mexican American, socioeconomic conditions in the five southwestern states, and practices and policies of the schools in the Southwest. This book grew out of an earlier work ("Mexicans in School: A History of Educational Neglect") based on the Mexican American Study Project; to supplement the background provided by that extensive investigation, the authors conducted 100 interviews and examined research studies of the past decade, as well as reports of special programs for Mexican Americans that resulted from federal funding for minority group education projects. Chapter headings include"A History of Educational Neglect,""The Outcome of Schooling,""The Failure of the Chicano,""The Default of the School,""Efforts to Adjust the…

(2007). Guide to U.S. Department of Education Programs, 2007. US Department of Education This reference guide provides an overview of Department of Education programs authorized and funded under federal law for fiscal year 2007. It includes information as well on the laboratories, centers, and other facilities funded by the Department that provide important programs and resources for education. Information for students, teachers, administrators, researchers, and policymakers is provided. The reader will find information on financial assistance offered to state and local education agencies, institutions of higher education, other postsecondary institutions, public and private nonprofit organizations, and individuals, among others. Also included are: a program index; a subject index; and a list of commonly requested web sites. [This document was produced by the US Department of Education's Office of Communications and Outreach.] [For 2006 guide, see ED492924.]… [PDF]

(1980). Social Studies: Introductory–Identity. Teacher's Guide and Resource Book=Araling Panlipunan: Intro–Pagkakakilanlan. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. The Introductory Level is designed for prekindergarten and kindergarten children. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \Self-Discovery,\ develops…

Yap, Kim O.; And Others (1990). Making a Difference for the Bilingual Child: How One District Achieved its Goals. The Students of Limited English Proficiency (SLEP) program of the Honolulu School District (Hawaii) is designed to help the large number of limited-English-speaking immigrants adjust to the American culture in the Hawaiian setting by acquiring basic communication skills for regular classroom participation and school activities. The program is implemented in 54 schools with over 60 permanent teachers, 10 educational assistants, and over 80 part-time teachers. Students are selected for participation and exit based on language dominance and proficiency ratings. Program components include: (1) a whole language approach emphasizing communication skills; (2) a comprehensive database containing achievement status and diagnostic data, norm-referenced, criterion-referenced, and non-test; (3) a program implementation checklist and quality control system; (4) an extensive staff development program; and (5) a survival skills segment for newly-arrived immigrants. Specific learner objectives… [PDF]

Callaway, Donn R. (1985). Washington State Adult Refugee Project. ESL Master Plan (Revised). Guidelines for Institutional Curricula for Refugees. The Washington State English as a Second Language (ESL) Master Plan, part of the Adult Refugee Project, is designed for use by program administrators and instructors in planning institutional curricula. Program goals are the following: (1) enable refugees to reach a level of English usage and cultural familiarity that makes them employable; (2) enable refugees to reach a level of English usage that allows participation in vocational training and upgrading programs; (3) provide for English language improvement for employed refugees; and (4) enable refugees to make a contribution to the new society in which they have resettled. The program distinguishes between illiterate, non-Western refugees and those who are literate, somewhat familiar with Western culture, but unable to speak, read or write English. Students are designated as either preliterate, beginning, or intermediate, based on their degree of literacy, familiarity with Western culture, and proficiency in the English language….

Zarrillo, James (1987). Literature-Centered Reading and Language Minority Students. This paper argues that literature-centered reading programs, based on the perspective that reading is the process of bringing meaning to print, are in the best interest of the language minority students in the nation's elementary schools. After a review of basal reading systems and language-centered reading programs, the paper describes the problems faced by language minority students and limited English proficient (LEP) students in traditional reading programs. Several case studies are presented in the development of second language literacy. The paper concludes with a model of a literature-centered reading program for language minority students which is built on the premises that reading and writing are processes acquired through use; that the ability to read and write competently in two languages is of value; and that elementary school children of the same chronological age differ widely in their interests and abilities. The model advocated in the paper has three phases: (1) core… [PDF]

