Workshop Coordinators Research Articles

STFM Takes Its Faculty Development Workshop Series On The Road

The Society of Teachers of Family Medicine is pleased to announce an exciting new faculty development offering in Chicago, Ill, this fall. On November 20, 2004, STFM will take its successful Faculty Development Series workshop to Loyola University. Typically, these workshops have been offered only in conjunction with national meetings; however, with many faculty forced to limit their travel because of shrinking budgets, STFM is taking this full-day workshop to the Midwest! We surveyed Chicago-area faculty and developed a local planning committee to guide our curriculum. Based on their feedback, we’re offering a faculty development workshop tailored for the specific needs of faculty in the Midwest. The full-day workshop will offer 2 modules, each filling a half-day unit of instruction: one module for developing presentation skills and a second module for teaching one-on-one. This workshop is particularly suited to those new to academic family medicine as well as those interested in developing the specific skills offered in these modules. In the Presentation Skills Module, participants will have an opportunity to acquire basic knowledge and entry-level skills in presentation. Each participant will develop a brief presentation and will be videotaped while presenting it to a small group of peers. The small group will provide constructive comments about the video presentation, providing a unique, personalized learning opportunity for all. In the Teaching One-on-One Module, attendees will explore the characteristics of learners and teachers and learn the microskills model of clinical teaching and how to give meaningful feedback. The goal of this module is to enhance participants’ ability to effectively teach a variety of learners in a clinical setting. CME credit will be available. The local planning committee and faculty include: Janice Benson, MD, Planning Committee Chair, Cook County-Loyola-Provident FMRP; Eva Bading, MD, Loyola University; Karen Connell, MS, University of Illinois at Chicago; Pam Derstine, PhD, Cook County-Loyola-Provident; FMRP; Mari Egan, MD, MHPE, Northwestern University; Ed Foley, MD, Mac-Neal Family Practice Residency Program; Judy Gravdal, MD, Advocate Lutheran General Hospital Family Practice Residency; Kurt Kurowski, MD, FUHS/Chicago Medical School; Eve Pinsker, PhD, Cook County-Loyola-Provident FMRP; and Patrick Tranmer, MD, MPH, University of Illinois at Chicago. The National STFM Faculty Development Series Workshop Coordinator is Gregory Smith, MD, UPMC St Margaret Family Practice, Pittsburgh. This workshop is sponsored by STFM and hosted by the Department of Family Medicine and the Office of Curriculum and Faculty Development, Loyola University, Chicago, Ill, Stritch School of Medicine. For registration details, visit the STFM Web site at http://www.stfm.org or call the STFM office at 800-274-2237, ext 5415.

