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Set in the early 1970s, A Separate Reality is the story of Mark Grosfeld, a twelve-year-old growing up in Phoenix with politically active liberal Jewish parents. Mark, who is lonely and unhappy, meets Anna Voigt, a teacher who becomes his mentor. Anna, an ex-hippie poet, encourages Mark to write, and he becomes part of a circle of teenagers who meet at Anna's house to smoke pot and read poetry. She introduces him to the Beats, Zen Buddhism and the popular pseudo-anthropologist, Carlos Castaneda, author of Journey to Ixtlan. Mark goes on a semi-comic suburban vision quest, trying to conduct his life according to the teachings he uncovers in the books he finds through Anna — most significantly, Castaneda's. Mark soon discovers all these books share the belief that through a loss of "self" one can, somehow, transcend reality. A Separate Reality is a novel about the risks and appeal of the desire to be perfect; a portrait of the artist as a young man in the Seventies.

The story describes a strange hybrid race, half-human and half an unknown creature that resembles a cross between a fish and a frog, that dwells in the seaside village of Innsmouth (formerly a large town, but lately fallen into disrepair). The townspeople worship Cthulhu and Dagon, a Philistine deity incorporated into the Cthulhu Mythos.

Several associations for the betterment of the handicapped are functioning in various parts of Turkey. The study was to find out the educational services provided by these associations to their adult clientele. Only the associations for the blind, deaf and dumb, and the bodily handicapped were included in the population. Since majority of these were situated in the three big cities, i.e. istanbul, Ankara and izmir, therefore, the sample was confined to the twenty-six such associations included in the list provided by the governmental sources. Out of these only twelve could be reached due to abolition of these associations after the Association Act 1983 or incorrect recording of addresses in the list provided. Personal and indepth interviews were conducted of the presidents of chief executives of these associations. The study was descriptive. Following observations and conclusions were drawn: 1. Educational serVIces are considered secondary to other serVlces particularly economic adjustment. 2. No planned educational activities are provided. 3. Wherever educational services are provided there exists lack of coordination between sister concerns. 4. The associations face many problems In providing educational services, such as lack of funds, buildings, equipment, teaching staff, support from able bodied persons and institutions and lack of clear cut educational objectives. 5. The associations are looking for help from the state, voluntary organizations and universities for effective running. Follo\ving recommendations are made: 1. Number and nature of handicapped population should be assessed and nationally registered. 2. Closer links are to be established between associations of the same handicapped category and cooperation with others. 3. Systematic need assessment approaches are to be used in order to discover the nature and extent of educational services to be provided. 4. Capacity of the associations for developing and implementing effective services should be improved. 5. Educational services should be planned and enhanced to remove illiteracy and dependancy. 6. Related materials, equipment and funds necessary for education should be provided by the state and other agencies of the society. 7. Experiences of other countries regarding education of the handicapped should be incorporated in the programmes.