Note: This page contains sample records for the topic 2002-2003 school year from Science.gov.
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Last update: November 12, 2013.
1

Annual Report: Discipline, Crime, and Violence. School Year. 2002-2003.  

ERIC Educational Resources Information Center

|The Code of Virginia requires school divisions statewide to submit data annually to the Department of Education (DOE) on incidents of discipline, crime, and violence. These incidents shall include: (1) those that occurred on school property, on a school bus, or at a school-sponsored activity; and (2) offenses, wherever committed, by students…

Virginia State Department of Education, 2004

2004-01-01

2

Consolidated State Performance Report: Part II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended by the No Child Left Behind Act of 2001, for reporting on School Year 2002-2003.  

ERIC Educational Resources Information Center

Achievement data from the 2002-2003 school year for public schools with poverty rates of 40% or greater in the state of Indiana are presented as required for State formula grant programs authorized by the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB). Tables present the number of schools

Indiana Department of Education, 2004

2004-01-01

3

School Mental Health Services in the United States, 2002-2003.  

National Technical Information Service (NTIS)

Recent research points to public schools as the major providers of mental health services for school-aged children. The current study, School Mental Health Services in the United States, 2002-2003, provides the first national survey of mental health servi...

D. Noonan G. Robinson M. Rollefson S. Foster T. Doksum

2005-01-01

4

The Socioeconomic Impact of HIV/AIDS on Education Outcomes in Uganda: School Enrolment and the Schooling Gap in 2002/2003  

ERIC Educational Resources Information Center

|Due to high prime-age mortality--a result of the HIV/AIDS scourge, the number of orphans in Uganda continues to rise. Using the 2002/2003 Uganda National Household Survey, this paper investigates how HIV/AIDS orphan status affects schooling enrolment and grade progression. Our results show that HIV/AIDS orphans are not significantly less likely…

Kasirye, Ibrahim; Hisali, Eria

2010-01-01

5

American Health Lawyers Association: the year in review 2002-2003.  

PubMed

Every year, the Practice Groups of the American Health Lawyers Association assemble a Year in Review summary of the leading developments in case law, legislation, and administrative actions affecting healthcare. This Article provides a comprehensive overview of these developments. The introduction presents a "Top Ten" list of the year's most noteworthy developments. The remainder of the Article is divided into fourteen topical areas, and offers a brief overview of issues in those areas. Overall, these various developments demonstrate society's efforts to balance accountability, efficiency, and affordability in the delivery of healthcare. PMID:14632379

Leibold, Peter

2003-01-01

6

Arrow Lakes Reservoir Fertilization Experiment; Years 4 and 5, Technical Report 2002-2003.  

SciTech Connect

This report presents the fourth and fifth year (2002 and 2003, respectively) of a five-year fertilization experiment on the Arrow Lakes Reservoir. The goal of the experiment was to increase kokanee populations impacted from hydroelectric development on the Arrow Lakes Reservoir. The impacts resulted in declining stocks of kokanee, a native land-locked sockeye salmon (Oncorhynchus nerka), a key species of the ecosystem. Arrow Lakes Reservoir, located in southeastern British Columbia, has undergone experimental fertilization since 1999. It is modeled after the successful Kootenay Lake fertilization experiment. The amount of fertilizer added in 2002 and 2003 was similar to the previous three years. Phosphorus loading from fertilizer was 52.8 metric tons and nitrogen loading from fertilizer was 268 metric tons. As in previous years, fertilizer additions occurred between the end of April and the beginning of September. Surface temperatures were generally warmer in 2003 than in 2002 in the Arrow Lakes Reservoir from May to September. Local tributary flows to Arrow Lakes Reservoir in 2002 and 2003 were generally less than average, however not as low as had occurred in 2001. Water chemistry parameters in select rivers and streams were similar to previous years results, except for dissolved inorganic nitrogen (DIN) concentrations which were significantly less in 2001, 2002 and 2003. The reduced snow pack in 2001 and 2003 would explain the lower concentrations of DIN. The natural load of DIN to the Arrow system ranged from 7200 tonnes in 1997 to 4500 tonnes in 2003; these results coincide with the decrease in DIN measurements from water samples taken in the reservoir during this period. Water chemistry parameters in the reservoir were similar to previous years of study except for a few exceptions. Seasonal averages of total phosphorus ranged from 2.11 to 7.42 {micro}g/L from 1997 through 2003 in the entire reservoir which were indicative of oligo-mesotrophic conditions. Dissolved inorganic nitrogen concentrations have decreased in 2002 and 2003 compared to previous years. These results indicate that the surface waters in Arrow Lakes Reservoir were approaching nitrogen limitation. Results from the 2003 discrete profile series indicate nitrate concentrations decreased significantly below 25 {micro}g/L (which is the concentration where nitrate is considered limiting to phytoplankton) between June and July at stations in Upper Arrow and Lower Arrow. Nitrogen to phosphorus ratios (weight:weight) were also low during these months indicating that the surface waters were nitrogen deficient. These results indicated that the nitrogen to phosphorus blends of fertilizer added to the reservoir need to be fine tuned and closely monitored on a weekly basis in future years of nutrient addition. Phytoplankton results shifted during 2002 and 2003 compared to previous years. During 2002, there was a co-dominance of potentially 'inedible' diatoms (Fragilaria spp. and Diatoma) and 'greens' (Ulothrix). Large diatom populations occurred in 2003 and these results indicate it may be necessary to alter the frequency and amounts of weekly loads of nitrogen and phosphorus in future years to prevent the growth of inedible diatoms. Zooplankton density in 2002 and 2003, as in previous years, indicated higher densities in Lower Arrow than in Upper Arrow. Copepods and other Cladocera (mainly tiny specimens such as Bosmina sp.) had distinct peaks, higher than in previous years, while Daphnia was not present in higher numbers particularly in Upper Arrow. This density shift in favor to smaller cladocerans was mirrored in a weak biomass increase. In Upper Arrow, total zooplankton biomass decreased from 1999 to 2002, and in 2003 increased slightly, while in Lower Arrow the biomass decreased from 2000-2002. In Lower Arrow the majority of biomass was comprised of Daphnia throughout the study period except in 2002, while in Upper Arrow the total biomass was comprised of copepods from 2000-2003.

Schindler, E.

2007-02-01

7

Kootenay Lake Fertilization Experiment; Years 11 and 12, Technical Report 2002-2003.  

SciTech Connect

This report examines the results from the eleventh and twelfth years (2002 and 2003) of the Kootenay Lake fertilization experiment. Experimental fertilization has occurred with an adaptive management approach since 1992 in order to restore productivity lost as a result of upstream dams. One of the main objectives of the experiment is to restore kokanee (Oncorhynchus nerka) populations, which are a main food source for Gerrard rainbow trout (Oncorhynchus mykiss). Kootenay Lake is located between the Selkirk and Purcell mountains in southeastern British Columbia. It has an area of 395 km2, a maximum depth of 150 m, a mean depth of 94 m, and a water renewal time of approximately two years. The quantity of agricultural grade liquid fertilizer (10-34-0, ammonium polyphosphate and 28-0-0, urea ammonium nitrate) added to Kootenay Lake in 2002 and 2003 was similar to that added from 1992 to 1996. After four years of decreased fertilizer loading (1997 to 2000), results indicated that kokanee populations had declined, and the decision was made to increase the loads again in 2001. The total load of fertilizer in 2002 was 47.1 tonnes of phosphorus and 206.7 tonnes of nitrogen. The total fertilizer load in 2003 was 47.1 tonnes of phosphorus and 240.8 tonnes of nitrogen. Additional nitrogen was added in 2003 to compensate for nitrogen depletion in the epilimnion. The fertilizer was applied to a 10 km stretch in the North Arm from 3 km south of Lardeau to 3 km south of Schroeder Creek. The maximum surface water temperature in 2002, measured on July 22, was 22 C in the North Arm and 21.3 C in the South Arm. In 2003, the maxima were recorded on August 5 at 20.6 C in the North Arm and on September 2 at 19.7 C in the South Arm. The maximum water temperature in the West Arm was 18.7 C on September 2, 2003. Kootenay Lake had oxygen-saturated water throughout the sampling season with values ranging from about 11-16 mg/L in 2002 and 2003. In both years, Secchi depth followed the expected pattern for an oligo-mesotrophic lake of decreasing in May, June, and early July, concurrent with the spring phytoplankton bloom, and clearing again as the summer progressed. Total phosphorus (TP) ranged from 2-11 {micro}g/L in 2002 and 2-21 {micro}g/L in 2003. With average TP values generally in the range of 3-10 {micro}g/L, Kootenay Lake is considered to be an oligotrophic to oligo-mesotrophic lake. Total dissolved phosphorus (TDP) followed the same seasonal trends as TP in 2002 and 2003 and ranged from 2-7 {micro}g/L in 2002 and from 2-10 {micro}g/L in 2003. Total nitrogen (TN) ranged from 90-380 {micro}g/L in 2002 and 100-210 {micro}g/L in 2003. During both the 2002 and 2003 sampling seasons, TN showed an overall decline in concentration with mid-summer and fall increases at some stations, which is consistent with previous years results. Dissolved inorganic nitrogen (DIN) concentrations showed a more pronounced declining trend over the sampling season compared with TN, corresponding to nitrate (the dominant component of DIN) being used by phytoplankton during summer stratification. DIN ranged from 7-176 {micro}g/L in 2002 and from 8-147 {micro}g/L in 2003. During 2003, discrete depth sampling occurred, and a more detailed look at the nitrate concentrations in the epilimnion was undertaken. There was a seasonal decline in nitrate concentrations, which supports the principle of increasing the nitrogen loading and the nitrogen to phosphorus (N:P) ratio during the fertilizer application period. Chlorophyll a (Chl a) concentrations in Kootenay Lake were in the range of 1.4-5.1 {micro}g/L in 2002 and 0.5-4.9 {micro}g/L in 2003. Over the sampling season, Chl a at North Arm stations generally increased in spring corresponding with the phytoplankton bloom, decreased during the summer, and increased again in the fall with mixing of the water column. The trend was similar, but less pronounced, at South Arm stations in these years, and spring Chl a concentrations were lower. During 2002, total algal biomass averaged during June, July and August was lower in the North

Schindler, E.

2007-02-01

8

Prevalence of Overweight and Risk of Overweight among 3-to 5-Year-Old Chicago Children, 2002-2003  

ERIC Educational Resources Information Center

|This article reports the first estimates of overweight prevalence in Chicago children entering school (aged 3-5 years). Chicago data are compared with those from the National Health and Nutrition Examination Survey (NHANES) and the Early Childhood Longitudinal Study (ECLS). Data were from 2 separate convenience samples of children aged 3-5 years

Mason, Maryann; Meleedy-Rey, Patricia; Christoffel, Katherine Kaufer; Longjohn, Matt; Garcia, Myrna P.; Ashlaw, Catherine

2006-01-01

9

34th Annual Survey Report on State-Sponsored Student Financial Aid, 2002-2003 Academic Year  

ERIC Educational Resources Information Center

Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 34th annual survey, represents data from academic year 2002-03. Data highlights include: (1) In the 2002-03 academic year, the states awarded about…

National Association of State Student Grant and Aid Programs, 2004

2004-01-01

10

Program Unit Funding: A Handbook for ECS Operators in the 2002/2003 School Year.  

ERIC Educational Resources Information Center

This handbook is written specifically for Early Childhood Services (ECS) operators in Alberta, Canada, applying for Program Unit Funding for students with severe disabilities. It is also designed to enhance the understanding of how assistance is provided to ECS children with severe disabilities by teachers, special needs assistants, parents, and…

Alberta Learning, Edmonton. Special Education Branch.

11

Descriptive Epidemiology of Collegiate Men's Soccer Injuries: National Collegiate Athletic Association Injury Surveillance System, 1988-1989 Through 2002-2003  

Microsoft Academic Search

Objective: To review 15 years of National Collegiate Athletic Association (NCAA) injury surveillance data for women's soccer and identify potential areas for injury prevention initiatives. Background: The number of NCAA schools sponsoring women's soccer has grown tremendously, from 271 in 1988- 1989 to 879 schools in 2002-2003. During that time, the NCAA Injury Surveillance System has collected game and practice

Julie Agel; Todd A. Evans; Randall Dick; Margot Putukian; Stephen W. Marshall

12

AGU 2002-2003 Congressional Science Fellow  

NASA Astrophysics Data System (ADS)

Illa Amerson, a Ph.D. candidate at the Oregon Health & Science University in Beaverton, was selected as AGU's 26th Congressional Science Fellow for 2002-2003. Starting in September, Amerson will serve a one-year assignment in the office of a senator or representative, or on a committee's staff as one of only a handful of scientists on Capitol Hill in Washington, D.C. Once in an office, Amerson can expect to work as a regular member of the staff, serving as a legislative assistant. Her duties could include advising her boss how to vote on specific bills, writing speeches or press releases, crafting legislation, meeting with lobbyists and special interest groups, and even answering constituent mail.Amerson expects to receive her Ph.D. in environmental science and engineering this summer. Her dissertation focuses on the environmental impact of the gasoline additive methyl tert-butyl ether (MTBE). She completed a M.S. in civil and environmental engineering at Arizona State University and a S.B. in chemical engineering at the Massachusetts Institute of Technology Amerson has also spent three years working in environmental regulation and consulting, dealing primarily with air and water quality issues.

13

Your Renewal FAFSA: Free Application for Federal Student Aid, 2003-2004 School Year.  

ERIC Educational Resources Information Center

|This form is used to renew an application for federal and state grants, work study, and loans. The renewal version contains preprinted information that the student reported for the 2002-2003 school year. As a result, it is faster and easier for the student to use than the Free Application for Federal Student Aid (FAFSA). The form contains…

Office of Federal Student Aid (ED), Washington, DC.

14

Eastern Europe and the 2002-2003 Iraq Crisis.  

National Technical Information Service (NTIS)

In the 2002-2003 Iraq crisis, most Eastern European countries aimed first of all to maintain positive relations with their main strategic partner, the United States. This priority was closely connected with NATO, Eastern Europe's preferred collective defe...

E. Svarenieks

2003-01-01

15

English Teaching & Learning, 2002-2003.  

ERIC Educational Resources Information Center

|These four issues contain the following articles: "A Case Documentation of English Instruction at the Elementary School Level: The Cross-Cultural Impact of Native Speaker Teachers" (Hsien-Chin Liou) [written in Chinese]; "A Collaborative Tale with Two Taiwanese EFL College Groups" (Feng-Ming Chi); "A Developmental Study on Phonological Awareness…

English Teaching & Learning, 2003

2003-01-01

16

Funding Your Education: 2002/2003.  

ERIC Educational Resources Information Center

This publication describes the student financial aid programs of the U.S. Department of Education and advises students about paying for college. It outlines things a student should ask about a college and how to obtain financial aid, whether grants, work-study, or loans. Chapters provide information on: (1) "Education after High School"; (2)…

Department of Education, Washington, DC. Student Financial Assistance.

17

Practical Assessment, Research and Evaluation, 2002-2003.  

ERIC Educational Resources Information Center

This document consists of the first 10 articles of volume 8 of the electronic journal "Practical Assessment, Research & Evaluation" published in 2002-2003: (1) "Using Electronic Surveys: Advice from Survey Professionals" (David M. Shannon, Todd E. Johnson, Shelby Searcy, and Alan Lott); (2) "Four Assumptions of Multiple Regression That Researchers…

Rudner, Lawrence M., Ed.; Schaefer, William D., Ed.

2000-01-01

18

The State of Our Nation's Youth, 2002-2003.  

ERIC Educational Resources Information Center

|This report details findings of the seventh annual (2002-2003) national survey of the attitudes and plans of American adolescents. Participating in the telephone survey was a nationally representative sample of 1,003 students aged 13 to 18, in ninth through twelfth grade. The report summarizes findings "at a glance" and discusses findings under…

Horatio Alger Association of Distinguished Americans, Inc., Alexandria, VA.

19

Disconnected Reform: The Proliferation of School Choice Options in U.S. School Districts  

ERIC Educational Resources Information Center

This article analyzes an original dataset measuring school choice availability and usage in large, urban U.S. school districts from the 1995-1996 school year through the 2002-2003 school year. The results, disaggregated by school choice type, show that publicly funded schools of choice significantly expanded their enrollments over the time period,…

Linkow, Tamara Wilder

2011-01-01

20

Annual Performance Report. 2002-2003. Wyoming Department of Education.  

ERIC Educational Resources Information Center

|Wyoming's Department of Education (WDE?s) Special Programs Unit conducts compliance monitoring for all IDEA procedural requirements on a five-year cycle. The current process began for Wyoming?s school districts in 1999-2000 and will be completed in 2004-05. The special education monitoring process is a comprehensive program review. The process…

Wyoming State Department of Education, 2004

2004-01-01

21

Improvements in Middle School Student Dietary Intake After Implementation of the Texas Public School Nutrition Policy  

Technology Transfer Automated Retrieval System (TEKTRAN)

We assessed the effect of the Texas Public School Nutrition Policy on middle school student lunchtime food consumption. Three years of lunch food records were collected from middle school students in southeast Texas: baseline (2001-2002), after local district changes (2002-2003), and 1 year after im...

22

Legislative Report on Charter Schools. Statutory Report Series.  

ERIC Educational Resources Information Center

The purpose of this study was to identify and describe the actions taken on new charter school petitions or proposals. This report offers a summary of charter school activity in the 426 Wisconsin school districts during the 2002-2003 school year. The data is based upon an electronic survey administered by the Wisconsin Department of Public…

Decker, Paula Crandall; Geraghty, Lisa; Wendt, Sharon

2004-01-01

23

Evaluation of the School Breakfast Program Pilot Project: Final Report. Special Nutrition Programs. Report Number CN-04-SBP. Nutrition Assistance Program Report Series  

ERIC Educational Resources Information Center

|In 1998, Congress authorized the School Breakfast Program Pilot Project (SBPP) to study the implementation and effects of providing universal free school breakfast in six school districts across the United States. For three years, from School Year (SY) 2000-2001 through SY 2002-2003, these six school districts received federal funds to offer…

Bernstein, Lawrence S.; McLaughlin, Joan E.; Crepinsek, Mary Kay; Daft, Lynn M.

2004-01-01

24

Health burden and economic impact of measles-related hospitalizations in Italy in 2002–2003  

Microsoft Academic Search

BACKGROUND: A large measles outbreak occurred in Italy in 2002–2003. This study evaluates the health burden and economic impact of measles-related hospitalizations in Italy during the specified period. METHODS: Hospital discharge abstract data for measles hospitalizations in Italy during 2002–2003 were analysed to obtain information regarding number and rates of measles hospitalizations by geographical area and age group, length of

Antonietta Filia; Antonio Brenna; Augusto Panà; Gianluca Maggio Cavallaro; Marco Massari; Marta L Ciofi degli Atti

2007-01-01

25

The effect of school-wide positive behavior support interventions in a day treatment setting  

Microsoft Academic Search

The purpose of this study was to examine the effects of Positive Behavior Support (PBS) on the number and severity of discipline referrals by using a comparison of those referrals from the school year 2002-2003 (before PBS) to the 2003-2004 school year (after PBS). In addition, school climate surveys completed by parents, students, and staff (at the beginning of PBS

Judy K Berger

2005-01-01

26

District Composite Report: East Baton Rouge Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

27

District Composite Report: Jefferson Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

28

District Composite Report: Avoyelles Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the "Progress Profiles" ("School Report Cards," "District Composite Report," and the…

Louisiana State Department of Education, 2004

2004-01-01

29

District Composite Report: Lafourche Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

30

District Composite Report: Calcasieu Parish. 2002-2003  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

31

District Composite Report: Evangeline Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

32

District Composite Report: Claiborne Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

33

District Composite Report: Iberia Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

34

District Composite Report: Assumption Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

35

District Composite Report, 2002-2003: Caldwell Parish  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

36

District Composite Report: DeSoto Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

37

District Composite Report: Acadia Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

38

District Composite Report: Beauregard Parish. 2002-2003.  

ERIC Educational Resources Information Center

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Louisiana State Department of Education, 2004

2004-01-01

39

Fifteenmile Creek Riparian Buffers Project, Annual Report 2002-2003.  

SciTech Connect

This project implements riparian buffer systems in the Mid-Columbia, addressing limiting factors identified in the Fifteenmile Subbasin Summary, June 30, 2000. The project is providing the technical planning support needed to implement at least 36 riparian buffer system contracts on approximately 872 acres covering an estimated 40 miles of anadromous fish streams over a three year period. During this second year of the project, 11 buffer contracts were implemented on 10.9 miles of stream. Buffer widths averaged 132 ft. on each side of the stream. Implementation included prescribed plantings, fencing, and related practices. Actual implementation costs, lease payments, and maintenance costs are borne by existing USDA programs: Conservation Reserve and Conservation Reserve Enhancement Programs. The lease period of each contract may vary between 10 to 15 years. During this year the average was 14.6 years. The total value of contracts established this year is $666,121 compared with $71,115 in Bonneville Power Administration (BPA) contract costs to provide the technical support needed to get the contracts implemented. This project provides technical staffing to conduct assessments and develop plans to help keep pace with the growing backlog of potential riparian buffer projects. Word of mouth from satisfied customers has brought in many new sign-ups during the year. In addition, specific outreach efforts targeting the orchard areas of the county began to bear fruit with orchardists sign-ups as the project year ended. Progress this second year of project includes only work accomplished in the Fifteenmile subbasin. A similar but separate effort to implement buffers in the Columbia Plateau Province was initiated during the year under project number 2002-019-00. This project supports RPA 150 and 153 as required under the Federal Hydropower System biological opinion.

Graves, Ron

2004-02-01

40

Global and App Express Updates, 2002-2003. EDExpress Training. Participant Guide.  

ERIC Educational Resources Information Center

|This manual identifies the major changes for 2002-2003 in EDExpress, the electronic data exchange aspect of the Title IV student financial aid application process. It describes the major changes in the global EDExpress module and the App Express module and discusses locations for other resources describing changes in EDExpress. The Global Module…

Office of Student Financial Assistance (ED), Washington, DC.

41

The Junior Science and Humanities Symposium: Management and Operation, 2002-2003.  

ERIC Educational Resources Information Center

This document provides the administrative, management, and supervisory guidance necessary to successfully conduct and support grades 7-12 science symposia. It was developed as the operations manual for the Pacific Region Junior Science and Humanities Symposium (PJSHS) program for 2002-2003 which is an 10-month, precollege student research program…

Schlenker, Richard M.

42

Supporting Human Rights and Democracy: The U.S. Record 2002-2003.  

National Technical Information Service (NTIS)

Supporting Human Rights and Democracy: The U.S. Record 2002-2003 identifies in a more systematic way, for Congress, the American public and audiences overseas, how the U.S. Government is integrating policy with reporting on human rights. Around the world,...

2003-01-01

43

2002-2003 Engineering Accomplishments: Unconventional Nuclear Weapons Detection  

Microsoft Academic Search

The Defense Threat Reduction Agency, DTRA, is a federal agency charged with safeguarding the nation from weapons of mass destruction, in particular nuclear weapons such as crude devices, and radiological dispersal devices (RDD), also known as dirty bombs. Both of which could be delivered using unconventional means such as by transporting them by a car or boat. Two years ago

J E Hernandez; J Valentine

2004-01-01

44

Gilliam County Riparian Buffers; 2002-2003 Annual Report.  

SciTech Connect

There are only two problems that have been encountered during the contract year. The first problem has to do with eligibility. To be eligible for CREP you must own land adjacent to stream that has been delineated an anadromous fish stream. The problem is there are areas in Gilliam County that are designated anadromous fish streams that probably don't deserve that delineation and then there are streams that are not listed that probably do deserve that delineation. This has affected a few proposed projects. For instance, there is a project area on a stream that is delineated on the eligibility map, but the particular reach we are working with does not show up on the map. ODFW then receives an eligibility sheet from FSA or the SWCD technician. On this particular area it says steelhead distribution is downstream .5 miles. FSA won't consider this area eligible for CREP, thus the landowner must enroll in CCRP, which doesn't quite have the incentives as CREP. We are working to improve the maps. A meeting has been scheduled to discuss some particular areas and possibly re-draw the eligibility map. The other problem has to do with the amount of cost share for off-stream watering facilities. Many landowners who wish to install spring developments and other off-stream watering facilities run into a problem with cost-share limits within the CREP guidelines. When a landowner wants to enroll all of his/her stream and exclude livestock from the creek entirely they are having to pay some out of pocket expenses to get enough water to sufficiently support their livestock without using the creek. There has been one landowner who decided not to enroll because of this technicality. The problems encountered are problems that occur within the parameters of the program. These problems may or may not be changed. Otherwise, interest in the programs has been excellent and will only get better. The number of contracts that were estimated to be negotiated in the three-year term may be a bit excessive. In counties such as Gilliam, most tracts of land are large parcels. If multiple project areas occur in the same tract then you have one contract per tract. This reduces your total number in a lot of cases. In year 1 there were 6 contracts negotiated and approved in the CREP program. Prior to the contract there were a total of 9. The program started in 1998. The numbers will only increase in year 2. Year two should be a drastic improvement over year one. There has already been several projects proposed that may or may not be approved during year 2. There are 367.4 acres of land that has been proposed in either CREP or CCRP, which would include 30.94 miles of stream buffered on both sides.

Coiner, Josh (Gilliam Soil and Water Conservation District, Condon, OR)

2003-05-01

45

Walla Walla River Fish Passage Operations Program, 2002-2003 Annual Report.  

