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In spring 1998, the Arizona Department of Commerce's Office of Workforce Development Policy commissioned a statewide opinion poll to assess public attitudes toward the state's plan for economic development, as it is being implemented through the Governor's Strategic Partnership for Economic Development (GSPED). More than 2,000 Arizonans participated in the poll, including 600 parents, 600 businesses, 500 teachers, and 500 school administrators. "Brand name" recognition of GSPED was low. Levels of awareness of GSPED among the groups surveyed were as follows: school administrators, 23%; businesses, 14%; teachers, 13%; and parents, 7%. Although respondents who were aware of GSPED were significantly more likely to support it, 43% of "aware" businesses and 33% of "unaware" businesses indicated that GSPED smacks of government interference. It was concluded that the state should recruit increased private sector involvement in continuing efforts to link economic and work force development. Survey data were also analyzed by location (1,566 urban and 624 rural residents). Residency alone was not statistically significant; however, residency of specific constituent groups mattered. For example, rural parents expressed support for issues more frequently than urban parents, and urban educators took a stand, whereas rural educators more frequently responded "not sure." (MN)

In spring 1998, the Arizona Department of Commerce's Office of Workforce Development Policy commissioned a statewide opinion poll to assess public attitudes toward the state's plan for economic development, as it is being implemented through the Governor's Strategic Partnership for Economic Development (GSPED). More than 2,000 Arizonans participated in the poll, including 600 parents, 600 businesses, 500 teachers, and 500 school administrators. "Brand name" recognition of GSPED was low. Levels of awareness of GSPED among the groups surveyed were as follows: school administrators, 23%; businesses, 14%; teachers, 13%; and parents, 7%. Although respondents who were aware of GSPED were significantly more likely to support it, 43% of "aware" businesses and 33% of "unaware" businesses indicated that GSPED smacks of government interference. It was concluded that the state should recruit increased private sector involvement in continuing efforts to link economic and work force development. Survey data were also analyzed by location (1,566 urban and 624 rural residents). Residency alone was not statistically significant; however, residency of specific constituent groups mattered. For example, rural parents expressed support for issues more frequently than urban parents, and urban educators took a stand, whereas rural educators more frequently responded "not sure." (MN)

The Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS) Program aimed to build computational cognitive-neuroscience models to explain, predict, and emulate the process of human sensemaking the process of generating hypotheses to explain data that is sparse, noisy, and uncertain. Phase 2 lasted from January, 2013 to June, 2014. In Phase 2, the program employed a challenge problem, based on geospatial data, to compare the models performance to human performance. Here, the term geospatial data includes multiple types of intelligence data, any of which may be represented in a georeferenced framework for instance, a layer within a GIS-like display. The challenge problem required that participants and models make sense of temporal patterns in geospatial data. This document s primary purpose is to specify the format of the ICArUS Phase 2 Challenge Problem (TACTICS). It was written for software developers, contains development code, and is not meant to stand alone. The document, ICArUS: Overview of Test and Evaluation (T&E) Materials, available at http://www.mitre.org/publications, provides a broad overview of MITRE s T&E effort, including a list of all T&E documents and materials produced in Phase 2.

This study investigates how students participating in the same curriculum construct understanding in elementary thermodynamics during a semester-long eighth-grade physical science class. Two questions were addressed: (1) How does the learners' understanding change during the study of elementary thermodynamics? and (2) What role do students' intuitive conceptions play in the restructuring and reorganization of their knowledge? Within each, middle school students' (n=180) knowledge restructuring was considered on an individual basis with generalizations made to larger student groups. All students responded to a two part pretest and posttest and 33 participated in all 5 clinical interviews. Three types of students were identified. "Converging" student were quick to recognize that heat flow is a model for thermodynamics. They use this powerful model and continue to add new information to their existing knowledge, finding that new knowledge is consistent with and reinforces the way they think about thermodynamics phenomena. "Progressing" students combine new information at the level of local knowledge, but do not integrate the pieces of that knowledge to build a more robust and cohesive view of thermodynamics. These students are progressing towards the coherent understanding of the students in the previous category. A third group of students can best be described as having an "oscillating" perspective of thermodynamics. These students combine experiences sporadically, change their views without additional evidence, and finish the course with a group of isolated ideas. Unlike the students with a progressing view of thermodynamics, these students do not gain more predictive ideas as time goes on, but simply move from one set of ideas to another. These findings contribute to understanding both the nature of the learner and the nature of the learning process and suggest ways to design science curricula to facilitate robust student understanding. (Author)

