endemics : the cuban cricosaura typica is the only xantusiid found in the west indies and is interpreted as one of the caribbean ' s few ancient endemic vertebrate lineages ; and xantusia riversiana ( formerly klauberina riversiana ) is limited to three of the channel islands off the coast of california. the phylogenetic relationships of xantusiidae are problematic. morphology and molecules produce different topologies within the clade : morphology recovers a cricosaura + lepidophyma clade, while mitochondrial genes recover a lepidophyma + xantusia clade. lack of resolution of relationships within xantusiidae has hindered the placement of this clade within the squamate tree. xantusiidae is a " tree - changing " taxon : it causes homoplasy wherever it is placed, and its placement can tip the balance between the two primary competing hypotheses of scleroglossan relationships. xantusiidae is traditionally placed within scincomorpha, but some analyses have placed it near gekkota. thus, xantusiidae is either a highly derived, or extremely basal, scleroglossan clade. previous analyses of squamate phylogeny have almost certainly suffered in relying on species of the readily available - - but relatively derived - - genus xantusia as exemplars for xantusiidae. cricosaura or a species of lepidophyma would be more appropriate, but both are exceedingly rare in collections ; indeed, some species of lepidophyma are known from only 1 or 2 specimens. whatever the placement of xantusiidae within squamates, there is no doubt that xantusiids are monophyletic. the following are some of the hypothesized synapomorphies of the lineage ( from estes et al., 1988 ), most of which can be seen in the skull reconstructions above : supratemporal fenestra closed primarily by postorbital ; parietals paired well into postembryonic ontogeny ; parietal table extensive posteriorly, largely obscuring braincase in dorsal view, supratemporal process short ; vomers fused ; ectopterygoid contacts palatine anterolaterally, excluding maxilla from suborbital fenestra ; ectopterygoid enlarged medially, restricting suborbital fenestra.


this database of images for the study and teaching of art, design, and visual culture at illinois state university, is produced as a collaboration between the school of art and milner library. the images come from many sources, including publications, original photography, and the visual resources collection of the school of art. the slides of sverre " bex " braathen combine a " passion for circus " with the skills and artistry of photography at its finest. images were captured in the saturated colors of kodachrome slides and date from the early 1940s to the late 1950s as well as black and white film in the 1930s. set within the context of the entire braathen … illinois state university history is a growing collection that currently includes campus history books, proceedings of the first university governing board, and nearly 400 photographs. support for this collection is provided by the friends of milner library and the illinois state library, a division of the office of the secretary of … welcome to milner library ' s international collection of child art digital image collection! this resource holds images of art created by children and adolescents representing more than fifty countries and cultures from argentina to new zealand. the artworks are two dimensional and use varied media. the work in this collection … voices of extremism : conflicting ideologies in united states politics in the decades following wwii is a unique audio documentation of the individuals and movements that characterized the extremist politics in the united states in the decades following the second world war from 1946 to 1980. the collection also includes a documentary on … cultivated in the spirit of teaching, learning and research, milner library ' s digital collections provide a variety of resources. they reflect the rich cultural heritage at illinois state university, and include audio recordings, historic documents, photos, and images of art and visual culture. discover all collections art & culture circus & allied arts illinois state university history international collection of child art voices of extremism native american collection normal editions workshop ( n. e. w. ) towanda area history world war i women


date : august 2010 creator : allen, evette l. description : family communication has the potential to affect a variety of youth behavioral outcomes including adolescent sexual risk behavior. within chapter 1, i present past literature on adolescent sexual risk behaviors, family communication patterns, and the gaps associated with those areas. in chapter 2, i review previous literature on adolescent sexual risk behavior, parent - child communication and family communication patterns. in chapter 3, i present the method which includes a description of the participants, procedures, measures, and data analysis used. in chapter 4, i present the results of the study. according to the results of the study, father - child communication is not a better predictor of adolescent sexual risk behavior. a higher quantity of parent - child communication does not lead to less adolescent sexual risk behavior. participants with a pluralistic family type do significantly differ from laissez - faire and protective family types in regards to levels of parent - child communication. participants with a consensual family type do have significantly higher levels of parent - child communication in comparison to laissez - faire family types, but not protective family types. finally, in chapter 5, i present the discussion with a review of previous research ( consistent or inconsistent with the current findings ), limitations and conclusions for the current study. contributing partner : unt libraries


children of substance abusers : observations and their mothers ' reports of childrearing practices the widespread use of drugs includes women who are mothers and of childbearing age. a review of the literature shows that women who are substance abusers suffer from depression, low self - esteem, have poor health and nutrition, and histories of family violence and abuse. ^ during pregnancy, addictive women often lack prenatal care. in utero exposure to drugs is associated with multiple postnatal outcomes which include prematurity, low birth weight, neonatal abstinence syndrome, and acquired immunodeficiency syndrome ( aids ). intelligence testing found that the children scored within the normal range but significantly lower than the children of drug - free controls. ^ conflicting views on the parenting of mothers who are substance abusers exist. deprived and poorly nurtured in childhood themselves, they feel inadequate as parents. however, they love their children, are capable of learning developmental issues of childhood, and can respond with sensitivity to their needs. ^ the purpose of this study was to examine the child - rearing attitudes and parental style of addicted mothers and the impact of their drug use, parental attitudes, and demographic variables on their interactions with their children. forty - four mothers, forty - one drug users and three non - drug users, and nineteen infants participated in the study. participants attended the infant and toddler schools of the center for comprehensive health practice, inc. subjects completed the demographic sheet and the modified child - rearing practices report ( crpr ). the child data was obtained from the agency and included the scores of the bayley scales of infant development, the checklist for caregiver - infant observation, and the home observation for measurement of the environment - short form ( home - sf ). generally, greater parental control and less expression of affection were adhered to as values by the participants of the study. correlations as a function of drug usage and demographic variables suggested that the participants held both sound and inappropriate child - rearing attitudes. length of treatment and the age of the youngest child emerged as the demographic variables most related to the parental attitude variables. the children scored within the average range of intelligence, however, the range of variation was highly significant. ^ health sciences, mental health | women ' s studies | psychology, developmental sarai ramona padilla - rafalsky, " children of substance abusers : observations and their mothers ' reports of childrearing practices " ( january 1, 1993 ). etd collection for pace university.