SciTech Connect

In the late 1990's, the Confederated Tribes of the Umatilla Indian Reservation, Oregon Department of Fish and Wildlife, and Washington Department of Fish and Wildlife, along with many other agencies, began implementing fisheries restoration activities in the Walla Walla Basin. An integral part of these efforts is to alleviate the inadequate fish migration conditions in the basin. The migration concerns are being addressed by removing diversion structures, constructing fish passage facilities, implementing minimum instream flow requirements, and initiating trap and haul efforts. The objective of the Walla Walla River Fish Passage Operations Project is to increase the survival of migrating adult and juvenile salmonids in the Walla Walla River basin. The project is responsible for coordinating operation and maintenance of ladders, screen sites, bypasses, trap facilities, and transportation equipment. In addition, the project provides technical input on passage criteria and passage and trapping facility design and operation. Operation of the various passage facilities and passage criteria guidelines are outlined in an annual operations plan that the project develops. During the 2002-2003 project year, there were 545 adult summer steelhead (Oncorhynchus mykiss), 29 adult bull trout (Salvelinus confluentus); 1 adult and 1 jack spring chinook (O. tshawytscha) enumerated at the Nursery Bridge Dam fishway adult trap between January 1 and June 23, 2003. Summer steelhead and spring chinook were observed moving upstream while bull trout were observed moving both upstream and downstream of the facility. Operation of the Little Walla Walla River juvenile trap for trap and haul purposes was not necessary this year. The project transported 21 adult spring chinook from Ringold Springs Hatchery and 281 from Threemile Dam to the South Fork Walla Walla Brood Holding Facility. Of these, 290 were outplanted in August for natural spawning in the basin.

Bronson, James P. (Confederated Tribes of the Umatilla Indian Reservation, Department of Natural Resources, Pendleton, OR); Duke, Bill B. (Oregon Department of Fish and Wildlife, Pendleton, OR)

2004-03-01

46

Department of Education Annual Plan 2002-2003  

NSDL National Science Digital Library

Building on President Bush's earlier "No Child Left Behind" educational prospectus for the United States, this 148-page report explicates the Department of Education's 6-point plan for the upcoming years. The six points discussed in detail throughout the body of the report include improving student achievement, creating a culture of achievement, and enhancing the quality of access to postsecondary and adult education, among others. Throughout the report, specific nationwide objectives are discussed in detail, along with timelines detailing when these objectives might ideally be reached. The last fifty pages of the report are devoted to appendices dealing with opportunities to collaborate with different federal agencies and the equally thorny question of data quality.

2002-01-01

47

2002-2003 Engineering Accomplishments: Unconventional Nuclear Weapons Detection  

SciTech Connect

The Defense Threat Reduction Agency, DTRA, is a federal agency charged with safeguarding the nation from weapons of mass destruction, in particular nuclear weapons such as crude devices, and radiological dispersal devices (RDD), also known as dirty bombs. Both of which could be delivered using unconventional means such as by transporting them by a car or boat. Two years ago DTRA partnered with NNSA to evaluate commercially available technologies that could be deployed quickly to defend against threats posed by unconventional nuclear weapons under a program called the Unconventional Nuclear Warfare Defense (UNWD) Program. Lawrence Livermore National Laboratory (LLNL) was one of several National laboratories that participated in this program, which consisted in developing, deploying, and demonstrating detection systems suitable for military base protection. Two key contributions to this program by the LLNL team were the development of two Radiation Detection Buoys (RDB) deployed at Naval Base in Kings Bay in Georgia, and the Detection and Tracking System (DTS) demonstrated at Fort Leonard Wood Missouri, headquarters for the Total Force's Maneuver Support Center (MANSCEN). The RDB's were designed to detect the potential transportation of an unconventional nuclear or radiological weapon by a boat. The RDB's consisted of two commercial marine buoys instrumented with several types of detectors sensitive to gamma rays and neutrons, two key modes of energy emitted by radioactive materials. The engineering team selected a standard marine buoy as the overall system platform for this deployment since buoys are already designed to sustain the harsh marine environment, and also for their covertness, since once deployed, they look just like any other buoy on the water. Since this was the first time such a system was ever deployed, the team choose to instrument the buoys with a suite of different types of detectors with the goal to learn which detectors would be best suited for future deployments of this kind. This goal has now being achieved, and through a combination of computer modeling and experimental data, the team has gain the necessary knowledge to better understand the capabilities and limitations of RDB's, and the tradeoffs involve in the selection of the different detectors. The two LLNL RDB's are currently operational at Kings Bay, and the team is looking forward to another opportunity to design the next generation RDB's.

Hernandez, J E; Valentine, J

2004-04-09

48

Forrest Ranch Management and Implementation, Annual Report 2002-2003.  

SciTech Connect

Through their John Day Basin Office, the Confederated Tribes of Warm Springs Reservation of Oregon (Tribes) acquired the Forrest Ranch during July of 2002. The property consists of two parcels located in the John Day subbasin within the Columbia basin. The mainstem parcel consists of 3,503 acres and is located 1/2 mile to the east of Prairie City, Oregon on the mainstem of the John Day River. The middle fork parcel consists of 820 acres and is located one mile to the west of the town of Austin, OR on the middle fork John Day River. The Forrest Ranch Project is under a memorandum of agreement with the Bonneville Power Administration (BPA) to provide an annual written report generally describing the real property interests of the project and management activities undertaken or in progress. The Forrest Ranch acquisition was funded by BPA as part of their program to protect, mitigate, and enhance fish and wildlife habitat affected by the operation of their hydroelectric facilities on the Columbia River and its tributaries. Following lengthy negotiations with the BPA and property owner, the Tribes were able to conclude the acquisition of the Forrest Ranch in July of 2002. The intent of the acquisition project was to partially mitigate fish and wildlife impacts for the John Day Dam on the Columbia River as outlined in the Northwest Power Planning Council's Wildlife Program (NPPC 1994, section 11.1, section 7.6). While the Tribes hold fee-title to the property, the BPA has assured a level of program funding through a memorandum of agreement and annual statement of work. As early as 1997, the Tribes identified this property as a priority for restoration in the John Day basin. In 2000, the Tribes arranged an agreement with the landowner to seek funds for the acquisition of both the Middle Fork and upper Mainstem John Day River holdings of Mr. John Forrest. This property had been a priority of not only the Tribes, but of many other basin natural resource agencies. The contract period was the first year of the program with December 2001 through July 2nd 2002 being previous to acquisition of the property. The majority of the activities conducted under the contract period were spent on O&M and pre acquisition activities.

Smith, Brent

2004-01-01

49

Hangman Restoration Project, Annual Report 2002-2003.  

SciTech Connect

Progress has been made in defining the level of work that needs to be accomplished in the Hangman Watershed in order to restore a viable riparian system and hydrology. The end goal is to use wildlife habitat to protect streams and provide water for instream fish habitats. In order to define the most expedient means of attaining that goal an Instream Flow/Watershed Hydrology Study was initiated. The study is intended to be comprehensive in order to determine the potential of increasing base flow with Hangman Watershed Streams and predict available fish habitats for the range of flow level possibilities. The Study Plan and work for the first field season was contracted and the Plan and end of field season reports are included with this Annual Report. The initial draft of the wildlife portion of the Monitoring and Evaluation Plan was completed and presented to the Columbia Basin Fish and Wildlife Authority Wildlife Committee. The Committee felt that the Basin Hydrology Study needed to be closer to completion before the bulk of wildlife monitoring should be implemented. The extent of the landscape that must be restored in order to facilitate the needed stream flows may not be large enough to affect the population levels of the Plan's target species. The main result of the Committee review of the Monitoring and Evaluation Plan however, was that since the Hangman Restoration Project is not a HU driven wildlife mitigation project than the Wildlife Committee does not have a role to play since their focus is wildlife HU crediting projects. Further work on the wildlife portion of the Monitoring and Evaluation Plan is suspended until the crediting issues surrounding the Hangman Restoration Project are settled. Certain aspects of the Plan, such as the land bird, amphibian, reptile and beaver monitoring can be implemented in the spring of the coming year because monitoring these species and groups needs to be accomplished regardless of crediting status and baseline data is needed for these. Data from the Hangman Creek Watershed from portions upstream and east of the Coeur d'Alene Indian Reservation were included in the Second Iteration of the Habitat Prioritization Plan. These data were gathered both by the Coeur d'Alene Tribe and Idaho's Department of Environmental Quality. The addition of this portion of the Watershed in the Prioritization Plan fills a gap that the lack of data left in the first draft of the Plan. The streams in these upper headwaters support remnant salmonid populations and are close enough to be integrated with the streams and trout populations on the Reservation. The addition of this area strengthens the base from which the Hangman Restoration Project can work to secure and expand resident fish populations. An extensive 2-year search for historic photos of the upper portion of the Hangman Watershed was completed during this annual funding cycle. The disappointing result is that few photographs were acquired. One excellent panoramic view of the Upper Hangman Watershed from Tekoa Mountain was recovered and photos of this view were taken for comparison. The task of finding historic photos has been removed from future Scopes of Work, however search for photos will continue as part of the Project's public outreach. The notable exception to the lack of historic photos is the purchase, digitizing and GIS registry of 1947 aerial photo coverage of the entire Hangman Creek Watershed east of the Washington/Idaho State Boarder. In addition, 1933 aerial photo coverage of most of this same area is being registered to our GIS system. These 1933 photos were available to the Tribe prior to the initiation of this Project; however these photos are being registered partly as a result of requests made from this Project. The process of developing a map of potential vegetation types for the Hangman Watershed has benefited from establishment of an Interagency Agreement with the U.S. Geologic Survey to hire a Scientific Advisor. The Scientific Advisor has assisted with the design of a scheme to sample remnant native vegetation within an

Coeur d'Alene Tribe

2003-10-01

50

Preschooler II v. Clark County School Board of Trustees: A Closer Look at Application of Qualified Immunity in Public School Districts  

Microsoft Academic Search

During the 2002-2003 school year, the mother of a pre-school aged, non-verbal, autistic child became concerned when her child came home with unexplained bruises and began exhibiting violent behavior. The mother brought an action on behalf of herself and her child seeking relief under the Individuals with Disabilities Act (\\

Rachael Crim

2010-01-01

51

The 100-Year School.  

ERIC Educational Resources Information Center

Discusses how school design/planning can help a school double its life span. Examined are the importance of insightful planning and detailing by the architect, the need for quality workmanship by the construction team, and the value of proper maintenance of the building by the owners and maintenance team. (GR)

Cobble, Jeffrey E.

2000-01-01

52

In Search of Quality in Finnish Pre-School Education  

ERIC Educational Resources Information Center

|This study was conducted during the academic year 2002-2003 in a municipality in Eastern Finland. It focuses on pre-school education assessing its quality factors from the parents', teachers' and children's points of view. Theoretically, the study focuses on analyses of the purposes of the national core curriculum and pedagogical issues that are…

Niikko, Anneli; Havu-Nuutinen, Sari

2009-01-01

53

Results of a Two-Year Longitudinal Study of Beverage-Specific Alcohol Use among Adolescents  

ERIC Educational Resources Information Center

|This study explored beverage-specific alcohol consumption patterns among a sample of high school students over a two-year period. Four hundred fifty-five students completed the validated questionnaire at all three time points (2002, 2003, 2004). Variables of interest included five use measures (past year use, 30-day frequency, quantity, heavy…

Moore, Michele Johnson; Werch, Chudley

2007-01-01

54

Evaluate Bull Trout Movements in the Tucannon and Lower Snake Rivers, 2002-2003 Annual Report.  

SciTech Connect

We collected 279 adult bull trout (Salvelinus confluentus) in the Tucannon River during the Spring and Fall of 2003. Passive Integrated Transponder (PIT) tags were inserted in 191 of them, and we detected existing PIT tags in an additional 31bull trout. Thirty five of these were also surgically implanted with radio-tags, and we monitored the movements of these fish throughout the year. Fourteen radio-tags were recovered shortly after tagging, and as a result, 21 remained in the river through December 31, 2003. Four bull trout that were radio-tagged in spring 2002 were known to survive and carry their tags through the spring and/or summer of 2003. One of these fish spent the winter near river mile (RM) 13.0; the other 3 over-wintered in the vicinity of the Tucannon Hatchery between RM 34 and 36. Twenty-one radio tags from bull trout tagged in 2002 were recovered during the spring and summer, 2003. These tags became stationary the winter of 2002/2003, and were recovered between RM 11 and 55. We were unable to recover the remaining 15 tags from 2002. During the month of July, radio-tagged bull trout exhibited a general upstream movement into the upper reaches of the Tucannon subbasin. We observed some downstream movements of radio-tagged bull trout in mid to late September and throughout October. By late November and early December, radio tagged bull trout were relatively stationary, and were distributed from the headwaters downstream to river mile 6.4, near Lower Monumental Pool. As in 2002, we did not conduct work associated with objectives 2, 3, or 4 of this study, because we were unable to monitor migratory movement of radio-tagged bull trout into the Federal hydropower system on the mainstem Snake River. Transmission tests of submerged ATS model F1830 radio-tags in Lower Granite Pool showed that audible detection and individual tag identification was possible at depths of 20 and 30 ft. Tests were conducted using an ATS R-4000 Receiver equipped with an ''H'' antenna at 200 and 700 feet above water surface from a helicopter. Audible detection and frequency separation were possible at both elevations. Two years of high tag loss, particularly after spawning, has prevented us from documenting fall and winter movements with an adequate sample of radio tagged bull trout. The high transmitter loss after spawning may be a reflection of high natural mortality for large, older age fish that we have been radio tagging to accommodate the longer life transmitters. Therefore, we are planning to reduce the size of the radio tags that we implant, and delay most of our collection and tagging of bull trout until after spawning. These changes are a new approach to try to maximize the number of radio tagged bull trout available post spawning to adequately document fall and winter movements and any use of the Snake River by bull trout from the Tucannon River.

Faler, Michael P. (US Fish and Wildlife Service, Idaho Fishery Resource Office, Ahsahka, ID); Mendel, Glen W.; Fulton, Carl (Washington Department of Fish and Wildlife, Fish Management Division, Dayton, WA)

2004-04-01

55

Research on Captive Broodstock Programs for Pacific Salmon, 2002-2003 Annual Report.  

SciTech Connect

The success of captive broodstock programs depends on high in-culture survival, appropriate development of the reproductive system, and the behavior and survival of cultured salmon after release, either as adults or juveniles. Continuing captive broodstock research designed to improve technology is being conducted to cover all major life history stages of Pacific salmon. Current velocity in rearing vessels had little if any effect on reproductive behavior of captively reared steelhead. However, males and females reared in high velocity vessels participated a greater number of spawning events than siblings reared in low velocity tanks. Observations of nesting females and associated males in a natural stream (Hamma Hamma River) were consistent with those observed in a controlled spawning channel. DNA pedigree analyses did not reveal significant differences in the numbers of fry produced by steelhead reared in high and low velocity vessels. To determine the critical period(s) for imprinting for sockeye salmon, juvenile salmon are being exposed to known odorants at key developmental stages. Subsequently they will be tested for development of long-term memories of these odorants. In 2002-2003, the efficacy of EOG analysis for assessing imprinting was demonstrated and will be applied in these and other behavioral and molecular tools in the current work plan. Results of these experiments will be important to determine the critical periods for imprinting for the offspring of captively-reared fish destined for release into natal rivers or lakes. By early August, the oocytes of all of Rapid River Hatchery chinook salmon females returning from the ocean had advanced to the tertiary yolk globule stage; whereas, only some of the captively reared Lemhi River females sampled had advanced to this stage, and the degree of advancement was not dependent on rearing temperature. The mean spawning time of captive Lemhi River females was 3-4 weeks after that of the Rapid River fish. Captive Lemhi River females produced smaller and fewer eggs than the Rapid River females; however, relative fecundity was higher than that of the Rapid River fish. Female coho salmon that ceased or slowed oocyte development in the spring had lower body growth from the previous August onward compared with females that continued oocyte growth. This indicates that growth during the late summer and fall, one year prior to spawning, can determine the decision to mature the following spring. Therefore it is important to maintain the growth of broodstock during the summer/fall period to ensure the continuation of ovary development in the subsequent spring. A combined whole cell vaccine of Renogen with killed R. salmoninarum strain MT239 may be effective in reducing the occurrence of BKD during the period immediately after seawater transfer, but not in yearling seawater-adapted chinook salmon. Control of BKD is likely to require an integrated disease management plan, utilizing three components, namely broodstock segregation, antibiotics, and vaccination. Vaccine results incorporated with antibiotic treatment will be used to work toward an integrated disease management plan to help to reduce the cycle of BKD transmission in the captive stocks to increase survival safely. Patterns of estimated survival in one chinook salmon stock (Grovers Creek)were generally consistent with inbreeding depression: progeny of fish that were full siblings (approximate increment in F of 0.25) survived to return at much lower rates than did progeny of fish that were half siblings (F {approx} 0.125) or unrelated individuals (F {approx} 0). Growth at sea of Grovers Creek Hatchery stock study fish was lower than that of UWH stock fish. Among the inbreeding groups alone, no clear differences in growth were detectable. However, preliminary results suggest the general pattern of growth was opposite that expected if inbreeding depression reduced growth: the highest growth was in progeny of related parents.

Berejikian, Barry A. (National Marine Fisheries Service)

2004-01-01

56

Arctic ozone depletion in 2002-2003 measured by ASUR and comparison with POAM observations  

NASA Astrophysics Data System (ADS)

We present ozone loss estimated from airborne measurements taken during January-February and March in the Arctic winter 2002/2003. The first half of the winter was characterized by unusually cold temperatures and the second half by a major stratospheric sudden warming around 15-18 January 2003. The potential vorticity maps show a vortex split in the lower stratosphere during the major warming (MW) in late January and during the minor warming in mid-February due to wave 1 amplification. However, the warming can be termed as a vortex displacement event as there was no vortex split during the MW period at 10 hPa. Very low temperatures, large areas of polar stratospheric clouds (PSCs), and high chlorine activation triggered significant ozone loss in the early winter, as the vortex moved to the midlatitude regions. The ozone depletion derived from the ASUR measurements sampled inside the vortex, in conjunction with the Mimosa-Chim model tracer, shows a maximum of 1.3 ± 0.2 ppmv at 450-500 K by late March. The partial column loss derived from the ASUR ozone profiles reaches up to 61 ± 4 DU in 400-550 K in the same period. The evolution of ozone and ozone loss assessed from the ASUR measurements is in very good agreement with POAM observations. The reduction in ozone estimated from the POAM measurements shows a similar maximum of 1.3 ± 0.2 ppmv at 400-500 K or 63 ± 4 DU in 400-550 K in late March. Our study reveals that the Arctic winter 2002/2003 was unique as it had three minor warmings and a MW, yet showed large loss in ozone. No such feature was observed in any other Arctic winter in the 1989-2010 period. In addition, an unusually large ozone loss in December, around 0.5 ± 0.2 ppmv at 450-500 K or 12 ± 1 DU in 400-550 K, was estimated for the first time in the Arctic. A careful and detailed diagnosis with all available published results for this winter exhibits an average ozone loss of 1.5 ± 0.3 ppmv at 450-500 K or 65 ± 5 DU in 400-550 K by the end of March, which exactly matches the ozone depletion derived from the ASUR, POAM and model data. The early ozone loss together with considerable loss afterwards put the warm Arctic winter 2002/2003 amongst the moderately cold winters in terms of the significance of the ozone loss.

Kuttippurath, Jayanarayanan; KleinböHl, Armin; Sinnhuber, Miriam; Bremer, Holger; Küllmann, Harry; Notholt, Justus; Godin-Beekmann, Sophie; Tripathi, Omprakash; Nikulin, Grigory

2011-11-01

57

Kootenai River Fisheries Investigation[s]; Stock Status of Burbot, 2002-2003 Annual Report.  

SciTech Connect

The Kootenai River Fisheries Investigation Project planned to monitor burbot Lota lota movement in the winter of 2002-2003 and test a hypothesis regarding the relationship of winter flow to upstream spawning migration success. The U.S. Army Corps of Engineers and the Bonneville Power Administration were unable to provide the consistent low winter flows needed to meet the experimental design criteria in that monitoring and evaluation plan (approximately 170 m{sup 3}/s from Libby Dam). Although conditions consistent with management for sustained minimum flows persisted throughout the winter, and stable low flows were maintained below Libby Dam from September 1 through November 24, 2002 (158 m{sup 3}/s average) and from January 1, 2003 until May 1 (144 m{sup 3}/s average), flows in the intervening 37 d period from November 25 to December 31 were increased significantly by the U.S. Army Corps of Engineers. During that important December spawning migration period for burbot, flows were well above those proposed in the monitoring and evaluation plan and peaked at 741 m{sup 3}/s on December 21, 2002. Furthermore, despite the low flow conditions for much of the winter, our capture of 10 burbot was the lowest since this investigation began in 1993, evidence that the stock is extremely depressed and the numbers of burbot are declining. We captured a single burbot in 2002-2003 that provided circumstantial evidence reproduction occurred during the winter of 2000-2001. This burbot of 352 mm TL was among the smallest captured since sampling began in 1993. Seven burbot were monitored with sonic telemetry; two of those were tagged the previous winter. The capture of a female burbot at Ambush Rock during the spawning period supports results of previous findings that low flows during winter enhances burbot migration and spawning. Sampling for larval burbot was conducted, but no larval burbot were captured.

Paragamian, Vaughn L.; Hoyle, Genevieve

2005-09-01

58

Year-Round Schools.  

ERIC Educational Resources Information Center

|One avenue being explored as a way to cut costs while maintaining the quality of programs and services is year-round education (YRE). In most cases, the known benefits and drawbacks of an existing component of traditional scheduling must be weighed against the theoretical advantages and disadvantages of YRE. The five articles reviewed in this…

McChesney, Jim

1996-01-01

59

Descriptive Epidemiology of Collegiate Women's Soccer Injuries: National Collegiate Athletic Association Injury Surveillance System, 1988-1989 Through 2002-2003  

PubMed Central

Objective: To review 15 years of National Collegiate Athletic Association (NCAA) injury surveillance data for women's soccer and identify potential areas for injury prevention initiatives. Background: The number of NCAA schools sponsoring women's soccer has grown tremendously, from 271 in 1988– 1989 to 879 schools in 2002–2003. During that time, the NCAA Injury Surveillance System has collected game and practice injury data for women's soccer across all 3 NCAA divisions. Main Results: The rate of injury was more than 3 times higher in games than in practices (16.44 versus 5.23 injuries per 1000 athlete-exposures, rate ratio = 3.2, 95% confidence interval = 3.1, 3.4, P < .01), and preseason practices had an injury rate that was more than 3 times greater than the rate for in-season practices (9.52 versus 2.91 injuries per 1000 athlete-exposures, rate ratio = 3.3, 95% confidence interval = 3.1, 3.5, P < .01). Approximately 70% of all game and practice injuries affected the lower extremities. Ankle ligament sprains (18.3%), knee internal derangements (15.9%), concussions (8.6%), and leg contusions (8.3%) accounted for a substantial portion of game injuries. Upper leg muscle-tendon strains (21.3%), ankle ligament sprains (15.3%), knee internal derangements (7.7%), and pelvis and hip muscle strains (7.6%) represented most of the practice injuries. Injuries were categorized as attributable to player contact, “other contact” (eg, contact with the ball, ground, or other object), or no contact. Player-to-player contact accounted for more than half of all game injuries (approximately 54%) but less than 20% of all practice injuries. The majority of practice injuries involved noncontact injury mechanisms. Knee internal derangements, ankle ligament sprains, and concussions were the leading game injuries that resulted in 10 or more days of time lost as a result of injury. Recommendations: Ankle ligament sprains, knee internal derangements, and concussions are common injuries in women's soccer. Research efforts have focused on knee injuries and concussions in soccer, and further epidemiologic data are needed to determine if preventive strategies will help to alter the incidence of these injuries. Furthermore, the specific nature of the player contact leading to concussions and lower extremity injuries should be investigated. Preventive efforts should continue to focus on reducing knee injuries, ankle injuries, and concussions in women collegiate soccer players.

Dick, Randall; Putukian, Margot; Agel, Julie; Evans, Todd A; Marshall, Stephen W

2007-01-01

60

A Modified School Year: Perspectives from the Early Years  

ERIC Educational Resources Information Center

A balanced or modified school year is a rearrangement of the traditional school calendar to provide more continuous learning throughout the school year. Students receive the same amount of instructional time as those on the traditional calendar but in-school time is more evenly balanced with out-of-school time throughout the year. It has been the…

Winter, Eileen C.

2005-01-01

61

Preparing for a New School Year  

MedlinePLUS

... School Year Ages & Stages Listen Preparing for a New School Year Article Body The start of each ... friends again, they might be apprehensive about a new teacher and, in some cases, a new school. ...

62

British Columbia Transfer Guide, 2002-2003: The Official Guide to Post-Secondary Credit Transfer in B.C.  

ERIC Educational Resources Information Center

|This transfer 2002-2003 transfer guide for the province of British Columbia offers detailed information for college transfer students. The guide documents provincial transfer policy and process, as well as offering specific transfer information for some institutions. It is suggested that it be used in conjunction with the Online Transfer Guide…

British Columbia Council on Admissions and Transfer, Vancouver.

63

Subsurface connections in the eastern tropical Pacific during La Niña 1999-2001 and El Niño 2002-2003  

NASA Astrophysics Data System (ADS)

The subsurface connections between the Equatorial Current System (ECS) and the Peru Current System (PCS) between 1999 and 2005 are investigated with a primitive-equation, eddy-resolving regional model that is forced with realistic atmospheric and lateral oceanic conditions. Specific attention is given to the 1999-2000 La Niña and the 2002-2003 El Niño. The model's skill is assessed through a comparison with satellite-derived sea level anomalies and in situ sea surface temperature time series. The model reproduces fairly well the known dynamics of the region for climatological conditions, and the numerical solution obtained for the particular 1999-2000 and 2002-2003 events presents patterns rather typical of cold and warm phases of El Niño-Southern Oscillation (ENSO). Eulerian and Lagrangian diagnoses are used to derive relevant information about the density and velocity vertical structures of the ECS and the PCS. The transports of the major currents in the region are shown to differ a lot between the 1999-2000 La Niña and the 2002-2003 El Niño. The equatorial subsurface currents transfer significantly more water into the eastern tropical Pacific during La Niña than during El Niño, whereas the Peru-Chile Undercurrent (PCUC) carries more water during El Niño. The equatorial subsurface currents, and especially the primary Southern Subsurface Countercurrent, contribute to 80% of the PCUC transport during the 1999-2000 cold phase. This ratio falls down to only 20% during the 2002-2003 warm phase.