(1975). Subject Area Glossary: Greek-English Vocabulary. Curriculum Bulletin Number 14. A glossary of Greek counterparts for terms used in the Chicago public schools' curricula is intended to be used by teachers of native Greek-speaking, limited-English speaking students. An introductory section outlines Greek phonology and pronunciation, and ensuing sections provide English vocabulary lists with both the Greek orthography and phonetic transcription of the Greek terms. The vocabulary lists cover words commonly used in art, audiovisual aids, foreign languages, language arts, library science, mathematics, music, physical education, recreation, Reserve Officers' Training Corps (ROTC), science, social studies, and English as a second language. The International Phonetic Alphabet is used as the standard for pronunciation to point out the distinctions between the sound system of the Greek language and that of English. (MSE)…

Shore, Rima, Ed.; And Others (1981). Eastern District High School Competency Based Bilingual/Bicultural Project. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Competency Based Bilingual/Bicultural Project at Eastern District High School in New York City is an integrated bilingual demonstration project designed to develop English and native language skills as well as instill positive self concepts among high school students with Spanish-speaking backgrounds. In 1980-1981, the program provided instruction in English as a second language, reading, native language arts, bilingual instruction in content areas, and vocational/career guidance. This report describes the program setting; participants; philosophy and organization; student placement; instructional and non-instructional services; program implementation; and program evaluation. Results of evaluation indicate that: (1) significant gains were achieved in English reading, language fluency, native language reading, and mathematics; and (2) program attendance rates were higher than school-wide attendance rates. The report suggests that the program was successful and presents… [PDF]

Saunders, George (1982). Bilingual Children: Guidance for the Family. Multilingual Matters 3. Concerns that parents might have about raising their children bilingually are addressed, and a case study of an Australian family pursuing this course over an 8-year period is presented. In addition, relevant research into bilingualism is cited. Bilingualism means having command of two languages, and bilinguals can range from the rare equilingual who is indistinguishable from a native speaker in both languages to the person who has just begun to acquire a second language. This book, which is written for the general reader, includes the following topical areas: (1) factors to consider in determining a bilingual's dominant language; (2) motives for creating bilingualism; (3) infant bilingualism; (4) children's communications strategies; (5) communication with members of the family, animals, and toys; (6) role-playing; (7) storytelling by the parents; (8) code switching and triggering; (9) quotational switching; (10) attitudes of monolingual English-speakers; (11) influences from…

(1981). New Utrecht High School Project IMPACT. E.S.E.A. Title VII Final Evaluation Report, 1980-81. This report describes and evaluates Project Impact, a magnet program that provided instruction in English as a Second Language and in Italian language skills, and bilingual instruction in science, mathematics, social studies, industrial arts, and secretarial studies to Italian speaking students of limited English proficiency. The program, as implemented in 1980-81, aimed to develop English language skills to effect a gradual transition into the mainstream within 2 years. Aside from instruction, the program provided for curriculum and materials development, counseling and supportive services, staff development, and parent involvement. Evaluation indicated that some gains were achieved in English reading, English listening comprehension, and Italian reading. However, irregularities in the pattern of gains and in correlations between pretests and posttests suggested that the achievement data in these areas were inconclusive. In mathematics, relatively significant gains were… [PDF]

Jones, Earl; And Others (1980). Evaluation of California's Educational Services to Limited and Non-English Speaking Students; Volume I, Final Report. Designed to assist California policy and decision makers with planning to meet the future educational needs of limited-English speaking (LES) and non-English speaking (NES) students, this study was undertaken: (1) to describe and analyze the implementation of all areas of the legislatively required services to LES/NES children, and the structures which support those services, particularly in terms of instructional strategies, financial resources and utilization, teacher preparation, and district policies; (2) to relate these implementation factors with measures of program effectiveness through analysis of student achievement and the satisfaction of students, parents, teachers, aides, and administrators with the bilingual instructional services, and thus determine the relationship between program implementation and impact on children and others involved in the program; and (3) to analyze procedures for the state and local language census of LES/NES children and examine the…