The goals of the QUILT program are to increase and sustain teacher use of classroom questioning techniques and procedures that produce higher levels of student learning and thinking, and to increase the incidence of student responses at higher levels of cognition. Educational research has established relationships between discrete questioning behaviors and student learning and thinking outcomes. Research also documents that most teachers have not incorporated effective questioning behaviors into their classroom repertoire. QUILT is intended to help teachers align their classroom questioning practices with "best practices" by supporting their change efforts over time. Local teams participate in a training-for-trainers that provides the knowledge, skills, and materials required to implement QUILT. Activities for faculty include: workshops; collegiums; observation sessions; and specified classroom applications. After one year's participation in QUILT, teachers in 13 schools showed significant gains in knowledge, understanding, and application of concepts related to effective questioning. A random sample of these teachers showed positive changes in their questioning techniques. Also, student answers to teacher questions were more often at cognitive levels above simple recall following teachers' participation in QUILT. Attachments include: the QUILT model; an annotated bibliography; a list of participants in QUILT field tests; and summaries of workshop evaluations and observation data. (ND)

This paper describes the development of a diagnostic test to assess teachers' understanding of the learning cycle and highlights common misconceptions identified through the administration of the diagnostic instrument. The Learning Cycle Test was administered to 28 undergraduate students enrolled in elementary science methods who had received instruction on the learning cycle. This paper describes the misconceptions identified through analysis of items on the Learning Cycle Test in the context of exploration, concept introduction, application, and general questions about the learning cycle. Results indicate that elementary science methods students continue to have alternative conceptions about the learning cycle after instruction on the learning cycle. The most common alternative conceptions were centered around the teacher explaining and/or defining the concept prior to or during exploration. The Learning Cycle Test, which appears to provide a feasible approach for evaluating students' understanding and for identifying alternative conceptions about the learning cycle, is included in the paper with percentage of responses by preservice science teachers with specific misconceptions. Contains 21 references. (JRH)

The effects of using interactive media have been well studied among young children and adolescents but remain understudied for middle childhood (ages 6-12 years). Children and youth of this age comprise much of the pre-adult population that uses digital games and apps. The Every Student Succeeds Act says that states must give students access to technology and use evidence-based methods of incorporating technology into curricula and instruction, but does not speak to digital games directly. Research on digital games in middle childhood can inform the design of games that teach tech-savvy skills and promote cognitive development. This brief provides background on this topic, highlights what the research says, and discusses the implications for policy and practice. [This brief summarizes the longer report, "Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations. Social Policy Report. Volume 32, Number 1" (ED595446).]

This paper describes the formation and operation of a professional book club for teachers. The Book Club was designed as a tool for professional development for teachers at a high school with approximately 3,000 students in Chicago, Illinois. The student body is diverse, with whites representing a slight majority. Twenty-seven teachers signed up for the Book Club, which met after school four times in the school year. Facilitating the Book Club helped the teacher/leader with her own professional development and helped her put her place in the school community into perspective. The informal leadership experience validated things the teacher knew intuitively without previous reflection. (Contains 35 references.) (SLD)

Understanding the Early Years (UEY) is a national research initiative. It provides communities with information to enable them to make informed decisions about the best policies and most appropriate programs for Canadian families with young children. This report is based on one of seven communities studied in 2001-2002. Children's outcomes were assessed in physical health and well-being, cognitive skills, and behavioural measures. The evaluation comprised measures for: (1) Family background (including information on parental income, level of education, and occupational status); (2) Family processes (such as positive parenting practices, engagement in learning activities, family functioning, and maternal mental health); and (3) Community factors (including social support and social capital, neighbourhood quality and safety, use of recreational, cultural, and educational resources, and residential stability.) Data for the report were derived from the National Longitudinal Survey of Children and Youth (NLSCY) Community Study, the Early Development Instrument (EDI), and NLSCY and EDI data collected from across the UEY communities. Dixie-Bloor findings include: (1) Lower than average provincial or national level of low income families; (2) Children in Dixie-Bloor fare well in social knowledge and competence; (3) High prevalence of low language test scores (3 times national norms), reflecting a high percentage of recent immigrants to the community; (4) Prevalence of hyperactive children was high; (5) Strong neighbourhood quality and parental engagement; and (6) Low family functioning, social support and other community factors. (Contains 18 footnotes, 15 figures and 4 tables.)

"Sustainable" development refers to development that meets our needs, while making it possible for future generations to meet their needs. Societal and personal choices will dictate if sustainable development will be possible, or, rather, if the environmental, economic and social impact of our continual lifestyle demands will lead to irreversible strain on our world, with consequences that may make human and other life unsustainable. Recent infl uential science standards, including the Next Generation Science Standards, recognize the need for our students to understand these ideas, and our work with kindergarten and 1st-grade students has shown that such understanding is possible. We present background about sustainable development along with a three-day unit and activities, learning assessment measures, and evaluation results. We also discuss the questions that teachers must consider to have a nuanced view of sustainable development.