Montes, Ivonne; Schneider, Wolfgang; Colas, Francois; Blanke, Bruno; Echevin, Vincent

2011-12-01

64

Smoke-Free Homes and Smoking Behavior: Population evidence from the TUS-CPS 2002-2003 overlap sample  

Cancer.gov

Smoke-Free Homes & Smoking Cessation TUS-CPS 2002-2003 overlap sample Karen Messer, Ph D Moores UCSD Cancer Center Messer TUS 2009 2 Outline Importance of TUS-CPS overlap sample Background on recent US cessation trends Population evidence on Smoke-Free

65

Feedback processes between magmatic events and flank movement at Mount Etna (Italy) during the 2002-2003 eruption  

Microsoft Academic Search

The 2002-2003 Mount Etna eruption and the associated deformation provide a unique possibility to study the relationships between volcanism and volcano instability. The sequence started with movement of the eastern volcano flank and was associated with earthquakes and the formation of surface ruptures. Then the eruption occurred from fissures at the north and south rift zones and was followed by

Thomas R. Walter; Valerio Acocella; Marco Neri; Falk Amelung

2005-01-01

66

Feedback processes between magmatic events and flank movement at Mount Etna (Italy) during the 2002–2003 eruption  

Microsoft Academic Search

The 2002–2003 Mount Etna eruption and the associated deformation provide a unique possibility to study the relationships between volcanism and volcano instability. The sequence started with movement of the eastern volcano flank and was associated with earthquakes and the formation of surface ruptures. Then the eruption occurred from fissures at the north and south rift zones and was followed by

Thomas R. Walter; Valerio Acocella; Marco Neri; Falk Amelung

2005-01-01

67

President and the Chancellor: German-American Relations, The 2002- 2003 Iraq Crisis, and the Role of Personality in Statecraft.  

National Technical Information Service (NTIS)

This thesis investigates the influence of personal bias in the political leaders in the U.S.-German dispute in 2002-2003 over the Iraq campaign and the nature of the Atlantic Alliance in the 21st century in the face of a new international security environ...

P. O. Rothehueser

2008-01-01

68

Salaries of Deans in Baccalaureate and Graduate Programs in Nursing, 2002-2003.  

ERIC Educational Resources Information Center

|A survey was conducted to gather information on the salaries of nursing school deans and related information such as title, rank, degree level, tenure status, gender, and race/ethnicity. Findings, presented in several data tables, provide a benchmarking resource for comparing salary data on a calendar year basis by numerous characteristics of…

Berlin, Linda E.; Stennett, Janis; Bednash, Geraldine D.

69

Schools as Incubators of Democratic Participation: Building Long-Term Political Efficacy with Civic Education  

Microsoft Academic Search

Despite a growing consensus that civic education is an important aspect of political socialization, little research has prospectively examined how gains made during civics courses are maintained after high school. This study used a quasi-experimental design to examine longer-term effects of the Student Voices program, which was originally evaluated in Philadelphia public high schools during the 2002–2003 school year. Following

Josh Pasek; Lauren Feldman; Daniel Romer; Kathleen Hall Jamieson

2008-01-01

70

[Influence of income on food expenditures away from home among Brazilian families, 2002-2003].  

PubMed

This study describes and evaluates the influence of income on the percentage of food expenditures away from home for Brazilian families. Food acquisition data from the National Household Budget Survey conducted from 2002 to 2003 (POF 2002/2003) by the Brazilian Institute of Geography and Statistics (IBGE) or National Census Bureau was used in the analysis. Information on food-and-drink expenditures away from home was analyzed. The influence of income on the share of food purchased away from home in the household budget, adjusted for socio-demographic variables, was analyzed through elasticity coefficients estimated in multiple linear regression. Food purchased away from home accounted for 21% of total food expenditures by Brazilian households. A 10% increase in income increased the share of food purchased away from home by 3%. Income elasticity was high, especially for the lowest income families. The results demonstrate an important influence of income on food expenditures away from home, and higher income is associated with a greater share of food purchased away from home. PMID:19936486

Claro, Rafael Moreira; Levy, Renata Bertazzi; Bandoni, Daniel Henrique

2009-11-01

71

The 2002-2003 and 2007 eruptions at Stromboli (Italy): A geochemical monitoring approach  

NASA Astrophysics Data System (ADS)

Stromboli volcano is famous worldwide for its persistent mildly explosive activity (e.g. "Strombolian activity"). These intermittent explosions usually occur at intervals of 10-20 minutes, throwing glowing scoriae, ash and solid blocks to heights up to a few hundreds of meters. This "normal" activity is episodically interrupted by lava effusions and by more violent explosions, called "major explosions" and "paroxysm". The last explosive paroxysm occurred on April 5, 2003, during an effusive phase of the volcano which began on December 28, 2002, as well producing a slope collapse and consequent tsunami. Although the volcano geophysical monitoring net-work had been strongly reinforced after the eruption onset, no sign has been recorded in the seismic activity or in the ground deformation, heralding the impending large explosion. Some significant geochemical changes were instead observed in the fumarolic crater area and in the thermal water of shallow wells located near the coast, suggesting that relevant inputs of magmatic gas into the shallow aquifer occurred both before the eruptive onset and the following explosive paroxysm. These thermal waters look therefore as a promising target for the geochemical monitoring of Stromboli as a connection likely exists with deeper gas releasing systems, such as the volcano magma chamber and, possibly, a deep seated geothermal reservoir. On the basis of the acquired experience during the 2002-2003 eruption we have improved our geochemical network with remote continuous stations to measure dissolved CO2 in the thermal well and plume SO2 fluxes. A preliminary results of ongoing eruption starting by February 27, 2007 are also showed.

Inguaggiato, S.; Brusca, L.; Capasso, G.; Federico, C.; Grassa, F.; Liotta, M.; Longo, M.; Rizzo, A.; Rouwet, D.

2007-05-01

72

Stratospheric water vapour as tracer for Vortex filamentation in the Arctic winter 2002/2003  

NASA Astrophysics Data System (ADS)

Balloon-borne frost point hygrometers measured three high-resolution profiles of stratospheric water vapour above Ny-Ålesund, Spitsbergen during winter 2002/2003. The profiles obtained on 12 December 2002 and on 17 January 2003 provide an insight into the vertical distribution of water vapour in the core of the polar vortex. The water vapour sounding on 11 February 2003 was obtained within the vortex edge region of the lower stratosphere. Here, a significant reduction of water vapour mixing ratio was observed between 16 and 19 km. The stratospheric temperatures indicate that this dehydration was not caused by the presence of polar stratospheric clouds or earlier PSC particle sedimentation. Ozone observations on this day indicate a large scale movement of the polar vortex and show laminae in the same altitude range as the water vapour profile. The link between the observed water vapour reduction and filaments in the vortex edge region is indicated in the results of the semi-lagrangian advection model MIMOSA, which show that adjacent filaments of polar and mid latitude air can be identified above the Spitsbergen region. A vertical cross-section produced by the MIMOSA model reveals that the water vapour sonde flew through polar air in the lowest part of the stratosphere below 425 K, then passed through filaments of mid latitude air with lower water vapour concentrations, before it finally entered the polar vortex above 450 K. These results indicate that on 11 February 2003 the frost point hygrometer measured different water vapour concentrations as the sonde detected air with different origins. Instead of being linked to dehydration due to PSC particle sedimentation, the local reduction in the stratospheric water vapour profile was in this case caused by dynamical processes in the polar stratosphere.

Müller, M.; Neuber, R.; Fierli, F.; Hauchecorne, A.; Vömel, H.; Oltmans, S. J.

2003-11-01

73

The 2002/2003 El Niño: Equatorial waves sequence and their impact on sea surface temperature  

NASA Astrophysics Data System (ADS)

