Drawing from the National Survey of Families and Households data set, a group of adopted children and their parents (n = 72) and a matched group of biological children and their parents were identified. Parents' responses on items related to their own well-being, attitudes toward family life, parenting behaviors and values, and perceptions of their child's behaviors were compared. Results indicated no significant differences between the groups' responses. Findings thus challenged pathological assumptions and myths about adopted children and their parents, suggesting that deficiency models are inadequate for researching--and working with--adopted children and their families.

An aura of controversy surrounds the proliferation of part-time faculty members on community college campuses. The related literature provides evidence that part-timers have fewer advanced degrees and years of teaching experience than their full-time counterparts. Nevertheless, the increasing trend toward their employment shows no sign of slowing. As parttimers comprise a growing proportion of community college faculties, and as they are recruited from nonacademic sources, opportunities should be provided for them to hone their pedagogical skills. The findings of a study undertaken at Arizona State University's Department of Higher and Adult Education reveal part-timers' needs for assistance and information in instruction-related areas such as evaluation, handling paperwork, teaching community college students and community college philosophy. An instructional resource manual developed for part-time faculty was perceived to be a viable method of providing assistance to part-timers.

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