Preface: Volume 85, Issue 7

Preface: Volume 85, Issue 7

Home/Life: 121 Kids from 11 Cities Photograph Their World

Children, Youth and Environments Vol. 13 No. 2 (2003) ISSN: 1546-2250 Home/Life: 121 Kids from 11 Cities Photograph Their World Asbeck, Geert van and Bierens, Frank and Kuypers, Christiaan (2002). Amsterdam: Homeless World Foundation; 280 pages. $17.00. ISBN 9077180028. In Remembering Babylon, David Maloufwrites the story of Gemmy Fairley, a 13-year-old boy who, in themid-1840s, is cast ashore in the far north of Australia and taken in byaborigines. Sixteen years later, when settlers reach the area andstake out a patch of home, he moves back into the world of Europeans.In his initial contact, the apprehensive youth calls out from atop afence: “Do not shoot, I am a B-b-british object”! His utterance isappropriately symbolic, made from a liminal position, at the edge of apaddock. It is also strikingly accurate in denoting the treatment of amarginalized population as objects, deprived of the rights accorded tocitizens. Street children, too, have long been treated as objects, involvinga range of ill-considered approaches the most egregious of which havebeen the mass shootings ofbesprizornikiat Russian railway stations in the 1930s and the widely publicizedmurders of street children in Brazil and Honduras in more recent years.However, wellintentioned approaches have also often dealt with streetchildren as objects- objects in need of proper socialization, medicalcare, nutrition, protection, etc., dispensed by benevolists inpossession of medicines, food, power, knowledge and other resources. In the wake of the adoption of the Convention on the Rights ofthe Child by the United Nations General Assembly in 1989, and itssubsequent ratification by all but two countries, street children havebecome more recognized as actors in their own right, with entitlementsand potentials to affect their situation. Volume 13, no. 1, of Children, Youth and Environmentsfeatured a special focus on street children, comprising 20 papers thatoffer examples of this 166 emerging “agency perspective.” The current issueof this journal also reproduces recent publications that similarlyattest to the abilities of children to be proactive and underline thesignificance of policies and programs that support their abilities.[1] Home/Life is an initiative by the Homeless World Foundation,which, in collaboration with local organizations, set up a series ofworkshops in 11 cities around the world: Africa (Cairo, Johannesburg,Nairobi), Asia (Jakarta, New Delhi), Eastern Europe (Budapest, Moscow),Europe (Paris, Rotterdam), South America (Paramaribo), and NorthAmerica (New York). In each case, professional photographers instructedup to 20 street children in the basics of photography. The children,averaging 13 years in age, were given cameras and film to capture theirdaily lives and document the world around them. Their work resulted in15,000 images from which the editors selected 150 photos to be includedin the book and in an exhibit touring the cities of the participatingchildren. The project is also presented in a web site designed by NairoBits, a program that trains youths from the slums in Nairobi in web design. The book starts with a brief editorial preface and a short commentaryby Anne Ellegood, associate curator of the New Museum of ContemporaryArt in New York. Several pages of thematic photo galleries then leadinto the bulk of the material, organized in alphabetical order by city.Concise but useful introductions precede these sections, giving somebackground on the cities and the participating children, although onewishes that these introductions had been elaborated a bit more tocreate a better sense of context. The book concludes with individualportraits of the child photographers, accompanied by briefautobiographic notes dictated to the workshop coordinators. After making their selection, Home/Life staff returnedto the 11 cities where they managed to re-contact most of the childrento talk about their photos and to provide captions for them. Each childalso received a copy of the book. Proceeds of the book benefit theHomeless World Foundation, which sets up and supports media projectsfor underprivileged children around the world with the goal 167 of enablingthem to express themselves, develop their creative skills, and gainconfidence in their own abilities. Street children spend a great deal of time in the streets andother public spaces. Aside from this commonality, they may share littleelse in what they do, their reasons for doing what they do, with whomthey live, where they come from, their hopes for the future, and manyother aspects of their lives. It...

They Did Not Sell Their Cameras

Children, Youth and Environments Vol 13, No.2 (2003) ISSN 1546-2250 They Did Not Sell Their Cameras Frank Bierens Christiaan Kuypers Homeless World Foundation Citation: Bierens, Frank and Christiaan Kuypers. “They Did Not Sell Their Cameras.” Children, Youth and Environments 13(2), 2003. We appreciate the opportunity to react to the review of Home/Life and will link our response to selected passages of it. The cities represented in this project are from around the world, but there is no explanation of their selection. A municipal judge derailed the project in Rio de Janeiro and government officials thwarted the project in Beijing, insisting that there are no homeless children in China. In the face of overwhelming evidence to the contrary in each of these cities, it would have been interesting to learn more about this lack of cooperation. The Home/Life project was initiated by a journalist, a graphic designer and a publisher, all Dutch, but (at the time) living in Jakarta, New York and Amsterdam, respectively. For funding as well as realizing this project, we involved our friends and colleagues around the world. As soon as the idea was born we invited our friends and family for a dinner in the prestigious Hotel Blakes on the canals in Amsterdam, owned by the brother of one of the initiators. The guests had to pay 1000 guilders (about 500 dollars); 100 guilders for food and drinks, 900 for the project. Seventy people accepted the invitation and the newly established foundation started out that night with a “working capital” of 172 about 60,000 guilders. This amount enabled us to set up the workshops in 11 countries and pay for the film and the costs for developing it. The choice of the cities started out randomly. Basically, we approached our friends around the world and asked them whether they wanted to participate in this project. They were journalists, photographers, diplomats and people working for various NGOs. We asked them to approach local NGOs working with street children and discuss with them the possibility of setting up these workshops. Some succeeded; some did not. At the same time, we tried to realize a good mixture of countries and continents which we did not establish completely to our own satisfaction. For instance in South America, we were merely able to involve people in Surinam and did not succeed in Brazil and Colombia. Likewise, the book offers no information on the selection of the children who took part in the photo workshops and were given cameras. More information on how the workshop coordinators chose the participating children would have provided useful background for viewing the photographs. The way we organized these workshops resulted from the fact that the children involved in the workshops differed from one country to another, depending on the local NGO involved. The only denominators were the age of the children and the fact that they were not living “at home.” In Johannesburg and Moscow the children were really homeless and lived in the streets and in the railway station, but in New York the children lived in an institution where they were recently united with their mothers who had just come out of jail. In Jakarta they were living in an orphanage and in Budapest they were gypsies. In Rotterdam they had been taken away from their families by court order and in Paris they had recently immigrated from Africa. The editors selected the 150 photographs included in the book according to artistic merit, the only criterion being ‘image quality' with consideration of ‘composition, subject, and 173 emotional charge' (pp. 6-7). It is not clear, however, what this means. Further, while the photos were not cropped or otherwise edited, adults not living on the street selected them, introducing a filter in the portrayal of the homes and lives of street children and raising the question of whether their own selection might have been different. Yes, if the children had made the choice of photos themselves, the final collection of photos would have been completely different. For the opening of the exhibit in Jakarta we were able to invite two participants each from Paramaribo, Cairo, Nairobi, New Delhi and Rotterdam...

