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special needs coordinators, etc). The information gathered from these meetings has been used to guide the development and implementation of policies and practices that promote continuity. Final Interview with Liaisons. |
In the final interview conducted with site liaisons, five of the seven liaisons reported that the overall goal of their partnership is to improve services for children and their families |
by connecting agencies and strengthening the collaborative bonds between those agencies. Three of the liaisons specifically mentioned the need to improve transitions and create a system of responsive and comprehensive |
services. In addition, liaisons were asked to talk about their reasons for participating in the field-test process. At least three of the liaisons cited low levels of collaboration across agencies |
and indicated that partnership meetings were used primarily as a time for sharing information. Others saw the training as an opportunity to invite additional partners to the table and begin |
a discussion of how they could better work together. Finally, liaisons were asked to rate the extent to which the Framework materials had been helpful in accomplishing their overall partnership |
goal. Using a five-point scale, five of the liaisons rated the Framework materials as either "helpful" (4) or "very helpful" (5). The remaining two liaisons rated the Framework materials as |
at least "somewhat helpful" (3). Developing and maintaining a community collaborative is hard work, and it is a challenge that requires a great deal of commitment and cooperation from those |
involved. Training and resource materials available to help community partnerships build a more responsive system must address such issues as time constraints, communication gaps, differences in professional training, and funding |
limitations. Given these challenges, the Continuity Framework and its Trainer's Guide seem to be important and useful tools for helping partnerships increase collaboration and involvement. Data gathered from participant ratings |
and key-informant interviews indicated that the training was helpful in a number of ways. A feature of the training mentioned by many of the participants was the fact that the |
experience helped "level the playing field." That is, it provided stakeholders with a common language to use as they worked together. As illustrated in the following example, stakeholders often come |
from a variety of agencies and backgrounds, which can be a major impediment when a community must begin to work together and coordinate its efforts. The case studies in the |
sidebars highlight the work of four collaborative partnerships that took part in the field study. These case studies discuss some of the problems they encountered, how they used the Framework |
materials to address those problems, and where they are today. Bovill, Idaho, Collaborative Bovill is a small town (population 310) located in the north central part of the state. Bovill |
has no resident doctor or dentist. At the time, there also was no child care center or preschool available to children. (The closest one was 35 miles away.) In 1998, |
various members of the community decided that they wanted to do something to help improve the situation for children. This group of citizens brought together parents and virtually every local |
organization to work on a plan that would support the learning needs of children and their families. Part of this effort was a proposal submitted to the J.A. and Kathryn |
Albertson Foundation that would help fund an early learning center. In 1999, they were awarded a grant, and they began the work to open the Bovill Early Childhood Community Learning |
Center. However, once the work began, members of the partnership found that they did not have a common vocabulary to talk about the issues of early childhood education. There were |
also difficulties associated with establishing a partnership, such as "Who else should be included?" and "How do you get started?" In an effort to "get started" and begin the planning |
process, the partnership elected to participate in the field testing of the Framework materials. Framework training was provided over two consecutive days and built into the inservice training schedule of |
the elementary school. In addition to staff and faculty from the elementary school, representatives from other agencies and organizations participated, including the health department, the Idaho Department of Disabilities, news |
media, schools, early childhood education, Even Start, parents, university students, attorneys, community leaders, and businesses. According the site liaison, the Framework materials were used: - To improve awareness of key |
issues in providing high-quality services. The Framework provides direction to help develop a program that really works. - To provide a common language and for internal communication enhancement. Now everyone |
"speaks the same language." - As an external communication tool. According to the liaison, "it is so much easier to talk with funding sources when you use the structure of |
the elements as a base." - To validate their progress toward providing the best practices in early childhood education. - As a piece of the Bovill Elementary School improvement plan. |
Positive impact on individual partnership members was cited as another basis for success of the training. Many indicated they had a better understanding of continuity and were more motivated to |
continue to work on the difficult issues that often arise as part of the collaborative process. An added value of the training was the opportunity to spend time together and |