AbstractThe recent decades have experienced changes in the characteristics of the El Niño phenomenon, with in particular an increased occurrence of so-called Modoki or Central Pacific El Niños. Here the <span class="hlt">2002/2003</span> El Niño, characterized as a Central Pacific El Niño, is studied from an Ocean General Circulation Model simulation. The focus is on the sequence of equatorial waves and their impact on zonal and vertical advection. The wave amplitude according to the most energetic baroclinic modes are first estimated, which allows inferring the sequence of the intraseasonal equatorial Kelvin (IKW) and Rossby (IRW) waves. It is shown that energetic downwelling IKWs, forced in the western-central Pacific, crossed the equatorial Pacific. Reflections of IKWs into IRWs onto the zonally varying thermocline and eastern boundary are also observed. A simplified heat budget of the surface layer is then carried out to infer the dominant processes at work during the evolution of this event focusing on the wave-induced advection terms. The results indicate that the warming phase (April-November 2002) is mainly controlled by zonal advection of mean temperature (accounted for by IKWs and locally wind-driven current) and by vertical advection in the eastern Pacific. The cooling phase (December 2002 to April 2003) is dominated by a reduction in solar radiation and the IRW-induced zonal advection of mean temperature respectively in the central and eastern equatorial Pacific. The recharge-discharge process is also showed to be at work with the recharge (discharge) process operating mainly through the second (first) baroclinic mode.</p> <div class="credits"> <p class="dwt_author">Mosquera-VáSquez, K.; Dewitte, B.; Illig, S.; Takahashi, K.; Garric, G.</p> <p class="dwt_publisher"></p> <p class="publishDate">2013-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">74</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://astrosurf.com/comets/cometas/67p/analisis/aah4556.pdf"> <span id="translatedtitle">Dust production and coma morphology of 67P\\/Churyumov-Gerasimenko during the <span class="hlt">2002?2003</span> apparition</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Light curves and images of 67P\\/Churyumov-Gerasimenko are presented for the <span class="hlt">2002-2003</span> apparition based on amateur CCD monitoring using a standardised method to produce consistent photometry in Johnson-Kron-Cousins system. Multiaperture data shows a large outburst at perihelion during which dust production increased by a factor of 2 to give a peak value of Af 350 cm. A similar outburst was seen</p> <div class="credits"> <p class="dwt_author">M. R. Kidger</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">75</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2012GeoRL..3918311C"> <span id="translatedtitle">Crustal changes at Mt. Etna volcano accompanying the <span class="hlt">2002-2003</span> eruption as inferred from a repeating earthquake analysis</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">In this work, waveform variations in repeating volcano-tectonic earthquakes occurring from 2001-2009 in the north-eastern flank of Mt. Etna were studied. Changes in waveform were found mainly during <span class="hlt">2002-2003</span> and consisted of a decreasing similarity in the coda of events in earthquake families, as revealed by cross-correlation analysis, and delays, increasing proportionally to the lapse time, detected by coda wave interferometry. Such variations, mainly evident at stations located in the north-eastern flank of the volcano, were likely due to medium changes taking place within this region. Localized medium velocity decreases were inferred to occur in <span class="hlt">2002-2003</span>, followed by successive increases. The velocity decrease was interpreted as being caused by the opening or enlargement of cracks, produced by intruding magma bodies, intense ground deformation, and/or VT earthquake activity that accompanied the <span class="hlt">2002-2003</span> Mt. Etna eruption. On the other hand, subsequent velocity increases were interpreted as resulting from healing processes.</p> <div class="credits"> <p class="dwt_author">Cannata, Andrea</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-09-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">76</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22TTTS%22&pg=3&id=ED080423"> <span id="translatedtitle">City <span class="hlt">School</span>. First <span class="hlt">Year</span> Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In 1971 members of TTT (a federally funded doctoral program within the University of Wisconsin <span class="hlt">school</span> of education), teachers at Memorial High <span class="hlt">School</span>, students, and community members planned an alternative <span class="hlt">school</span> -- namely City <span class="hlt">School</span>. This report provides background information, descriptive and objective outside evaluative data for the <span class="hlt">school</span>,…</p> <div class="credits"> <p class="dwt_author">City School, Madison, WI.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">77</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED518910.pdf"> <span id="translatedtitle">Missouri Public <span class="hlt">School</span> Accountability Report. 2009-10 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Each <span class="hlt">year</span>, the Missouri Department of Elementary and Secondary Education publishes an online "<span class="hlt">school</span> accountability report card" for each public <span class="hlt">school</span> district, each building and each charter <span class="hlt">school</span>. This document provides a statewide report card on key accountability measures about Missouri public <span class="hlt">schools</span>, including information required by the…</p> <div class="credits"> <p class="dwt_author">Missouri Department of Elementary and Secondary Education, 2010</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">78</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2003ACPD....3.4393M"> <span id="translatedtitle">Stratospheric water vapour as tracer for vortex filamentation in the Arctic winter <span class="hlt">2002/2003</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">During winter <span class="hlt">2002/2003</span>, three balloon-borne frost point hygrometers measured high-resolution profiles of stratospheric water vapour above Ny-Ålesund, Spitsbergen. All measurements reveal a high H2O mixing ratio of about 7 ppmv above 24 km, thus differing significantly from the 5 ppmv that are commonly assumed for the calculation of polar stratospheric cloud existence temperatures. The profiles obtained on 12 December 2002 and on 17 January 2003 provide an insight into the vertical distribution of water vapour in the core of the polar vortex. Unlike the earlier profiles, the water vapour sounding on 11 February 2003 detected the vortex edge region in the lower part of the stratosphere. Here, a striking diminuition in H2O mixing ratio stands out between 16 and 19 km. The according stratospheric temperatures clarify that this dehydration can not be caused by the presence of polar stratospheric clouds or earlier PSC particle sedimentation. On the same day, ozone observations by lidar indicate a large scale movement of the polar vortex, while an ozone sonde measurement even shows laminae in the same altitude range as in the water vapour profile. Tracer lamination in the vortex edge region is caused by filamentation of the vortex. The link between the observed water vapour diminuition and filaments in the vortex edge region is highlighted by results of the MIMOSA contour advection model. In the altitude of interest, adjoined filaments of polar and mid-latitudinal air can be identified above the Spitsbergen region. A vertical cross-section reveals that the water vapour sonde has flown through polar air in the lowest part of the stratosphere. Where the low water vapour mixing ratio was detected, the balloon passed through air from a mid-latitudinal filament from about 425 to 445 K, before it finally entered the polar vortex above 450 K. The MIMOSA model results elucidate the correlation that on 11 February 2003 the frost point hygrometer measured strongly variable water vapour concentrations as the sonde detected air with different origins, respectively. Instead of being linked to dehydration due to PSC particle sedimentation, the local diminuition in the stratospheric water vapour profile of 11 February 2003 has been found to be caused by dynamical processes in the polar stratosphere.</p> <div class="credits"> <p class="dwt_author">Müller, M.; Neuber, R.; Fierli, F.; Hauchecorne, A.; Vömel, H.; Oltmans, S. J.</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-08-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">79</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Gender+AND+%22City+planning%22+&id=ED401071"> <span id="translatedtitle">Nevada Public <span class="hlt">School</span> Dropouts, <span class="hlt">School</span> <span class="hlt">Year</span> 1994-95.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report is the seventh in a series of annual reports on students who drop out of grades 9-12 in Nevada's public <span class="hlt">schools</span> during a particular <span class="hlt">school</span> <span class="hlt">year</span>. During the 1994-95 <span class="hlt">school</span> <span class="hlt">year</span>, 6,694 students dropped out of Nevada's public high <span class="hlt">schools</span> for an overall dropout rate of 10 percent, up 0.4 percent from the previous <span class="hlt">year</span>--the third…</p> <div class="credits"> <p class="dwt_author">Smith, David Lawson</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">80</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=do+AND+students+AND+have+AND+to+AND+many+AND+distractions&id=ED415334"> <span id="translatedtitle">The Extended <span class="hlt">School</span> <span class="hlt">Year</span> Program. Parents' Perceptions.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The Extended <span class="hlt">School</span> <span class="hlt">Year</span> Program of the Detroit Public <span class="hlt">Schools</span> (Michigan) is designed to demonstrate that lengthening the <span class="hlt">school</span> <span class="hlt">year</span> will produce corresponding changes in student achievement as measured by the Michigan Educational Assessment Program and the Metropolitan Achievement Test. In 1996-97 it was funded by Title I and funds from the…</p> <div class="credits"> <p class="dwt_author">Johnson, Charmaine</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_3");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' 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src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">81</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22FSW%22&id=ED475543"> <span id="translatedtitle">Federal Student Aid Handbook, <span class="hlt">2002-2003</span>. Volume 4: Campus-Based Common Provisions.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The Federal Perkins Loan, Federal Supplemental Educational Opportunity Grant (FSEOG), and Federal Work-Study (FWS) programs are called "campus-based" programs because each <span class="hlt">school</span> is responsible for administering them on its own campus. A <span class="hlt">school</span> applies for and receives funds from the U.S. Department of Education, and the <span class="hlt">school</span>'s financial aid…</p> <div class="credits"> <p class="dwt_author">Office of Federal Student Aid (ED), Washington, DC.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">82</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2004GeoRL..3122202M"> <span id="translatedtitle">The <span class="hlt">2002-2003</span> El Niño recorded in Australian cave drip waters: Implications for reconstructing rainfall histories using stalagmites</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">A 30-month study of drip hydrochemistry from Kooringa Cave, eastern Australia, revealed a clear geochemical response to the <span class="hlt">2002-2003</span> El Niño. Through the drought, drip discharge fell to base flow, drip Ca2+ concentrations fell by half and drip Mg/Ca and Sr/Ca increased in a co-varying pattern. Calcite Mg/Ca and Sr/Ca predicted from drip waters displayed a marked increase through, and just beyond, the period of greatest moisture deficit. The results suggest that stalagmites from shallow caves in drought-sensitive eastern Australia potentially preserve a valuable record of El Niño-La Niña history.</p> <div class="credits"> <p class="dwt_author">McDonald, Janece; Drysdale, Russell; Hill, David</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-11-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">83</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22FSW%22&id=ED475538"> <span id="translatedtitle">Federal Student aid Handbook, <span class="hlt">2002-2003</span>. Volume 6: Federal Work-Study.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The Federal Work-Study (FWS) Program allows undergraduate and graduate students to work part-time to help pay for the cost of their education. <span class="hlt">Schools</span> must use 75% of their FSW Program funds to compensate students employed in community service jobs. This volume describes the ways <span class="hlt">schools</span> are required to use money from FSW program funds to…</p> <div class="credits"> <p class="dwt_author">Office of Federal Student Aid (ED), Washington, DC.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">84</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2009MNRAS.394.1037E"> <span id="translatedtitle">Mutual occultations and eclipses of the Galilean satellites of Jupiter in <span class="hlt">2002-2003</span>: final astrometric results</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">The photometry of mutual occultations and eclipses of natural planetary satellites can be used to infer very accurate astrometric data. This can be achieved by processing the light curves of the satellites observed during international campaigns of photometric observations of these mutual events. This work focuses on processing the complete data base of photometric observations of the mutual occultations and eclipses of the Galilean satellites made during the international campaign in <span class="hlt">2002-2003</span>. The final goal is to derive new accurate astrometric data. We propose the most accurate photometric model of mutual events based on all the data available to date about the satellites, and develop the corresponding method for extracting astrometric data. This method is applied to derive astrometric data from photometric observations of mutual occultations and eclipses of the Galilean satellites. We process the 371 light curves obtained during the international campaign of photometric observations of the Galilean satellites in <span class="hlt">2002-2003</span>. As compared with the theory, the rms `O-C' residuals with respect to theory is equal to 0.055 and 0.064 arcsec in right ascension and declination, respectively, for the 274 best observations. Topocentric or heliocentric angular differences for satellite pairs are obtained for 119 time instants during the time period from 2002 October 10 to 2003 July 17.</p> <div class="credits"> <p class="dwt_author">Emelyanov, N. V.</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-04-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">85</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/963079"> <span id="translatedtitle">Research on Captive Broodstock Programs for Pacific Salmon; Assessment of Captive Broodstock Technologies, Annual Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The success of captive broodstock programs depends on high in-culture survival, appropriate development of the reproductive system, and the behavior and survival of cultured salmon after release, either as adults or juveniles. Continuing captive broodstock research designed to improve technology is being conducted to cover all major life history stages of Pacific salmon. Current velocity in rearing vessels had little if any effect on reproductive behavior of captively reared steelhead. However, males and females reared in high velocity vessels participated a greater number of spawning events than siblings reared in low velocity tanks. Observations of nesting females and associated males in a natural stream (Hamma Hamma River) were consistent with those observed in a controlled spawning channel. DNA pedigree analyses did not reveal significant differences in the numbers of fry produced by steelhead reared in high and low velocity vessels. To determine the critical period(s) for imprinting for sockeye salmon, juvenile salmon are being exposed to known odorants at key developmental stages. Subsequently they will be tested for development of long-term memories of these odorants. In <span class="hlt">2002-2003</span>, the efficacy of EOG analysis for assessing imprinting was demonstrated and will be applied in these and other behavioral and molecular tools in the current work plan. Results of these experiments will be important to determine the critical periods for imprinting for the offspring of captively-reared fish destined for release into natal rivers or lakes. By early August, the oocytes of all of Rapid River Hatchery chinook salmon females returning from the ocean had advanced to the tertiary yolk globule stage; whereas, only some of the captively reared Lemhi River females sampled had advanced to this stage, and the degree of advancement was not dependent on rearing temperature. The mean spawning time of captive Lemhi River females was 3-4 weeks after that of the Rapid River fish. Captive Lemhi River females produced smaller and fewer eggs than the Rapid River females; however, relative fecundity was higher than that of the Rapid River fish. Female coho salmon that ceased or slowed oocyte development in the spring had lower body growth from the previous August onward compared with females that continued oocyte growth. This indicates that growth during the late summer and fall, one <span class="hlt">year</span> prior to spawning, can determine the decision to mature the following spring. Therefore it is important to maintain the growth of broodstock during the summer/fall period to ensure the continuation of ovary development in the subsequent spring. A combined whole cell vaccine of Renogen with killed R. salmoninarum strain MT239 may be effective in reducing the occurrence of BKD during the period immediately after seawater transfer, but not in yearling seawater-adapted chinook salmon. Control of BKD is likely to require an integrated disease management plan, utilizing three components, namely broodstock segregation, antibiotics, and vaccination. Vaccine results incorporated with antibiotic treatment will be used to work toward an integrated disease management plan to help to reduce the cycle of BKD transmission in the captive stocks to increase survival safely. Patterns of estimated survival in one chinook salmon stock (Grovers Creek) were generally consistent with inbreeding depression: progeny of fish that were full siblings (approximate increment in F of 0.25) survived to return at much lower rates than did progeny of fish that were half siblings (F {approx} 0.125) or unrelated individuals (F {approx} 0). Growth at sea of Grovers Creek Hatchery stock study fish was lower than that of UWH stock fish. Among the inbreeding groups alone, no clear differences in growth were detectable. However, preliminary results suggest the general pattern of growth was opposite that expected if inbreeding depression reduced growth: the highest growth was in progeny of related parents.</p> <div class="credits"> <p class="dwt_author">Berejikian, Barry</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">86</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22Yaffe%22&pg=3&id=EJ184377"> <span id="translatedtitle">Teaching in a <span class="hlt">Year</span>-Round <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary"><span class="hlt">Year</span>-round scheduling may be one way your <span class="hlt">school</span> district will be dealing flexibly with future enrollment and population shifts and changing life styles. Discusses the pros and cons of the system being used in Colorado Springs. Currently 28 states offer <span class="hlt">year</span>-round learning opportunities involving more than 600 <span class="hlt">schools</span>. (Author/RK)</p> <div class="credits"> <p class="dwt_author">Yaffe, Elaine</p> <p class="dwt_publisher"></p> <p class="publishDate">1978-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">87</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/20440676"> <span id="translatedtitle">[Influenza vaccination by Lower Saxonian general practitioners - a secondary analysis of physicians' data from 1995/1996, <span class="hlt">2002/2003</span>, and 2005/2006].</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">Vaccination against infection with human influenza virus is considered to be one of the most effective preventive measures available, especially when complications such as hospitalisation or death and indirect costs from off-work are considered. General practice is the preferable place for annual influenza vaccination because here the elderly and those endangered from bad health conditions are cared for frequently and regularly. The aim of this study was to find out the frequencies of influenza vaccination by Lower Saxonian contract physicians during three time periods with special respect to patients of older age or at risk. Data from two sources of health-care service have been analysed, namely from the contract physicians' union of Lower Saxony with all physicians vaccinating against influenza in the winter seasons of 1995/1996, <span class="hlt">2002/2003</span>, and 2005/2006, and from direct access to the electronic practice record system of 79 general practices via the BDT software data interface. Contract physicians, of whom more than 90 % are general practitioners, from Lower Saxony, vaccinate patients of the statutory health insurance against influenza in markedly increasing numbers, since 1995/1996 and <span class="hlt">2002/2003</span> up to 2005/2006. Those over sixty <span class="hlt">years</span> old or at high risk from bad health conditions are vaccinated up to seven-fold more frequently, compared to other patients. Influenza vaccination coverage rates (VCRs) are significantly higher in small and in medium-sized practices, compared to those with many patients. Nevertheless, influenza VCRs in Lower Saxony are not yet as high as would be necessary or desirable when compared internationally. Secondary analysis of aggregated health service data revealed inconsistencies in the primary material on cross-checking and validating, probably being caused during the external process of data aggregation and anonymisation. Also major systematic obstacles were found in the subsequent process of analysis. Nevertheless, fundamental results have been produced and are valid for all statutory health insured Lower Saxonians. Data from direct access to electronic practice records allowed for a deeper and multi-faceted insight into 101 928 patients of the same population, limited by the possibility of selection bias ('convenience sample'). Secondary analysis of health service data from different sources and their cross-check comparison is possible and successful. It is important to inform and involve the holder of the primary data extensively, following the guide lines of "good practice secondary data analysis". PMID:20440676</p> <div class="credits"> <p class="dwt_author">Hauswaldt, J; Kersting, M; Hummers-Pradier, E</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-05-03</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">88</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.eadtu.nl/proceedings/2005/papers/marc%20trestini.pdf"> <span id="translatedtitle">ENGESTROM'S THEORY OF ACTIVITY USED AS A FRAMEWORK FOR THE ANALYSIS OF A LONG-DISTANCE COLLABORATIVE PROGRAM FOR ELEMENTARY FRENCH <span class="hlt">SCHOOL</span> TEACHERS IN TRAINING AT IUFM (INSTITUTE FOR TEACHER TRAINING)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Since the <span class="hlt">school</span> <span class="hlt">year</span> <span class="hlt">2002</span>- <span class="hlt">2003</span>, the IUFM of Alsace has provided an on-line training program for its teacher trainees. The trainees gain experience by teaching a class in primary <span class="hlt">school</span>, using computer technology. This training program provides on-line feed-back, familiarizes our trainees with new techniques and prepares them to use these techniques to improve the way they teach. We</p> <div class="credits"> <p class="dwt_author">Marc TRESTINI</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">89</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2003EAEJA....11294K"> <span id="translatedtitle">Ground-based millimeter-wave measurements of stratospheric ozone in winter <span class="hlt">2002/2003</span> in Kiruna</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">A ground-based mm-wave radiometer is operated since January 2001 at the Swedish Institute of Space Physics (IRF) in Kiruna in co-operation between the IRF and the Forschungszentrum Karlsruhe. It is located at 67.8°N, 20.4°E, 425 m ASL in northern Sweden performing stratospheric trace gas measurements. The location and its favorable observation conditions allow for measurements both inside, outside, and at the edge of the winter polar vortex. The frequency range from 195-220 GHz covers thermal emission lines of ozone, chlorine monoxide, nitrous oxide, and nitric acid. From the measurements vertical vmr-profiles in the altitude range of 15-55 km can be retrieved using a modified Optimal Estimation Method. In winter <span class="hlt">2002/2003</span> the radiometer measured ozone resulting in a nearly continuous time series of vmr-profiles of this constituent. The measurements reveal the evolution of stratospheric ozone during the course of this winter.</p> <div class="credits"> <p class="dwt_author">Kopp, G.; Hochschild, G.; Raffalski, U.</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-04-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">90</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22health+economics%22&pg=5&id=EJ729694"> <span id="translatedtitle">Cochlear Implanted Pupils in Scottish <span class="hlt">Schools</span>: 4-<span class="hlt">Year</span> <span class="hlt">School</span> Attainment</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The Achievements of Deaf Pupils in Scotland (ADPS) project has been tracking the educational attainment of deaf pupils in Scotland's <span class="hlt">schools</span> since 2000. At the time of writing, the database contains records for 1,752 deaf pupils (2000--2005). Here 4-<span class="hlt">year</span> aggregate educational attainment data are reported for a subset of 152 <span class="hlt">school</span>-aged deaf pupils…</p> <div class="credits"> <p class="dwt_author">Thoutenhoofd, Ernst</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">91</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=ups+AND+797&id=ED376205"> <span id="translatedtitle">Nevada Public <span class="hlt">School</span> Dropouts, <span class="hlt">School</span> <span class="hlt">Year</span> 1992-93.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This report is fifth in a series of annual reports identifying students who drop out of Nevada <span class="hlt">schools</span> during the course of a <span class="hlt">school</span> <span class="hlt">year</span>. Dropout data collection has been extended for 1992-93 to grades 7 and 8. Dropout rates are calculated in a fashion consistent with formulas used in earlier state studies, rather than through the method of the…</p> <div class="credits"> <p class="dwt_author">Smith, David Lawson</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">92</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/40172205"> <span id="translatedtitle">The first seven <span class="hlt">years</span> at <span class="hlt">school</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This paper assesses the cumulative long-term impact of successive <span class="hlt">years</span> of high quality provision in <span class="hlt">schools</span>. This was achieved\\u000a by looking at the consequences, up to the age of 11 (<span class="hlt">Year</span> 6), of attending a <span class="hlt">school</span> where there was high or low value-added\\u000a in each of the 7 <span class="hlt">years</span> of primary education in England. Multi-level models for thousands of pupils were set</p> <div class="credits"> <p class="dwt_author">Peter Tymms; Paul Jones; Stephen Albone; Brian Henderson</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">93</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/963103"> <span id="translatedtitle">Assess Current and Potential Salmonid Production in Rattlesnake Creek Associated with Restoration Efforts; Underwood Conservation District, Annual Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">This project addresses existing habitat conditions, fish population status, and restoration priority sites within the Rattlesnake Creek watershed, a sub-basin of the White Salmon River. Our partners in this project are the United States Geological Service (USGS), and the Yakama Indian Nation (YIN). Underwood Conservation District (UCD) is involved in the project via accomplishment of water quality monitoring, sampling for stable isotopes, and characterization of the watershed geomorphology. These work items are part of an effort to characterize the stream and riparian habitat conditions in Rattlesnake Creek, to help guide habitat and fish restoration work. Water chemistry and temperature information is being collected both on Rattlesnake Creek, and on other tributaries and the main stem of the White Salmon River. Information on the entire system enables us to compare results obtained from Rattlesnake Creek with the rest of the White Salmon system. Water chemistry and temperature data have been collected in a manner that is comparable with data gathered in previous <span class="hlt">years</span>. The results from data gathered in the 2001-2002 performance period are reported in appendix A at the end of this <span class="hlt">2002-2003</span> report. Additional work being conducted as part of this study includes; an estimate of salmonid population abundance (YIN and USGS); a determination of fish species composition, distribution, and life history (YIN and USGS), and a determination of existing kinds, distribution, and severity of fish diseases (YIN and USGS). The overall objective is to utilize the above information to prioritize restoration efforts in Rattlesnake Creek.</p> <div class="credits"> <p class="dwt_author">White, Jim</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-02-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">94</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=west+AND+virginia&pg=2&id=ED483721"> <span id="translatedtitle">Performance of High <span class="hlt">School</span> Students Enrolled in Public Colleges and Universities, Fall 2003. A Policy Commission Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This document presents tabular data on the performance of high <span class="hlt">school</span> students enrolled in public colleges and universities in West Virginia in Fall 2003. Data is provided for the following areas: (1) <span class="hlt">2002-2003</span> West Virginia Public High <span class="hlt">School</span> Graduates Enrolling in West Virginia Public Colleges in Fall 2003, by County; (2) <span class="hlt">2002-2003</span> West…</p> <div class="credits"> <p class="dwt_author">West Virginia Higher Education Policy Commission, 2004</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">95</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=404648"> <span id="translatedtitle">Phylogenetic Relationships among Virulent Newcastle Disease Virus Isolates from the <span class="hlt">2002-2003</span> Outbreak in California and Other Recent Outbreaks in North America</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Isolates from the <span class="hlt">2002-2003</span> virulent Newcastle disease virus (v-NDV) outbreak in southern California, Nevada, Arizona, and Texas in the United States were compared to each other along with recent v-NDV isolates from Mexico and Central America and reference avian paramyxovirus type 1 strains. Nucleotide sequencing and phylogenetic analyses were conducted on a 1,195-base genomic segment composing the 3? region of the matrix (M) protein gene and a 5? portion of the fusion (F) protein gene including the M-F intergenic region. This encompasses coding sequences for the nuclear localization signal of the M protein and the F protein cleavage activation site. A dibasic amino acid motif was present at the predicted F protein cleavage activation site in all v-NDVs, including the California <span class="hlt">2002-2003</span>, Arizona, Nevada, Texas, Mexico, and Central America isolates. Phylogenetic analyses demonstrated that the California <span class="hlt">2002-2003</span>, Arizona, Nevada, and Texas viruses were most closely related to isolates from Mexico and Central America. An isolate from Texas obtained during 2003 appeared to represent a separate introduction of v-NDV into the United States, as this virus was even more closely related to the Mexico 2000 isolates than the California, Arizona, and Nevada viruses. The close phylogenetic relationship between the recent <span class="hlt">2002-2003</span> U.S. v-NDV isolates and those viruses from countries geographically close to the United States warrants continued surveillance of commercial and noncommercial poultry for early detection of highly virulent NDV.</p> <div class="credits"> <p class="dwt_author">Pedersen, Janice C.; Senne, Dennis A.; Woolcock, Peter R.; Kinde, Hailu; King, Daniel J.; Wise, Mark G.; Panigrahy, Brundaban; Seal, Bruce S.</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">96</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ars.usda.gov/research/publications/Publications.htm?seq_no_115=167276"> <span id="translatedtitle">EXPERIMENTAL VIRULENCE ASSESSMENT OF EXOTIC NEWCASTLE DISEASE VIRUS FROM AN OUTBREAK IN CALIFORNIA DURING <span class="hlt">2002-2003</span> FOR CHICKENS, TURKEYS, AND PIGEONS</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ars.usda.gov/services/TekTran.htm">Technology Transfer Automated Retrieval System (TEKTRAN)</a></p> <p class="result-summary">Exotic Newcastle disease virus (NDV) isolated from chickens during the <span class="hlt">2002-2003</span> California outbreak was inoculated into 4-week-old SPF White Leghorn chickens, 3-week-old SPF Beltsville White turkeys, 6-week-old commercial Broad Breast White turkeys, and 10 to 20-week-old racing pigeons. Birds were ...</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">97</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ars.usda.gov/research/publications/Publications.htm?seq_no_115=188837"> <span id="translatedtitle">EXPERIMENTAL PATHOGENESIS FOR CHICKENS, TURKEYS, AND PIGEONS OF EXOTIC NEWCASTLE DISEASE VIRUS FROM AN OUTBREAK IN CALIFORNIA DURING <span class="hlt">2002-2003</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ars.usda.gov/services/TekTran.htm">Technology Transfer Automated Retrieval System (TEKTRAN)</a></p> <p class="result-summary">Exotic Newcastle disease virus (NDV) isolated from chickens during the <span class="hlt">2002-2003</span> California outbreak was inoculated into 4-week-old specific-pathogen-free (SPF) White Leghorn chickens, 3-week-old SPF Beltsville White turkeys, 6-week-old commercial Broad Breasted White turkeys, and 10- to 20-week-old...</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">98</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2680130"> <span id="translatedtitle">Illicit Drug Use among Women with Children in the United States: <span class="hlt">2002-2003</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Objective Given research that shows youth exposed to maternal addiction have increased rates of cognitive, socio-emotional, and behavioral problems, we examined the prevalence and correlates of past <span class="hlt">year</span> illicit drug abuse or dependence among women with children less than 18 <span class="hlt">years</span> in the home to identify maternal risk factors. Methods Data were from the 2002 and 2003 National Survey on Drug Use and Health, a nationally representative sample of the U.S. civilian population. The current analysis utilized a subsample of women (N=19,300) who reported having children less than 18 <span class="hlt">years</span> in the home. Past <span class="hlt">year</span> abuse or dependence of cocaine, heroin, marijuana, stimulants, and hallucinogens, and non-medical use of prescription medications were assessed. Results The prevalence of illicit drug abuse or dependence was 1.9%. Mothers reporting drug abuse or dependence had increased odds of being unmarried, controlling for other demographics. They also were more likely to report stress, poorer health status, and meet the criteria for serious mental illness (SMI). Conclusions Prevention and intervention strategies should focus on developing and testing methods to screen for both risk factors associated with maternal drug abuse and actual substance abuse in primary and emergency care settings to reduce youth exposure and improve child developmental outcomes.