Preface: Volume 52, Issue 2

The main mathematical disciplines that have been used in computer science are discrete mathematics (especially, graph theory and ordered structures), logics (mostly proof theory for all kinds of logics, classical, intuitionistic, modal etc.) and category theory (cartesian closed categories, topoi etc.). General Topology has also been used for instance in denotational semantics, with relations to ordered structures in particular. Recently, ideas and notions from mainstream “geometric” topology and algebraic topology have entered the scene in Concurrency Theory and Distributed Systems Theory (some of them based on older ideas). They have been applied in particular to problems dealing with coordination of multi-processor and distributed systems. Among those are techniques borrowed from algebraic and geometric topology: Simplicial techniques have led to new theoretical bounds for coordination problems. Higher dimensional automata have been modelled as cubical complexes with a partial order reflecting the time flows, and their homotopy properties allow to reason about a system's global behaviour. The first workshop on the subject “Geometric and Topological Methods in Concurrency Theory” has been held in Aalborg, Denmark, in June 1999. GETCO 2000 was organised as a workshop affiliated with CONCUR 2000 at Penn State University. The recent volumes 10 of Math. Struct. in Comp. Science and 39, issue 2, of Electr. Notes Theor. Comp. Science have been devoted to this area. The 3rd workshop in this series has been organised as a satellite to CONCUR 2001 at Aalborg University (Aug.21 – Aug.24). It brought together researchers from both the mathematical (geometry, topology, algebraic topology etc.) and computer scientific side (concurrency theorists, semanticians, researchers in distributed systems etc.) with an active interest in these or related developments. A follow up workshop in a very informal style has been held at the Department of Mathematical Sciences, Aalborg University, on August 27-28. I also thank the participants of this workshop which allowed us to carry on some of the discussions which began during GETCO, and in particular Ulrich Fahrenberg (Aalborg University, Denmark), Lisbeth Fajstrup (Aalborg University, Denmark), Martin Raussen (Aalborg University, Denmark), Philippe Gaucher (IRMA, Strasbourg, France), Nigel Walker (British Telecom, UK) and Francesco Zappa Nardelli (ENS, France). Last but not least, I wish to thank the referees, the authors and the programme committee members for their very precise and timely job. Many thanks are also due to Michael Mislove who kindly supported the workshop by letting us submit the papers through the Electronic Notes in Theoretical Computer Science. Finally, I wish to thank the Concur organizers, Anna Ingolfsottir, Luca Aceto and Arne Skou, the Concur programme committee and in particular Kim G. Larsen and Mogens Nielsen, and the Workshop coordinator, Hans Hüttel, for helping us out.

A learner-centered academic career development curriculum.