Irizarry, Ruddie A.; And Others (1980). Fort Hamilton High School Project GRASP. ESEA Title VII. Final Evaluation Report, 1979-1980. This report is an evaluation of a Title VII Bilingual Program conducted at the Fort Hamilton High School in Brooklyn, New York, in 1979-1980. This bilingual program provided instruction for Greek, Spanish, and Arabic speaking students. The ethnic and economic composition of the neighborhood and of the school population are discussed, and the program's objectives, funding sources, and uses of those funds are examined. The program is analyzed in the following areas: (1) class organization; (2) curriculum and materials development; (3) staff development; (4) parental and community involvement; (5) supportive services; and (6) affective domain. Tables are presented measuring each student ethnic group's achievement level in social studies, science, mathematics, and English and native language development. The tables also indicate students' performance on the Criterion Referenced English Syntax Test (CREST). The report concludes with a positive assessment of the program. (APM)… [PDF]

(1975). People of Native Ancestry, A Resource Guide for the Primary and Junior Divisions. Basic principles of primary-junior education as they pertain specifically to people of native ancestry in Ontario are elaborated in this resource guide. Intended for both native and non-native teachers, principals, and administrators responsible for curriculum for children of native ancestry and others, its aim is to help in development of a stronger curriculum based upon experience of the children. Through more realistic units on native peoples, the resource guide maintains that the native child's self-image can be strengthened and communitywide appreciation of original Canadian people fostered. Pointing out the importance of considering the native child's family, community, economic activity, and self-image in planning curriculum content, a discussion on curriculum also includes activities which teachers of non-native primary students can use in units about native peoples, a teacher checklist for curricular activity planning, and the need to examine curriculum within the context…

Russell, William; Snow, David (1977). A Bilingual Study of Selected Syntactic Skills in Spanish-Speaking Children. Technical Report 60. Twelve Spanish-speaking kindergarteners livinq in Los Angeles were tested for usage of English verb tense morphemes through responses elicited during task situations that were dramatized with the use of toy-like realia. The children were first asked to provide a constructed response to questions, and were then given model sentences for immediate imitation. For comparison, three English-speaking kindergarteners were similarly tested. A longitudinal follow-up was done at the first-grade and third-grade levels. The data were sufficient to support an acquisition sequence for five auxiliary morphemes. In kindergarten, only the progressive suffix "-ing" was produced to criterion by a high percentage of the Spanish speakers. In first grade, "did" came under control. In third grade, where morphemic tense usage within relative clauses was recorded, perfective "have" and the suffixes "-ed" and "-en" reached criterion in certain contexts…

Johnson, Robert S. (1972). English as a Second Language for Job Training and Employment: Special Demonstration Project. The San Diego demonstration project provides occupationally oriented English as a Second Language (ESL) materials aimed at preparing students for job training, on-the-job training, or entry-level employment, mainly in semi-skilled occupations. The job-readiness curriculum is planned to bring the monolingual Spanish speaking adult student to a proficiency level in English in approximately 1,000 hours of instruction. Presented in terms of performance objectives, the course curriculum is divided into three phases: survival English, English for the world of work and selected occupational clusters, and English pattern usage. The daily lesson plans, student evaluations, and tests presented in the report are all cross-referenced to a list of these basic performance objectives. The first section of the document provides: (1) specific performance objectives, (2) student information and profiles, (3) student evaluations, (4) written and oral tests utilized, (5) materials and aids, (6)… [PDF]