born in 1940, wangari maathai is a kenyan ecologist and environmental activist who founded the green belt movement in 1977, causing the media to depict her as a latter - day johnny appleseed who has planted millions of trees in africa. ( the green belt movement has been responsible for the planting of more than 10 million trees to prevent soil erosion and provide a source of firewood. ) as a member of the green belt movement, maathai has led sub - saharan african women in provoking sometimes - violent clashes with police. though casting herself as a hero of the downtrodden, she has demonstrated against peasants ’ economic interests. when kenyan autocratic leader daniel arap moi wanted to revive the nation ’ s dead economy by building the world ’ s largest skyscraper in the capital, her riotous actions dried up investment. later, she led a protest to prevent “ small - scale farming ” on african forestland and called farmers “ invaders ” who were guilty of “ rape. ” in 1992, she and the women in her green belt movement foreshadowed contemporary western antiwar demonstrators by staging a public strip - in. in 2004 she won the nobel peace prize for her work in “ human rights ” and “ reversing deforestation across africa. ” when maathai was awarded her nobel prize, united nations secretary - general kofi annan paid her a glowing tribute : maathai is also an anti - white, anti - western crusader for international socialism. she charges that “ some sadistic [ white ] scientists ” created the aids virus “ to punish blacks ” and, ultimately, “ to wipe out the black race. ” maathai continues : “ renowned and admired throughout her native kenya and across africa for her pioneering struggle against deforestation and for women ’ s rights and democracy, ms. maathai has also played an important role at un conferences such as the earth summit, making an imprint on the global quest for sustainable development.... selfless and steadfast, ms. maathai has been a champion of the environment, of women, of africa, and of anyone concerned about our future security. ” “ some say that aids came from the monkeys, and i doubt that, because we have been living with monkeys [ since ] time immemorial ; others say it was a curse from god, but i say it cannot be that.... us black people are dying more than any other people in this planet. it ’ s true that there are some people who create agents to


in some people, macular degeneration advances so slowly that it has little effect on their vision. but in others, the disease progresses faster and may lead to vision loss. sometimes only one eye is affected, while the other eye remains free of problems for many years. people with dry macular degeneration in one eye often do not notice any changes in their vision. with one eye seeing clearly, they can still drive, read, and see fine details. some people may notice changes in their vision only if macular degeneration affects both of their eyes. both dry and wet macular degeneration cause no pain. symptoms of macular degeneration include : blurred vision — this is an early sign. an example of early findings is that you may need more light for reading and other tasks. difficulty seeing details in front of you — you may have a difficult time seeing words in a book or faces. blind spot — a small, growing blind spot will appear in the middle of your field of vision. this spot occurs because a group of cells in the macula have stopped working properly. over time, the blurred spot may get bigger and darker, taking more of your central vision. crooked lines — an early symptom of wet macular degeneration is straight lines that will appear crooked or wavy. this happens because the newly formed blood vessels leak fluid under the macula. the fluid raises the macula from its normal place at the back of the eye and distorts your vision. lighting — images appear more gray in color and colors are not as bright contact your ophthalmologist immediately for an eye exam if you notice : - visual distortions - sudden decrease in central vision - a central blind spot - any other visual problems - reviewer : christopher cheyer, md - update date : 09 / 01 / 2011 -


now he ’ s alerted me to a new study and related lecture on what he and his co - authors are calling “ peak farmland ” — an impending stabilization of the amount of land required for food as humanity ’ s growth spurt plays out. while laying out several important wild cards ( expanded farming of biofuels among them ), ausubel and his co - authors see a reasonable prospect for conserving, and restoring, forests and other stressed terrestrial ecosystems even as humanity exerts an ever greater influence on the planet. the study, “ peak farmland and the prospects for sparing nature, ” is by ausubel, iddo k. wernick and paul e. waggoner and will be published next year as part of a special supplement to the journal population and development review, published by the population council. drawing on a host of data sets, the authors conclude that a combination of slowing population growth, moderated demand for land - intensive food ( meat, for instance ) and more efficient farming methods have resulted in a substantial “ decoupling ” of acreage and human appetites. here ’ s the optimistic opener : expecting that more and richer people will demand more from the land, cultivating wider fields, logging more forests, and pressing nature, comes naturally. the past half - century of disciplined and dematerializing demand and more intense and efficient land use encourage a rational hope that humanity ’ s pressure will not overwhelm nature. ausubel will describe the findings in a talk during a daylong symposium at his university on tuesday honoring paul demeny, who at age 80 is stepping down as editor of the journal. ausubel ’ s prepared remarks are online. in his talk, he explains that while the common perception is that meeting humanity ’ s food needs is the task of farmers, there are many other players, including those of us who can choose what to eat and how many children to have : [ t ] he main actors are parents changing population, workers changing affluence, consumers changing the diet ( more or less calories, more or less meat ) and also the portion of crops entering the food supply ( corn can fuel people or cars ), and farmers changing the crop production per hectare of cropland ( yield ). the new paper builds on a long string of studies by ausubel and the others, including the 2001 paper “ how much will feeding more and wealthier people encroach on forests?. ” also relevant is “ restoring the forests, ”


the new paper builds on a long string of studies by ausubel and the others, including the 2001 paper “ how much will feeding more and wealthier people encroach on forests?. ” also relevant is “ restoring the forests, ” a 2000 article in foreign affairs co - written by ausubel and david g. victor ( now at the university of california, san diego ) this body of analysis is closely related to the core focus of this blog : finding ways to fit infinite human aspirations ( and appetites ) on a finite planet. the work presents a compelling case for concentrating agriculture through whatever hybrid mix of means — technological or traditional — that best fits particular situations, but also fostering moderation in consumption. here ’ s an excerpt from the paper ’ s conclusion, which notes the many wild cards that make the peak farmland scenario still only a plausible, and hardly inevitable, future : [ w ] ild cards remain part of the game, both for and against land sparing. as discussed, the wild card of biofuels confounded expectations for the past 15 years. most wild cards probably will continue to come from consumers. will people choose to eat much more meat? if so, will it be beef, which requires more land than poultry and fish, which require less? will people become vegetarian or even vegan? but if they become vegan, will they also choose clothing made from linen, hemp, and cotton, which require hectares? will the average human continue to grow taller and thus require more calories? will norms of beauty accept obesity and thus high average calories per capita? will a global population with a median age of 40 eat less than one with a median age of 28? will radical innovations in food production move humanity closer to landless agriculture ( ausubel 2010 )? will hunger or international investment encourage cropland expansion in africa and south america? ( cropland may, of course, shrink in some countries while expanding in others as the global sum declines. ) and will time moderate the disparities cloaked within global averages, in particular disparities of hunger and excess among regions and individuals? allowing for wild cards, we believe that projecting conservative values for population, affluence, consumers, and technology shows humanity peaking in the use of farmland. over the next 50 years, the prospect is that humanity is likely to release at least 146 mha [ 146 million hectares, or 563, 710 square miles ], one and a half times the size of egypt, two and a


of farmland. over the next 50 years, the prospect is that humanity is likely to release at least 146 mha [ 146 million hectares, or 563, 710 square miles ], one and a half times the size of egypt, two and a half times that of france, or ten iowas, and possibly multiples of this amount. notwithstanding the biofuels case, the trends of the past 15 years largely resemble those for the past 50 and 150. we see no evidence of exhaustion of the factors that allow the peaking of cropland and the subsequent restoration of nature. in an e - mail exchange today, i asked ausubel about another issue touched on in the paper : looking around the planet, it ’ s clear from a biodiversity standpoint that all forests — or farming pressures — are not equal. for instance, in southeast asia, palm oil and orangutans are having a particularly hard time co - existing. so while the overall trend is great, do you see the need for maintaining a focus on particular “ hot spots, ” to use a term familiar in environmental circles? so far, i don ’ t see lots of evidence that conservation campaigners ( you are one on ocean resources ) have found a way to accept this kind of good news and / or incorporate it in their prescriptions for sustaining a rich and variegated biological sheath on earth. if you agree, any idea why? indonesia is the number one place where letting the underlying trend work will not work fast enough. the list of threatened regions is quite well identified : parts of the central african forest, parts of the amazon. some conservation groups have realized that the slow growth in demand for calories as well as pulp and paper are creating big chances to reserve or protect more land. in the right places, where crops are no longer profitable, some amounts of money can acquire large amounts of land for nature. conservation groups also ought to attend more to the ecological disaster called biofuels. i encourage you to dig in on this paper and related work, which provides a useful guide for softening the human impact on a crowding planet. there ’ ll be plenty of losses, and surprises, but there are real prospects for sustaining a thriving, and peopled, orb. 6 : 57 p. m. | addendum | for relevant work with somewhat different conclusions review the presentations from “ intensifying agriculture within planetary boundaries, ” a session at the planet under pressure conference in london last march. i ’ ll be adding links to other relevant analysis here.