</p> <div class="credits"> <p class="dwt_author">Simmons, Leigh Ann; Havens, Jennifer R.; Whiting, Jason B.; Holz, Jennifer L.; Bada, Henrietta</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">99</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=infant+AND+mortality&pg=7&id=ED478476"> <span id="translatedtitle">A Tale of Two Connecticuts: <span class="hlt">2002-2003</span> Kids Count Data Book.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This Kids Count Data book details trends in the well-being of Connecticut's children. The statistical portrait is based on 23 indicators in the areas of demographics, security, health, education, and safety. This <span class="hlt">year</span>'s new format presents the data at the county and town levels, covering 169 municipalities and 8 counties. The data book begins…</p> <div class="credits"> <p class="dwt_author">Osuch, Donna S.; Horan, James P.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">100</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/885186"> <span id="translatedtitle">Protect and Restore Lolo Creek Watershed, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The Nez Perce Tribe Department of Fisheries Resource Management, Watershed Division approaches watershed restoration with a ridge-top to ridge-top approach. Watershed restoration projects within the Lolo Creek watershed are coordinated with the Clearwater National Forest and Potlatch Corporation. The Nez Perce Tribe began watershed restoration projects within the Lolo Creek watershed of the Clearwater River in 1996. Progress has been made in restoring the watershed by excluding cattle from critical riparian areas through fencing, stabilizing streambanks, decommissioning roads, and upgrading culverts. During the <span class="hlt">years</span> 2000-2003, trees were planted in riparian areas of headwater streams to Lolo Creek. Inventory of culverts is an on-going practice, being completed by sub-drainage, and are being prioritized for replacement to accommodate fish passage and 100-<span class="hlt">year</span> flow events throughout the watershed. Tribal crews completed maintenance to the previously built fence.</p> <div class="credits"> <p class="dwt_author">McRoberts, Heidi (Nez Perce Tribe, Department of Fisheries Resource Management, Lapwai, ID)</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_4");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a 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showDiv("page_7");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">101</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/962682"> <span id="translatedtitle">Lake Roosevelt Volunteer Net Pens, Lake Roosevelt Rainbow Trout Net Pens, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The completion of Grand Coulee Dam for power production, flood control, and irrigation resulted in the creation of a blocked area above the dam and in the loss of anadromous fish. Because of lake level fluctuations required to meet the demands for water release or storage, native or indigenous fish were often threatened. For many <span class="hlt">years</span> very little effort was given to stocking the waters above the dam. However, studies by fish biologists showed that there was a good food base capable of supporting rainbow and kokanee (Gangmark and Fulton 1949, Jagielo 1984, Scholz etal 1986, Peone etal 1990). Further studies indicated that artificial production might be a way of restoring or enhancing the fishery. In the 1980's volunteers experimented with net pens. The method involved putting fingerlings in net pens in the fall and rearing them into early summer before release. The result was an excellent harvest of healthy fish. The use of net pens to hold the fingerlings for approximately nine months appears to reduce predation and the possibility of entrainment during draw down and to relieve the hatcheries to open up available raceways for future production. The volunteer net pen program grew for a few <span class="hlt">years</span> but raising funds to maintain the pens and purchase food became more and more difficult. In 1995 the volunteer net pen project (LRDA) was awarded a grant through the Northwest Power Planning Council's artificial production provisions.</p> <div class="credits"> <p class="dwt_author">Smith, Gene</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-11-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">102</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/23833896"> <span id="translatedtitle">Re-emergence of Rift Valley fever virus in Barkedji (Senegal, West Africa) in <span class="hlt">2002-2003</span>: identification of new vectors and epidemiological implications.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">The Rift Valley fever virus (RVFV) is a threat that must not be neglected, as the consequences of RVFV are dramatic, both for human and animal health. This virus is a zoonotic virus that already has demonstrated a real capacity for re-emerging after long periods of silence, as observed in Barkedji (Senegal, West Africa) in 2002. In this article we present the 2nd emergence in Barkedji after the 1st manifestation in 1993, and for the 1st time the circulation of RVFV during 2 consecutive <span class="hlt">years</span> among mosquito populations in Senegal. As part of the entomological surveillance program undertaken since 1990 to detect circulation of the RVFV in Barkedji, 108,336 mosquitoes belonging to 34 species and 5 genera were collected in <span class="hlt">2002-2003</span>. Aedes vexans and Culex poicilipes, previously known to be vectors of RVFV in Senegal, comprised 88.7% of the total collection. In 2002, Ae. vexans was the most abundant mosquito, followed by Cx. poicilipes; the opposite situation was observed in 2003. In 2002, 29 and 10 RVFV isolates were obtained from Cx. poicilipes (minimum infection rate [MIR] = 0.13%) and Ae. vexans (MIR = 0.02%) pools, respectively and the MIR for the 2 species were significantly different (chi2 = 34.65; df = 1, P < 0.001). In 2003, 7 RVFV strains were isolated from Cx. poicilipes (3, MIR = 0.03), Mansonia africana (2, MIR = 0.08), Ae. fowleri (1), and Ma. uniformis (1, MIR = 0.05). The 3 latter species were found to be associated with RVFV for the 1st time in Senegal. A significant decrease in MIR was observed from 2002 to 2003 (chi2 6.28; df = 1, P = 0.01) for Cx. poicilipes, the only species involved in the transmission during the 2 sampling <span class="hlt">years</span>. PMID:23833896</p> <div class="credits"> <p class="dwt_author">Ba, Y; Sall, A A; Diallo, D; Mondo, M; Girault, L; Dia, I; Diallo, M</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-09-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">103</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/963099"> <span id="translatedtitle">Hood River Monitoring and Evaluation Project, Annual Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The Hood River Production Program Monitoring and Evaluation Project is co-managed by the Confederated Tribes of Warm Springs (CTWSRO) and the Oregon Department of Fish and Wildlife. The program is divided up to share responsibilities, provide efficiency, and avoid duplication. From October 2002 to September 2003 (FY 03) project strategies were implemented to monitor, protect, and restore anadromous fish and fish habitat in the Hood River subbasin. A description of the progress during FY 03 is reported here. Additionally an independent review of the entire program was completed in 2003. The purpose of the review was to determine if project goals and actions were achieved, look at critical uncertainties for present and future actions, determine cost effectiveness, and choose remedies that would increase program success. There were some immediate changes to the implementation of the project, but the bulk of the recommendations will be realized in coming <span class="hlt">years</span>.</p> <div class="credits"> <p class="dwt_author">Vaivoda, Alexis</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-02-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">104</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/901073"> <span id="translatedtitle">Restore McComas Watershed; Meadow Creek Watershed, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The Nez Perce Tribe Department of Fisheries Resource Management, Watershed Division approaches watershed restoration with a ridge-top to ridge-top approach. Watershed restoration projects within the Meadow Creek watershed are coordinated with the Nez Perce National Forest. The Nez Perce Tribe began watershed restoration projects within the Meadow Creek watershed of the South Fork Clearwater River in 1996. Progress has been made in restoring the watershed by excluding cattle from critical riparian areas through fencing. During <span class="hlt">years</span> 2000-2003, trees were planted in riparian areas within the meadow and its tributaries. Culverts have been prioritized for replacement to accommodate fish passage throughout the watershed. Designs for replacement are being coordinated with the Nez Perce National Forest. Twenty miles of road were contracted for decommissioning. Tribal crews completed maintenance to the previously built fence.</p> <div class="credits"> <p class="dwt_author">McRoberts, Heidi (Nez Perce Tribe, Department of Fisheries Resource Management, Lapwai, ID)</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">105</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/963102"> <span id="translatedtitle">Wind River Watershed Restoration Project; Underwood Conservation District, Annual Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The goal of the Wind River project is to preserve, protect and restore Wind River steelhead. In March, 1998, the National Marine Fisheries Service listed the steelhead of the lower Columbia as 'threatened' under the Endangered Species Act. In 1997, the Washington Department of Fish and Wildlife rated the status of the Wind River summer run steelhead as critical. Due to the status of this stock, the Wind River summer steelhead have the highest priority for recovery and restoration in the state of Washington's Lower Columbia Steelhead Conservation Initiative. The Wind River Project includes four cooperating agencies. Those are the Underwood Conservation District (UCD), United States Geological Service (USGS), US Forest Service (USFS), and Washington State Department of Fish & Wildlife (WDFW). Tasks include monitoring steelhead populations (USGS and WDFW), Coordinating a Watershed Committee and Technical Advisory Group (UCD), evaluating physical habitat conditions (USFS and UCD), assessing watershed health (all), reducing road sediments sources (USFS), rehabilitating riparian corridors, floodplains, and channel geometry (UCD, USFS), evaluate removal of Hemlock Dam (USFS), and promote local watershed stewardship (UCD, USFS). UCD's major efforts have included coordination of the Wind River Watershed Committee and Technical Advisory Committee (TAC), water temperature and water chemistry monitoring, riparian habitat improvement projects, and educational activities. Our coordination work enables the local Watershed Committee and TAC to function and provide essential input to Agencies, and our habitat improvement work focuses on riparian revegetation. Water chemistry and temperature data collection provide information for monitoring watershed conditions and fish habitat, and are comparable with data gathered in previous <span class="hlt">years</span>. Water chemistry information collected on Trout Creek should, with 2 <span class="hlt">years</span> data, determine whether pH levels make conditions favorable for a fish parasite, Heteropolaria lwoffi. Educational activities further the likelihood that future generations will continue to understand and enjoy the presence of native fish stocks in the Wind River basin.</p> <div class="credits"> <p class="dwt_author">White, Jim</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-02-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">106</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2007JGRB..112.9103C"> <span id="translatedtitle">Close temporal correspondence between geomagnetic anomalies and earthquakes during the <span class="hlt">2002-2003</span> eruption of Etna volcano</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">The early stages of the <span class="hlt">2002-2003</span> lateral eruption at Mount Etna were accompanied by slow changes (over some hours) and some rapid step offsets in the local magnetic field. At five monitoring locations, the total magnetic field intensity has been measured using continuously operating Overhauser magnetometers at a sampling rate of 10 s. The very unique aspect of these observations is the close temporal correspondence between magnetic field offsets and earthquakes that occurred in the upper northern flank of the volcano on 27 October 2002 prior to a primary eruption. Rapid coseismic changes of the magnetic field were clearly identified for three of the most energetic earthquakes, which were concentrated along the Northeast Rift at a depth of about 1 km below sea level. Coseismic magnetic signals, with amplitudes from 0.5 to 2.5 nT, have been detected for three of the largest seismic events located roughly midway between the magnetic stations. We quantitatively examine possible geophysical mechanisms, which could cause the magnetic anomalies. The comparison between magnetic data, seismicity and surface phenomena implies that piezomagnetic effects are the primary physical mechanism responsible for the observed magnetic anomalies although the detailed cause of the rapid high stress change required is not clear. The modeling of the observed coseismic magnetic changes in terms of piezomagnetic mechanism provides further evidence of the complex interaction between volcanic and tectonic processes during dike propagation along the Northeast Rift.</p> <div class="credits"> <p class="dwt_author">Currenti, G.; Del Negro, C.; Johnston, M.; Sasai, Y.</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-09-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">107</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/962131"> <span id="translatedtitle">Effects of Hyporheic Exchange Flows on Egg Pocket Water Temperature in Snake River Fall Chinook Salmon Spawning Areas, <span class="hlt">2002-2003</span> Final Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The development of the Snake River hydroelectric system has affected fall Chinook salmon smolts by shifting their migration timing to a period (mid- to late-summer) when downstream reservoir conditions are unfavorable for survival. Subsequent to the Snake River Chinook salmon fall-run Evolutionary Significant Unit being listed as Threatened under the Endangered Species Act, recovery planning has included changes in hydrosystem operations (e.g., summer flow augmentation) to improve water temperature and flow conditions during the juvenile Chinook salmon summer migration period. In light of the limited water supplies from the Dworshak reservoir for summer flow augmentation, and the associated uncertainties regarding benefits to migrating fall Chinook salmon smolts, additional approaches for improved smolt survival need to be evaluated. This report describes research conducted by the Pacific Northwest National Laboratory (PNNL) that evaluated relationships among river discharge, hyporheic zone characteristics, and egg pocket water temperature in Snake River fall Chinook salmon spawning areas. This was a pilot-scale study to evaluate these relationships under existing operations of Hells Canyon Dam (i.e., without any prescribed manipulations of river discharge) during the <span class="hlt">2002-2003</span> water <span class="hlt">year</span>. The project was initiated in the context of examining the potential for improving juvenile Snake River fall Chinook salmon survival by modifying the discharge operations of Hells Canyon Dam. The potential for improved survival would be gained by increasing the rate at which early life history events proceed (i.e., incubation and emergence), thereby allowing smolts to migrate through downstream reservoirs during early- to mid-summer when river conditions are more favorable for survival. PNNL implemented this research project at index sites throughout 160 km of the Hells Canyon Reach (HCR) of the Snake River. The HCR extends from Hells Canyon Dam (river kilometer [rkm] 399) downstream to the upper end of Lower Granite Reservoir near rkm 240. We randomly selected 14 fall Chinook salmon spawning locations as study sites, which represents 25% of the most used spawning areas throughout the HCR. Interactions between river water and pore water within the riverbed (i.e., hyporheic zone) at each site were quantified through the use of self-contained temperature and water level data loggers suspended inside of piezometers. Surrounding the piezometer cluster at each site were 3 artificial egg pockets. In mid-November 2002, early-eyed stage fall Chinook salmon eggs were placed inside of perforated polyvinyl chloride (PVC) tubes, along with a temperature data logger, and buried within the egg pockets. Fall Chinook salmon eggs were also incubated in the laboratory for the purpose of developing growth curves that could be used as indicators of emergence timing. The effects of discharge on vertical hydrologic exchange between the river and riverbed were inferred from measured temperature gradients between the river and riverbed, and the application of a numerical model. The hydrologic regime during the <span class="hlt">2002-2003</span> sampling period exhibited one of the lowest, most stable daily discharge patterns of any of the previous 12 water <span class="hlt">years</span>. The vertical hydraulic gradients (VHG) between the river and the riverbed suggested the potential for predominantly small magnitude vertical exchange. The VHG also showed little relationship to changes in river discharge at most sites. Despite the relatively small vertical hydraulic gradients at most sites, results from the numerical modeling of riverbed pore water velocity and hyporheic zone temperatures suggested that there was significant vertical hydrologic exchange during all time periods. The combined results of temperature monitoring and numerical modeling indicate that only 2 of 14 sites were significantly affected by short-term (hourly to daily) large magnitude changes in discharge. Although the two sites exhibited acute flux reversals between river water and hyporheic water resulting from short-term large magnitude </p> <div class="credits"> <p class="dwt_author">Hanrahan, T.; Geist, D.; Arntzen, C. (Pacific Northwest National Laboratory)</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-09-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">108</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/901203"> <span id="translatedtitle">Kootenai River Fisheries Investigations; Rainbow and Bull Trout Recruitment, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">Rainbow trout Oncorhynchus mykiss provide the most important sport fishery in the Kootenai River, Idaho, but densities and catch rates are low. Low recruitment is one possible factor limiting the rainbow trout population. Bull trout Salvelinus confluentus also exist in the Kootenai River, but little is known about this population. Research reported here addresses the following objectives for the Kootenai River, Idaho: increase rainbow trout recruitment, identify rainbow and bull trout spawning tributaries and migration timing, establish baseline data on bull trout redd numbers in tributaries, and improve the rainbow trout population size structure. Six adult rainbow trout were moved to spawning habitat upstream of a potential migration barrier on Caboose Creek, but numbers of redds and age-0 out-migrants did not appear to increase relative to a reference stream. Measurements taken on the Moyie River indicated the gradient is inadequate to deliver suitable flows to a proposed rainbow trout spawning channel. Summer water temperatures measured in the Deep Creek drainage sometimes exceeded 24 C, higher than those reported as suitable for rainbow trout. Radio-tagged rainbow trout were located in Boulder Creek during the spring spawning season, and bull trout were located in the Moyie River and O'Brien Creek, Montana in the fall. Bull trout spawning migration timing was related to increases in Kootenai River flows. Bull trout redd surveys documented 19 redds on Boulder Creek and North and South Callahan creeks. Fall 2002 electrofishing showed that the Kootenai River rainbow trout proportional stock density was 54, higher than prior <span class="hlt">years</span> when more liberal fishing regulations were in effect. Boulder Creek produces the highest number of age-0 rainbow trout out-migrants upstream of Bonners Ferry, but the survival rate of these out-migrants upon reaching the Kootenai River is unknown. Determining juvenile survival rates and sources of mortality could aid management efforts to increase rainbow trout recruitment. North and South Callahan creeks support the largest spawning population of bull trout in the Kootenai River drainage, Idaho, so management of the watershed should consider bull trout as high priority.</p> <div class="credits"> <p class="dwt_author">Walters, Jody P.</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">109</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/897113"> <span id="translatedtitle">Umatilla River Fish Passage Operations Program, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">Threemile Falls Dam (Threemile Dam), located near the town of Umatilla, is the major collection and counting point for adult salmonids returning to the Umatilla River. Returning salmon and steelhead were enumerated at Threemile Dam from August 17, 2002 to September 29, 2003. A total of 3,080 summer steelhead (Oncorhynchus mykiss); 1716 adult, 617 jack, and 1,709 subjack fall chinook (O. tshawytscha); 3,820 adult and 971 jack coho (O. kisutch); and 3,607 adult and 135 jack spring chinook (O. tshawytscha) were counted. All fish were enumerated at the east bank facility. Of the fish counted, 6 summer steelhead and 330 adult and 49 jack spring chinook were hauled upstream from Threemile Dam. There were 2,882 summer steelhead; 1161 adult, 509 jack and 1,546 subjack fall chinook; 3,704 adult and 915 jack coho; and 2,406 adult and 31 jack spring chinook either released at, or allowed to volitionally migrate past, Threemile Dam. Also, 109 summer steelhead; 532 adult and 32 jack fall chinook; and 560 adult and 28 jack spring chinook were collected for brood. In addition, 282 spring chinook were collected for the outplanting efforts in the Walla Walla Basin. The Westland Canal juvenile facility (Westland), located near the town of Echo at rivermile (RM) 27, is the major collection point for outmigrating juvenile salmonids and steelhead kelts. The canal was open for 159 days between January 27 and July 4, 2003. During that period, fish were bypassed back to the river 145 days and were trapped 11 days. An estimated 205 pounds of juvenile fish were transported from Westland to the Umatilla River boat ramp (RM 0.5). Approximately 82% of the juveniles transported were salmonids. No steelhead kelts were hauled from Westland this <span class="hlt">year</span>. The Threemile Dam west bank juvenile bypass was opened on September 16, 2002. and continued until November 1, 2002. The bypass was reopened March 3, 2003 and ran until July 3, 2003. The juvenile trap was operated by the Umatilla Passage Evaluation Project.</p> <div class="credits"> <p class="dwt_author">Bronson, James P. (Confederated Tribes of the Umatilla Indian Reservation, Department of Natural Resources, Pendleton, OR); Duke, Bill B. (Oregon Department of Fish and Wildlife, Pendleton, OR)</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-03-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">110</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/962969"> <span id="translatedtitle">Grande Ronde Basin Fish Habitat Enhancement Project, Annual Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">On July 1, 1984 the Bonneville Power Administration and the Oregon Department of Fish and Wildlife entered into an agreement to initiate fish habitat enhancement work in the Joseph Creek subbasin of the Grande Ronde River Basin in northeast Oregon. In July of 1985 the Upper and Middle Grande Ronde River, and Catherine Creek subbasins were included in the intergovernmental contract, and on March 1, 1996 the Wallowa River subbasin was added. The primary goal of 'The Grande Ronde Basin Fish Habitat Enhancement Project' is to create, protect, and restore riparian and instream habitat for anadromous salmonids, thereby maximizing opportunities for natural fish production within the basin. This project provided for implementation of Program Measure 703 (C)(1), Action Item 4.2 of the Northwest Power Planning Council's Columbia River Basin Fish and Wildlife Program (NPPC, 1987), and continues to be implemented as offsite mitigation for mainstem fishery losses caused by the Columbia River hydro-electric system. All work conducted by the Oregon Department of Fish and Wildlife is on private lands and therefore requires that considerable time be spent developing rapport with landowners to gain acceptance of, and continued cooperation with this program throughout 10-15 <span class="hlt">year</span> lease periods. This project calls for passive regeneration of habitat, using riparian exclosure fencing as the primary method to restore degraded streams to a normative condition. Active remediation techniques using plantings, off-site water developments, site-specific instream structures, or whole channel alterations are also utilized where applicable. Individual projects contribute to and complement ecosystem and basin-wide watershed restoration efforts that are underway by state, federal, and tribal agencies, and local watershed councils. Work undertaken during 2002 included: (1) Implementing 1 new fencing project in the Wallowa subbasin that will protect an additional 0.95 miles of stream and 22.9 acres of habitat; (2) Conducting instream work activities in 3 streams to enhance habitat and/or restore natural channel dimensions, patterns or profiles; (3) Planting 31,733 plants along 3.7 stream miles, (4) Establishing 71 new photopoints and retaking 254 existing photopoint pictures; (5) Monitoring stream temperatures at 12 locations on 6 streams; (6) Completing riparian fence, water gap and other maintenance on 100.5 miles of project fences. Since initiation of the project in 1984 over 68.7 miles of anadromous fish bearing streams and 1,933 acres of habitat have been protected, enhanced and maintained.</p> <div class="credits"> <p class="dwt_author">McGowan, Vance</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-08-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">111</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/962669"> <span id="translatedtitle">Yakima Tributary Access and Habitat Program, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The Yakima Tributary Access and Habitat Program (YTAHP) was organized to restore salmonid passage to Yakima tributaries that historically supported salmonids and to improve habitat in areas where access is restored. This program intends to (a) screen unscreened diversion structures to prevent fish entrainment into artificial waterways; (b) provide for fish passage at man-made barriers, such as diversion dams, culverts, siphons and bridges; and (c) provide information and assistance to landowners interested in to contributing to the improvement of water quality, water reliability and stream habitat. The YTAHP developed from a number of groups actively engaged in watershed management, and/or habitat restoration within the Yakima River Basin. These groups include the Washington State Fish and Wildlife (WDFW), Kittitas County Conservation District (KCCD), North Yakima Conservation District (NYCD), Kittitas County Water Purveyors (KCWP), and Ahtanum Irrigation District (AID). The US Bureau of Reclamation (Reclamation) and Yakama Nation (YN) both participated in the development of the objectives of YTAHP. Other entities that will be involved during permitting or project review may include the YN, the federal Natural Resources Conservation Service (NRCS), the US Fish and Wildlife Service (USFWS), the National Marine Fisheries Service (NMFS), and US Army Corps of Engineers (COE). The objectives of YTAHP are listed below and also include subtasks detailed in the report: (1) Conduct Early Action Projects; (2) Review Strategic Plan; (3) Restore Access, including stream inventory, prioritization, implementation; and (4) Provide opportunities to improve habitat and conserve resources. The BPA YTAHP funding supported activities of the program which are described in this report. These activities are primarily related to objective 1 (conduct early action projects) and parts of objectives 2-4. The work supported by YTAHP funding will support a series of scheduled projects and be made larger by complementary funding through NRSC EQIP, Irrigation Efficiencies, WA State Salmon Recovery Funding Board and other local, state and federal programs. Projects completed FY-03: The Cooke Creek siphon and screen/bypass was completed on time and within budget. The Rosbach Farms project was completed in cooperation with the NRCS Environmental Quality Incentives Program and the KCCD's Irrigation Efficiencies Program. Tributary survey teams were trained and surveys of tributaries in Yakima and Kittitas counties commenced in December of 2002. By the end of September 2003 Cowiche Creek in Yakima County was completed as well as Coleman, Reecer, Currier, Dry, Cabin, Indian, and Jack Creeks in Kittitas County. A screen was installed on the Hernandez/Ringer diversion in cooperation with the NRCS office in Kittitas County. YTAHP submitted six applications to the Salmon Recovery Funding Board and three were selected and funded. Another Salmon Recovery Funding Board project awarded in 2000 to the Yakama Nation was transferred to the KCCD. Two miles of fencing of riparian zones on the north fork Ahtanum was completed by the North Yakima Conservation District in cooperation with the Department of Natural Resources and the Ahtanum Irrigation District and funded by US fish and Wildlife as part of YTAHP's outreach partnering. Completion of this <span class="hlt">year</span>'s effort has provided significant inroads to working on the private lands in two counties which will be vital to future efforts by YTAHP and others to protect and enhance Yakima River Basin habitat. 2003 saw the migration of the WEB site from MWH to the Kittitas County Conservation District and can be accessed at www.kccd.net.</p> <div class="credits"> <p class="dwt_author">Myra, D.; Ready, C.</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-12-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">112</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/891763"> <span id="translatedtitle">Resident Fish Stock Status above Chief Joseph and Grand Coulee Dams; <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">In 1980, the United States Congress enacted the Northwest Power Planning and Conservation Act (PL 96-501, 1980), which established the Northwest Power and Conservation Council (NPCC), formerly the Northwest Power Planning Council. The NPCC was directed by Congress to develop a regional Power Plan and also the Columbia River Basin Fish and Wildlife Program (FWP) to restore or replace losses of fish caused by construction and operation of hydroelectric dams in the Columbia River Basin. In developing the FWP, Congress specifically directed NPCC to solicit recommendations for measures to be included in the Program from the region's fish and wildlife agencies and Indian tribes. All measures adopted by the Council were also required to be consistent with the management objectives of the agencies and tribes [Section 4.(h)(6)(A)], the legal rights of Indian tribes in the region [Section 4.(h)(6)(D)] and be based upon and supported by the best available scientific knowledge [Section 4.(h)(6)(B)]. The Resident Fish Stock Status above Chief Joseph and Grand Coulee Dams Project, also known as the Joint Stock Assessment Project (JSAP) specifically addresses NPPC Council measure 10.8B.26 of the 1994 program. The Joint Stock Assessment Project is a management tool using ecosystem principles to manage artificial and native fish assemblages in altered environments existing in the Columbia River System above Chief Joseph and Grand Coulee Dams (Blocked Area). A three-phase approach of this project will enhance the fisheries resources of the Blocked Area by identifying data gaps, filling data gaps with research, and implementing management recommendations based on research results. The Blocked Area fisheries information is housed in a central location, allowing managers to view the entire system while making decisions, rather than basing management decisions on isolated portions of the system. The JSAP is designed and guided jointly by fisheries managers in the Blocked Area. The initial <span class="hlt">year</span> of the project (1997) identified the need for a central data storage and analysis facility, coordination with the StreamNet project, compilation of Blocked Area fisheries information, and a report on the ecological condition of the Spokane River System. These needs were addressed in 1998 by acquiring a central location with a data storage and analysis system, coordinating a pilot project with StreamNet, compiling fisheries distribution data throughout the Blocked Area, identifying data gaps based on compiled information, and researching the ecological condition of the Spokane River. In order to ensure that any additional information collected throughout the life of this project will be easily stored and manipulated by the central storage facility, it was necessary to develop standardized methodologies between the JSAP fisheries managers. Common collection and analytical methodologies were developed in 1999. The project began addressing identified data gaps throughout the Blocked Area in 1999. Data collection of established projects and a variety of newly developed sampling projects are ongoing. Projects developed and undertaken by JSAP fisheries managers include investigations of the Pend Orielle River and its tributaries, the Little Spokane River and its tributaries, and water bodies within and near the Spokane Indian Reservation. Migration patterns of adfluvial and reservoir fish in Box Canyon Reservoir and its tributaries, a baseline assessment of Boundary Reservoir and its tributaries, ecological assessment of mountain lakes in Pend Oreille County, and assessments of streams and lakes on the Spokane Indian Reservation were completed by 2001. Assessments of the Little Spokane River and its tributaries, Spokane River below Spokane Falls, tributaries to the Pend Oreille River, small lakes in Pend Oreille County, WA, and water bodies within and near the Spokane Indian Reservation were conducted in 2002 and 2003. This work was done in accordance with the scope of work approved by Bonneville Power Administration (BPA).