Cassidy, Jack; Linton, Thomas (2002). America Reads Reading Recovery Right To Read = Quality Tutoring. A Pilot Program. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university with an enrollment representative of Corpus Christi's population. The chapter details an evaluation of a pilot model for reading tutoring, which was based on America Reads monies, incorporated aspects of Reading Recovery, and used some of the materials developed under the Right to Read program. Evaluation of the pilot program found it to be very successful based on students' reading scores on the Texas Assessment of Academic Skills (TAAS). Recommendations for tutor selection and training, format for tutoring sessions, and ongoing tutor support were also developed.(Contains 25 references.) (EV)… [PDF]

McDonald, JoAnn Montes; McDonald, Robert B. (2002). Nature Study: A Science Curriculum for Three and Four-Year-Olds. This chapter is a part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter describes a curriculum model tested during a summer "discovery camp" for 3- and 4-year-olds at the ECDC. The chapter aims to illustrate key components of a developmentally appropriate and need- satisfying early childhood science curriculum model. The chapter discusses the curriculum's objectives, content, scope and sequence, and assessment. The chapter also describes evaluation of the curriculum, which revealed that the children benefitted from the opportunity to explore the natural world, and that teachers developed a greater… [PDF]

Cenoz, Jasone, Ed.; Genesee, Fred, Ed. (1998). Beyond Bilingualism: Multilingualism and Multilingual Education. Multilingual Matters Series. This collection of essays on multilingual education includes the following: "A Global Perspective on Multilingualism and Multilingual Education" (G. Richard Tucker); "Psycholinguistic Perspectives on Multilingualism and Multilingual Education" (Jasone Cenoz, Fred Genesee); "Curriculum Decision-Making in Content-Based Language Teaching" (Myriam Met); "Immersion Pedagogy and Implications for Language Teaching" (Roy Lister); "Cultural Identities in Multilingual Classrooms" (Michael Byram); "Teacher Education for Multilingual Contexts: Models and Issues" (David Nunan, Agnes Lam); "Luxembourg and the European Schools" (Charlotte Hoffmann); "Multilingual Education in the Basque Country" (Jasone Cenoz); Teaching in Two or More Languages in the Philippine Context" (Andrew Gonzalez);"Policy, Possibility and Paradox: Indigenous Multilingualism and Education in Peru and Bolivia" (Nancy H. Hornberger,…

Houlton, David; King, Edith W. (1984). Implications of Britain's Mother Tongue Project for American Multiethnic Education. The multiethnic situation in American schools in the 1980s can be compared to that of Britain in the 1960s, when a sudden influx of non-English-speaking children in great numbers taxed the resources of an educational system dedicated to the English language. Arguments favoring multicultural education are increasing in both countries, and the need for a multilingual curriculum and parent involvement are also recognized. In 1981 Britain's School Council undertook a major program to offer assistance in the form of resources and guidelines to teachers wishing to extend the native language skills of their primary students. Teachers developed instructional materials promoting intercultural communication, and materials for other teachers, especially those not speaking the students' native languages. American programs and publications have focused on similar issues in minority language instruction. However, developing a unified policy in conditions of wide diversity is a complex… [PDF]

(1989). Sunnyside Unified School District Kindergarten Curriculum Guide. (Revised). The kindergarten program of Tucson, Arizona's Sunnyside Unified School District aims to provide young children with opportunities to develop strong oral language skills, basic problem-solving abilities, fine and gross motor skills, and feelings of confidence and joy as a learner. In its 10 major sections, this color-coded kindergarten curriculum guide provides: (1) articles and research on kindergarten issues; (2) information on the development of kindergarten children; (3) exit outcomes and essential skills delivered to kindergartners; (4) components of and materials related to cognitive, affective, and sensorimotor kindergarten curriculum areas; (5) descriptive materials on the kindergarten learning environment; (6) a discussion of classroom management, specifically schedules, grouping, and thematic units; (7) guidelines on communicating with parents; (8) materials for screening students and evaluating students and programs; (9) a format for looking at and talking about art; and…