although uncommon, an entirely different group of factors plays a role when an athlete suffers a stroke. head and neck trauma are often factors in stroke during athletic competitions. direct head trauma can result in leakage from blood vessels, depriving large regions of the brain of necessary nutrients. violent forward and backward movement of the head can result in tearing the inner lining of vital arteries responsible for directing blood to the brain. this condition, known as arterial dissection, can form a clot within the affected blood vessel or become a source of small clots. these smaller clots often move toward the brain as emboli and block other arteries. treatment for arterial dissection involves the use of blood thinning medications and avoiding violent collision sports. another common risk factor for stroke in athletes is the existence of a patent foramen ovale ( pfo ). a pfo is a hole between the upper chambers of the heart, the right and left atria. the foramen ovale forms in the fourth week of embryonic development and should close in the first three months after birth. when it does not close, it is considered patent or open. this abnormal channel allows direct passage of blood clots to the brain. these clots often originate in the legs and may result from immobilized lower extremities. pfos can be treated with equal success by surgical closure or blood thinning medications. athletes appear to do better with surgical closure and usually make a full recovery to return to sports. while considered rare, strokes do occur in athletes and treatment requires a different approach.


there are many ways to effectively teach a dog. not so long ago, most of the accepted methods for training were forceful or aversive. unfortunately, some of these methods still are in use among the abusive and uneducated. one of the pioneers of gentle training techniques was barbara woodhouse. this english dog trainer was instrumental in paving the way for today ’ s nonaversive and positive methods of training. she was a genius at molding behaviors with lures and gently “ modeling ” a dog into positions without force. but even woodhouse used some techniques that can be considered rough by today ’ s standards. if you have researched dog - training methodologies at all, you probably have noticed that a percentage of the available training books advocate the use of a “ choke chain ” ( otherwise called the training collar ). when used properly, this training device relies on aversion to get the dog ’ s attention or to make a correction when your dog doesn ’ t respond to a command correctly. a sharp snap of the leash tightens the collar around the dog ’ s neck, startling the dog with a momentary, low - level pain. the choke chain is not a training device for leash pullers, as is commonly thought, and when used incorrectly can, at the least, cause misalignment of the spine and trachea damage. at worst, it can cause brain damage and even death. because there is such a high risk for misuse of this device ( you may not realize that the choke chain should be worn with the free ring up, for instance ), the training world probably would be much better off without it. your efforts to train your dog should focus on building a bond and nurturing trust. this bond becomes the motivator that drives your dog to learn, focus and respond. why would anyone want to use force or violence when positive reinforcement works so well? why should your dog trust you if he knows that you are likely to hit him when he is unfocused or confused? that ’ s like your supervisor yelling at you when you have problems with a difficult task. stress won ’ t help you concentrate or focus better. abusive treatment of dogs in the name of training, just as abusive handling of employees in the name of supervision, doesn ’ t work. it does, however, tell us a lot about the trainer. for any method of dog training to be successful, it must be : effective – if it ’ s not effective, what ’ s the point? efficient – both you and your


a 2012 survey conducted by the association for pet obesity prevention found 52. 5 percent of dogs and 58. 3 percent of cats to be overweight or obese by their veterinarian. this translates to nearly 80 million dogs and cats in america with a weight problem. dr. george banta, chair of the veterinary technology department at brown mackie college - akron and dr. mary jo wagner, attending veterinarian at argosy university, twin cities, offer useful information for pet owners. how can you tell if your pet is overweight? “ it ’ s not the number of pounds, it ’ s how the animal carries the weight, ” says banta. “ the number on the body condition score is more important than pounds. ” the body condition score offers a way to assess the condition of an animal, usually on a scale from one to five, taking into account height, weight, and relative proportions of muscle and fat. with a little knowledge, you can use sight and touch to figure your pet ’ s general condition. “ when looking down on a dog or cat from above, ” says banta, “ the body should slim to a discernable waist. an animal is too thin if you can see the spine or ribs ; however, you should be able to feel them beneath the fur. ” an animal of ideal weight will also display a pelvic tuck when viewed from the side. “ just like humans, when animals overeat, they face increased risk for health problems like diabetes, heart disease, gastrointestinal problems and cancer, ” continues banta. in fact, these risks also include a shortened life expectancy. many owners feed pets according to the manufacturer ’ s suggested amounts ; however, this instruction may not be right for your pet. “ these guidelines are meant to cover all animals of a certain weight range, ” says wagner. “ an owner must consider the age and activity level of each pet. the more active they are, the more calories they will burn in a day. ” metabolism rates vary in animals the same way they do in people. metabolism is the body process in which food is broken down for energy ; another factor that affects the amount of food a pet needs. wagner advises owners to keep an eye on body condition to judge whether a pet is eating properly. “ if your pet shows signs of being overweight, simply cut back the amount of food given at each meal. then weigh the pet in two or three weeks to see if it has made a difference, ”


judge whether a pet is eating properly. “ if your pet shows signs of being overweight, simply cut back the amount of food given at each meal. then weigh the pet in two or three weeks to see if it has made a difference, ” she says. choosing the right food for your pet is important as well. different brands of pet food contain varying amounts of protein, fat, carbohydrates and calories. “ as a general rule, young, active dogs need high protein food, ” says wagner. “ older dogs need higher fiber to keep the gastrointestinal ( gi ) tract moving. ” ingredients listed on the package appear in descending order of volume ; the first item on the list is most abundant in the food. most of us love to give treats, but many of us don ’ t realize how many we offer each day. “ a 40 - pound dog is one quarter the size of a 160 - pound person, ” wagner says. “ they have smaller stomachs. look at calories in everything your pet eats. after that, it ’ s simple math. ” “ table scraps are a definite no. zip, zilch, nada, ” says banta. “ they are not good for two reasons. first, foods like chocolate, caffeine, grapes and raisins can be toxic to dogs. second, the high fat content associated with table scraps, especially holiday trimmings, can lead to the onset of acute pancreatitis, which can be fatal. ” he recommends offering a kibble of food or a carrot instead of a cookie. if you must give cookies, try breaking them in half. “ pets do enjoy treats as a reward ; however, attention from you is also a reward. it ’ s important to praise animals. in some ways, spending time with them is better than a treat, ” wagner says.