'Memorandum of Understanding (2006-07) between Government of India and National Minorities Development and Finance Corporation (4-Dec-2006)' from the RS Debates Digital Library

The relevance of the studied problem is determined by the fact that the modern understanding of the essence of the fiscal control is based on the research of specific essential characteristics. As a rule, they are not of system nature and are not connected with studies of other characteristics. The aim of this article is a synthesis of the main theoretical achievements in the study of the fiscal control in the Russian Federation and other countries, and identifying of the most important characteristics, which allow to reveal its internal content. The leading approach to the research of this issue is the system approach that provides a means of analyzing the essence of the fiscal control as a multifaceted phenomenon of the economic life of economic entities and the state. The main results of the research consist in the substantiation of the three major theoretical outputs concerning: a) the nature of the fiscal control as an economic phenomenon; b) the main essential characteristics of the fiscal control; c) interested user in information of the fiscal control as the foundation of its organization and implementation. The materials of this article can be used for further research of the theory and methodology of carrying out the fiscal control, as well as its organization on the macro and micro levels.

Document number CIA-RDP80-01826R001000130017-3 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

This case study analyzed the impact of a concrete manipulative program on the understanding of quadratic expressions for a high school student with a learning disability. The manipulatives were utilized as part of the Concrete-Representational-Abstract Integration (CRA-I) intervention in which participants engaged in tasks requiring them to multiply linear expressions and factor quadratic expressions embedded within contextualized area problems. The case study focused on a representative participant, Marcia, who demonstrated significant gains from preto post-intervention assessments. The qualitative analysis provided descriptive data which offered insight into the reasons for these gains. Results indicated that the manipulatives supported metacognition through strategic planning and self-regulation.

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e., experimental condition). A pretest of content knowledge was administered, and then the participants in both conditions watched two hours of online videos about natural selection and attended different types of professional development sessions lasting four hours. Significant differences between conditions in favor of the experimental condition were found on participant identification of critical elements of student understanding of natural selection and content knowledge related to natural selection. Results suggest that short-term professional development sessions focused on evaluating student errors and understanding can be effective at focusing a participant's evaluation of student work on particularly important elements of student understanding. Results have implications for understanding the types of knowledge necessary to effectively evaluate student work and for the design of professional development. Appended are: (1) ASR Task; (2) Natural Selection Pretest; (3) Content Knowledge Open-Ended Questions Scoring Guide; (4) Natural Selection Posttest; (5) Background Survey; (6) Professional Development Survey; (7) Video Quiz and Survey; (8) Item-Level Descriptive Statistics; and (9) Item-Level Inferential Statistics. (Contains 26 tables.)

Understanding the Early Years (UEY) is a national research initiative. It provides communities with information to enable them to make informed decisions about the best policies and most appropriate programs for Canadian families with young children. This report is based on one of seven communities studied in 2001-2002. Children's outcomes were assessed in physical health and well-being, cognitive skills, and behavioural measures. The evaluation comprised measures for: (1) Family background (including information on parental income, level of education, and occupational status); (2) Family processes (such as positive parenting practices, engagement in learning activities, family functioning, and maternal mental health); and (3) Community factors (including social support and social capital, neighbourhood quality and safety, use of recreational, cultural, and educational resources, and residential stability.) Data for the report were derived from the National Longitudinal Survey of Children and Youth (NLSCY) Community Study, the Early Development Instrument (EDI), and NLSCY and EDI data collected from across the UEY communities. Montreal study area findings include: (1) Approximately 40 percent of families have low incomes, 34.5 percent are single-parent families, and 23.1 percent of mothers have not finished high school; (2) Children in the Montreal study area fare well in physical health and well-being, social competence, communication skills and general knowledge; (3) Areas for improvement include language and cognitive development, and emotional maturity; (4) High prevalence of hyperactivity; and (5) Lower than average scores across family processes and community factors. Map of the Montreal UEY site is appended. (Contains 19 footnotes, 15 figures and 4 tables.)

AGENDA 21 AGENDA 21 is a plan for your life in the 21st century. It is meant to encompass nearly every aspect of life in one way or another. It contains exquisite detail about where you may live, how you may work, whether or not you can drive a car etc. etc.. It may sound like science fiction, but it is not. Even though it was never asked for or voted on by you, it is being implemented right now, and it is deadly serious. The method used has been to circumvent elected officials for the most part. Instead, unelected "committees" and foundations have quietly slipped their global plans to your local governments, telling them "this is what EVERYONE is doing... you too should be on board." Bribery (in the form of grants etc.) are usually also used to persuade your local officials. This convenient printable pamphlet PDF gives all the essential facts in a very concise form. Very handy for bringing your neighbors and local officials and politicians up to speed on this life-or-death issue for America.