McBeath, Gerald A.; And Others (1982). Achievement and School Effectiveness: Three Case Studies. A Report to the Alaska Department of Education. Case studies of high student achievement levels and school effectiveness from three rural Alaska Native schools, all offering some bilingual or bicultural classes, examine curriculum and school instructional practices, school social systems, student outcomes, aspects of school governance, and school-community relations. Chaputnguak High School, in the Yupik Eskimo village of Chefornak, enrolls 29 students in individualized, self-paced mastery programs and has the region's highest graduation requirements; school-community relations are excellent, students have positive attitudes and a sense of "ownership," and one-third to one-half of seniors enter college. Metlakatla elementary/secondary school, in a Tsimshian Indian village, has a history of local control and emphasizes teaching basics; student academic achievement, measured on standardized tests, is very good compared to other rural small schools in Alaska, but some questions exist about school effectiveness in meeting…

Lehman, Sheila (1983). Native American Education Program, 1981-82: O.E.E. Evaluation Report. During 1981-82, the Native American Education Program, based in a lower working class neighborhood in Manhattan, served 360 Native American children (K-12) scattered throughout New York City. Goals of visiting and interviewing 50% of the target population of 500 Native American students in the city were substantially realized. Materials and curriculum development continued, with progress made on Shinnecock, Mohawk and Cherokee curricula. Instruction in Native history and culture was given in five mini-courses in different boroughs. Information on educational opportunities was provided at the central site and through home visits and a workshop. Special activities, with student and parent participation, included trips to the Shinnecock and Ward/Pound Ridge Delaware Reservations, the Black Bear trading post and museum, an American Indian spiritual musical play, and a New Jersey program for Ramapo Indian children. Staff members attended workshops and conferences to upgrade their… [PDF]

(1982). Bilingual Vocational Training Programs. Manual for Instructors. This manual is designed to provide instructors with basic information concerning Connecticut's bilingual vocational training programs (BVTPs). Discussed in the first section are the goals of BVTPs, characteristics of typical BVTP participants, how and when two languages are used in the programs, and the four instructional areas of a BVTP (the vocational, related skills, job-specific English-as-a-second-language, and life skills areas). Instructional plans for each of these four program areas are provided. Included in the individual instructional plans are a checklist dealing with developing a plan for instruction, utilizing instructional resources, providing instruction, measuring trainee progress, and preparing for the employment of trainees, as well as a section of comments elaborating on the items in the checklist. Appended to the handbook are sample lesson plan, student evaluation, and learning activity sheets. (MN)… [PDF]

Crawford, Reva (1980). Mississippi Choctaw Parent Child Development Program: Impact Study. The Mississippi Choctaw Parent Child Development Program (PCDP), initially funded by the BIA in 1973 as a pilot project, has had a reservation-wide impact in each of its four main areas of focus: health and nutrition; education; social services; and staff and parent development. There has been a measurable decrease in early childhood infectious diseases and parasitic infections. Participating two and three year old children have shown increased skills in five areas of cognitive development, especially language. As a direct result of PCDP referrals at least 31 families per year received General Assistance and Child Welfare Assistance Payments and 300 parents received some type of training. Prevention of child abuse has been an especially effective area of PCDP. Parents, working closely with the program, have increased their understanding of their children and improved their parenting skills. The availability of free, quality care for preschool children has increased family earning…

Barnhardt, Ray, Ed.; And Others (1977). Cross-Cultural Issues in Alaskan Education. This collection of articles represents the state of the art with regard to understanding and attending to cross-cultural issues in Alaskan education. The views presented by the various authors indicate some of the approaches being taken to ameliorate what are probably the most vexing problems faced by educators anywhere in the country. The articles were selected to present a variety of views on a wide range of issues, all associated with the complex cross-cultural problems inherent in the delivery of educational services to Alaska's multicultural population. The authors are all active participants in the processes and programs they describe, though the views presented are their own. The book is divided into sections that deal with educational policy, educational development, community/school, teaching/learning, and language issues. (Author/IRT)… [PDF]