on this day in 1951, more than six years after the end of world war ii in europe, president harry s. truman signed a proclamation officially ending u. s. hostilities with germany. the official end to the war came nine years, 10 months and 13 days after congress had declared war on nazi germany. the lawmakers had responded to a declaration of war issued by the third reich in the aftermath of the dec. 7, 1941, japanese attack on pearl harbor and other u. s. bases in the pacific. the president explained why he had waited so long after the fighting had ended to act : it had always been america ’ s hope, truman wrote, to create a treaty of peace with the government of a united and free germany, but the postwar policies pursued by the soviet union “ made it impossible. ” after the war, the united states, britain, france and the soviet union divided germany into four zones of occupation. berlin, while located wholly within the soviet zone, was jointly occupied by the wartime allies and also subdivided into four sectors because of its symbolic importance as the nation ’ s historic capital and seat of the former nazi government. the three western zones were merged to form the federal republic of germany in may 1949, and the soviets followed suit in october 1949 with the establishment of the german democratic republic. the east german regime began to falter in may 1989, when the removal of hungary ’ s border fences punched a hole in the iron curtain, allowing tens of thousands of east germans to flee to the west. despite the grants of general sovereignty to both german states in 1955, neither of the two german governments held unrestricted sovereignty under international law until after they were reunified in october 1990.


survey data is a snapshot of a population, a moment captured in numbers, like vital signs : height, weight, temperature, blood pressure, etc. people build trend lines and watch for changes, shifting strategies as they make educated guesses about what ’ s going on. what ’ s holding steady? what ’ s spiking? what ’ s on the decline? just as a thermometer makes no judgment, the pew research center provides data about the changing world around us. we don ’ t advocate for outcomes or recommend policies. rather, we provide an updated record so that others can make those pronouncements and recommendations based on facts. the latest in our health research series is being released today. health online 2013 finds that internet access and interest in online health resources are holding steady in the u. s. for a quick overview, read on … what is new? 1 in 3 u. s. adults use the internet to diagnose themselves or someone else – and a clinician is more likely than not to confirm their suspicions. this is the first time we – or anyone else – has measured this in a straightforward, national survey question. 1 in 4 people looking online for health info have hit a pay wall. this is the first data i know of that begins to answer the important question : what is the public impact of closed - access journals? we added three new health topics : - 11 % of internet users have looked online for information about how to control their health care costs. - 14 % of internet users have looked online for information about caring for an aging relative or friend. - 16 % of internet users have looked online for information about a drug they saw advertised. ( a full list of all the health topics we ’ ve included, 2002 - 10, is available here. ) what has changed? the percentage of people who have consulted online reviews of drugs and medical treatments dropped ( and i don ’ t know why — do you have a theory? please post a comment. ) related : why aren ’ t health care review sites catching on? pew internet has tracked a boom in consumer reviews of other services and products — why not health care? what to keep an eye on? one of my favorite survey questions is asked of all adults and attempts to capture a broad portrait of health care resources that someone might tap into when they ’ re sick. it ’ s a useful question for keeping online resources in perspective. i think it ’ s also going to prove useful in the coming years as the landscape shifts and people have more


fewer rare sea turtles will die on the swordfish industry ' s longlines in hawaii under an agreement between environmental groups and the government. the agreement settles a lawsuit challenging the federal government ' s plans that would have dramatically increase the number of turtles that could be killed. the turtle island restoration network, center for biological diversity and kahea sued the national marine fisheries service for allowing 46 imperiled pacific loggerhead turtles to be hooked last year. the new court - ordered settlement caps the number at 17 per year. meanwhile the national marine fisheries service is weighing whether loggerheads need more protection under the endangered species act. " it made absolutely no sense to have one arm of the national marine fisheries service increasing the lethal capture of loggerheads, while the other arm is in the process of determining whether loggerheads should be uplisted from threatened to endangered, " said todd steiner, biologist and executive director of turtle island restoration network. " with extinction looming, these animals need more protection, not less. " " with this decision, hawaii ' s public - trust ocean resources can be better managed for our collective best interest, and not just the interests of this commercial fishery, " said kahea program director marti townsend. " this is a victory not just for the turtles, but for hawaii ' s people who rely on a healthy, functioning ocean ecosystem. " conservation groups represented by earthjustice filed a federal lawsuit challenging a 2009 rule allowing the swordfish fleet to catch nearly three times as many loggerhead sea turtles as previously permitted. this settlement freezes the number at the previous cap of 17 while the government conducts additional environmental studies and decides whether or not to classify the loggerhead as endangered, rather than its current, less - protective status of threatened. for leatherback turtles, the bycatch limit remains at 16 per year. in 2010, eight pacific leatherbacks and seven loggerheads were caught in the longline fishery, according to the national marine fisheries service. there have already been 4 loggerheads captured in 2011, which has sea turtle conservationists concerned. " sea turtles have been swimming the oceans since the time of dinosaurs. but without a change in management, they won ' t survive our voracious quest for swordfish and tuna, " said miyoko sakashita, oceans director at the center for biological diversity. " if loggerheads are going to survive in the north pacific, we need to stop killing them in our fisheries. " " pacific loggerhead sea turtles are nearly extinct, so this


volume 4 number 2 ©the author ( s ) 2002 the continuity framework : a tool for building home, school, and community partnerships abstractwe will need to become savvy about how to build relationships, how to nurture growing, evolving things. all of us will need better skills in listening, communicating, and facilitating groups, because these are the talents that build strong relationships. ( wheatley, 1992, p. 38 ) in the face of today ' s challenging social and family issues, many new efforts are underway to help children and families. one solution that many communities have adopted is the establishment of a collaborative partnership that involves all the relevant partners — home, school, and community — in the planning and monitoring of services for children. unfortunately, achieving a strong partnership with meaningful participation can often be difficult and time - consuming. this article focuses on a set of training materials that has been developed to assist community partnerships in their efforts. these materials highlight eight elements of continuity and successful partnerships : ( 1 ) families as partners, ( 2 ) shared leadership, ( 3 ) comprehensive / responsive services, ( 4 ) culture and home language, ( 5 ) communication, ( 6 ) knowledge and skill development, ( 7 ) appropriate care and education, and ( 8 ) evaluation of partnership success. results from a field study that included more than 200 reviewers and 8 pilot sites are summarized. results indicate that a majority of reviewers found the training materials easy to understand, relevant to their work, and up - to - date. in addition, data gathered from the pilot sites indicate that the partnerships found the materials practical and useful for addressing a variety of issues, including time constraints, communication gaps, differences in professional training, and funding limitations. communities face a host of problems that threaten the health and well - being of their children and families. poverty, unemployment, inadequate care / education, and poor health care are just a few of the difficult issues that communities must confront. what makes these issues particularly challenging is that children and families who experience one problem are often likely to experience other problems as well. compounding the problem is that delivery of services to help children and families is typically fragmented and scattered. even efforts designed to increase the quality and supply of services to children and families have, at times, created greater fragmentation and discontinuity. in previous years, those who sought to improve outcomes for children concentrated only on the child. today, however, many service providers have come to understand that the best way to serve and preserve children is to serve and preserve the supportive networks that benefit