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Understand each phase and model of SDLC and revolutionize your software development life cycle process from ideation to deployment We ll guide you through a cost effective and time efficient journey to deliver top notch software

Understand each phase and model of SDLC and revolutionize your software development life cycle process from ideation to deployment We ll guide you through a cost effective and time efficient journey to deliver top notch software

The SP theory of intelligence aims to simplify and integrate concepts in computing and cognition, with information compression as a unifying theme. This article discusses how it may be applied to the understanding of natural vision and the development of computer vision. The theory, which is described quite fully elsewhere, is described here in outline but with enough detail to ensure that the rest of the article makes sense. Low level perceptual features such as edges or corners may be identified by the extraction of redundancy in uniform areas in a manner that is comparable with the run-length encoding technique for information compression. The concept of multiple alignment in the SP theory may be applied to the recognition of objects, and to scene analysis, with a hierarchy of parts and sub-parts, and at multiple levels of abstraction. The theory has potential for the unsupervised learning of visual objects and classes of objects, and suggests how coherent concepts may be derived from fragments. As in natural vision, both recognition and learning in the SP system is robust in the face of errors of omission, commission and substitution. The theory suggests how, via vision, we may piece together a knowledge of the three-dimensional structure of objects and of our environment, it provides an account of how we may see things that are not objectively present in an image, and how we recognise something despite variations in the size of its retinal image. And it has things to say about the phenomena of lightness constancy and colour constancy, the role of context in recognition, and ambiguities in visual perception. A strength of the SP theory is that it provides for the integration of vision with other sensory modalities and with other aspects of intelligence.

The SP theory of intelligence aims to simplify and integrate concepts in computing and cognition, with information compression as a unifying theme. This article discusses how it may be applied to the understanding of natural vision and the development of computer vision. The theory, which is described quite fully elsewhere, is described here in outline but with enough detail to ensure that the rest of the article makes sense. Low level perceptual features such as edges or corners may be identified by the extraction of redundancy in uniform areas in a manner that is comparable with the run-length encoding technique for information compression. The concept of multiple alignment in the SP theory may be applied to the recognition of objects, and to scene analysis, with a hierarchy of parts and sub-parts, and at multiple levels of abstraction. The theory has potential for the unsupervised learning of visual objects and classes of objects, and suggests how coherent concepts may be derived from fragments. As in natural vision, both recognition and learning in the SP system is robust in the face of errors of omission, commission and substitution. The theory suggests how, via vision, we may piece together a knowledge of the three-dimensional structure of objects and of our environment, it provides an account of how we may see things that are not objectively present in an image, and how we recognise something despite variations in the size of its retinal image. And it has things to say about the phenomena of lightness constancy and colour constancy, the role of context in recognition, and ambiguities in visual perception. A strength of the SP theory is that it provides for the integration of vision with other sensory modalities and with other aspects of intelligence.

Understand each phase and model of SDLC and revolutionize your software development life cycle process from ideation to deployment We ll guide you through a cost effective and time efficient journey to deliver top notch software

The Regent Park Social Development Plan commonly known as the SDP, is a community wide initiative made up of Regent Park serving agencies, grassroots groups and residents. Established in 2007, the SDP is centred on the goal of creating an inclusive and cohesive Regent Park. Learn more about the SDP and how you can get involved in this episode of Regent Park TV. Make sure to Like, Comment and Subscribe!\r \r Subscribe for More ► https://www.youtube.com/user/RegentParkTV?sub_confirmation=1\r \r Follow us on Twitter ► https://www.twitter.com/regentparkfocus\r Like us on Facebook ► https://www.facebook.com/regentparkfocus \r Regent Park Focus ► https://www.focusmediaarts.ca #RegentParkSocialDevelopmentPlan, #RegentParkSDP

'Memorandum of Understanding between Education Consultants India.Ltd and Department of Education, Ministry of Human Resource Development for 1996-97 etc. (14-Aug-1997)' from the Parliament Digital Library

Head Start classrooms must provide all dual language learners (DLLs) with enriching materials that support their bilingual learning and development. However, Head Start program quality varies widely, as do DLLs' vocabulary trajectories in English and Spanish. This study will leverage a nationally representative sample of children attending Head Start. The researchers will use latent profile analysis to empirically derive bilingual vocabulary profiles in the fall and spring of Head Start. Then, family characteristics, including household income and parents' educational attainment relate to fall bilingual vocabulary profiles. Third, the researchers will use latent transition analysis to assess how children's membership in bilingual vocabulary groups changes between the fall and spring. Finally, the researchers will examine how measures of classroom quality predict changes among profiles between the fall and spring, to examine the role of high-quality classrooms in supporting bilingual vocabulary growth.