develop relationships with persons from other agencies. Often, these individual relationships help form the basis for collaborative work within the partnership. Based on the sites that continued to use the |
materials, the Continuity Framework and its Trainer's Guide seem to be equally useful to both existing and newly established partnerships. A common experience in the maturation of partnerships is that |
they are prone to lose initial momentum, often stagnating into "easy" roles such as simple information sharing. A serendipitous discovery of this study is that such partnerships evidenced rejuvenation of |
their efforts after participating in the training (see the Valdosta, Georgia, example). Valdosta, Georgia, Collaborative The Lowndes County/Valdosta Commission for Children and Youth has been in existence for more than |
a decade, and during this time, the partnership has experienced various "ups and downs." According to site liaison Vickie Elliott, cycles are a normal part of the collaborative process, "They |
may be the result of staff turnover or changes in the board chair and/or board members." She reports that participation in the training provided members with practical, research-based information. This |
information served as a reminder to members that they were doing good work and that their work was important. Since the training, the partnership has continued to use Framework materials |
as a reference and resource. For example, during a recent meeting, members began a discussion regarding the evaluation of partnership activities. They used Element 8: Evaluation of Partnership Success to |
help shape and guide this discussion. In addition, the partnership has applied for and received a 21st Century Learning Community grant. Because of the knowledge and understanding they gained during |
the training, members requested funds for a case manager position to be based at each school and conducting home visits. It is hoped that this strategy will facilitate communication and |
create greater continuity of services for students and families. Finally, the data indicate that change takes place slowly. Participants reported that the training had had some impact on their community |
but felt that the greatest impact was yet to come. Bringing everyone to the table is not enough. True collaboration that produces continuity in services for children takes place over |
a long period of time, as agencies that have not previously worked together begin to get to know each other and slowly modify procedures and practices. Marshall County Tadpole Team, |
Wheeling, WV Efforts to collaborate are often driven by the realization that single agencies cannot solve problems alone. Partners must be willing to jointly plan and implement new ventures, as |
well as pool resources such as money and personnel. Nowhere is this need to collaborate and pool resources more crucial than in Marshall County, WV. Located in the northern part |
of West Virginia, Marshall County remains a predominantly rural county. With a population of approximately 36,000, Marshall County has seen a decline in the number of residents over the past |
two to three years, largely attributed to the economic hardships of the area. This part of West Virginia relies heavily on the coal and steel industries, and as these industries |
have fallen on hard times, so too have many families. As a result, many families have moved away to find other employment; however, many others have sought support from social |
services agencies within the community. In order to make the most of the limited resources and support available within the county, many of the local agencies (e.g., Northern Panhandle Head |
Start, Starting Points Center, Tadpoles Team) came together to form a community collaborative. Although their collaborative meetings began more as a time for sharing information, members soon realized that to |
be a true "working group," they would need to broaden the meeting agendas and formalize the collaborative relationships. Using the Framework materials as an assessment tool, members worked through each |
element identifying the gaps in services and generating ideas for possible programs and procedures to address those gaps. This shift encouraged members to devote meeting times to discussing specific issues |
facing the community. Moreover, it encouraged members to formalize the partnership with written agreements. These agreements have allowed members to make a solid commitment to the collaborative, as well as |
clarify specific roles and responsibilities for services. Beyond the content of the training and issues related to the collaborative process, the field study underscored the importance of training structure and |
design. Many study participants praised the Framework materials for flexibility and relevance to a variety of contexts. The training materials were designed so that particular attention was devoted to issues |
such as target audience attributes (e.g., varied educational and professional development backgrounds), which dictate the appropriate level of sophistication as well as the need for course module structure (i.e., overall |
organization and scripting) to be highly adaptable to local training needs. The field studies indicate that community partnerships benefit from training and technical assistance that help with the process of |
getting started, as well as recapturing momentum and focus. Additional research is needed to document the ongoing efforts of these communities and explore whether the Framework materials continue to have |
an impact on community practices and outcomes, as many of the participants predicted. Further study also is needed to determine what other kinds of training or technical assistance might be |
useful to these partnerships as they work to build capacity and expand or grow new programs. Bronfenbrenner, Urie. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. Bruner, |