, and no two collaboratives operate in exactly the same way. however, certain guidelines seem to help smooth the way for a more successful partnership, including ( north central regional educational laboratory, 1993 ) : - involve all key stakeholders ; - establish a shared vision of how the partnership will operate and expected outcomes for the children and families served ; - build in ownership at all levels ; - establish communication and decision - making processes that are open and allow conflict to be addressed constructively ; - institutionalize changes through established policies, procedures, and program mandates ; - provide adequate time for partners to meet, plan, and carry out activities. the process of establishing and maintaining a collaborative partnership is not easy, and in the end, each partnership must find a way to proceed that is consistent with its community and unique set of circumstances. however, a number of resources and tools are available to help communities get started creating an effective system for delivering services. in this article, we describe one such tool that assembles elements essential to building a successful collaborative partnership. development of continuity framework materials for the past eight years, the 10 regional educational laboratories ( rels ) serving each region of the country have studied effective strategies for strengthening collaboration and increasing continuity among programs for young children and their families. the rels are overseen by the u. s. department of education ' s office of educational research and improvement [ now the institute of education sciences ], and their primary purpose is ensuring that those involved in educational improvement have access to the best information from research and practice. during the contract period of 1995 - 2000, the rels established a program called the laboratory network program ( lnp ), which convened representatives from each laboratory as a national network working on common issues. in 1995, the early childhood lnp developed continuity in early childhood : a framework for home, school, and community linkages ( u. s. department of education, 1995 ), a document designed with two key purposes in mind : first, an emphasis on the need for children and families to receive comprehensive and responsive services, reflected in the eight elements of continuity outlined in the framework ( see figure 1 ). taken together, the elements are intended to promote a comprehensive understanding of continuity and transition during early childhood. second, the framework offered a set of guidelines that partnerships could use to compare and assess their current policies and practices, as well as identify areas in need of improvement. figure 1. elements of continuity ( u. s. department of education, 1995 ) an extensive field review of the framework indicated that although the document was helpful


compare and assess their current policies and practices, as well as identify areas in need of improvement. figure 1. elements of continuity ( u. s. department of education, 1995 ) an extensive field review of the framework indicated that although the document was helpful and informative, many community partnerships continued to have difficulty " getting started. " as a result, a trainer ' s guide was developed to support the use of the framework and assist community partnerships in the first stages. these materials were developed by the early childhood lnp in collaboration with the national center for early development & learning. the trainer ' s guide provides an overview of the content and potential uses of the framework and includes all activities and materials necessary to conduct training sessions. the guide itself consists of four training sessions that are organized around the eight elements of continuity. the materials are designed so that a local partnership has everything needed to conduct the training : background information, scripts, handouts, transparencies, sample agendas, and checklists for additional equipment and supplies : - the first session, understanding continuity, is designed to introduce participants to the framework document and help participants develop a greater understanding and appreciation for continuity. - the second session, developing a continuity team, highlights the importance of broad representation and shared leadership among partnership members. - the third session, planning for continuity, emphasizes the need for a comprehensive approach to service delivery and encourages participants to examine their current partnership practices and policies. - the final session, formalizing continuity, focuses on the importance of effective communication among group members and provides participants with an opportunity to formulate action plans. the guide is designed to be a flexible training tool, adaptable to meet the needs of a particular audience. the intended audience includes local partnerships for children and families ( including smart start partnerships in north carolina ), head start program representatives, public schools, and communities. the overall objectives of the training are ( 1 ) to enhance the collaborative ' s knowledge and understanding of continuity, ( 2 ) to strengthen and support collaborative groups in their efforts to work as partners, and ( 3 ) to maximize the benefit they might receive from using the framework. what follows is a description of the field test that was designed to assess the use and effectiveness of the trainer ' s guide. the field test focused exclusively on the framework materials - - no other instructional sources were employed. we will present the major findings of the field test and summarize recommendations based on those findings. in addition, we will highlight the work of several collaborative partnerships that took part in the field study, and we will


no other instructional sources were employed. we will present the major findings of the field test and summarize recommendations based on those findings. in addition, we will highlight the work of several collaborative partnerships that took part in the field study, and we will describe some of the problems they encountered, how they used the framework materials to address those problems, and where they are today. specifically, the evaluation will explore : - to what extent is the information contained in the framework and trainer ' s guide relevant and useful to community partnerships? - what is the perceived impact of the training and framework on partnership activities? - how do partnerships incorporate elements of the framework into their ongoing activities? - of the review sites that indicated interest in the training materials, what proportion actually conducted the training? the overall usefulness and effectiveness of the trainer ' s guide was studied in two phases. phase one consisted of document review and feedback from individuals working in the early childhood field. in phase two of field testing, the training was actually piloted in eight partnership sites. phase one : document review reviewers for the trainer ' s guide were solicited through the laboratory network program ( lnp ) and at conferences related to early childhood issues. three hundred thirteen individuals / organizations requested a set of the framework materials ( participant manual, trainer ' s guide, and a sample color transparency ) and feedback form. feedback questions centered on four areas : ( 1 ) information ' s relevancy and accuracy, ( 2 ) format and organization of the trainer ' s guide, ( 3 ) specific training needs, and ( 4 ) possible barriers to conducting training. of the 313 requesting materials, 215 ( 68. 7 % ) reviewers returned feedback forms. twenty - one percent ( n = 45 ) of the respondents were members of a smart start partnership ( north carolina initiative ), 19 % ( n = 40 ) worked in head start agencies, and 11 % ( n = 24 ) worked in family resource centers. others included representatives from state agencies, school personnel, and university faculty. a majority ( 89 % ) of the respondents indicated that they are actively involved in a community partnership. final follow - up with select reviewer sites. of the original 215 organizations / individuals who reviewed the framework materials, 80 indicated an interest in conducting the training in its entirety and requested a complete set of transparencies. ( the original materials included one sample color transparency, and the rel offered a complete set of framework transparencies to all organizations making the request. ) approximately one year after receiving the materials, interviews were conducted with representatives


set of transparencies. ( the original materials included one sample color transparency, and the rel offered a complete set of framework transparencies to all organizations making the request. ) approximately one year after receiving the materials, interviews were conducted with representatives who received transparencies. the purpose of these follow - up telephone calls was to determine if the materials had been used and the degree to which outside support or assistance might be needed to conduct the training. phase two : pilot training during the second phase of the field testing, the training was piloted in eight collaborative partnerships from across the nation ( see table 1 ). these sites were recruited through the lnp and selected based on their interest in the project. to assist with logistical details, a liaison, identified at each site, coordinated training dates and assisted with data collection. sites varied according to demographics, partnership maturity, and sponsoring or lead agency. | site location | | community type | | sponsor / lead agency | | beaufort, sc | | rural | | success by 6 | | dothan, al | | urban | | family resource center | | walnut cove, nc | | rural | | smart start | | valdosta, ga | | rural | | family connections / county commission | | wheeling, wv | | rural | | head start | | troy, nc | | rural | | smart start | | concord, wv | | rural | | family resource center | five of the partnerships described themselves as existing collaboratives ( two years or more ), while the remaining three indicated that they were in the planning stages of building a collaborative partnership. sponsors of the partnerships included smart start ( 2 ) ; head start, family resource centers ( 2 ) ; success by 6 ; a public school system ; and a county task force. across the eight sites, a total of 160 individuals participated in the training. approximately 64 % of the attendees were white, 27 % were african american, and the remainder were either hispanic, american indian / alaskan native, or multiracial. several of the partnerships invited persons who were not part of the collaborative partnership to attend the training. as a result, slightly more than half ( 54 % ) of the participants reported that they were current members of the partnership. the majority of these had been members less than one year ( 53 % ). early childhood specialists represented the largest group attending the training ( 29 % ), followed by program administrators ( 18 % ), teachers / caregivers ( 14 % ), and parents ( 10 % ). other groups