Brinton, Donna, Ed.; Ching, Roberta, Ed. (2001). The CATESOL Journal, 2001. CATESOl Journal, v13 n1. This journal contains the following articles: "Teachers' Perceptions of the Supports and Resources Needed to Prepare English Language Learners for the Future" (Douglas Fisher); "Exploring the Learning Styles of Russian-Speaking Students of English as a Second Language" (Ann C. Wintergerst and Andrea DeCapua); "New Voices in the Classroom: Nonnative English-Speaking Professionals in the Field of Teaching English to Speakers of Other Languages" (Lia D. Kambi-Stein); "Confessions of a Nonnative English-Speaking Professional" (Jun Liu); "Teaching in Kindergarten Through Grade 12 Programs: Perceptions of Native and Nonnative English-Speaking Practitioners" (Lia D. Kambi-Stein, Annette Aagard, Angelica Ching, Myoung-Soon Ashley Paik, and Linda Sasser); "Nativism, the Native Speaker Construct, and Minority Immigrant Women Teachers of English as a Second Language" (Nuzhat Amin); "Autonomy and Collaboration in Teacher… [PDF]

Tompkins, Joanne (1998). Teaching in a Cold and Windy Place: Change in an Inuit School. In 1987, the author accepted the position of principal/program-support teacher in the Inuit community of Anurapaktuq in the Baffin Island region of Nunavut, Canada. In the 4 years she spent there, positive changes occurred in the K-9 school and community. This book recounts how and why this was achieved. Chapter 1 describes the psychological context, research design, methodology, and development of the book. Chapter 2 describes the history, ecology, and sociology of the community, and the author's previous experiences as a primary teacher and special education programmer. Chapter 3 discusses major changes effected at the school: improved attendance; increased student commitment; increased cognitive and language development, particularly in Inuktitut; and increased numbers of Inuit educators in the school. Chapter 4 discusses the instructional strategies that led to change in the school: teaming and theming, learning centers, small-group instruction, consideration of the Inuit…

Berney, Tomi D.; Stern, Lucia (1990). Career Awareness Program. Project CAP, 1988-89. OREA Report. The Career Awareness Program (Project CAP) served 244 Chinese-speaking students, most of limited English proficiency, at 2 intermediate schools. The project's aim was to encourage students to stay in school by acquainting them with career opportunities available to high school graduates. Activities included bilingual career awareness classes, staff and curriculum development, supplementary activities for students, and parent outreach. Students took classes in English as a Second Language (ESL), and in native language arts (NLA). The project met its instructional objectives in ESL and content area courses. Data were insufficient for evaluating computer skills and NLA objectives. Non-instructional objectives in attendance and staff development were met. Staff members participated in teacher training conferences and workshops and enrolled in college courses. The program developed resource manuals, held parent workshops, organized conferences attended by representatives of business and… [PDF]

Cochran, Effie Papatzikou; Cotayo, Armando (1983). Louis D. Brandeis High School. Demonstration Bilingual Enrichment College Preparatory Program. O.E.E. Evaluation Report, 1981-1982. The Demonstration Bilingual Enrichment College Preparatory Program at Louis D. Brandeis High School in New York City is designed to address the needs of the "academically more able" student with limited English proficiency. The program supplements the school's existing services for 120 Spanish-dominant students, and offers instructional programs in cultural activities, special mathematics and English courses geared to college entrance examinations, and college advisement. An evaluation of the program's first year, based on student achievement in English language development and growth in their mastery of their native language, mathematics, social studies, and science, shows that (1) students mastered 1.3 objectives per month of instruction in English as a second language, but fell short of the program objective of 1.5 per month; (2) students made statistically and educationally significant gains in reading; (3) most of the students passed teacher-made examinations in… [PDF]