Objective: To develop a learner-centered curriculum introducing internal medicine residents to the knowledge, skills, and attitudes necessary for a successful academic career. Description: Much has been written about the Accreditation Council for Graduate Medical Education requirements that residents be trained in research.1 Indeed, our own program has successfully met this challenge.2 However, there is a growing recognition that a successful academic career requires more than just completing a successful research project. The goals of this curriculum development process were to identify areas academic clinicians felt were important to career development, to identify areas in which residents felt least informed, and to focus instruction in these areas. The authors developed a list of topics academic clinicians identified as important for career development. A list of 20 topics was submitted to residents, who were asked to rank each topic using a five-point Likert scale. We then chose the four topics with Likert means higher than 4.7 for incorporation into workshop for spring 2001. The workshops were (1) Academic Career Opportunities—an overview of the various types of academic careers, presented with six representative faculty describing career paths to becoming physician scientists, clinician educators, or scholarly clinicians; (2) How to Choose a Research Project and Optimize the Mentor Relationship—a discussion of project selection, mentor selection, and cultivation of the mentor relationship, between a senior scientist and three recent graduates of the residency; (3) How to Prepare a Curriculum Vitae, and Why a CV Is Important for Academic Acceptance and Promotion—an overview of academic ranks, the requirements for promotion, and the elements of a well-formed CV; and (4) Manuscript Preparation, Submission, and Review—a discussion of successful and unsuccessful manuscripts, errors and pitfalls to avoid in manuscript preparation and submission, and suggestions to optimize manuscript acceptance. Each workshop had predefined goals and objectives. An evaluation questionnaire consisting of six questions rated on a five-point Likert scale with a comment section was sent to the attendees to assess whether the goals and objectives had been met. The survey results were reviewed in a blinded fashion by the workshop coordinators. Discussion: We found that residents were interested in academic career development but had significant knowledge gaps. The evaluation process, particularly the comment section, was used to modify the 2001–02 sessions to better meet the needs of residents. For instance, we found that residents were extremely interested in academic rank and promotions, but they did not want to forego better CV development to learn about this. Consequently, we are separating these sessions. We are also conducting future workshops earlier in the academic year to give residents the opportunity to use skills in the formative stages of project development and to provide more time to cultivate the network of potential mentors. A longitudinal study of residents trained with this curriculum will chart their overall academic career development.

Fighting to Become Americans: Jews, Gender, and the Anxiety of Assimilation (review)

Fighting to Become Americans: Jews, Gender, and the Anxiety of Assimilation, by Riv-Ellen PrellFighting to Become Americans is a complicated and complex book focusing on a subject of tremendous significance: the contentious ways in which women and men have seen each other in the context of American culture. The word and picture images which men employed when describing women, anthropologist Riv-Ellen Prell asserts, reveal as much about the relationship of Jews to America as they tell us about gender relations within the world. The subject matter of the book spans the twentieth century, and the actors here are immigrant women and men, their children and grandchildren. As such the book seeks to understand and locate a set of contemporary concerns in the past, and it takes as its basic assumption the continuity of tension, uncertainty, and the salience of dominant culture stereotypes as women and men construct each other.Prell, author of an earlier work, an ethnography of the havurah movement, has now turned her focus on an historical subject, albeit one with much contemporary resonance. Indeed she begins Fighting to Become Americans with a 1994 United Appeal conference, Jewish Men and Women: Can We Talk? At this workshop young women and men articulated a set of highly stereotypical images about the meaning of the term Jewish woman or Jewish man. What struck Prell, the scholar, was the century-old durability of the images of calculating, narrow minded, expected husbands to be as successful as their fathers, spoiled, high maintenance, and nagging, demanding, and the like. That is, these phrases which women and men offered to the workshop co-ordinators reflected stock images which both abounded in the larger, American culture about Jews, and which women and men offered about each other at the turn of the century when the great immigration from eastern Europe was in full swing.Prell chronicles the century-long resilient stereotypes as assimilated and articulated by Jews in the English-language pages of the Yiddish press, the Anglo-Jewish press, in movies spanning the entire history of the genre, representations in radio and television, and the writings of American novelists, which culminated in such familiar characters as Herman Wouk's Marjorie Morningstar and Philip Roth's Brenda Potemkin in Goodbye, Columbus. The JAP who appeared in countless jokes is to Prell merely the most recent variant on a hardy image which Jews, men, have bought into and propagated as surely as non-Jews have.That these images persisted is well chronicled in the book. No reader could finish Fighting to Become Americans and fail to grasp this fully documented thesis. …

Development of an instrument for monitoring adolescent health issues.