Children’s language ability is important for multiple outcomes across the lifespan. Children living in lower socioeconomic circumstances often have lower language development. Several mechanisms have been proposed to explain this, including parent linguistic responsiveness. However, this research often fails to recognise the constraints parents living in lower socioeconomic circumstances are under. The present study will aim to investigate whether parents’ psychological distress, both currently and in the postpartum period, mediates the relationship between socioeconomic circumstances and language development using a longitudinal design, measuring language at three points between 30 and 48 months. We will also investigate whether parents’ linguistic responsiveness moderates the relationship between psychological distress and language development, examining whether responsiveness is protective to children’s language when parents are experiencing distress.

Children’s language ability is important for multiple outcomes across the lifespan. Children living in lower socioeconomic circumstances often have lower language development. Several mechanisms have been proposed to explain this, including parent linguistic responsiveness. However, this research often fails to recognise the constraints parents living in lower socioeconomic circumstances are under. The present study will aim to investigate whether parents’ psychological distress, both currently and in the postpartum period, mediates the relationship between socioeconomic circumstances and language development using a longitudinal design, measuring language at three points between 30 and 48 months. We will also investigate whether parents’ linguistic responsiveness moderates the relationship between psychological distress and language development, examining whether responsiveness is protective to children’s language when parents are experiencing distress.

Erikson’s (1959,1968) concept of fidelity, encompassing the idea of staying loyal to oneself and significant individuals in one’s life, presents a reflective lens through which to examine the psychological needs of individuals with gifts and talents (IWGT). As IWGT navigate the challenges of intellectual and social development, they may encounter a distinctive set of hurdles related to their advanced intellectual abilities, including experiences such as boredom, underachievement, and social isolation (Gallagher, 2008). Furthermore, their journey becomes even more complex as they try to reconcile their extraordinary intellectual aptitude with their social and emotional demands, a complexity eloquently explored by Gross (1994). In an era where educational institutions are, unfortunately, facing challenges in prioritizing the nurturing of students’ social-emotional skills (Abrams, 2023), it becomes increasingly crucial to advocate for holistic approaches that encompass both intellectual and emotional facets, thereby better supporting the psychosocial development leading to well-being and identity achievement of IWGT. Understanding identity development among IWGT holds the potential to empower its stakeholders in providing crucial support to these students as they embark on a path of self-discovery and self-actualization. While several intrapersonal factors have emerged as pivotal determinants of Eriksonian identity formation, constructs such as hope and purpose drive performance to translate goals to success (Bronk et al., 2018; Colla et al., 2022). These dimensions, shaped by an individual’s experiences, beliefs, and values, can play a pivotal role in guiding one’s pursuit of Eriksonian fidelity. Similarly, the interpersonal dimension representing the environment, particularly within educational and family settings, exerts an influence on identity formation. A positive environment can provide appropriate resources, challenges, and support for the identity formation of the IWGT. Early adulthood is a phase when the sense of identity of an individual undergoes a remarkable transformation (Arnett, 2000), which is shaped by the interaction between the person and experiences in the environment cultivated since the formative years. This phase is a time of exploration, growth, and discovery – when the individual begins understanding who they are and what they want from life (Eriksson et al., 2020). And once they find their footing, they settle into a pattern that feels uniquely our own. This study aims to provide an opportunity to assess how intrapersonal factors (hope, purpose, curiosity and exploration) and interpersonal factors (school environment, family environment) influence their identity development, both distinctly and concurrently. The research questions guiding this study are: 1. What is the relationship between intrapersonal factors (indicated by hope, purpose, curiosity and exploration) and identity development among IWGT? 2. What is the relationship between interpersonal factors (indicated by school environment and family environment) and identity development among IWGT? 3. How is the interaction between the intrapersonal factors and the interpersonal factors associated with identity development among IWGT?

This report presents survey findings from two cycles of data collection in a 45-km area of Montreal located east of the city centre. The study was conducted by Statistics Canada as part of the second pilot phase of the Understanding the Early Years initiative (UEY-II), using the Communities Survey, a research tool adapted from the National Longitudinal Survey of Children and Youth (NLSCY). The first cycle of data collection took place in 2001, and the second cycle occurred in 2005. The Communities Survey consisted of two main activities: direct assessments of kindergarten children in the Montreal study area and interviews with parents. The results from the survey paint a portrait of early childhood outcomes at the study site, including outcomes related to physical health and well-being, cognitive skills and behaviour. The parental interviews offered information on a plethora of factors that may have influenced these developmental outcomes. The factors include the demographic characteristics of the children (e.g., age, gender), family income, parental education, parenting practices, childcare arrangements, literacy activities in the home, mutual support among neighbours, neighbourhood quality and safety, and use of the community's recreational, cultural and educational resources. By analyzing the two cycles of survey data together, the report also offers some insights into changes in demographic characteristics, family processes and community factors in the Montreal study area between 2001 and 2005, and how these changes may have affected the development of kindergarten children living in the community. To facilitate understanding of the survey results, the developmental outcomes of Montreal children are compared with the averages for the seven UEY-II pilot communities and, where possible, with averages for Canada as a whole. The remainder of this summary presents highlights from the report. "Early Childhood Development: Findings from Research" is appended. A bibliography is included. (Contains 20 tables, 27 figures and 11 footnotes.)