active. Hoffman, Stevie (Ed.). (1991). Educational partnerships: Home-school-community [Special issue]. Elementary School Journal, 91(3). Kagan, Sharon Lynn. (1992). The strategic importance of linkages and the transition between early childhood programs |
and early elementary school. In Sticking together: Strengthening linkages and the transition between early childhood education and early elementary school (Summary of a National Policy Forum). Washington, DC: U.S. Department |
of Education. ED 351 152. Kunesh, Linda. (1994). Integrating community services for children, youth, and families. Oak Brook, IL: North Central Regional Educational Laboratory. Melaville, Atelia; Blank, Martin; & Asayesh, |
url is no longer active.[2002, October 22]. ED 443 164. North Central Regional Educational Laboratory. (1993). NCREL's policy briefs: Integrating community services for young children and their families. Oak Brook, |
a senior program specialist with SERVE Regional Educational Laboratory. She studied at the University of Alabama (B.S.), the University of Southern Mississippi (M.S.), and completed her Ph.D. in Family and |
Child Development at Auburn University. Prior to coming to SERVE, Dr. Brown worked as a children's therapist in a community mental health program. As a program specialist with SERVE, Dr. |
Brown provides training and direct consultation to school personnel, child care providers, and community partnerships. SERVE Regional Educational Laboratory 1203 Governor's Square Blvd., Suite 400 Tallahassee, FL 32301 Carolynn Amwake, |
a program specialist at the SERVE Regional Educational Laboratory, has extensive experience working with families, child care providers, teachers, administrators, and community partners. She received her B.S. from Radford University |
in early childhood education and special education and has taught children with special needs in elementary schools, children's homes, and child care centers. Her experiences as an educator and parent |
led to an interest in improving the quality and continuity of early childhood transitions for both children and families. SERVE Regional Educational Laboratory 1203 Governor's Square Blvd., Suite 400 Tallahassee, |
FL 32301 Timothy Speth is a research associate at Northwest Regional Educational Laboratory (NWREL). He received his B.S. in psychology from South Dakota State University and his M.A. from San |
Diego State University. He has extensive training and experience in research design, statistics, and program evaluation. Mr. Speth is currently involved with several research and evaluation projects throughout the Northwest, |
as a Research Associate of NWREL's Child and Family Program. He is the primary external evaluator for six Alaska schools participating in the Comprehensive School Reform Demonstration Project (CSRD) and |
assists in CSRD-related activities throughout the Northwest. Northwest Regional Educational Laboratory 101 S.W. Main Street, Suite 500 Portland, OR 97204-3297 Catherine Scott-Little, Ph.D., is director of the Expanded Learning Opportunities |
Project for SERVE. Dr. Little completed her graduate work in human development at the University of Maryland, College Park. Her undergraduate degree in child development and family relations is from |
the University of North Carolina at Greensboro. Prior to joining SERVE, Dr. Little was deputy director of a large Head Start program in Fort Worth, Texas, and she has also |
How hot is it where you are? Tell your stories at CNN's iReport. (CNN) -- For many Americans, this summer has been miserably hot. Heat advisories and warnings have been issued from coast to coast, with high temperatures often reaching into the triple digits, and July went into the record books as the hottest month ever for the continental United |
States. But in certain parts of the world, this is the norm -- or maybe even on the cool side. Try Kuwait City, for instance. In July, its average high temperature is 116 degrees Fahrenheit. Or Timbuktu in Mali, where the highs average 108 in May and was once recorded at 130. 130! That ranks fifth on the all-time list. |
The highest temperature ever recorded on the planet was in 1922, when a thermometer in El Azizia, Libya, hit 136. Some dispute that mark, saying it was improperly measured. If that's true, the record would be the 134, reached nine years earlier in Death Valley, California. But the world's hottest place might not be any of these, according to a |
team of scientists from the University of Montana. It says the highest temperatures on Earth are found in areas that don't even have weather stations. "The Earth's hot deserts -- such as the Sahara, the Gobi, the Sonoran and the Lut -- are climatically harsh and so remote that access for routine measurements and maintenance of a weather station is |
impractical," said David Mildrexler, lead author of a recent study that used NASA satellites to detect the Earth's hottest surface temperatures. The satellites detect the infrared energy emitted by land. And over a seven-year period, from 2003 to 2009, they found Iran's Lut Desert to be the hottest place on Earth. The Lut Desert had the highest recorded surface temperature |
in five of the seven years, topping out at 159 degrees in 2005. Other notable annual highs came from Queensland, Australia (156 degrees in 2003) and China's Turpan Basin (152 degrees in 2008). It's important to stress that surface temperatures are naturally higher than the air temperatures measured by weather stations. Air temperatures have to be measured by thermometers placed |