The aim of the project was to develop a survey instrument to monitor relevant health status and health-related behaviors among secondary school students. The development of the instrument occurred in three main phases: collection of existing surveys, workshops with relevant health professionals and focus groups with adolescents. The topics for inclusion were refined using Health Goals and Targets for Australian Children and Youth and consultations with health professionals, and included alcohol/illicit drug use, smoking, nutrition, exercise, injury, mental health, violence and sexual health. Content validity was demonstrated through a comprehensive literature review, review and application of existing instrumentation, dialog and exchange with health professionals, and focus groups with adolescents. The process of peer review through correspondence with health professionals, and the coordination of workshops and focus groups established face validity. Responses from students also indicated that they interpreted the questions as intended. The instrument was piloted in five secondary schools during class periods. Process evaluation was also conducted to determine the appropriateness of the survey and the procedures used in administering the survey. Feedback from school staff was supportive and favorable with respect to the choice of issues. Reliability was assessed by a test-re-test procedure 2 weeks apart. In general, most of the questions showed moderate to high reliability (kappa > 0.5) indicating agreement of 50% or greater. This instrument was developed as a monitoring instrument and places emphasis on determining prevalence levels of a range of health issues and health behaviors to assist with identifying clustering patterns of negative health outcomes. Although the instrument is primarily for use with students in school hours, the nature of the instrument allows modification for use in older groups of adolescents and out-of-school youth. The final version of the questionnaires for senior and junior students can be accessed via the Internet (http://;+www.spmed.uq.edu.au/CHPCPR /qu estionnaire).

Preface: Volume 30, Issue 4

The characteristics of logic programming languages both necessitate and motivate innovative approaches in the areas of user environments and programming tools. The Tenth Workshop on Logic Programming Environments provided a forum for researchers, developers, programmers, and users to exchange ideas and results on all aspects of environments for logic programming. Contributions coming from Europe, the USA, Australia and Japan addressed debugging (4x), vizualization, graphical spreadsheets, and automated documentation. Coming from a different background, Clinton Jeffery, invited speaker, presented a monitoring environment for C which, we hope, was inspiring for the logic programming community.A special thanks to Enrico Pontelli, ICLP'99 workshop coordinator. Thanks also to Francisco Bueno, Manuel Carro, Erwan Jahier, Sarah Mallet, Julio Marino, and Olivier Ridoux who helped with paper reviewing.

Institutional and Individual Orphaned Collections

“ORPHAN” IS AN incongruous word to apply to something dead for millions of years. But there is no better term to describe the state of an invertebrate paleontology collection whose guardian can no longer care for it. The numbers of specimens in invertebrate fossil collections do not set them apart from other natural history collections; however, add weight and volume, and it is obvious why adopting these orphans pose special problems. The workshop coordinators divided the discussion of orphaned collections into those held by industry and governmental agencies (see Allmon, Chapter 4, this volume) and those housed by institutions and individuals addressed here. Topics discussed at this session of the workshop included: the definitions of orphaned and endangered collections, why collections become orphans, which collections are most vulnerable, and what, if anything, can be done to prevent orphaned collections in the future. I have attempted to present an objective report of the discussions and proposed suggestions, but my bias as curator of a collection housed within an academic department may have crept in.

Preface: Volume 30, Issue 1

This volume contains the proceedings of the Workshop on Verification of Logic Programs, organised within the 1999 International Conference on Logic Programming. The workshop took place on December 1, 1999 in Las Cruces, New Mexico, USA.We are indebted to many people who have contributed to making this workshop possible. First of all, we would like to thank the authors of the submitted papers. Secondly, we thank the members of the organising committee: Patricia Hill(University of Leeds, United Kingdom)Naomi Lindenstrauss(The Hebrew University of Jerusalem, Israel)Frederic Mesnard(Université de la Reunion, France)Femke van Raamsdonk(Vrije Universiteit Amsterdam, The Netherlands)Salvatore Ruggieri(Università di Pisa, Italy)Krzysztof Apt has kindly agreed to give an invited lecture and has given helpful suggestions. Also, we thank Enrico Pontelli, the workshop coordinator of ICLP'99 and Michael Mislove for their constant support. Annalisa Bossi, Nicoletta Cocco and Maurizio Gabbrielli have helped us with their advice and suggestions.Finally, we acknowledge the financial support by NWO Nederlandse Organisatie voor Wetenschappelijk Onderzoek (Netherlands Organisation for Scientific Research), and the Engineering and Physical Sciences Research Council of the United Kingdom (EPSRC Grant GR/MO8769).Sandro Etalle and Jan-Georg Smaus, Guest Editors

Behind workshop scenes

When I was asked to write this article, I decided to make my job easier by going to the pros (past Technical Program chairmen and Annual Meeting Workshop coordinators). Based on their responses, I feel quite confident in saying: The best thing about workshops is that there are no guidelines and the worst thing about workshops is that there are no guidelines.

Twelve tips for conducting effective workshops.