This paper reports on student experiences with an interdisciplinary project entitled "The Difficult Conversation", the aim of which was to develop professional competences linked with parental cooperation in heterogeneous social contexts, ethical reflection, pedagogical tact, and judgment skills. Student experiences with the project were reconstructed by analyzing 43 sets of reflection notes developed by second-year students who participated in the project in February and November 2015, and in January and November 2016. The students argued strongly in favor of the value of "The Difficult Conversation" reporting that it linked theory with practice, permitted them to develop empathy for parents, and provided them with a better understanding of parents from different cultural backgrounds. The conclusions refer to creating conditions for this aspect of professional learning in kindergarten teacher education programs.

The Development of a Puritan Understanding of Conversion 1972.. Digitized from IA40330203-30 .

Relationships are the foundation upon which all youth development rests. Young people grow, learn, and develop through relationships. Relationships socialize youth and subsequently encourage identity development. Relationships provide connection, a necessity for all humans. Supportive relationships promote positive academic, behavioral, and psychological outcomes, while also buffering against negative outcomes such as substance abuse. Relationships are the vehicle that propel adolescent development forward. Traditionally, there has been a schism in how developmental scientists study relationships, with studies focused either on relationship quality and supports within dyads (with one other person) or general structures of relationships and social capital across social networks. While these lines of research provide considerable insight into the power of relationships, resources, and networks for youth development, each approach raises important questions that could be addressed by the other. Therefore, several researchers have recently begun to examine youth-adult dyads from a developmental systems perspective. From this perspective, each person in a relationship influences and is influenced by the other person and each dyadic relationship is embedded within a broader ecology of relationships, supports, opportunities, and barriers. Building on this work, the authors take the perspective that these streams of research need to be further integrated to provide a more accurate depiction of how relationships affect youth development. In this brief, the authors present a web of support framework to describe how youth relate to adults and peers in their lives and how these relationships provide the developmental supports necessary for young people to be on a positive developmental trajectory. The authors also discuss implications and pose larger questions about the use of this framework in research and practice.

Intended for trainers conducting preservice Peace Corps volunteer training, this manual presents materials to help trainees evolve an understanding of what role women can and do play in the developmental process and of its relationship to Peace Corps programs. An introduction discusses the design and use of the manual. The training goals are then listed. Materials are provided for five sessions: introduction to development, defining women's role in development, identifying roles of men and women in the community and their impact on development, study of a development project and its impact, and summary and application of learning. Each session is organized as follows: time, objectives, overview (summary statement of purpose and rationale and brief description of what will happen in the session), procedures (the training activities suggested to accomplish the goals and the approximate time to complete each activity), materials list, trainer notes (suggestions on how the procedures can be modified, tips on possible outcomes or problems, and suggestions for additional activities), and attachments and handouts (trainer reference or background material, resource articles, case studies, discussion questions, exercises, reading assignments, and inventories). (YLB)

Intended for trainers conducting preservice Peace Corps volunteer training, this manual presents materials to help trainees evolve an understanding of what role women can and do play in the developmental process and of its relationship to Peace Corps programs. An introduction discusses the design and use of the manual. The training goals are then listed. Materials are provided for five sessions: introduction to development, defining women's role in development, identifying roles of men and women in the community and their impact on development, study of a development project and its impact, and summary and application of learning. Each session is organized as follows: time, objectives, overview (summary statement of purpose and rationale and brief description of what will happen in the session), procedures (the training activities suggested to accomplish the goals and the approximate time to complete each activity), materials list, trainer notes (suggestions on how the procedures can be modified, tips on possible outcomes or problems, and suggestions for additional activities), and attachments and handouts (trainer reference or background material, resource articles, case studies, discussion questions, exercises, reading assignments, and inventories). (YLB)

Intended for trainers conducting preservice Peace Corps volunteer training, this manual presents materials to help trainees evolve an understanding of what role women can and do play in the developmental process and of its relationship to Peace Corps programs. An introduction discusses the design and use of the manual. The training goals are then listed. Materials are provided for five sessions: introduction to development, defining women's role in development, identifying roles of men and women in the community and their impact on development, study of a development project and its impact, and summary and application of learning. Each session is organized as follows: time, objectives, overview (summary statement of purpose and rationale and brief description of what will happen in the session), procedures (the training activities suggested to accomplish the goals and the approximate time to complete each activity), materials list, trainer notes (suggestions on how the procedures can be modified, tips on possible outcomes or problems, and suggestions for additional activities), and attachments and handouts (trainer reference or background material, resource articles, case studies, discussion questions, exercises, reading assignments, and inventories). (YLB)