</p> <div class="credits"> <p class="dwt_author">Connor, Jason M. (Kalispel Tribe of Indians, Usk, WA); McLellan, Jason G. (Washington Department of Fish and Wildlife); Butler, Chris (Spokane Tribe of Indians, Wellpinit, WA)</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-02-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">113</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/963072"> <span id="translatedtitle">Lake Roosevelt Rainbow Trout Habitat/Passage Improvement Project, Annual Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The construction of Chief Joseph and Grand Coulee Dams completely and irrevocably blocked anadromous fish migrations to the Upper Columbia River. Historically this area hosted vast numbers of salmon returning to their natal waters to reproduce and die. For the native peoples of the region, salmon and steelhead were a principle food source, providing physical nourishment and spiritual sustenance, and contributing to the religious practices and the cultural basis of tribal communities. The decaying remains of spawned-out salmon carcasses contributed untold amounts of nutrients into the aquatic, aerial, and terrestrial ecosystems of tributary habitats in the upper basin. Near the present site of Kettle Falls, Washington, the second largest Indian fishery in the state existed for thousands of <span class="hlt">years</span>. Returning salmon were caught in nets and baskets or speared on their migration to the headwater of the Columbia River in British Columbia. Catch estimates at Kettle Falls range from 600,000 in 1940 to two (2) million around the turn of the century (UCUT, Report No.2). The loss of anadromous fish limited the opportunities for fisheries management and enhancement exclusively to those actions addressed to resident fish. The Lake Roosevelt Rainbow Trout Habitat/Passage Improvement Project is a mitigation project intended to enhance resident fish populations and to partially mitigate for anadromous fish losses caused by hydropower system impacts. This substitution of resident fish for anadromous fish losses is considered in-place and out-of-kind mitigation. Upstream migration and passage barriers limit the amount of spawning and rearing habitat that might otherwise be utilized by rainbow trout. The results of even limited stream surveys and habitat inventories indicated that a potential for increased natural production exists. However, the lack of any comprehensive enhancement measures prompted the Upper Columbia United Tribes Fisheries Center (UCUT), Colville Confederated Tribes (CCT), Spokane Tribe of Indians (STI) and Washington Department of Fish and Wildlife (WDFW) to develop and propose a comprehensive fishery management plan for Lake Roosevelt. The Rainbow Trout Habitat/Passage Improvement Project (LRHIP) was designed with goals directed towards increasing natural production while maintaining genetic integrity among current tributary stocks. The initial phase of the Lake Roosevelt Habitat Improvement Project (Phase I, baseline data collection: 1990-91) was focused on the assessment of limiting factors, including the quality and quantity of available spawning gravel, identification of passage barriers, and assessment of other constraints. After the initial assessment of stream parameters, five streams meeting specific criteria were selected for habitat/passage improvement projects (Phase II, implementation -1992-1995). Four of these projects were on the Colville Indian Reservation South Nanamkin, North Nanamkin, Louie and Iron Creeks and one Blue Creek was on the Spokane Indian Reservation. At the completion of project habitat improvements, the final phase (Phase III, monitoring-1996-2000) began. This phase assessed the changes and determined the success achieved through the improvements. Data analysis showed that passage improvements are successful for increasing habitat availability and use. The results of in-stream habitat improvements were inconclusive. Project streams, to the last monitoring date, have shown increases in fish density following implementation of the improvements. In 2000 Bridge Creek, on the Colville Reservation was selected for the next phase of improvements. Data collection, including baseline stream survey and population data collection, was carried out during 2001 in preparation for the design and implementation of stream habitat/passage improvements. Agencies cooperating on the project include the Colville Confederated Tribes (CCT), Natural Resource Conservation Service (NRCS, Ferry County District), Ferry County Conservation District, and Ferry County. The Bonneville Power Administration (BPA) provided</p> <div class="credits"> <p class="dwt_author">Sears, Sheryl</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">114</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED522832.pdf"> <span id="translatedtitle">Understanding Environmental Literacy in America and Making It a Reality: Three-<span class="hlt">Year</span> Report <span class="hlt">2002/2003</span>/2004</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Research by the National Environmental Education & Training Foundation (NEETF) and Roper Public Affairs at NOP World tells that the average 12th grader (and by extension, the average adult) still falls far short of what would be considered "environmentally literate" by anyone's definition. Seemingly elementary questions elude most of the public:…</p> <div class="credits"> <p class="dwt_author">National Environmental Education & Training Foundation, 2005</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">115</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.springerlink.com/index/l7556678u543425j.pdf"> <span id="translatedtitle">HIV Infection and Causes of Death in Patients with Hemophilia in Germany (<span class="hlt">Year</span> <span class="hlt">2002\\/2003</span> Survey)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Comparing actual data to those of the previous surveys we got very consistent findings indicating good data quality. In addition our data is comparable to that of international large-scale prevalence studies and registry data. Despite mortality from HIV in patients with hemophilia is keeping on decreasing, HIV still remains an important factor as an HIV\\/HCV coinfection seems to increase the</p> <div class="credits"> <p class="dwt_author">H. Krebs; W. Schramm</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">116</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=HOllister&pg=5&id=EJ404431"> <span id="translatedtitle">The Twenty-<span class="hlt">Year</span> High <span class="hlt">School</span> Reunion.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Describes a technique to teach students about U.S. society that involves: assigning each person an imaginary occupation and family statistics. Students attend a mock 20-<span class="hlt">year</span> high <span class="hlt">school</span> class reunion. The class discussion that follows this activity explores group dynamics and social patterns that evolve along class lines. (GG)|</p> <div class="credits"> <p class="dwt_author">Hollister, Bernard C.</p> <p class="dwt_publisher"></p> <p class="publishDate">1990-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">117</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=overcrowding&id=EJ940542"> <span id="translatedtitle">Is <span class="hlt">Year</span>-Round <span class="hlt">Schooling</span> on Track?</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|For administrators, teachers, students and their families in some districts, summer isn't what it used to be. Trying to stem a "summer slide" of learning loss by students and also to avoid having to build more <span class="hlt">schools</span> to cope with overcrowding, districts are operating on <span class="hlt">year</span>-round schedules that shorten the traditional summer vacation while…</p> <div class="credits"> <p class="dwt_author">Dessoff, Alan</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">118</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ntis.gov/search/product.aspx?ABBR=PB2007105634"> <span id="translatedtitle">Nation's Report Card: Student Achievement in Private <span class="hlt">Schools</span>. Results from NAEP 2000-2005.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ntis.gov/search/index.aspx">National Technical Information Service (NTIS)</a></p> <p class="result-summary">This report is the first to focus on private <span class="hlt">school</span> students performance on NAEP assessments. It provides results in reading, mathematics, science, and writing in 2000, <span class="hlt">2002</span>, <span class="hlt">2003</span>, and 2005. Specifically, it focuses on the three private <span class="hlt">school</span> types that ...</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">119</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22ccd%22&pg=7&id=ED518654"> <span id="translatedtitle">Montana <span class="hlt">School</span> Fall Enrollment by Race/Ethnicity, 2003-04 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report discusses <span class="hlt">school</span> fall Enrollment of Montana based on race/ethnicity for the 2003-2004 <span class="hlt">school</span> <span class="hlt">year</span>. Sections include: (1) Montana <span class="hlt">School</span> Fall Enrollment by Race/Ethnicity Overview; and (2) Montana <span class="hlt">School</span> Fall Enrollment by Race/Ethnicity-2003-04 <span class="hlt">School</span> <span class="hlt">Year</span>. Fall enrollment data are collected by <span class="hlt">school</span>, grade, gender, and…</p> <div class="credits"> <p class="dwt_author">McCulloch, Linda</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">120</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Montana&pg=6&id=ED518654"> <span id="translatedtitle">Montana <span class="hlt">School</span> Fall Enrollment by Race/Ethnicity, 2003-04 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This report discusses <span class="hlt">school</span> fall Enrollment of Montana based on race/ethnicity for the 2003-2004 <span class="hlt">school</span> <span class="hlt">year</span>. Sections include: (1) Montana <span class="hlt">School</span> Fall Enrollment by Race/Ethnicity Overview; and (2) Montana <span class="hlt">School</span> Fall Enrollment by Race/Ethnicity-2003-04 <span class="hlt">School</span> <span class="hlt">Year</span>. Fall enrollment data are collected by <span class="hlt">school</span>, grade, gender, and race/ethnicity…</p> <div class="credits"> <p class="dwt_author">McCulloch, Linda</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_5");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' 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id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_6");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> <a onClick='return showDiv("page_3");' href="#">3</a> <a onClick='return showDiv("page_4");' href="#">4</a> <a onClick='return showDiv("page_5");' href="#">5</a> <a onClick='return showDiv("page_6");' href="#">6</a> <a style="font-weight: bold;">7</a> <a onClick='return showDiv("page_8");' href="#">8</a> <a onClick='return 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showDiv("page_8");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">121</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://jcm.asm.org/cgi/reprint/42/5/2329.pdf"> <span id="translatedtitle">Phylogenetic Relationships among Virulent Newcastle Disease Virus Isolates from the <span class="hlt">2002-2003</span> Outbreak in California and Other Recent Outbreaks in North America</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Isolates from the <span class="hlt">2002-2003</span> virulent Newcastle disease virus (v-NDV) outbreak in southern California, Nevada, Arizona, and Texas in the United States were compared to each other along with recent v-NDV isolates from Mexico and Central America and reference avian paramyxovirus type 1 strains. Nucleotide sequencing and phylogenetic analyses were conducted on a 1,195-base genomic segment composing the 3 region of</p> <div class="credits"> <p class="dwt_author">Janice C. Pedersen; Dennis A. Senne; Peter R. Woolcock; Hailu Kinde; Daniel J. King; Mark G. Wise; Brundaban Panigrahy; Bruce S. Seal</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">122</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/40160245"> <span id="translatedtitle">Geochemical monitoring of the <span class="hlt">2002–2003</span> eruption at Stromboli volcano (Italy): precursory changes in the carbon and helium isotopic composition of fumarole gases and thermal waters</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Significant changes in the helium and carbon isotopic composition of shallow thermal waters vs. gas and a crater fumarolic gas have been recorded at Stromboli prior and during the <span class="hlt">2002–2003</span> eruption. The3He\\/4He ratios corrected for air contamination (Rc\\/Ra), and ?13C of fumarolic gases gradually increased from May to November 2002 before the eruption onset. These variations imply early degassing of</p> <div class="credits"> <p class="dwt_author">G. Capasso; M. L. Carapezza; C. Federico; S. Inguaggiato; A. Rizzo</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">123</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1941292"> <span id="translatedtitle">Descriptive Epidemiology of Collegiate Men's Soccer Injuries: National Collegiate Athletic Association Injury Surveillance System, 1988-1989 Through <span class="hlt">2002-2003</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Objective: To review 15 <span class="hlt">years</span> of National Collegiate Athletic Association (NCAA) injury surveillance data for men's soccer and to identify potential areas for injury prevention initiatives. Background: The NCAA sanctioned its first men's soccer championship in 1959. Since then, the sport has grown to include more than 18?000 annual participants across 3 NCAA divisions. During the 15 <span class="hlt">years</span> from 1988–1989 to <span class="hlt">2002–2003</span>, the NCAA Injury Surveillance System accumulated game and practice injury data for men's soccer across all 3 NCAA divisions. Main Results: The injury rate was 4 times higher in games compared with practices (18.75 versus 4.34 injuries per 1000 athlete-exposures, rate ratio = 4.3, 95% confidence interval = 4.2, 4.5), and preseason practices had a higher injury rate than in-season practices (7.98 versus 2.43 injuries per 1000 athlete-exposures, rate ratio = 3.3, 95% confidence interval = 3.1, 3.5). In both games and practices, more than two thirds of men's soccer injuries occurred to the lower extremities, followed by the head and neck in games and the trunk and back in practices. Although player-to-player contact was the primary cause of injury during games, most practice injuries occurred without direct contact to the injured body part. Ankle ligament sprains represented the most common injury during practices and games, whereas knee internal derangements were the most common type of severe injury (defined as 10+ days of time loss). Recommendations: Sprains, contusions, and strains of the lower extremities were the most common injuries in men's collegiate soccer, with player-to-player contact the primary injury mechanism during games. Preventive efforts should focus on the player-to-player contact that often leads to these injuries and greater enforcement of the rules that are in place to limit their frequency and severity. Emphasis also should be placed on addressing the high rate of first-time and recurrent ankle ligament sprains.</p> <div class="credits"> <p class="dwt_author">Agel, Julie; Evans, Todd A; Dick, Randall; Putukian, Margot; Marshall, Stephen W</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">124</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED449123.pdf"> <span id="translatedtitle">Teaching in <span class="hlt">Year</span>-Round <span class="hlt">Schools</span>. ERIC Digest.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The <span class="hlt">year</span>-round calendar is an increasingly popular alternative to the traditional 9-month <span class="hlt">school</span> calendar. This digest examines the benefits and challenges of teaching in <span class="hlt">year</span>-round <span class="hlt">schools</span>. <span class="hlt">Year</span>-round <span class="hlt">schools</span> may be on a single-track or multi-track schedule. Single-track schedules call for an instructional <span class="hlt">year</span> of 180 days with short breaks…</p> <div class="credits"> <p class="dwt_author">Kneese, Carolyn</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">125</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/37353985"> <span id="translatedtitle">Family Stress and <span class="hlt">School</span> Adjustment: Predictors Across the <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">There is a well recognised relationship between life events and adjustment but research relating to stress has largely failed to compare the relationship between background variables, life events and <span class="hlt">school</span> adjustment across different age groups. Two path models of Predictors of Adjustment to <span class="hlt">School</span> (for each level of <span class="hlt">school</span> ? primary and secondary <span class="hlt">school</span>) were developed and tested. Data from</p> <div class="credits"> <p class="dwt_author">Phillip T. Slee</p> <p class="dwt_publisher"></p> <p class="publishDate">1998-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">126</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/37400819"> <span id="translatedtitle">Students’ <span class="hlt">School</span> Motivation and Aspiration Over High <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Students from a <span class="hlt">school</span> in Hong Kong (n?=?199) responded to 22 items asking about their <span class="hlt">school</span> motivation and aspirations in a survey. Structural equation models found four <span class="hlt">school</span> motivation factors consistent with the task, effort, competition, and praise scales of the Inventory of <span class="hlt">School</span> Motivation, one education aspiration factor, one career aspiration factor, and significant relations of the motivation factors</p> <div class="credits"> <p class="dwt_author">Alexander Seeshing Yeung; Dennis M. McInerney</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">127</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22FRUITS%22&pg=4&id=EJ937634"> <span id="translatedtitle">Free <span class="hlt">School</span> Fruit--Sustained Effect 1 <span class="hlt">Year</span> Later</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study reports the effect of a <span class="hlt">school</span>-randomized fruit and vegetable intervention consisting of a subscription to the Norwegian <span class="hlt">School</span> Fruit Programme at no parental cost, and the Fruit and Vegetables Make the Marks (FVMM) educational programme, both delivered in the <span class="hlt">school</span> <span class="hlt">year</span> of 2001-02. Nine randomly chosen <span class="hlt">schools</span> received the…</p> <div class="credits"> <p class="dwt_author">Bere, E.; Veierod, M. B.; Bjelland, M.; Klepp, K.-I.</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">128</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=American+AND+Indians+AND+pregnancy&pg=7&id=ED264052"> <span id="translatedtitle">New Mexico Dropout Study: 1983-1984 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Each public <span class="hlt">school</span> that had students enrolled in grades 9-12 was surveyed to gather data on the extent and nature of the <span class="hlt">school</span> dropout problem in New Mexico during the 1983-84 <span class="hlt">school</span> <span class="hlt">year</span>. Data on grade, sex, ethnicity, and reason for dropping out were collected. Information was obtained from all 88 public <span class="hlt">school</span> districts and from 99% of the…</p> <div class="credits"> <p class="dwt_author">Cavatta, Jerry C.; Gomez, Albert S.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">129</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED398181.pdf"> <span id="translatedtitle">The Effect of <span class="hlt">Year</span> Round <span class="hlt">School</span> on Teacher Attendance.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Participants in this study of the effect of <span class="hlt">year</span> round <span class="hlt">schools</span> on teacher attendance included 45 elementary <span class="hlt">school</span> teachers from a Chicago (Illinois) public <span class="hlt">school</span> located in a predominately low socioeconomic neighborhood comprised of 98 percent Hispanic students. These teachers were part of the staff when the <span class="hlt">school</span> was on a traditional calendar…</p> <div class="credits"> <p class="dwt_author">Kocek, Jan</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">130</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Mimi&pg=2&id=ED424413"> <span id="translatedtitle">Lessons Learned: Five <span class="hlt">Years</span> in the Urban <span class="hlt">Schools</span> Network.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The 10 chapters in this book provide an overview of 5 <span class="hlt">years</span> of work by member <span class="hlt">schools</span> and colleges in the Urban <span class="hlt">Schools</span> Network, which provides technical assistance to <span class="hlt">schools</span> in 31 urban areas. "Overview of the Urban <span class="hlt">Schools</span> Network" (Lola Jackson) is a history, defining purposes, participants, and priorities. "Integrating Academic and Vocational…</p> <div class="credits"> <p class="dwt_author">Andrew, Erika Nielsen; Dornsife, Carolyn; Flack, Maggie; Hallinan, Mayo Tsuzuki; Jackson, Lola; Raby, Marilyn; Steadman, Mimi Harris</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">131</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.educationcounts.govt.nz/__data/assets/pdf_file/0003/10848/5-bul99o-staff.pdf"> <span id="translatedtitle">The Staffing Situation in New Zealand <span class="hlt">Schools</span> at the Beginning of the 1999 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">n order to monitor the teacher supply situation in New Zealand <span class="hlt">schools</span>, the Research Division of the Ministry of Education has, since 1997, undertaken an annual survey of all state and state-integrated <span class="hlt">schools</span> to establish the nature and extent of vacancies in <span class="hlt">schools</span> at the beginning of the <span class="hlt">school</span> <span class="hlt">year</span> and to obtain information on the steps <span class="hlt">schools</span> take to</p> <div class="credits"> <p class="dwt_author">Heleen Visser; Sharon Dewar</p> <p class="dwt_publisher"></p> <p class="publishDate">1999-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">132</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=stress+AND+relief&id=EJ741325"> <span id="translatedtitle">Preplanning to Close Out the <span class="hlt">School</span> <span class="hlt">Year</span> Safely</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This article focuses on how to prepare and plan for a safe and secure environment for students and staff at the end of a <span class="hlt">school</span> <span class="hlt">year</span> or during the summer months. Every individual who works in a <span class="hlt">school</span> approaches the month of May and the subsequent end-of-<span class="hlt">school-year</span> tasks with mixed feelings of stress and relief. Although preparations for…</p> <div class="credits"> <p class="dwt_author">Brunner, Judy; Lewis, Dennis</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">133</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22motivation+AND+factors%22&pg=3&id=ED459417"> <span id="translatedtitle">Does <span class="hlt">School</span> Motivation Change over Secondary <span class="hlt">School</span> <span class="hlt">Years</span>?</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">A total of 199 students from a <span class="hlt">school</span> in Hong Kong responded to 25 items in a survey. Principal components analysis found four <span class="hlt">school</span> motivation factors consistent with the Task, Effort, Competition and Praise scales of the McInerney, et al. (1997) Inventory of <span class="hlt">School</span> Motivation, one education aspiration factor and one career aspiration factor.…</p> <div class="credits"> <p class="dwt_author">Yeung, Nancy Tsui Yee; Yeung, Alexander Seeshing</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">134</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2597097"> <span id="translatedtitle">Lying in the Elementary <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">The development of lying to conceal one’s own transgression was examined in <span class="hlt">school</span>-age children. Children (N = 172) between 6 and 11 <span class="hlt">years</span> of age were asked not to peek at the answer to a trivia question while left alone in a room. Half of the children could not resist temptation and peeked at the answer. When the experimenter asked them whether they had peeked, the majority of children lied. However, children’s subsequent verbal statements, made in response to follow-up questioning, were not always consistent with their initial denial and, hence, leaked critical information to reveal their deceit. Children’s ability to maintain consistency between their initial lie and subsequent verbal statements increased with age. This ability is also positively correlated with children’s 2nd-order belief scores, suggesting that theory of mind understanding plays an important role in children’s ability to lie consistently.</p> <div class="credits"> <p class="dwt_author">Talwar, Victoria; Gordon, Heidi M.; Lee, Kang</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">135</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/24005926"> <span id="translatedtitle">[Brazilian family spending on medicines: an analysis of data from the Family Budget Surveys, <span class="hlt">2002-2003</span> and 2008-2009].</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">This study aimed to investigate spending on medicines by Brazilian families and related income inequalities, according to types of medicines. A cross-sectional study used data from the Family Budget Surveys conducted in <span class="hlt">2002-2003</span> and 2008-2009. Expenditures were corrected according to the Extended National Consumer Price Index (IPCA). The Concentration Index (CI) was calculated as a measure of inequality. Average monthly spending on medicines was BRL 53.54 in the <span class="hlt">2002-2003</span> survey and BRL 59.02 in 2008-2009. CI showed spending concentration in higher-income families. Spending composition varied according to family income. Lower-income families spent predominantly on analgesics, cold medicines, and anti-inflammatory drugs. Higher-income families concentrated their spending on medicines for diabetes and hypertension (and other cardiovascular diseases). From one survey to the next, even though lower-income households reduced the percentage of their budget spent on medicines, the latter still consume a large proportion of their health spending. PMID:24005926</p> <div class="credits"> <p class="dwt_author">Garcia, Leila Posenato; Sant'anna, Ana Cláudia; Magalhães, Luís Carlos Garcia de; Freitas, Lúcia Rolim Santana de; Aurea, Adriana Pacheco</p> <p class="dwt_publisher"></p> <p class="publishDate">2013-08-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">136</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.springerlink.com/index/x7347h768lt6j8wr.pdf"> <span id="translatedtitle"><span class="hlt">School</span>-Wide Behavioral Support: Starting the <span class="hlt">Year</span> Off Right</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Two <span class="hlt">years</span> of office referral data are presented in evaluation of a <span class="hlt">school</span>-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle <span class="hlt">school</span> (grades 6, 7, and 8). During 1994-95, the <span class="hlt">school</span> had 530 students and recorded 2,628 office referrals. The 1995-96 <span class="hlt">school</span> <span class="hlt">year</span> began with a full day in which students were</p> <div class="credits"> <p class="dwt_author">Susan Taylor-Greene; Doris Brown; Larry Nelson; Julie Longton; Terri Gassman; Joe Cohen; Joan Swartz; Robert H. Horner; George Sugai; Susannah Hall</p> <p class="dwt_publisher"></p> <p class="publishDate">1997-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">137</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22vale%22&id=EJ807083"> <span id="translatedtitle">Transforming the <span class="hlt">School</span> Workforce: Remodelling Experiences in the Special <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This article draws upon a case study of a special <span class="hlt">school</span> (Park Vale) participating in the Department for Education and Science (DfES) Transforming <span class="hlt">School</span> Workforce (TSW) Pathfinder Pilot Project (<span class="hlt">2002-2003</span>). The Project was developed as a response by the DfES: firstly, to growing difficulties in the recruitment and retention of teachers in the…</p> <div class="credits"> <p class="dwt_author">Rayner, Steve; Gunter, Helen; Thomas, Hywel; Butt, Graham; Lance, Ann</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">138</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22financement%22&id=ED451976"> <span id="translatedtitle">Funding of <span class="hlt">Schools</span>, 2000-2001 <span class="hlt">School</span> <span class="hlt">Year</span> = Financement des ecoles, Annee scolaire 2000-2001.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Available in English or French, this reference guide summarizes the funding of Manitoba public <span class="hlt">schools</span> for the 2000-2001 <span class="hlt">school</span> <span class="hlt">year</span>. <span class="hlt">School</span> funding for operating and capital expenses is administered by the provincial government. Following a list of 2000-2001 revisions to the <span class="hlt">Schools</span> Finance Program, the first section describes base support. The…</p> <div class="credits"> <p class="dwt_author">Manitoba Dept. of Education and Training, Winnipeg.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">139</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=technology+AND+decreasing+AND+learning&pg=4&id=ED451976"> <span id="translatedtitle">Funding of <span class="hlt">Schools</span>, 2000-2001 <span class="hlt">School</span> <span class="hlt">Year</span> = Financement des ecoles, Annee scolaire 2000-2001.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Available in English or French, this reference guide summarizes the funding of Manitoba public <span class="hlt">schools</span> for the 2000-2001 <span class="hlt">school</span> <span class="hlt">year</span>. <span class="hlt">School</span> funding for operating and capital expenses is administered by the provincial government. Following a list of 2000-2001 revisions to the <span class="hlt">Schools</span> Finance Program, the first section describes base support. The…</p> <div class="credits"> <p class="dwt_author">Manitoba Dept. of Education and Training, Winnipeg.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">140</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/EJ943164.pdf"> <span id="translatedtitle">Professional Development: Assisting Urban <span class="hlt">Schools</span> in Making Annual <span class="hlt">Yearly</span> Progress</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Under the No Child Left Behind Act (2002), all <span class="hlt">schools</span> are required to demonstrate that all students make annual <span class="hlt">yearly</span> progress (AYP). This can be difficult, particularly for students in urban <span class="hlt">schools</span> and even more so for students with disabilities. The authors report on one large urban <span class="hlt">school</span> district's attempts to provide support to 140…</p> <div class="credits"> <p class="dwt_author">Cramer, Elizabeth D.; Gudwin, Denise M.; Salazar, Magda</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_6");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> 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showDiv("page_9");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">141</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED519456.pdf"> <span id="translatedtitle">Analysis of Verification Summary Data <span class="hlt">School</span> <span class="hlt">Year</span> 2008-2009</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report summarizes the results of the <span class="hlt">school</span> <span class="hlt">year</span> (SY) 2008-2009 review of applications approved for free or reduced-price benefits under the National <span class="hlt">School</span> Lunch Program and <span class="hlt">School</span> Breakfast Program. Local Educational Agencies (LEAs) selected nearly 279,000 applications for verification review from among 8.6 million applications approved…</p> <div class="credits"> <p class="dwt_author">Ranalli, Dennis; Harper, Edward; Hirschman, Jay</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">142</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=canada+AND+excellence&pg=6&id=ED424255"> <span id="translatedtitle">Diploma Examinations Program, 1996-97 <span class="hlt">School</span> <span class="hlt">Year</span>. Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This annual report combines the November, January, April, June, and August provincial results in diploma examination courses in the Alberta (Canada) <span class="hlt">schools</span>. The graphs, tables, and text describe student performance for the entire <span class="hlt">school</span> <span class="hlt">year</span>. The report is designed to assist <span class="hlt">school</span> personnel in identifying patterns of students' achievement in the…</p> <div class="credits"> <p class="dwt_author">Alberta Dept. of Education, Edmonton. Student Evaluation Branch.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">143</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=projects+AND+biology&pg=7&id=EJ745565"> <span id="translatedtitle">My <span class="hlt">Year</span> as a High <span class="hlt">School</span> Student</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|When high <span class="hlt">school</span> physics teacher Deborah Waldron needed to pump up her knowledge of biology for National Board Certification, she enrolled in 9th grade Intensified Biology at her <span class="hlt">school</span>. Waldron shares her observations of what she learned: from the inevitability of starting long-term projects late at night to the realization of how tempting…</p> <div class="credits"> <p class="dwt_author">Waldron, Deborah</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">144</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=physical+AND+security+AND+system&pg=7&id=ED210351"> <span id="translatedtitle">Toledo Public <span class="hlt">Schools</span> <span class="hlt">School</span> Utilization Study, 1980-81 <span class="hlt">School</span> <span class="hlt">Year</span>. 2nd <span class="hlt">Year</span> Study. Elementary <span class="hlt">School</span> Buildings.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In response to declining student enrollment, the Toledo, Ohio public <span class="hlt">school</span> system conducted a <span class="hlt">school</span> utilization study involving the evaluation of eight categories of achievement. These categories were: (1) educational adequacy as determined by the ability of the facility to meet the requirements of a good instructional program; (2) an overview…</p> <div class="credits"> <p class="dwt_author">Toledo Public Schools, OH.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">145</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Zoology&pg=5&id=EJ382925"> <span id="translatedtitle">High <span class="hlt">School</span> Biology: The Early <span class="hlt">Years</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Discusses the emergence of the biology curriculum which replaced physiology, zoology, and botany in high <span class="hlt">school</span> science courses and supplanted an early form of general science known as natural history. (RT)</p> <div class="credits"> <p class="dwt_author">Rosenthal, Dorothy B.; Bybee, Rodger W.</p> <p class="dwt_publisher"></p> <p class="publishDate">1988-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">146</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=zoology&pg=4&id=EJ382925"> <span id="translatedtitle">High <span class="hlt">School</span> Biology: The Early <span class="hlt">Years</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Discusses the emergence of the biology curriculum which replaced physiology, zoology, and botany in high <span class="hlt">school</span> science courses and supplanted an early form of general science known as natural history. (RT)|</p> <div class="credits"> <p class="dwt_author">Rosenthal, Dorothy B.; Bybee, Rodger W.</p> <p class="dwt_publisher"></p> <p class="publishDate">1988-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">147</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED512272.pdf"> <span id="translatedtitle"><span class="hlt">School</span> Integration Efforts Three <span class="hlt">Years</span> after "Parents Involved"</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report synthesizes major themes in local policymaking during the last <span class="hlt">year</span>, as local <span class="hlt">school</span> districts continue to grapple with legal and economic constraints on policies that are aimed at creating diverse <span class="hlt">schools</span>. The report last <span class="hlt">year</span> on the second anniversary of "Parents Involved" began to uncover some of the consequences of the difficult…</p> <div class="credits"> <p class="dwt_author">Tefera, Adai; Siegel-Hawley, Genevieve; Frankenberg, Erica</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">148</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=KDP&pg=4&id=ED369141"> <span id="translatedtitle"><span class="hlt">Year</span>-Round Education in the Woodburn <span class="hlt">School</span> District.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|<span class="hlt">Year</span>-round <span class="hlt">schooling</span> is a positive alternative for the Woodburn <span class="hlt">School</span> District, a district experiencing an overcrowding problem. The <span class="hlt">year</span>-round education system has not yet been implemented in Woodburn, but the proposal is getting serious attention by administrators, teachers, and parents. The Utah Foundation Research Report identifies 10…</p> <div class="credits"> <p class="dwt_author">Woodburn Public Schools, OR.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">149</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2003AGUFMED32D..02S"> <span id="translatedtitle">Implementing and Supporting Earth Science Curriculum Reform in Secondary <span class="hlt">Schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">The American Geological Institute has been actively involved in developing earth science curricula for more thanm 40 <span class="hlt">years</span> through programs like Earth Science Sourcebook and the Earth Science Curriculum Project. Recently, the AGI was funded by the National Science Foundation to develop curriculum for secondary <span class="hlt">school</span> (grades 6-12) that would address the Earth science and inquiry content standards of the National Science Education Standards. The EarthComm (high <span class="hlt">school</span>) and Investigating Earth Systems (middle <span class="hlt">school</span>) curriculum programs were developed through funding from the National Science Foundation and corporate sponsors of the AGI Foundation, and published for the <span class="hlt">2002-2003</span> schol <span class="hlt">year</span>. The AGI is now actively involved in developing and refining systems for supporting the professional development of teachers who implement EarthComm and Investigating Earth Systems. The paper presentation will outline how AGI is supporting teachers through a combination of web-based programs, teacher workshops, and DVD and video materials.