off the ground and shielded from sunlight, according to global meteorological standards. But the study shows that today's modern records might not necessarily be the most accurate. "Most of the places that call themselves the hottest on Earth are not even serious contenders," co-author Steve Running said. The world's highest recorded air temperatures 1. El Azizia, Libya (136 degrees Fahrenheit) |
2. Death Valley, California (134) 3. Ghadames, Libya (131) 3. Kebili, Tunisia (131) 5. Timbuktu, Mali (130) 5. Araouane, Mali (130) 7. Tirat Tsvi, Israel (129) 8. Ahwaz, Iran (128) 8. Agha Jari, Iran (128) 10. Wadi Halfa, Sudan (127) Highest recorded air temperature (by continent) Africa: El Azizia, Libya (136) North America: Death Valley, California (134) Asia: Tirat Tsvi, |
Israel (129) Australia: Cloncurry, Queensland (128*) Europe: Seville, Spain (122) South America: Rivadavia, Argentina (120) Antarctica: Vanda Station, Scott Coast (59) Sources: NOAA, World Meteorological Organization * This temperature was measured using the techniques available at the time of recording, which are different to the standard techniques currently used in Australia. The most likely Australian record using standard equipment is |
Using the Moon as a High-Fidelity Analogue Environment to Study Biological and Behavioural Effects of Long-Duration Space Exploration Goswami, Nandu and Roma, Peter G. and De Boever, Patrick and Clément, Gilles and Hargens, Alan R. and Loeppky, Jack A. and |
Evans, Joyce M. and Stein, T. Peter and Blaber, Andrew P. and Van Loon, Jack J.W.A. and Mano, Tadaaki and Iwase, Satoshi and Reitz, Guenther and Hinghofer-Szalkay, Helmut G. (2012) Using the Moon as a High-Fidelity Analogue Environment to Study |
Biological and Behavioural Effects of Long-Duration Space Exploration. Planetary and Space Science, Epub ahead of print (in press). Elsevier. DOI: 10.1016/j.pss.2012.07.030. Full text not available from this repository. Due to its proximity to Earth, the Moon is a promising candidate |
for the location of an extra-terrestrial human colony. In addition to being a high-fidelity platform for research on reduced gravity, radiation risk, and circadian disruption, the Moon qualifies as an isolated, confined, and extreme (ICE) environment suitable as an analogue |
for studying the psychosocial effects of long-duration human space exploration missions and understanding these processes. In contrast, the various Antarctic research outposts such as Concordia and McMurdo serve as valuable platforms for studying biobehavioral adaptations to ICE environments, but are |
still Earth-bound, and thus lack the low-gravity and radiation risks of space. The International Space Station (ISS), itself now considered an analogue environment for long-duration missions, better approximates the habitable infrastructure limitations of a lunar colony than most Antarctic settlements |
in an altered gravity setting. However, the ISS is still protected against cosmic radiation by the earth magnetic field, which prevents high exposures due to solar particle events and reduces exposures to galactic cosmic radiation. On Moon the ICE environments |
are strengthened, radiations of all energies are present capable of inducing performance degradation, as well as reduced gravity and lunar dust. The interaction of reduced gravity, radiation exposure, and ICE conditions may affect biology and behavior--and ultimately mission success--in ways |
the scientific and operational communities have yet to appreciate, therefore a long-term or permanent human presence on the Moon would ultimately provide invaluable high-fidelity opportunities for integrated multidisciplinary research and for preparations of a manned mission to Mars. |Title:||Using the |
from 2048 page size NAND flash at CS1| Arquitectura General It is necessary, for the operation of the Nanonote Board to store many sections of executable programs in volatile and non-volatile memories. The volatile memories are used like Random Access Memories (RAM) due to its low access time and unlimited number of Read/Write cycles. On the other hand, the Non-volatile memories (NAND, SD) stores |
for long periods of time the required information to operate the Embedded System. Universal Serial Bus (USB) is a way of setting up communication between a computer and peripheral devices. USB is intended to replace many varieties of serial and parallel ports. USB can connect computer peripherals such as mice, keyboards, PDAs, gamepads and joysticks, scanners, digital cameras, printers, personal media players, flash drives, |
and external hard drives. For many of those devices, USB has become the standard connection method. A USB system has an asymmetric design, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A |
USB host may have multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including the hub devices, may be connected to a single host controller. Serial and JTAG The NAND in the Ben NanoNote: - Has pages that are 4096 bytes in length - Has blocks that are 128 pages in length - Has 4096 |
information GPIO pins The Jz4720 has only a limited number of pins as outputs to the board. Furthermore, several functions take up gpio pins which are therefore not usable for other functions. Those devices are the sdram and nand controller, lcd controller and mmc+sd controller. Below is a table showing how they are used. Please complete this table. The missing entries are not connected |
to a pad in the Jz4720. Port A - 01 sdram data 0 - 03 sdram data 1 - 05 sdram data 2 - 07 sdram data 3 - 08 sdram data 4 - 09 sdram data 5 - 10 sdram data 6 - 11 sdram data 7 - 12 sdram data 8 - 13 sdram data 9 - 15 sdram data 10 - |
17 sdram data 11 - 22 sdram data 12 - 26 sdram data 13 - 28 sdram data 14 - 30 sdram data 15 Port B - 00 sdram address 0 - 01 sdram address 1 - 02 sdram address 2 - 03 sdram address 3 - 04 sdram address 4 - 05 sdram address 5 - 06 sdram address 6 - 07 sdram |
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