one year ( 53 % ). early childhood specialists represented the largest group attending the training ( 29 % ), followed by program administrators ( 18 % ), teachers / caregivers ( 14 % ), and parents ( 10 % ). other groups represented included policy makers, members of the business community, and university faculty. each of the sites conducted the entire training course in the fall ; however, there was some variability in delivery of training. for example, some partnerships conducted the training as described in the trainer ' s guide - - two complete, consecutive days of training. other partnerships modified the training schedule to meet the needs of its members and used other formats such as one day of training followed two weeks later by a second day of training. at the conclusion of training, participants were asked to provide feedback on specific elements of the training, including organization, training content, and materials / resources. in addition, participants were asked to comment on their satisfaction with the training and the overall usefulness of the training materials. this information, along with information gathered from the review sites, was used to revise the trainer ' s guide. in the six months following the training, partnership activities were studied to determine the degree to which the collaboratives incorporated content from the framework into their regular activities. materials studied included a record of stakeholder attendance and meeting minutes documenting partnership activities. at the end of this period, a follow - up survey was sent to participants at each pilot site. survey questions focused on three major areas : ( 1 ) impact of the training, ( 2 ) impact of the framework materials, and ( 3 ) overall familiarity with framework materials. in addition to the final survey with individuals who participated in the training, a final interview was conducted with seven site liaisons ( one liaison was unavailable for interview ). interview questions focused on the original goal of the partnership, reasons for participating in the field study, and impact of the training and framework materials. the data were analyzed to determine general response patterns and to identify logical changes or improvements to the trainer ' s guide. both quantitative and qualitative techniques were used to analyze data from the review sites and the pilot sites. phase one : document review analyses of data from reviewer sites were conducted on 215 surveys. table 2 summarizes trainer ' s guide as easy to understand, relevant to their work, accurate, and up - to - date. | survey statement | | agreed or strongly agreed with statement | | information is accurate and up to date. | | 94. 9 % ( 4. 54 ) |


to understand, relevant to their work, accurate, and up - to - date. | survey statement | | agreed or strongly agreed with statement | | information is accurate and up to date. | | 94. 9 % ( 4. 54 ) | | format is easy to understand and follow. | | 93. 9 % ( 4. 49 ) | | training materials were easy to understand and follow. | | 92. 5 % ( 4. 46 ) | | information is relevant to my work. | | 89. 3 % ( 4. 41 ) | | i would be comfortable using the materials. | | 83. 3 % ( 4. 29 ) | | * note : according to the scale, 1 = strongly disagree and 5 = strongly agree. mean scores are presented in parentheses. | a series of open - ended questions provided respondents with an opportunity to provide more specific information and feedback. when asked what parts of the training were most useful, of those who responded, approximately 30 % reported that the materials were the most useful part of the training. reviewers specifically mentioned handouts, transparencies, and checklists. another 22 % reported that the information focusing on the need to include families and share leadership responsibilities was most useful. reviewers also were asked to identify the greatest training need within their partnerships. of those who responded, more than one - third ( 34 % ) reported that they often need assistance identifying and including community stakeholders. reviewers cited family members and members of the business community as groups that often are poorly represented at partnership meetings. other topics representing challenges to partnerships included developing the team, sharing leadership responsibilities, and involving families in meaningful ways. in terms of barriers or factors that would influence the use of training, most of the respondents ( 75 % ) cited time as the greatest barrier to conducting training. this factor was followed by a lack of funding ( 68 % ), the unavailability of a trainer ( 45 % ), and lack of interest of collaborative partners ( 39 % ). final follow - up with select reviewer sites. of the 80 individuals / organizations who requested a complete set of transparencies, 68 were located for follow - up interviews ( 85 % ). for the remaining 12, attempts to contact the site were unsuccessful ; either the person requesting the transparencies was no longer there, or the materials were never received. interviews revealed that 23 of the respondents had conducted training using the framework and accompanying materials. of those who stated that they had conducted the training, only two ( less than 10 % ) had used


was no longer there, or the materials were never received. interviews revealed that 23 of the respondents had conducted training using the framework and accompanying materials. of those who stated that they had conducted the training, only two ( less than 10 % ) had used the training in its entirety. most had conducted at least one part of the training, selecting the portions most useful for their work. " families as partners, " " shared leadership, " and " comprehensive and responsive services " were the elements from the framework most often used for training. an additional 17 % said that although they had not conducted the training as designed, they had adapted the materials or used them in other circumstances. examples of how they had adapted the materials included using the exercises, overheads, major concepts, and other information in training activities. head start agencies were the primary sponsors for half of the training events. public schools, area education associations, state departments of education, local partnerships, child development centers, and related - type centers were listed as sponsors or lead agencies for the remaining training activities. training participants included staff and administrators at head start agencies, preschool and child care providers, local education agencies, schools, school improvement teams, state departments of education staff, local family service agencies and boards of directors, and parents. all who said they had used the training materials were asked to comment on the usefulness of the training. the majority of respondents rated the training as " very useful " or " useful, " and all said they would recommend the training to others. particular aspects of the training that respondents liked included : - professional quality, clarity of materials, and sequencing of content of the framework ; - handouts, activities, and overheads ; - content and the ability to present the material at multiple skill levels ; and - ease of use of the framework. there were suggestions for improving the training. four respondents said the course was " too long, " especially if used in school systems or with parents. others maintained a need for greater emphasis on action planning and implementation, " more written support materials ( research, position support, background ), and additional copies of key pieces of materials that helped shape the framework. " phase two : pilot training in terms of the training quality and overall effectiveness, most of the participants rated the training sessions as either " good " or " excellent. " participants tended to rate the second day of training as higher in quality and more effective than the first day of training ( m = 4. 392 and m = 4. 17, respectively, based on a 5 - point