</p> <div class="credits"> <p class="dwt_author">Smith, M. J.</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-12-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">150</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=roller+AND+coaster&pg=3&id=EJ725967"> <span id="translatedtitle">Safe <span class="hlt">Schools</span> for the Roller Coaster <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The dramatic ups and downs so often witnessed in adolescents are the result of changes in their brain activity. It is vital that the emotional and psychological needs that arise from such intense brain development are acknowledged and addressed so that middle <span class="hlt">school</span> becomes a safe environment for the budding adults.</p> <div class="credits"> <p class="dwt_author">Inlay, Linda</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">151</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=brain+AND+development+AND+in+AND+adolescents&pg=3&id=EJ725967"> <span id="translatedtitle">Safe <span class="hlt">Schools</span> for the Roller Coaster <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The dramatic ups and downs so often witnessed in adolescents are the result of changes in their brain activity. It is vital that the emotional and psychological needs that arise from such intense brain development are acknowledged and addressed so that middle <span class="hlt">school</span> becomes a safe environment for the budding adults.|</p> <div class="credits"> <p class="dwt_author">Inlay, Linda</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">152</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED506274.pdf"> <span id="translatedtitle">Preparing for the Flu During the 2009-10 <span class="hlt">School</span> <span class="hlt">Year</span>: Questions and Answers for <span class="hlt">Schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This brochure provides answers to the following questions: (1) Why do <span class="hlt">school</span> districts, <span class="hlt">schools</span>, teachers, parents, and communities need to plan for the continuation of learning for students during flu season this <span class="hlt">year</span>? (2) How should districts and <span class="hlt">schools</span> go about planning to continue students' education when they are at home because of H1N1?…</p> <div class="credits"> <p class="dwt_author">US Department of Education, 2009</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">153</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=arson&pg=6&id=ED320225"> <span id="translatedtitle"><span class="hlt">School</span> Crime in California for the 1988-89 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The fourth annual summary of <span class="hlt">school</span> crime data collected by California <span class="hlt">school</span> districts, this report also includes a comparison of 1988/89 results with those of the three previous <span class="hlt">years</span>. All of California's <span class="hlt">school</span> districts completed reports for the fourth reporting period. Despite an article added to the California Constitution affirming…</p> <div class="credits"> <p class="dwt_author">California State Dept. of Education, Sacramento.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">154</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Homicides+AND+assaults&pg=4&id=ED320225"> <span id="translatedtitle"><span class="hlt">School</span> Crime in California for the 1988-89 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The fourth annual summary of <span class="hlt">school</span> crime data collected by California <span class="hlt">school</span> districts, this report also includes a comparison of 1988/89 results with those of the three previous <span class="hlt">years</span>. All of California's <span class="hlt">school</span> districts completed reports for the fourth reporting period. Despite an article added to the California Constitution affirming…</p> <div class="credits"> <p class="dwt_author">California State Dept. of Education, Sacramento.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">155</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Makers+AND+Space&pg=6&id=ED534721"> <span id="translatedtitle">Art <span class="hlt">School</span> Consequential: Teaching and Learning in the First <span class="hlt">Year</span> of Art <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In order to understand better the dimensions of education in the foundation <span class="hlt">year</span> of contemporary art <span class="hlt">school</span>, this study explores teaching and learning through the lenses of art <span class="hlt">school</span> freshmen and foundation studio art professors. Since scholarly study of art <span class="hlt">school</span> education is limited, the author begins with a survey of related fields of…</p> <div class="credits"> <p class="dwt_author">McKenna, Stacey Redford</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">156</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=autism%2c+AND+language+AND+the+AND+brain&pg=6&id=ED415601"> <span id="translatedtitle">Students with Disabilities Projected To Exit the Public <span class="hlt">Schools</span> after the 1997-98 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents estimated data on the exit reasons for students with disabilities projected to leave Illinois public <span class="hlt">schools</span> after the 1997-98 <span class="hlt">school</span> <span class="hlt">year</span>. The data were prepared by averaging the information provided by <span class="hlt">school</span> districts regarding students who were no longer receiving special education services during the 1995-96 and 1996-97…</p> <div class="credits"> <p class="dwt_author">Illinois State Board of Education, Springfield.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">157</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22deepwater+horizon%22+OR+%22BP+Oil+Spill%22+OR+%22Gulf+Oil+Spill%22+OR+DWH+OR+%22Gulf+of+Mexico+oil+spill%22+OR+MC252+OR+MC-252+OR+%22MC+252%22+OR+Macondo&pg=4&id=EJ317622"> <span id="translatedtitle">Extended <span class="hlt">School</span> <span class="hlt">Year</span> Services: From Litigation to Assessment and Evaluation.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Severely handicapped students who demonstrate severe skill regression during <span class="hlt">school</span> breaks, and inordinate time to recoup, require extended <span class="hlt">school</span> <span class="hlt">year</span> services. A framework and rationale for research development to provide guidance for services to students is described. Research to identify objective methods to determine eligibility and evaluate…</p> <div class="credits"> <p class="dwt_author">Browder, Diane M.; Lentz, Frances E.</p> <p class="dwt_publisher"></p> <p class="publishDate">1985-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">158</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED351330.pdf"> <span id="translatedtitle">Promoting Achievement in <span class="hlt">School</span> through Sports. First <span class="hlt">Year</span> Impact Study.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Promoting Achievement in <span class="hlt">School</span> through Sports (PASS) is an academic high <span class="hlt">school</span> curriculum developed by the American Sports Institute. It is a daily, <span class="hlt">year</span>-long, credit-bearing, physical education elective for students who love sports but are not performing up to their academic potential. PASS is based on the concept that the principles and skills…</p> <div class="credits"> <p class="dwt_author">American Sports Inst., Mill Valley, CA.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">159</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22cornbleth%22&pg=3&id=ED232948"> <span id="translatedtitle">Creating the Curriculum: Beginning the <span class="hlt">Year</span> in a Middle <span class="hlt">School</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">How the social organization of the classroom, including teacher and student roles, patterns of interaction, and norms extended or constrained students' learning opportunities was examined. A total of 6 English, science, and social studies classes in grades 6 and 7 were observed for the first month of the <span class="hlt">school</span> <span class="hlt">year</span>; activities in the <span class="hlt">school</span> were…</p> <div class="credits"> <p class="dwt_author">Cornbleth, Catherine; And Others</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">160</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED510970.pdf"> <span id="translatedtitle">Report Card to the Public: 2005-2006 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This "Report Card to the Public, a Summary of Statistics from Alaska's Public <span class="hlt">Schools</span>," is published in accordance with Alaska Statute 14.03.120 for the <span class="hlt">school</span> <span class="hlt">year</span> 2005-2006. This publication reports the status of public education in Alaska. It is a source of information for Alaska's educational policymakers, including legislators, the Governor,…</p> <div class="credits"> <p class="dwt_author">Alaska Department of Education & Early Development, 2006</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_7");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a 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showDiv("page_10");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">161</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED510971.pdf"> <span id="translatedtitle">Report Card to the Public: 2006-2007 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This "Report Card to the Public, a Summary of Statistics from Alaska's <span class="hlt">Schools</span>," is published in accordance with Alaska Statute 14.03.120 for the <span class="hlt">school</span> <span class="hlt">year</span> 2006-2007. This publication reports the status of public education in Alaska. It is a source of information for Alaska's educational policymakers, including legislators, the Governor, the…</p> <div class="credits"> <p class="dwt_author">Alaska Department of Education & Early Development, 2007</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">162</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=john+AND+adams&pg=4&id=ED075265"> <span id="translatedtitle">John Adams High <span class="hlt">School</span> First <span class="hlt">Year</span> Report, 1969-1970.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This report is an assessment of the events of the first <span class="hlt">year</span> of operation of John Adams High <span class="hlt">School</span>, Portland, Oregon. The primary goal of the <span class="hlt">school</span> was to provide an educational experience relevant to the needs and interests of all adolescents, regardless of their intentions about pursuing further formal education. The report is oriented toward…</p> <div class="credits"> <p class="dwt_author">Adams High School, Portland, OR.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">163</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=canada+AND+excellence&pg=5&id=ED438306"> <span id="translatedtitle">Diploma Examinations Program, 1997-98 <span class="hlt">School</span> <span class="hlt">Year</span>. Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This annual report combines the November, January, April, June, and August provincial results in diploma examination courses in Alberta, Canada. The graphs, tables, and text describe student performance for the entire <span class="hlt">school</span> <span class="hlt">year</span>. The report is designed to assist <span class="hlt">school</span> personnel in identifying patterns of student achievement in Alberta and…</p> <div class="credits"> <p class="dwt_author">Alberta Dept. of Education, Edmonton. Student Evaluation Branch.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">164</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=1337&pg=2&id=ED062686"> <span id="translatedtitle">McKinley High <span class="hlt">School</span> Quarter System. Evaluation Report, <span class="hlt">School</span> <span class="hlt">Year</span> 1970-71.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">For the past two <span class="hlt">years</span> McKinley High <span class="hlt">School</span> has been operating on a quarter system in which the September through June <span class="hlt">school</span> <span class="hlt">year</span> is divided into four 9-week instructional periods. A formal evaluation was conducted with the intention of getting firsthand information from students and staff on the advantages and disadvantages of the system. A…</p> <div class="credits"> <p class="dwt_author">District of Columbia Public Schools, Washington, DC.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">165</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=teenagers&pg=4&id=EJ1000944"> <span id="translatedtitle">A Multidimensional Model of <span class="hlt">School</span> Dropout from an 8-<span class="hlt">Year</span> Longitudinal Study in a General High <span class="hlt">School</span> Population</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study tests an empirical multidimensional model of <span class="hlt">school</span> dropout, using data collected in the first <span class="hlt">year</span> of an 8-<span class="hlt">year</span> longitudinal study, with first <span class="hlt">year</span> high <span class="hlt">school</span> students aged 12-13 <span class="hlt">years</span>. Structural equation modeling analyses show that five personal, family, and <span class="hlt">school</span> latent factors together contribute to <span class="hlt">school</span> dropout identified at…</p> <div class="credits"> <p class="dwt_author">Fortin, Laurier; Marcotte, Diane; Diallo, Thierno; Potvin, Pierre; Royer, Egide</p> <p class="dwt_publisher"></p> <p class="publishDate">2013-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">166</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/18409013"> <span id="translatedtitle">Water quality and heavy metal monitoring in water and sediment samples of the Küçükçekmece Lagoon, Turkey (<span class="hlt">2002-2003</span>).</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">Physical and chemical parameters have been analyzed in water samples from a brackish water lagoon, Küçükçekmece, located on the western outskirts of Istanbul. Samples were collected every two months for a <span class="hlt">year</span> from nine sampling stations. Of the parameters measured, temperature, pH, salinity, nitrate and phosphate showed changes when compared with the previously published data. The lagoon was found eutrophic as it was reported previously. Sulphate and COD levels were higher when compared with the standards established by the Turkish Water Pollution and Control Regulation. Additionally, concentrations of heavy metals (Cd, Co, Cr, Cu, Mn, Ni, Pb, Zn) in water and bottom sediments were measured and compared with the standards established by the Turkish Water Pollution and Control Regulation and with the previously published data. The results were analysed statistically with respect to location and any relationships between the concentration of the elements in corresponding water and sediment samples were examined. Principal Component Analysis of water samples allowed us to discriminate three areas affected mainly by heavy metal contamination, possibly due to industrial, commercial and/or urban activities. Generally, the concentrations of the heavy metals were higher at stations near the three estuaries, suggesting a direct influence of the three creeks on the pollution of the Küçükçekmece Lagoon. Although elevated levels of Cd were recorded in several water samples, it was not detected in sediment. On the other hand, a particularly high level of Cr pollution was recorded most of the water and sediment samples. PMID:18409013</p> <div class="credits"> <p class="dwt_author">Altun, Omer; Saçan, Melek Türker; Erdem, Ayten Kimiran</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-04-12</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">167</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/962965"> <span id="translatedtitle">Assessment of Salmonids and Their Habitat Conditions in the Walla Walla River Basin within Washington, Annual Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">This study began in 1998 to assess salmonid distribution, relative abundance, genetics, and the condition of salmonid habitats in the Walla Walla River basin. Stream flows in the Walla Walla Basin continue to show a general trend that begins with a sharp decline in discharge in late June, followed by low summer flows and then an increase in discharge in fall and winter. Manual stream flow measurements at Pepper bridge showed an increase in 2002 of 110-185% from July-September, over flows from 2001. This increase is apparently associated with a 2000 settlement agreement between the U.S. Fish and Wildlife Service (USFWS) and the irrigation districts to leave minimum flows in the river. Stream temperatures in the Walla Walla basin were similar to those in 2001. Upper montane tributaries maintained maximum summer temperatures below 65 F, while sites in mid and lower Touchet and Walla Walla rivers frequently had daily maximum temperatures well above 68 F (high enough to inhibit migration in adult and juvenile salmonids, and to sharply reduce survival of their embryos and fry). These high temperatures are possibly the most critical physiological barrier to salmonids in the Walla Walla basin, but other factors (available water, turbidity or sediment deposition, cover, lack of pools, etc.) also play a part in salmonid survival, migration, and breeding success. The increased flows in the Walla Walla, due to the 2000 settlement agreement, have not shown consistent improvements to stream temperatures. Rainbow/steelhead (Oncorhynchus mykiss) trout represent the most common salmonid in the basin. Densities of Rainbow/steelhead in the Walla Walla River from the Washington/Oregon stateline to Mojonnier Rd. dropped slightly from 2001, but are still considerably higher than before the 2000 settlement agreement. Other salmonids including; bull trout (Salvelinus confluentus), chinook salmon (Oncorhynchus tshawytscha), mountain whitefish (Prosopium williamsoni), and brown trout (Salmo trutta) had low densities, and limited distribution throughout the basin. A large return of adult spring chinook to the Touchet River drainage in 2001 produced higher densities of juvenile chinook in 2002 than have been seen in recent <span class="hlt">years</span>, especially in the Wolf Fork. The adult return in 2002 was substantially less than what was seen in 2001. Due to poor water conditions and trouble getting personnel hired, spawning surveys were limited in 2002. Surveyors found only one redd in four Walla Walla River tributaries (Cottonwood Ck., East Little Walla Walla, West Little Walla Walla, and Mill Ck.), and 59 redds in Touchet River tributaries (10 in the North Fork Touchet, 30 in the South Fork Touchet, and 19 in the Wolf Fork). Bull trout spawning surveys in the upper Touchet River tributaries found a total of 125 redds and 150 live fish (92 redds and 75 fish in the Wolf Fork, 2 redds and 1 fish in the Burnt Fork, 0 redds and 1 fish in the South Fork Touchet, 29 redds and 71 fish in the North Fork Touchet, and 2 redds and 2 fish in Lewis Ck.). A preliminary steelhead genetics analysis was completed as part of this project. Results indicate differences between naturally produced steelhead and those produced in the hatchery. There were also apparent genetic differences among the naturally produced fish from different areas of the basin. Detailed results are reported in Bumgarner et al. 2003. Recommendations for assessment activities in 2003 included: (1) continue to monitor the Walla Walla River (focusing from the stateline to McDonald Rd.), the Mill Ck system, and the Little Walla Walla System. (2) reevaluate Whiskey Ck. for abundance and distribution of salmonids, and Lewis Ck. for bull trout density and distribution. (3) select or develop a habitat survey protocol and begin to conduct habitat inventory and assessment surveys. (4) summarize bull trout data for Mill Ck, South Fork Touchet, and Lewis Ck. (5) begin to evaluate temperature and flow data to assess if the habitat conditions exist for spring chinook in the Touchet River.</p> <div class="credits"> <p class="dwt_author">Mendel, Glen; Trump, Jeremy; Gembala, Mike</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-09-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">168</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/59179235"> <span id="translatedtitle">Perceived benefits and satisfaction of <span class="hlt">year</span>-round <span class="hlt">school</span> in Maury County, Tennessee</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The purpose of this study was to identify benefits of and satisfaction with <span class="hlt">year</span>-round <span class="hlt">school</span>. It examined perceptions of teachers and students who had participated in both a <span class="hlt">year</span>-round <span class="hlt">school</span> setting and a traditional <span class="hlt">school</span> calendar in Maury County.^ Through the <span class="hlt">years</span>, <span class="hlt">school</span> calendars have reflected the needs of families and communities within each <span class="hlt">school</span> district. For many <span class="hlt">years</span>, that</p> <div class="credits"> <p class="dwt_author">Linda Lasater</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">169</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=transfer&pg=2&id=EJ995650"> <span id="translatedtitle">High <span class="hlt">School</span> Transfer Students and the Transition to College: Timing and the Structure of the <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The timing of a high <span class="hlt">school</span> transfer may shape students' transitions to college through its (mis)alignment with the structure of the <span class="hlt">school</span> <span class="hlt">year</span>. A transfer that occurs during the summer interrupts the four-<span class="hlt">year</span> high <span class="hlt">school</span> career, whereas a transfer that occurs midyear disrupts both the four-<span class="hlt">year</span> high <span class="hlt">school</span> career and the structure of the…</p> <div class="credits"> <p class="dwt_author">Sutton, April; Muller, Chandra; Langenkamp, Amy G.</p> <p class="dwt_publisher"></p> <p class="publishDate">2013-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">170</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Science+AND+of+AND+Beauty&pg=4&id=ED463994"> <span id="translatedtitle">Texas Almanac, <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The 61st edition of the "Texas Almanac" has a reputation as the definitive source for Texas information since 1857. It contains details of the Census 2000 official population count, including statewide, county and town counts, plus an analysis of the numbers by experts at Texas's State Data Center. It includes information about politics,…</p> <div class="credits"> <p class="dwt_author">Ramos, Mary G., Ed.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">171</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=first+AND+impressions&pg=6&id=EJ663028"> <span id="translatedtitle">Student Perceptions of the First <span class="hlt">Year</span> of Veterinary Medical <span class="hlt">School</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">A brief survey was conducted of nearly 900 first-<span class="hlt">year</span> students in 14 U.S. veterinary medical <span class="hlt">schools</span> in order to gather impressions of the first <span class="hlt">year</span> of veterinary medical education. Although some students reported that conditions were stressful, the majority did not feel that they were inordinately so. Overall, most students were quite positive…</p> <div class="credits"> <p class="dwt_author">Powers, Donald E.</p> <p class="dwt_publisher"></p> <p class="publishDate">2002-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">172</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/47691214"> <span id="translatedtitle">Finding Keys to <span class="hlt">School</span> Change: A 40<span class="hlt">Year</span> Odyssey</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">I’ve been working at understanding change in <span class="hlt">schools</span> for more than forty <span class="hlt">years</span>. Being given a license to reflect on my intellectual\\u000a adventures in the study of <span class="hlt">school</span> change — in public — is a delightful and faintly alarming charge. I need to avoid sheer\\u000a narcissism on the one hand, and detached encyclopedic syntheses on the other. And not succumb</p> <div class="credits"> <p class="dwt_author">Matthew B. Miles</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">173</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=retention+AND+seniors&id=EJ938967"> <span id="translatedtitle">Do <span class="hlt">Schools</span> Make a Difference? A Study of High <span class="hlt">School</span> Effects and First <span class="hlt">Year</span> College Success</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary"><span class="hlt">Schools</span> across America are being ranked for their effectiveness on a number of student criteria, among them preparation of students for a successful college experience. This study investigates the relationship between graduating seniors, their successful first <span class="hlt">year</span> retention in college and several personal and <span class="hlt">school</span> related factors. The study…</p> <div class="credits"> <p class="dwt_author">Smith, Wade; Droddy, Jason; Guarino, A. J.</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">174</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=autism%2c+AND+language+AND+the+AND+brain&pg=5&id=ED432072"> <span id="translatedtitle">Students with Disabilities Projected To Exit the Public <span class="hlt">Schools</span> after the 1998-99 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents, in tabular form, estimates of the number of students with disabilities projected to exit the Illinois public <span class="hlt">school</span> system after the 1998-99 <span class="hlt">school</span> <span class="hlt">year</span>. Data are provided for each Illinois county by number of students, type of disability, and reasons for exit. The same data are provided for students under the Department of…</p> <div class="credits"> <p class="dwt_author">Illinois State Board of Education, Springfield.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">175</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Montana&pg=6&id=ED518620"> <span id="translatedtitle">Montana Nonpublic <span class="hlt">School</span> Enrollment by County and Grade Range, 2001-02 through 2003-04 <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This document contains tables of data relating to the enrollment statistics for Montana Home <span class="hlt">Schools</span> and Private <span class="hlt">Schools</span> by county and grade range. The statistics relate to <span class="hlt">school</span> <span class="hlt">years</span> 2001-2002 through 2003-2004.</p> <div class="credits"> <p class="dwt_author">Montana Office of Public Instruction, 2004</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">176</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Data+AND+statistics&pg=3&id=ED518620"> <span id="translatedtitle">Montana Nonpublic <span class="hlt">School</span> Enrollment by County and Grade Range, 2001-02 through 2003-04 <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This document contains tables of data relating to the enrollment statistics for Montana Home <span class="hlt">Schools</span> and Private <span class="hlt">Schools</span> by county and grade range. The statistics relate to <span class="hlt">school</span> <span class="hlt">years</span> 2001-2002 through 2003-2004.|</p> <div class="credits"> <p class="dwt_author">Montana Office of Public Instruction, 2004</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">177</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/59239602"> <span id="translatedtitle">Urban and nonurban elementary <span class="hlt">school</span> principals' perceptions of attributes of effective <span class="hlt">schools</span> associated with meeting adequate <span class="hlt">yearly</span> progress (AYP)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This study investigated perceptions of urban and nonurban elementary <span class="hlt">school</span> principals' regarding attributes of effective <span class="hlt">schools</span> associated with meeting adequate <span class="hlt">yearly</span> progress (AYP). The federal law, No Child Left Behind (NCLB), 2001 has resulted in <span class="hlt">schools</span>' examining the student performance as opposed to <span class="hlt">school</span> results. The focus of the study was perceptions of attributes of effective <span class="hlt">schools</span> (strong leadership, dedicated</p> <div class="credits"> <p class="dwt_author">Oscar Eban Abbott</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">178</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/42487482"> <span id="translatedtitle">An evaluation of characteristics of environmental education practice in New Zealand <span class="hlt">schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This paper reports on a national evaluation project that investigated characteristics of environmental education (EE) practice in New Zealand <span class="hlt">schools</span> in <span class="hlt">2002–2003</span>. The research included a review of New Zealand and international environmental education literature, a survey of nearly 200 New Zealand <span class="hlt">schools</span> and case studies of environmental education practice in eight <span class="hlt">schools</span>. In this paper we describe and discuss</p> <div class="credits"> <p class="dwt_author">Chris Eames; Bronwen Cowie; Rachel Bolstad</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">179</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=media+AND+controversy&pg=2&id=EJ737748"> <span id="translatedtitle">Are Charter <span class="hlt">School</span> Students Harder to Educate? Evidence from Washington, D.C.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|One point of debate in the recent controversy in the media and among policy analysts over the academic achievement of charter <span class="hlt">school</span> students is whether the charter students are in some way harder to educate than their counterparts enrolled in traditional public <span class="hlt">schools</span>. This article examines this question using data from the <span class="hlt">2002-2003</span> <span class="hlt">school</span>…</p> <div class="credits"> <p class="dwt_author">Buckley, Jack; Schneider, Mark</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">180</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=newark&id=EJ964209"> <span id="translatedtitle">What I've Learned about Charter <span class="hlt">Schools</span>: After 10 <span class="hlt">Years</span> on the Front Lines</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The author founded Greater Newark Charter <span class="hlt">School</span> in 2000 at a time when charter <span class="hlt">schools</span> were little more than a nuisance to the traditional public <span class="hlt">school</span> establishment. Just two <span class="hlt">years</span> earlier, when first learning about charter <span class="hlt">schools</span>, he recalls questioning the necessity for "new" <span class="hlt">schools</span> when so many operational public <span class="hlt">schools</span> were in need of…</p> <div class="credits"> <p class="dwt_author">Turnamian, Peter</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_8");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" 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showDiv("page_24");' href="#">24</a> <a onClick='return showDiv("page_25");' href="#">25</a> </span> </span> <a id="NextPageLink" onclick='return showDiv("page_11");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">181</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=email&pg=7&id=EJ960808"> <span id="translatedtitle">Five Ways to Organize for a New <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Educators may start off a <span class="hlt">school</span> <span class="hlt">year</span> with the best of intentions for staying organized, but by about November, they quickly find their systems, energy and motivation starts to dwindle. By March, they can't even see their desk, and have hundreds of e-mails in their inboxes. Incorporating a few organizational strategies at the beginning of the…</p> <div class="credits"> <p class="dwt_author">Balsley, Jessica</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">182</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=separate+AND+but+AND+equal&pg=7&id=EJ325804"> <span id="translatedtitle"><span class="hlt">School</span> Desegregation since Brown: A 30-<span class="hlt">Year</span> Perspective.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In the 1954 landmark decision of Brown v. Board of Education of Topeka, the Supreme Court saw segregation as immoral and decided it was unconstitutional. Thirty <span class="hlt">years</span> later we see federal disinvestment in public <span class="hlt">schooling</span>, a retreat from equality, and a return to pre-Brown 'separate but equal' programs and facilities. (RM)|</p> <div class="credits"> <p class="dwt_author">Parker, Franklin</p> <p class="dwt_publisher"></p> <p class="publishDate">1985-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">183</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Space_travel&id=EJ868639"> <span id="translatedtitle">A <span class="hlt">Year</span> in Review: The "High <span class="hlt">School</span> Journal" in 1920</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In 1920, the "High <span class="hlt">School</span> Journal" had been up and running for a <span class="hlt">year</span> and cost 15 cents an issue. Robert Goddard was ridiculed by the "New York Times" for predicting space travel (a retraction was printed in 1969), small countries like Ireland and Romania were fighting for their own governments, and American women voted for the first time in a…</p> <div class="credits"> <p class="dwt_author">Job, Jennifer G.</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">184</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=dating+AND+relationships&pg=4&id=EJ908481"> <span id="translatedtitle">Sexual Coercion of <span class="hlt">Year</span> 11-12 High <span class="hlt">School</span> Students</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Sexual coercion in peer dating relationships was studied among 341 <span class="hlt">Year</span> 11-12 high <span class="hlt">school</span> students via the Adolescent Dating and Relationship Survey. Nearly 50% of females and 70% of males had relationships with similar aged partners. However, more females dated older partners and more males dated younger partners. Females also reported longer…</p> <div class="credits"> <p class="dwt_author">Dashlooty, Ashraf; Eklund, Robert C.; Randall, Nick; Heard, N. Paul; Blanksby, Brian</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">185</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22Illiteracy%22&id=EJ979845"> <span id="translatedtitle">Tackling Illiteracy in <span class="hlt">Year</span> 7 of the Comprehensive <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Reading standards are regarded by many as the true yardstick by which to measure <span class="hlt">school</span> effectiveness, and the relative standards achieved by different generations are often debated by adults. Some young people do not perceive reading to be of anything like such importance, however, using digital communication habitually and easily. Each <span class="hlt">year</span> a…</p> <div class="credits"> <p class="dwt_author">Mays, Dennis</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">186</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=math&pg=5&id=EJ845126"> <span id="translatedtitle">Math Anxiety and Math Ability in Early Primary <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary <span class="hlt">school</span> <span class="hlt">years</span>. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…</p> <div class="credits"> <p class="dwt_author">Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">187</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2013PhTea..51..350W"> <span id="translatedtitle">High <span class="hlt">School</span> Physics, Two-<span class="hlt">Year</span> Colleges, and Physics Majors</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">We have just completed the data collection for our 2012-13 Nationwide Survey of High <span class="hlt">School</span> Physics and expect to have results to report in the spring. In the interim, we will take a look at physics in two-<span class="hlt">year</span> colleges (TYCs). In 2007, we surveyed undergraduate seniors in degree-granting physics departments, and we asked these students if they had begun the post-secondary career at a TYC. Nine percent of the physics undergraduate seniors in 2007 had started their college education at a TYC, and these students differ significantly from those who did not start at a TYC. The two graphs at right depict the high <span class="hlt">school</span> physics experience for these two groups of students. More than one-fourth of those who started at a TYC did not take physics in high <span class="hlt">school</span>, and only 18% took AP physics. The 6% of those who did not start at a TYC and did not take physics is consistent with the 5% of high <span class="hlt">school</span> seniors who attend a <span class="hlt">school</span> where physics is not offered. Their apparent difference of interest in physics in high <span class="hlt">school</span> is also evident from their knowledge about AP physics offerings: 25% of those who started at a TYC did not know if AP physics was offered at their high <span class="hlt">school</span> versus only 5% of those who did not start at a TYC. Since their high <span class="hlt">school</span> physics experiences were so different, it is likely that something happened in their physics courses at the TYC that captured these students' interest in physics.