Workshops are a common educational format for transmitting information and promoting skill acquisition. However, they frequently fall short of their teaching potential. Many workshops do not seem like workshops at all. Participants are often quiet, passive onlookers; the workshop coordinator gives a 'lecture' to the group; and questions and discussion are frequently absent. A workshop has been defined as:

NSF Workshop on Undergraduate Curriculum Development in Materials: A Synopsis of the Report

As a follow-up to the recommendations of a 1986 National Science Board Task Committee Report on Undergraduate Science & Engineering Education, the U.S. National Science Foundation (NSF) sponsored a series of workshops on undergraduate education in science and engineering disciplines. In October 1989, the NSF's Division of Materials Research (DMR) organized a workshop in the materials area. It was held at the University of Illinois at Chicago. Dr. Donald N. Langenberg, Chancellor, University of Illinois at Chicago, chaired the panel of 27 invited experts. They were charged to assess the needs and opportunities in the education of undergraduates with career opportunities in any of the areas of materials research or technology, and to recommend possible ways to improve undergraduate curricula in chemistry, physics, and materials science and engineering.The panel consisted of three subpanels: Chemistry chaired by Gregory C. Farrington, Condensed Matter Physics chaired by Phillip J. Stiles, and Materials Science and Engineering chaired by Reza Abbaschian. Robert J. Reynik, DMR/NSF, was the workshop organizer and coordinator. Each subpanel held separate meetings to discuss undergraduate education in materials and develop recommendations in its respective disciplines; plenary sessions featured group discussions of views and recommendations.Each subpanel prepared a separate report, and the chairman prepared a summary report, which organizes the findings and recommendations of the subpanel reports into five areas: curriculum development, undergraduate laboratories, computers in undergraduate education, textbooks and other teaching resources, and faculty and student development. These reports constirute the full workshop report, which is available at no cost from the NSF. The opinions and recommendations in the workshop report are those of the expert panel and do not represent NSF policy. The recommendations are currently under review by DMR.

Family therapy workshop interviews: For whose benefit?

Abstract Live demonstration interviews are a popular feature of many family therapy workshops. This paper examines advantages and disadvantages of four demonstration interview formats for the four groups: mental health professionals as observers; the families; their therapists; and the consultant (e.g. workshop “leader”). The formats include same-room, closed-circuit, prevideotaped, and simulated interviews. The benefits of each format for all four groups can be balanced and optimized through careful selection of families, matching the interview format to their situation, and the workshop coordinator's facilitation of essential communication between the consultant, therapist, and family.

Method of applying Lamb waves in ultrasonic testing

This volume contains the proceedings of the Workshop on Verification of Logic Programs, organised within the 1999 International Conference on Logic Programming. The workshop took place on December 1, 1999 in Las Cruces, New Mexico, USA.We are indebted to many people who have contributed to making this workshop possible. First of all, we would like to thank the authors of the submitted papers. Secondly, we thank the members of the organising committee: Krzysztof Apt has kindly agreed to give an invited lecture and has given helpful suggestions. Also, we thank Enrico Pontelli, the workshop coordinator of ICLP'99 and Michael Mislove for their constant support. Annalisa Bossi, Nicoletta Cocco and Maurizio Gabbrielli have helped us with their advice and suggestions.Finally, we acknowledge the financial support by NWO Nederlandse Organisatie voor Wetenschappelijk Onderzoek (Netherlands Organisation for Scientific Research), and the Engineering and Physical Sciences Research Council of the United Kingdom (EPSRC Grant GR/MO8769).Sandro Etalle and Jan-Georg Smaus, Guest Editors

Ultrasonic testing method

This volume contains the proceedings of the Workshop on Verification of Logic Programs, organised within the 1999 International Conference on Logic Programming. The workshop took place on December 1, 1999 in Las Cruces, New Mexico, USA.We are indebted to many people who have contributed to making this workshop possible. First of all, we would like to thank the authors of the submitted papers. Secondly, we thank the members of the organising committee: Krzysztof Apt has kindly agreed to give an invited lecture and has given helpful suggestions. Also, we thank Enrico Pontelli, the workshop coordinator of ICLP'99 and Michael Mislove for their constant support. Annalisa Bossi, Nicoletta Cocco and Maurizio Gabbrielli have helped us with their advice and suggestions.Finally, we acknowledge the financial support by NWO Nederlandse Organisatie voor Wetenschappelijk Onderzoek (Netherlands Organisation for Scientific Research), and the Engineering and Physical Sciences Research Council of the United Kingdom (EPSRC Grant GR/MO8769).Sandro Etalle and Jan-Georg Smaus, Guest Editors