" or " excellent. " participants tended to rate the second day of training as higher in quality and more effective than the first day of training ( m = 4. 392 and m = 4. 17, respectively, based on a 5 - point scale ). participants also evaluated the effects of the training and estimated its impact on future partnership practices. using a four - point likert - type scale, participants rated the extent to which they agreed with each statement. table 3 summarizes participants ' appraisal of the training and reinforces the focus of the original training objectives. objective 1 : to enhance the collaborative ' s knowledge and understanding of continuity | as a result of the training, i believe that i am motivated to build and strengthen continuity efforts in my community. | | 3. 44 | |. 65 | | as a result of the training, i believe that i have a better understanding of continuity and why it is important. | | 3. 41 | |. 65 | | i believe that this training will have an impact on increasing awareness of new skills and knowledge for our team. | | 3. 31 | | 63 | objective 2 : to strengthen and support collaborative groups in their efforts to works as partners | as a result of the training, i believe that i am better able to participate as a member of a home, school, and community partnership. | | 3. 40 | |. 65 | | i believe that this training will have an impact on how decisions are made and the planning we do for services. | | 3. 25 | |. 59 | | i believe that this training will have an impact on changing / enhancing the quality of community practices. | | 3. 23 | |. 58 | objective 3 : to maximize the benefit the collaborative might receive from using the framework | as a result of the training, i believe that i am better able to use the framework as a tool for exploring continuity and transition | | 3. 26 | |. 63 | | i believe that this training will have an impact on positively affecting outcomes for children and families. | | 3. 31 | |. 63 | | * note : according to the scale, 1 = strongly disagree and 4 = strongly agree. | in addition to participant ratings immediately following the training, data were collected on regular partnership activities after the training. analysis of materials such as meeting minutes revealed that during the six months following completion of the training, five of the eight sites reported that they continued to use the framework materials. exactly how the materials were used varied


collected on regular partnership activities after the training. analysis of materials such as meeting minutes revealed that during the six months following completion of the training, five of the eight sites reported that they continued to use the framework materials. exactly how the materials were used varied from site to site. two of the sites selected specific elements of the framework as their priority concerns for the coming year. they then organized subcommittees to review the partnerships ' practices with respect to those elements and make recommendations for improving existing services. another partnership used the materials to provide training to other agencies and organizations not directly involved with the partnership. the remaining two partnerships used the framework as a resource for improving transition practices with their communities. at the end of the six months, a final survey was distributed to participants at the last partnership meeting of the year, and surveys were mailed to those not in attendance at the final meeting. approximately half of the individuals who participated in the training ( 81 of 160 ) responded to the survey. participants were asked to rate the extent to which the framework materials had had an impact on partnership practices. on a four - point scale ( 4 = " a great deal, " 3 = " some, " 2 = " very little, " and 1 = " not at all " ), the majority of respondents ( 88. 6 % ) reported that the training had " impacted " their knowledge and skill development " some " or a " great deal. " respondents also thought that the framework had at least " some " impact on the knowledge and skills development of their partnership ( 83 % ) and community ( 72 % ). the majority ( 97. 4 % ) speculated that the framework would have at least some future impact. finally, participants were asked to indicate the single greatest impact they experienced as a result of the training. approximately 41 % reported that as a result of the training they felt more motivated to build or strengthen efforts to support continuity of services for children in their communities. thirty - five percent of the respondents said they had a better understanding of continuity and its importance ; 17 % felt that the training prepared them to be better members of their partnership ; and 7 % said that the training gave them a greater understanding of the framework as a tool. stokes county partnership for children, king, nc an ongoing goal of the stokes county partnership for children is to create a system that encourages service providers to work together and promotes continuity for children and their families. members of the partnership began by using the framework to build their own knowledge and skills about continuity ; however, they soon recognized the need to inform


children is to create a system that encourages service providers to work together and promotes continuity for children and their families. members of the partnership began by using the framework to build their own knowledge and skills about continuity ; however, they soon recognized the need to inform others of the importance of continuity in children ' s lives. as a result, the partnership conducted a series of focus groups and meetings among parents and family members within the community. they used information from elements 3 ( comprehensive / responsive services ) and 7 ( developmentally appropriate care / education ) to explain what was needed to support continuity and its potential benefits for children. these meetings were also an opportunity to inform families of the various resources and supports available within the community. later, the focus groups were expanded to include all stakeholders ( e. g., child care, kindergarten, head start, school administrators, 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


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 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


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


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, charles ; kunesh, linda ; & knuth, randy. ( 1992 ). what does research say about interagency collaboration? [ online ]. oak brook, il : north central regional educational laboratory. available : http : / / www. ncrel. org / sdrs / areas / stw _ esys / 8agcycol. htm [ 2002, october 22 ]. editor ' s note : this ur


central regional educational laboratory. available : http : / / www. ncrel. org / sdrs / areas / stw _ esys / 8agcycol. htm [ 2002, october 22 ]. editor ' s note : this url is no longer active. family support america. ( 1996 ). making the case for family support [ online ]. chicago : author. available : http : / / www. familysupportamerica. org / content / pub _ proddef. htm [ 2002, october 22 ]. editor ' s note : this url is no longer 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, gelareh. ( 1996 ). together we can : a guide for crafting a profamily system of education and human services ( rev. ed. ). washington, dc : u. s. department of education. available : http : / / eric - web. tc. columbia. edu / families / twc / editor ' s note : this 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, il : author. available : http : / / www. ncrel. org / sdrs / areas / issues / envrnmnt / go / 93 - 3toc. htm [ 2002, october 22 ]. u. s. department of education and u. s. department of health and human services. ( 1995 ). continuity in early childhood : a framework for home, school, and community linkages [ online ]. washington, dc : author. available : http : / / www. sedl. org / prep / hs


and human services. ( 1995 ). continuity in early childhood : a framework for home, school, and community linkages [ online ]. washington, dc : author. available : http : / / www. sedl. org / prep / hsclinkages. pdf [ 2002, october 22 ]. ed 395 664. wheatley, margaret j. ( 1992 ). leadership and the new science. san francisco : berrett - koehler. dr. glyn brown is 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


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


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 an observation of 123 degrees, recorded at oodnadatta, south australia.


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 clement, 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 multidisci


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 moon as a high - fidelity analogue environment to study biological and behavioural effects of long - duration space exploration | | journal or publication title : | | planetary and space science | | in open access : | | no | | in isi web of science : | | yes | | volume : | | epub ahead of print ( in press ) | | keywords : | | physiology, orthostatic tolerance, muscle deconditioning, behavioural health, psychosocial adaptation, radiation, lunar dust, genes, proteomics | | hgf - research field : | | aeronautics, space and transport, aeronautics, space and transport | | hgf - program : | | space, raumfahrt | | hgf - program themes : | | w ew - erforschung des weltraums, r ew - erforschung des weltraums | | dlr - research area : | | space, raumfahrt | | dlr - program : | | w ew - erforschung des weltraums, r ew - erforschung des weltraums | | dlr - research theme ( project ) : | | w - vorhaben msl - radiation ( old ), r - vorhaben msl - radiation | | institutes and institutions : | | institute of aerospace medicine > radiation biology | | deposited by : | | kerstin kopp | | deposited on : | | 27 aug 2012 08 : 05 | | last modified : | | 07 feb 2013 20 : 40 | repository staff only : item control page


in this section we will describe some basis of hardware involved in nano. block diagram power supply jz4720 support 3 different boot sources. the boot sequence is controlled by boot _ sel pin values [ 1 : 0 ]. the configuration of boot _ sel1 and boot _ sel1 [ 1 : 0 ] is showed as below : | 0 | | 0 | | boot from external rom at cs4 | | 0 | | 1 | | boot from usb device | | 1 | | 0 | | boot from 512 page size nand flash at cs1 | | 1 | | 1 | | boot 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 blocks of storage in total - 4096 × 128 × 4096 = 2147483648 bytes ( 2 gb ) root @ ben : / # cat / proc / mtd dev : size erasesize name mtd0 : 00400000 0008000