Intended for trainers conducting preservice Peace Corps volunteer training, this manual presents materials to help trainees evolve an understanding of what role women can and do play in the developmental process and of its relationship to Peace Corps programs. An introduction discusses the design and use of the manual. The training goals are then listed. Materials are provided for five sessions: introduction to development, defining women's role in development, identifying roles of men and women in the community and their impact on development, study of a development project and its impact, and summary and application of learning. Each session is organized as follows: time, objectives, overview (summary statement of purpose and rationale and brief description of what will happen in the session), procedures (the training activities suggested to accomplish the goals and the approximate time to complete each activity), materials list, trainer notes (suggestions on how the procedures can be modified, tips on possible outcomes or problems, and suggestions for additional activities), and attachments and handouts (trainer reference or background material, resource articles, case studies, discussion questions, exercises, reading assignments, and inventories). (YLB)

Intended for trainers conducting preservice Peace Corps volunteer training, this manual presents materials to help trainees evolve an understanding of what role women can and do play in the developmental process and of its relationship to Peace Corps programs. An introduction discusses the design and use of the manual. The training goals are then listed. Materials are provided for five sessions: introduction to development, defining women's role in development, identifying roles of men and women in the community and their impact on development, study of a development project and its impact, and summary and application of learning. Each session is organized as follows: time, objectives, overview (summary statement of purpose and rationale and brief description of what will happen in the session), procedures (the training activities suggested to accomplish the goals and the approximate time to complete each activity), materials list, trainer notes (suggestions on how the procedures can be modified, tips on possible outcomes or problems, and suggestions for additional activities), and attachments and handouts (trainer reference or background material, resource articles, case studies, discussion questions, exercises, reading assignments, and inventories). (YLB)

Intended for trainers conducting preservice Peace Corps volunteer training, this manual presents materials to help trainees evolve an understanding of what role women can and do play in the developmental process and of its relationship to Peace Corps programs. An introduction discusses the design and use of the manual. The training goals are then listed. Materials are provided for five sessions: introduction to development, defining women's role in development, identifying roles of men and women in the community and their impact on development, study of a development project and its impact, and summary and application of learning. Each session is organized as follows: time, objectives, overview (summary statement of purpose and rationale and brief description of what will happen in the session), procedures (the training activities suggested to accomplish the goals and the approximate time to complete each activity), materials list, trainer notes (suggestions on how the procedures can be modified, tips on possible outcomes or problems, and suggestions for additional activities), and attachments and handouts (trainer reference or background material, resource articles, case studies, discussion questions, exercises, reading assignments, and inventories). (YLB)

Intended for trainers conducting preservice Peace Corps volunteer training, this manual presents materials to help trainees evolve an understanding of what role women can and do play in the developmental process and of its relationship to Peace Corps programs. An introduction discusses the design and use of the manual. The training goals are then listed. Materials are provided for five sessions: introduction to development, defining women's role in development, identifying roles of men and women in the community and their impact on development, study of a development project and its impact, and summary and application of learning. Each session is organized as follows: time, objectives, overview (summary statement of purpose and rationale and brief description of what will happen in the session), procedures (the training activities suggested to accomplish the goals and the approximate time to complete each activity), materials list, trainer notes (suggestions on how the procedures can be modified, tips on possible outcomes or problems, and suggestions for additional activities), and attachments and handouts (trainer reference or background material, resource articles, case studies, discussion questions, exercises, reading assignments, and inventories). (YLB)

Intended for trainers conducting preservice Peace Corps volunteer training, this manual presents materials to help trainees evolve an understanding of what role women can and do play in the developmental process and of its relationship to Peace Corps programs. An introduction discusses the design and use of the manual. The training goals are then listed. Materials are provided for five sessions: introduction to development, defining women's role in development, identifying roles of men and women in the community and their impact on development, study of a development project and its impact, and summary and application of learning. Each session is organized as follows: time, objectives, overview (summary statement of purpose and rationale and brief description of what will happen in the session), procedures (the training activities suggested to accomplish the goals and the approximate time to complete each activity), materials list, trainer notes (suggestions on how the procedures can be modified, tips on possible outcomes or problems, and suggestions for additional activities), and attachments and handouts (trainer reference or background material, resource articles, case studies, discussion questions, exercises, reading assignments, and inventories). (YLB)

'1. Report and Accounts (1993-94) of the Indian Renewable Energy Development Ltd. New Delhi and related papers, 2. Memorandum of Understanding (1993-94) between Govt, of India and the Indian Renewable Energy Development Ltd., New Delhil (15-Dec-1994)' from the RS Debates Digital Library

'1. Report and Accounts (1993-94) of the Indian Renewable Energy Development Ltd. New Delhi and related papers, 2. Memorandum of Understanding (1993-94) between Govt, of India and the Indian Renewable Energy Development Ltd., New Delhil (15-Dec-1994)' from the RS Debates Digital Library