, 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 address 7 - 08 sdram address 8 - 09 sdram address 9 - 10 sdram address 10 - 11 sdram address 11 - 12 sdram address 12 - 13 sdram address 13 - 14 sdram address 14 - 15 nand command latch - 16 nand address latch - 17 shdn _ host??? - 18 tp23 ( free ) - 19 sdram dcs - 20 sdram ras - 21 sdram cas - 22??? - 23 sdram cke - 24 sdram cko - 25 sdram cs1 - 26 sdram cs2 - 27 usb id - 28??? - 29 audio output enable - 30 tp25 ( free ) - 31??? port c - 00 lcd data 0 - 01 lcd data 1 - 02 lcd data 2 - 03 lcd data 3 - 04 lcd data 4 - 05 lcd data 5 - 06 lcd data 6 - 07 lcd data 7 - 08 tp 35 ( unused ) - 09 tp 36 ( unused ) - 10 keyboard out 0 - 11 keyboard out 1 - 12 keyboard out 2 - 13 keyboard out 3 - 14 keyboard out 4 - 15 keyboard out 5 - 16 keyboard out 6 - 17 keyboard out 7 - 18 lcd pixel clock - 19 lcd hsync - 20 lcd vsync - 21 lcd spi chipselect - 22 lcd spi data - 23 lcd spi clock - 24 sdram write enable 1 - 27 charge detect - 28 nand read enable - 29 nand write enable - 30 nand flash ready / busy - 31 select uart or jtag on pad 147 ; not


- 23 lcd spi clock - 24 sdram write enable 1 - 27 charge detect - 28 nand read enable - 29 nand write enable - 30 nand flash ready / busy - 31 select uart or jtag on pad 147 ; not a gpio pin port d - 00 sd card detect - 02 sd card power enable - 04 speaker amp enable - 06 shutdown detect - 08 sd card command - 09 sd card clock - 10 sd card data 1 - 11 sd card data 2 - 12 sd card data 3 - 13 sd card data 4 - 15 tp 38 ( free ) - 18 keyboard in 1 - 19 keyboard in 2 - 20 keyboard in 3 - 21 keyboard in 4 - 22 keyboard in 5 - 23 keyboard in 6 ( i2c? ) - 24 keyboard in 7 ( i2c? ) - 25 uart transmit - 26 keyboard in 8 ( uart receive ) - 27 buzzer, controlled with pwm4. piezo - electric buzzer ; not related to soundcard output. - 28 usb detect - 29 power button test points under battery this page is to describe all test pins under battery label. you may want to probe or discover them as long as you tear off battery label. also this whole page you can reference to the schematic of avt2 rc1 reference board. - tp 9, v33, system voltage 3. 3v when power on - tp 12, sdd0, msc _ d0 / gpd10 ( in / out ) of jz4720, msc data bit 0, please see microsd. - tp 13, sdd1, msc _ d1 / gpd11 ( in / out ) of jz4720, msc data bit 1, please see microsd. - tp 14, sdd2, msc _ d2 / gpd12 ( in / out ) of jz4720, msc data bit 2, please see microsd. - tp 15, sdd3, msc _ d3 / gpd13 ( in / out ) of jz4720, msc data bit 3, please see microsd. - tp 16, sdclk, msc _ clk / gpd9 ( out ) of jz4720, msc clock output, please see microsd. - tp 17, sdcmd, msc _ cmd / gpd8 ( in / out ) of jz4720, msc command, please see microsd. - tp


| this article may be expanded with text translated from the corresponding article in the french wikipedia. ( december 2008 ) | | — department — | | • president of the general council | | augustin bonrepaux ( ps ) | | • total | | 4, 890 km2 ( 1, 890 sq mi ) | | • density | | 30 / km2 ( 79 / sq mi ) | | time zone | | cet ( utc + 1 ) | | • summer ( dst ) | | cest ( utc + 2 ) | | ^ 1 french land register data, which exclude estuaries, and lakes, ponds, and glaciers larger than 1 km2 | foix is the administrative capital of the ariege. it is an ancient medieval town with a fortress chateau de foix perched on a hill overlooking it. the fortress has been attacked many times without capture, including an attempt by simon de montfort. it has also been used as a prison, and the names of english prisoners of war can still be seen on the cell walls. another famous chateau in the ariege is montsegur, located on a rocky outcrop at a height of 1200 metres ( 3, 900 ft ). during the albigensian crusade and siege of 1244 ad the chateau was largely destroyed, with more than two hundred cathar priests burnt at the stake as heretics. the chateau was gradually rebuilt by royalists over a period of the next three hundred years. the start of the seventeenth century saw the area ravaged by wars between protestants and catholics. in 1621 huguenot forces ruined the church at la tour - du - crieu. in 1629 pamiers was sacked by henry of conde following uprisings that left several hundred dead in the city. this was also the period during which the abbeys at foix, tarascon - sur - ariege, saint - girons, saverdun and le mas - d ' azil were torched and destroyed. the nineteenth century was a time of strong industrial growth, supported in ariege by an abundant supply of water power. the department also benefitted from its significant reserves of iron ore. the growth of iron based industries were a feature of the period, with the establishment in 1817 of a steel manufacturing plant at pamiers which has been a principal driver of the local economy ever since. other representative examples of the iron based industry that developed in ariege during the nineteenth century include the forges at montgaillard and the blast furnaces at


manufacturing plant at pamiers which has been a principal driver of the local economy ever since. other representative examples of the iron based industry that developed in ariege during the nineteenth century include the forges at montgaillard and the blast furnaces at tarascon - sur - ariege. description of the department ' s industrial development during the nineteenth century should also include mention of the paper industry at saint - girons and the textile industry in the pays d ' olmes. towns of particular historical interest in the departement include pamiers, host to a large commercial centre and three churches. mirepoix is a medieval town, as is saint - lizier situated on a hilltop with winding streets, fine views and a church with cloisters that are noteworthy. saint - girons is an agricultural centre with a saturday market. the geography is dominated by the pyrenees mountains, which form the border between france and spain. there are hundreds of miles of well - marked paths which allow exploration of the magnificent pyrenees mountains. the high mountains are easily accessible via good roads, cable cars or by foot. there are a number of lodges providing high level mountain accommodation that are comfortable, warm and with good meals. there are also a number of fresh water lakes which provide a variety of activities including, walking, swimming, fishing, canoeing, sailboarding and picnicking. the ariege has several of its own downhill ski resorts, the three largest being ax - bonascre, les monts d ' olmes and guzet - neige. there are many cross country ski - ing resorts, one of the best being at plateau de beille, near les cabannes. the pyrenees mountain range forms a fantastic backdrop to the entire ariege department, rising some 10, 000 feet ( 3000m ) in the montcalm massif, along the border with andorra and spain. the highest peaks are clearly visible visible from toulouse in the haute garonne. it is one of the least populated and most unspoiled regions of france. the locals enjoy keeping traditions alive, especially old farming techniques. consequently, as fewer insecticides, for example, have been used, the flora and fauna of the area continue to be rich in both diversity and numbers. butterflies are common and birds are numerous ; particularly noticeable are large birds of prey, including the magnificent griffon vultures. there are also many unspoiled villages and hamlets tucked away in the valleys close to the department ' s border with spain – seix, cominac