The study is a 12-month qualitative design funded by the NIHR Research for Patient Benefit Programme (NIHR204968). The purpose of the study is to develop an in-depth understanding of pregnant and breastfeeding Black and Asian womens' knowledge and beliefs about Vitamin-D deficiency and supplementation, to inform the co-development of an intervention, to encourage high uptake of Vitamin-D supplements for this high risk group. The study comprises two separate, but interrelated stages. Workstage 1 is an interview study with pregnant and breastfeeding Black and Asian women and midwives. Workstage 2 is a co-design workshop with pregnant and breastfeeding Black and Asian women and midwives (some will have taken part in Workstage 1 and others will be new participants), which will culminate in the co-development of a ‘prototype’ Vitamin-D intervention for the target population. This work has the potential to benefit not only the health of these women themselves, but also their babies both in the short and long-term.

The study is a 12-month qualitative design funded by the NIHR Research for Patient Benefit Programme (NIHR204968). The purpose of the study is to develop an in-depth understanding of pregnant and breastfeeding Black and Asian womens' knowledge and beliefs about Vitamin-D deficiency and supplementation, to inform the co-development of an intervention, to encourage high uptake of Vitamin-D supplements for this high risk group. The study comprises two separate, but interrelated stages. Workstage 1 is an interview study with pregnant and breastfeeding Black and Asian women and midwives. Workstage 2 is a co-design workshop with pregnant and breastfeeding Black and Asian women and midwives (some will have taken part in Workstage 1 and others will be new participants), which will culminate in the co-development of a ‘prototype’ Vitamin-D intervention for the target population. This work has the potential to benefit not only the health of these women themselves, but also their babies both in the short and long-term.

The study is a 12-month qualitative design funded by the NIHR Research for Patient Benefit Programme (NIHR204968). The purpose of the study is to develop an in-depth understanding of pregnant and breastfeeding Black and Asian womens' knowledge and beliefs about Vitamin-D deficiency and supplementation, to inform the co-development of an intervention, to encourage high uptake of Vitamin-D supplements for this high risk group. The study comprises two separate, but interrelated stages. Workstage 1 is an interview study with pregnant and breastfeeding Black and Asian women and midwives. Workstage 2 is a co-design workshop with pregnant and breastfeeding Black and Asian women and midwives (some will have taken part in Workstage 1 and others will be new participants), which will culminate in the co-development of a ‘prototype’ Vitamin-D intervention for the target population. This work has the potential to benefit not only the health of these women themselves, but also their babies both in the short and long-term.

The study is a 12-month qualitative design funded by the NIHR Research for Patient Benefit Programme (NIHR204968). The purpose of the study is to develop an in-depth understanding of pregnant and breastfeeding Black and Asian womens' knowledge and beliefs about Vitamin-D deficiency and supplementation, to inform the co-development of an intervention, to encourage high uptake of Vitamin-D supplements for this high risk group. The study comprises two separate, but interrelated stages. Workstage 1 is an interview study with pregnant and breastfeeding Black and Asian women and midwives. Workstage 2 is a co-design workshop with pregnant and breastfeeding Black and Asian women and midwives (some will have taken part in Workstage 1 and others will be new participants), which will culminate in the co-development of a ‘prototype’ Vitamin-D intervention for the target population. This work has the potential to benefit not only the health of these women themselves, but also their babies both in the short and long-term.

A selection from the many citations of material in the ERIC/RCS Reprint Bibliography entitled "Helping Parents Understand the Stages of Their Child's Reading Development," this FAST (Focused Access to Selected Topics) annotated bibliography can serve as a guide and beginning point for parents who want to become better informed about any or all of the phases of their child's reading development. The bibliography is divided into three sections: (1) the preschool phase (10 citations); (2) the beginning reading stage (3 citations); and (3) the developing reading stage reading stage (3 citations); and (3) the developing reading stage (11 citations). (JK)

This Info Brief introduces families, including families of youth with disabilities, to a new way of looking at career development for youth. This brief discusses the three phases of career development, highlights Individualized Learning Plans as a tool for facilitating the career development process, and offers strategies on how families can be involved.

With the accelerated globalization, domestic and international communications become more frequent than ever before. As the major media of international communication, languages contact with each other more actively by day. And in the active contact any language would gradually develop and change. Pidgin language is a unique linguistic phenomenon resulted from the frequent language contact. By taking pidgin as an example, this article attempts to shed some light on the language development models in the frequent contact and how one language reacts to its environment, which includes a foreign language, a new culture and new information. With "Chaos Theory" brought to the horizon, this paper figures out three ways, namely, to progress, to decay, and to remain untouched, for any language to choose from when it is in contact with a new environment.