</p> <div class="credits"> <p class="dwt_author">White, Susan C.</p> <p class="dwt_publisher"></p> <p class="publishDate">2013-09-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">188</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2012PhTea..50..509P"> <span id="translatedtitle">``Small'' <span class="hlt">schools</span> versus ``big'' <span class="hlt">schools</span>: Anecdotal notes of a second-<span class="hlt">year</span> physics teacher</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">Last spring I was just finishing up the second <span class="hlt">year</span> of my teaching career. I was fortunate enough to be teaching physics and physical science at an academic magnet <span class="hlt">school</span> located in southern West Virginia. The previous <span class="hlt">year</span>, I had the opportunity to teach mathematics and science at a comprehensive high <span class="hlt">school</span> located in northern West Virginia--close to the border of Pennsylvania. When I take a look back at my last two <span class="hlt">years</span> of teaching, I can see many similarities and many differences. I see positives as well as negatives. However, if you were to ask me what the biggest difference was between last <span class="hlt">year</span> and the one before, I would most certainly reply the size and locality of <span class="hlt">schools</span>.</p> <div class="credits"> <p class="dwt_author">Pudder, David</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-11-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">189</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED541296.pdf"> <span id="translatedtitle"><span class="hlt">School</span> Budget Report for <span class="hlt">School</span> District of Philadelphia: <span class="hlt">School</span> <span class="hlt">Year</span> 2008-2009</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In the fall of 2007, Education Resource Strategies (ERS) was invited by Philadelphia's <span class="hlt">School</span> Reform Commission to conduct a Resource Use Analysis for the <span class="hlt">School</span> District of Philadelphia (SDP) that would in part inform a possible transition to weighted student funding. In April 2008, ERS began the first set of interviews and data gathering…</p> <div class="credits"> <p class="dwt_author">Education Resource Strategies, 2009</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">190</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22well+control%22&pg=2&id=ED521053"> <span id="translatedtitle"><span class="hlt">Year</span>-Round <span class="hlt">School</span> versus Traditional <span class="hlt">School</span>: The Impact of Academic Calendars on Student Achievement at Selected Elementary <span class="hlt">Schools</span> in North Central South Carolina</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This study examined the impact that a <span class="hlt">year</span>-round <span class="hlt">school</span> calendar and a traditional <span class="hlt">school</span> calendar may have on student achievement at selected elementary <span class="hlt">schools</span> in North Central South Carolina. Specifically it investigated mean differences in academic achievement between elementary students at two <span class="hlt">year</span>-round <span class="hlt">schools</span> versus two traditional…</p> <div class="credits"> <p class="dwt_author">Lindsay-Brown, Sandra J.</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">191</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/42702286"> <span id="translatedtitle"><span class="hlt">School</span> exclusion drug use and antisocial behaviour at 15\\/16 <span class="hlt">years</span>: Implications for youth transitions</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Young people excluded from <span class="hlt">school</span> face additional challenges compared with their contemporaries in mainstream <span class="hlt">school</span> throughout adolescence, particularly at the end of compulsory <span class="hlt">schooling</span> when aged 16 <span class="hlt">years</span>. This paper reports on the experiences of 77 young people excluded from <span class="hlt">school</span> at <span class="hlt">year</span> 12 when aged 15\\/16 <span class="hlt">years</span>. They were participating in the Belfast Youth Development Study during the period</p> <div class="credits"> <p class="dwt_author">Patrick McCrystal; Andrew Percy; Kathryn Higgins</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">192</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED502166.pdf"> <span id="translatedtitle">Revenues and Expenditures for Public Elementary and Secondary <span class="hlt">School</span> Districts: <span class="hlt">School</span> <span class="hlt">Year</span> 2005-06 (Fiscal <span class="hlt">Year</span> 2006). First Look. NCES 2008-345</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for <span class="hlt">school</span> <span class="hlt">year</span> 2005-06. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil. It presents data from the <span class="hlt">School</span> District Finance Survey for <span class="hlt">School</span> <span class="hlt">Year</span> 2005-06…</p> <div class="credits"> <p class="dwt_author">Zhou, Lei</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">193</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED506358.pdf"> <span id="translatedtitle">Revenues and Expenditures for Public Elementary and Secondary <span class="hlt">School</span> Districts: <span class="hlt">School</span> <span class="hlt">Year</span> 2006-07 (Fiscal <span class="hlt">Year</span> 2007). First Look. NCES 2009-338</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents data from the <span class="hlt">School</span> District Finance Survey for <span class="hlt">School</span> <span class="hlt">Year</span> 2006-07 (fiscal <span class="hlt">year</span> 2007, or FY 07). The <span class="hlt">School</span> District Finance Survey is a district-level survey that consists of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states and the District…</p> <div class="credits"> <p class="dwt_author">Zhou, Lei</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">194</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/42094866"> <span id="translatedtitle">Two <span class="hlt">years</span> of <span class="hlt">school</span> injuries in a Scottish education sub-division</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Injuries sustained in <span class="hlt">schools</span> account for 20–30% of all accident and emergency attendances in <span class="hlt">school</span> agechildren. Little information has been available on the epidemiology of <span class="hlt">school</span> accidents in the United Kingdom. Two <span class="hlt">years</span> of routine <span class="hlt">school</span> incident reports were analysed from Renfrew Sub-Region, an area with a <span class="hlt">school</span> roll of 55,521 children attending 135 <span class="hlt">schools</span>. <span class="hlt">Schools</span> returned 1,660 report forms</p> <div class="credits"> <p class="dwt_author">C. Stark; J. Wright; J. Lee; L. Watt</p> <p class="dwt_publisher"></p> <p class="publishDate">1996-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">195</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22slovenia%22&pg=4&id=EJ883557"> <span id="translatedtitle">Comparing Slovenian <span class="hlt">Year</span> 8 and <span class="hlt">Year</span> 9 Elementary <span class="hlt">School</span> Pupils' Knowledge of Electrolyte Chemistry and Their Intrinsic Motivation</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study explored the differences between eight-<span class="hlt">year</span> elementary <span class="hlt">school</span> pupils (before the curriculum reform) and nine-<span class="hlt">year</span> elementary <span class="hlt">school</span> pupils (soon after the curriculum reform) in Slovenia, as regards specific chemistry knowledge and motivation to learn chemistry. Altogether, 191 elementary <span class="hlt">school</span> pupils participated in the study. The…</p> <div class="credits"> <p class="dwt_author">Devetak, Iztok; Lorber, Erna Drofenik; Jurisevic, Mojca; Glazar, Sasa A.</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">196</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=BOSLEY&pg=2&id=EJ957784"> <span id="translatedtitle">A Content Analysis of <span class="hlt">School</span> Anti-Bullying Policies: A Follow-Up after Six <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|An analysis was undertaken of 217 English <span class="hlt">school</span> anti-bullying policies, from 169 primary <span class="hlt">schools</span> and 48 secondary <span class="hlt">schools</span>, using a 34-item scoring scheme. Findings were compared with an analysis of 142 <span class="hlt">schools</span> six <span class="hlt">years</span> earlier. Overall <span class="hlt">schools</span> in the current analysis had about 49% of the items in their policies, a modest increase over the…</p> <div class="credits"> <p class="dwt_author">Smith, Peter K.; Kupferberg, Allison; Mora-Merchan, Joaquin A.; Samara, Muthanna; Bosley, Sue; Osborn, Rob</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">197</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22TaO%22&pg=6&id=EJ856386"> <span id="translatedtitle">Changes in Middle <span class="hlt">School</span> Students' Motivation toward Physical Education over One <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This study investigated the relationships and mean-level changes of middle <span class="hlt">school</span> students' motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students' motivation. Participants (N = 206) completed questionnaires over a 1-<span class="hlt">year</span> period: once in the…</p> <div class="credits"> <p class="dwt_author">Gao, Zan; Lee, Amelia M.; Solmon, Melinda; Zhang, Tao</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">198</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=jewish&pg=4&id=EJ906547"> <span id="translatedtitle">Shalom <span class="hlt">School</span> 30 <span class="hlt">Years</span> after: Reflections on the Jewish Afternoon <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|David Schoem reflects on his research study from 30-plus <span class="hlt">years</span> ago, published as "Ethnic Survival in America: An Ethnography of a Jewish Afternoon <span class="hlt">School</span>" (1979, 1989). Schoem points to the continuing importance of giving greater focus to meaning-making, relational identity, and deep community. Schoem argues that through a renewed focus on…</p> <div class="credits"> <p class="dwt_author">Schoem, David</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">199</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=6&pg=6&id=EJ988674"> <span id="translatedtitle">The Friendly <span class="hlt">Schools</span> Friendly Families Programme: Three-<span class="hlt">Year</span> Bullying Behaviour Outcomes in Primary <span class="hlt">School</span> Children</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Purpose: This three-<span class="hlt">year</span> group randomized controlled trial assessed whether a multi-age, multi-level bullying prevention and intervention with staff capacity building, can reduce bullying among primary <span class="hlt">school</span> children. Methods: This study comprised two intervention and one comparison conditions. Student self-report data were collected from 2552…</p> <div class="credits"> <p class="dwt_author">Cross, Donna; Waters, Stacey; Pearce, Natasha; Shaw, Therese; Hall, Margaret; Erceg, Erin; Burns, Sharyn; Roberts, Clare; Hamilton, Greg</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">200</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/EJ783867.pdf"> <span id="translatedtitle">Adequate <span class="hlt">Yearly</span> Progress in Small Rural <span class="hlt">Schools</span> and Rural Low-Income <span class="hlt">Schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Adequate <span class="hlt">yearly</span> progress (AYP) on No Child Left Behind criteria was examined for a randomly selected sample of districts that qualify for the Rural Education Achievement Program (REAP). The sample involved 10% of districts that were eligible for the Small Rural <span class="hlt">Schools</span> Achievement (SRSA) program and 10% that were eligible for the Rural and…</p> <div class="credits"> <p class="dwt_author">Farmer, Thomas W.; Leung, Man-Chi; Banks, Jonathan; Schaefer, Victoria; Andrews, Bruce; Murray, Robert Allen</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_9");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" 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onClick='return showDiv("page_6");' href="#">6</a> <a onClick='return showDiv("page_7");' href="#">7</a> <a onClick='return showDiv("page_8");' href="#">8</a> <a onClick='return showDiv("page_9");' href="#">9</a> <a onClick='return showDiv("page_10");' href="#">10</a> <a style="font-weight: bold;">11</a> <a onClick='return showDiv("page_12");' href="#">12</a> <a onClick='return showDiv("page_13");' href="#">13</a> <a onClick='return showDiv("page_14");' href="#">14</a> <a onClick='return showDiv("page_15");' href="#">15</a> <a onClick='return showDiv("page_16");' href="#">16</a> <a onClick='return showDiv("page_17");' href="#">17</a> <a onClick='return showDiv("page_18");' href="#">18</a> <a onClick='return showDiv("page_19");' href="#">19</a> <a onClick='return showDiv("page_20");' href="#">20</a> <a onClick='return showDiv("page_21");' href="#">21</a> <a onClick='return showDiv("page_22");' href="#">22</a> <a onClick='return showDiv("page_23");' href="#">23</a> <a onClick='return showDiv("page_24");' href="#">24</a> <a onClick='return showDiv("page_25");' href="#">25</a> </span> </span> <a id="NextPageLink" onclick='return showDiv("page_12");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">201</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=data+AND+of+AND+bullying&pg=4&id=EJ988674"> <span id="translatedtitle">The Friendly <span class="hlt">Schools</span> Friendly Families Programme: Three-<span class="hlt">Year</span> Bullying Behaviour Outcomes in Primary <span class="hlt">School</span> Children</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Purpose: This three-<span class="hlt">year</span> group randomized controlled trial assessed whether a multi-age, multi-level bullying prevention and intervention with staff capacity building, can reduce bullying among primary <span class="hlt">school</span> children. Methods: This study comprised two intervention and one comparison conditions. Student self-report data were collected from 2552…</p> <div class="credits"> <p class="dwt_author">Cross, Donna; Waters, Stacey; Pearce, Natasha; Shaw, Therese; Hall, Margaret; Erceg, Erin; Burns, Sharyn; Roberts, Clare; Hamilton, Greg</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">202</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=milk&pg=5&id=ED518647"> <span id="translatedtitle">Montana <span class="hlt">School</span> Nutrition Programs Free and Reduced Price Participation Data, 2003-04 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report provides a count of all students in Montana public and nonpublic <span class="hlt">schools</span> who are eligible to receive free and reduced price benefits for meals and milk. Because the data presented in this report are frozen on December 31, there may be missing values as well as late corrections for a given <span class="hlt">year</span> because data came in later than that…</p> <div class="credits"> <p class="dwt_author">McCulloch, Linda</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">203</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=climate+AND+change+AND+politics&pg=7&id=EJ581560"> <span id="translatedtitle">The Role of District Leaders in <span class="hlt">School</span> Reform: Implementing <span class="hlt">Year</span>-Round <span class="hlt">Schooling</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Explores district leaders' roles in implementing a <span class="hlt">year</span>-round <span class="hlt">schooling</span> reform. Examines experiences of four Florida districts, stressing social, political, and fiscal contexts. Leaders promote innovation by acting humanely and openly, and by eschewing unfulfillable promises. Creating widespread support, being flexible, and crafting a climate for…</p> <div class="credits"> <p class="dwt_author">Shields, Carolyn M.; Oberg, Steven Lynn; LaRocque, Linda J.</p> <p class="dwt_publisher"></p> <p class="publishDate">1999-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">204</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=dataset&pg=7&id=EJ988702"> <span id="translatedtitle"><span class="hlt">School</span> Crowding, <span class="hlt">Year</span>-Round <span class="hlt">Schooling</span>, and Mobile Classroom Use: Evidence from North Carolina</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study exploits a unique policy environment and a large panel dataset to evaluate the impact of <span class="hlt">school</span> crowding on student achievement in Wake County, NC. We also estimate the effects of two education policy initiatives that are often used to address crowding: multi-track <span class="hlt">year</span>-round calendars and mobile classrooms. We estimate a multi-level…</p> <div class="credits"> <p class="dwt_author">McMullen, Steven C.; Rouse, Kathryn E.</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">205</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=mark+AND+hill&pg=5&id=ED076633"> <span id="translatedtitle"><span class="hlt">Year</span> One of a Three-<span class="hlt">Year</span> Evaluation Study of University Hill Secondary <span class="hlt">School</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The first <span class="hlt">year</span> of a new program, in which students were expected to take responsibility for their own education, is evaluated in this report. Study was almost entirely independent; students usually worked at their own rate and used the teacher as a resource person. Parental and community involvement was emphasized. Volunteers worked at the <span class="hlt">school</span>,…</p> <div class="credits"> <p class="dwt_author">Gilbert, Katherine J.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">206</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22littlefield%22&id=ED489002"> <span id="translatedtitle"><span class="hlt">Year</span>-Round Education: Change and Choice for <span class="hlt">Schools</span> and Teachers</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Over the last 20 <span class="hlt">years</span>, many districts and <span class="hlt">schools</span> have begun to explore <span class="hlt">year</span>-round education or a modified calendar in response to student under-achievement in low performing <span class="hlt">schools</span>. Here, the authors detail their two-<span class="hlt">year</span> study of Title I, <span class="hlt">year</span>-round, or modified calendar <span class="hlt">schools</span> that switched from a traditional to a modified schedule in order…</p> <div class="credits"> <p class="dwt_author">Haser, Shelly Gismondi; Nasser, Ilham</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">207</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22meadow%22&pg=4&id=ED489002"> <span id="translatedtitle"><span class="hlt">Year</span>-Round Education: Change and Choice for <span class="hlt">Schools</span> and Teachers</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Over the last 20 <span class="hlt">years</span>, many districts and <span class="hlt">schools</span> have begun to explore <span class="hlt">year</span>-round education or a modified calendar in response to student under-achievement in low performing <span class="hlt">schools</span>. Here, the authors detail their two-<span class="hlt">year</span> study of Title I, <span class="hlt">year</span>-round, or modified calendar <span class="hlt">schools</span> that switched from a traditional to a modified schedule in order…</p> <div class="credits"> <p class="dwt_author">Haser, Shelly Gismondi; Nasser, Ilham</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">208</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22freeman%22&pg=5&id=ED526537"> <span id="translatedtitle">Relational Trust and Knowledge Sharing: An Investigation of Principal Trust and <span class="hlt">School</span> Social Networks</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Trust among teachers is an important aspect of the capacity for reform in <span class="hlt">schools</span>. In previous research, trust has traditionally been considered as a monolithic variable that characterizes this special element as a relationship across a <span class="hlt">school</span> (Bryk & Schneider, <span class="hlt">2002</span>, <span class="hlt">2003</span>; Goddard, 2003; Kochanek, 2005). However, this study proposes that the…</p> <div class="credits"> <p class="dwt_author">Liou, Yi-Hwa</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">209</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22environmental+education%22&pg=3&id=EJ785585"> <span id="translatedtitle">An Evaluation of Characteristics of Environmental Education Practice in New Zealand <span class="hlt">Schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This paper reports on a national evaluation project that investigated characteristics of environmental education (EE) practice in New Zealand <span class="hlt">schools</span> in <span class="hlt">2002-2003</span>. The research included a review of New Zealand and international environmental education literature, a survey of nearly 200 New Zealand <span class="hlt">schools</span> and case studies of environmental…</p> <div class="credits"> <p class="dwt_author">Eames, Chris; Cowie, Bronwen; Bolstad, Rachel</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">210</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3647529"> <span id="translatedtitle">The Impact of a 3-<span class="hlt">Year</span> After-<span class="hlt">School</span> Obesity Prevention Program in Elementary <span class="hlt">School</span> Children</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Abstract Background Children tend to be sedentary during the after-<span class="hlt">school</span> hours, and this has deleterious effects on their health. The objective of the present study was to determine the effects of a 3-<span class="hlt">year</span> after-<span class="hlt">school</span> physical activity (PA) program, without restriction of dietary energy intake, on percent body fat (%BF), cardiorespiratory fitness (CRF), and cardiometabolic markers in children. Methods A cluster randomization design was employed. A total of 574 3rd grade children from 18 elementary <span class="hlt">schools</span> in the southeastern United States participated. The intervention consisted of 80 minutes of age-appropriate moderate-to-vigorous PA each <span class="hlt">school</span> day. The main outcomes of interest were %BF measured by dual-energy X-ray absorptiometry; CRF measured by heart rate in response to a submaximal step test; nonfasting total and high-density lipoprotein cholesterol (HDL-C); and resting blood pressure (BP). Results Intent-to-treat analyses showed significant treatment by time interactions for %BF (p=0.009) and CRF (p=0.0003). The change pattern of the means suggested that %BF and CRF in intervention children improved relative to control children during the <span class="hlt">school</span> months, rebounding to the levels of control children over the summers following <span class="hlt">years</span> 1 and 2. <span class="hlt">Year-by-year</span> analyses of what occurred during the months when the program was offered revealed dose–response relations for %BF and CRF, such that the clearest beneficial effects were seen for those youth who attended at least 60% of the after-<span class="hlt">school</span> sessions. No significant intervention effects were seen for cholesterol or BP. Conclusions An after-<span class="hlt">school</span> PA program was effective in reducing adiposity and improving CRF, especially in the children who attended the sessions at least 3 days/week. However, the favorable effects on %BF and CRF were lost over the summer. Thus, it is critical to incorporate strategies that attract and retain the children to receive an adequate dose of PA <span class="hlt">year</span>-round. Trial Registration Clinicaltrials.gov number, NCT00061841.</p> <div class="credits"> <p class="dwt_author">Moore, Justin B.; Johnson, Maribeth H.; Vernon, Marlo M.; Gutin, Bernard</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">211</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Hoffman%2c+AND+J.+AND+R.&pg=6&id=EJ674901"> <span id="translatedtitle">Curricular Reform of the 4th <span class="hlt">Year</span> of Medical <span class="hlt">School</span>: The Colleges Model.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Describes the evolution of the fourth <span class="hlt">year</span> of medical <span class="hlt">school</span> in the United States, current strengths and weaknesses of the fourth <span class="hlt">year</span> program, and a major curricular reform initiative at the David Geffen <span class="hlt">School</span> of Medicine at UCLA. (SLD)|</p> <div class="credits"> <p class="dwt_author">Slavin, Stuart J.; Wilkes, Michael S.; Usatine, Richard P.; Hoffman, Jerome R.</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">212</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED497491.pdf"> <span id="translatedtitle">Revenues and Expenditures for Public Elementary and Secondary <span class="hlt">School</span> Districts: <span class="hlt">School</span> <span class="hlt">Year</span> 2004-05 (Fiscal <span class="hlt">Year</span> 2005). First Look. NCES 2007-355</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This brief publication contains data on revenues and expenditures per pupil made by <span class="hlt">school</span> districts for <span class="hlt">school</span> <span class="hlt">year</span> 2004-05. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter <span class="hlt">schools</span> are reported separately. There are also discussions on the different types of…</p> <div class="credits"> <p class="dwt_author">Zhou, Lei; Gaviola, Nick</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">213</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=experimental+AND+research+AND+nursing&pg=5&id=ED044633"> <span id="translatedtitle">Nurses Come Lately; The First Five <span class="hlt">Years</span> of the Quo Vadis <span class="hlt">School</span> of Nursing.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The Quo Vadis <span class="hlt">School</span> of Nursing, established in 1964, offers a two <span class="hlt">year</span> program which prepares candidates to qualify as Registered Nurses; the unique feature of the <span class="hlt">school</span> is that it accepts only mature students--between 30 and 50 <span class="hlt">years</span> of age. The research program of the <span class="hlt">School</span> was intended as a 10-<span class="hlt">year</span> study with special emphasis on this unique…</p> <div class="credits"> <p class="dwt_author">McLean, Catherine D.; Lucas, Rex A.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">214</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22chemistry+central%22&id=ED287735"> <span id="translatedtitle">Differences in Students' Perceptions of Their High <span class="hlt">School</span> Biology and Chemistry Classes over the Course of a <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The purpose of this study was to describe student perceptions within high <span class="hlt">school</span> classes in biology and chemistry over the course of a <span class="hlt">school</span> <span class="hlt">year</span>. The sample consisted of 435 high <span class="hlt">school</span> college preparatory science students who were enrolled in 44 different biology and chemistry classes in central New York State. Measurements of attitude toward…</p> <div class="credits"> <p class="dwt_author">Schnell, Robert E.; And Others</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">215</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=ftp://ftp.drivehq.com/cavasco/grupom/Determinants_of_Performance_ICFES.pdf"> <span id="translatedtitle">Determinants of the performance of the <span class="hlt">schools</span> in Medellín in the high-<span class="hlt">school</span> graduation-<span class="hlt">year</span> test (ICFES)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This paper analyses how the institutional processes, the <span class="hlt">school</span> management as well as the contexts in which the <span class="hlt">school</span> and the students are circumscribed, could impact the performance in the high-<span class="hlt">school</span> graduation-<span class="hlt">year</span> test (ICFES). A survey was applied with the purpose of know the actions and interactions among educative process actors. Factor Analysis and Hierarchical econometric models were used with</p> <div class="credits"> <p class="dwt_author">David Tobón Orozco; Héctor Mauricio Posada Duque; Paul Ríos</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">216</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=bullying+AND+children+AND+school&pg=7&id=EJ907819"> <span id="translatedtitle">Three-<span class="hlt">Year</span> Results of the Friendly <span class="hlt">Schools</span> Whole-of-<span class="hlt">School</span> Intervention on Children's Bullying Behaviour</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">A group randomized controlled trial tested the efficacy of the Friendly <span class="hlt">Schools</span> program to reduce student bullying behaviour. This socio-ecological intervention targeted the whole <span class="hlt">school</span>, classroom, family, and individual students to reduce bullying behaviour. Self-report data were collected in 29 <span class="hlt">schools</span> over three <span class="hlt">years</span> from a cohort of 1968…</p> <div class="credits"> <p class="dwt_author">Cross, Donna; Monks, Helen; Hall, Marg; Shaw, Therese; Pintabona, Yolanda; Erceg, Erin; Hamilton, Greg; Roberts, Clare; Waters, Stacey; Lester, Leanne</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">217</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=data+AND+of+AND+bullying&pg=6&id=EJ907819"> <span id="translatedtitle">Three-<span class="hlt">Year</span> Results of the Friendly <span class="hlt">Schools</span> Whole-of-<span class="hlt">School</span> Intervention on Children's Bullying Behaviour</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|A group randomized controlled trial tested the efficacy of the Friendly <span class="hlt">Schools</span> program to reduce student bullying behaviour. This socio-ecological intervention targeted the whole <span class="hlt">school</span>, classroom, family, and individual students to reduce bullying behaviour. Self-report data were collected in 29 <span class="hlt">schools</span> over three <span class="hlt">years</span> from a cohort of 1968…</p> <div class="credits"> <p class="dwt_author">Cross, Donna; Monks, Helen; Hall, Marg; Shaw, Therese; Pintabona, Yolanda; Erceg, Erin; Hamilton, Greg; Roberts, Clare; Waters, Stacey; Lester, Leanne</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">218</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED494321.pdf"> <span id="translatedtitle">Montana Statewide Dropout and Graduate Report: 2004-05 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The Montana <span class="hlt">School</span> Accreditation Standards (10.55.603, ARM) require <span class="hlt">schools</span> to do follow-up studies of graduates and students no longer in attendance. This report provides information on students who graduated or dropped out of Montana public, state-funded and nonpublic, accredited <span class="hlt">schools</span> during the 2004-05 <span class="hlt">school</span> <span class="hlt">year</span>. Students who drop out of…</p> <div class="credits"> <p class="dwt_author">Montana Office of Public Instruction, 2006</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">219</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/42411568"> <span id="translatedtitle">The Early College High <span class="hlt">School</span> Initiative: An Overview of Five Evaluation <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">In 2002, the Bill & Melinda Gates Foundation started the Early College High <span class="hlt">School</span> Initiative (ECHSI). Through this initiative, more than 200 Early College <span class="hlt">Schools</span> (ECSs) opened by fall 2009. All of the <span class="hlt">schools</span> aim to provide underserved students access to college classes while in high <span class="hlt">school</span>. This article will provide an overview of the first 6 <span class="hlt">years</span> of the</p> <div class="credits"> <p class="dwt_author">Andrea Berger; Nancy Adelman; Susan Cole</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">220</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED526241.pdf"> <span id="translatedtitle">Revenues and Expenditures for Public Elementary and Secondary <span class="hlt">School</span> Districts: <span class="hlt">School</span> <span class="hlt">Year</span> 2008-09 (Fiscal <span class="hlt">Year</span> 2009). First Look. NCES 2012-313</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents data from the <span class="hlt">School</span> District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for <span class="hlt">school</span> <span class="hlt">year</span> (SY) 2008-09 (fiscal <span class="hlt">year</span> [FY] 2009). The F-33 is a district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the Governments Division of…</p> <div class="credits"> <p class="dwt_author">Cornman, Stephen Q.; Noel, Amber M.</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_10");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> 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showDiv("page_25");' href="#">25</a> </span> </span> <a id="NextPageLink" onclick='return showDiv("page_13");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">221</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=y2k&pg=3&id=ED423888"> <span id="translatedtitle">Squashing the Millennium Bug: A <span class="hlt">Year</span> 2000 Compliance Guide for Elementary/Secondary <span class="hlt">Schools</span> and <span class="hlt">School</span> Districts.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This guide was developed to assist the nation's elementary and secondary <span class="hlt">schools</span> and <span class="hlt">school</span> districts address their <span class="hlt">Year</span> 2000 (Y2K) problem. The guide is divided into three sections: Squashing the Millennium Bug Step-by-Step; Remediating Specific Types of Systems; and Appendix. The first chapter presents the following steps for tackling the <span class="hlt">Year</span>…</p> <div class="credits"> <p class="dwt_author">Root, Mark; Carlson, Robert; Dexter, David; Karinch, Samantha; Kaplan, Heather</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">222</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ars.usda.gov/research/publications/Publications.htm?seq_no_115=284440"> <span id="translatedtitle">Changes in weight over the <span class="hlt">school</span> <span class="hlt">year</span> and summer vacation: Results of a 5-<span class="hlt">year</span> longitudinal study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ars.usda.gov/services/TekTran.htm">Technology Transfer Automated Retrieval System (TEKTRAN)</a></p> <p class="result-summary">Some evidence suggests that children have relatively higher increases in weight during the summer months compared to the <span class="hlt">school</span> <span class="hlt">year</span>. In order to further examine the impact of the <span class="hlt">school</span> and summer environment on children's weight, we conducted a 5-<span class="hlt">year</span> longitudinal study examining changes in standa...</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">223</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/16452610"> <span id="translatedtitle">Cochlear implanted pupils in Scottish <span class="hlt">schools</span>: 4-<span class="hlt">year</span> <span class="hlt">school</span> attainment data (2000-2004).</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">The Achievements of Deaf Pupils in Scotland (ADPS) project has been tracking the educational attainment of deaf pupils in Scotland's <span class="hlt">schools</span> since 2000. At the time of writing, the database contains records for 1,752 deaf pupils (2000-2005). Here 4-<span class="hlt">year</span> aggregate educational attainment data are reported for a subset of 152 <span class="hlt">school</span>-aged deaf pupils with cochlear implants notified to the ADPS database between June 2000 and June 2004. The data describe primary and secondary <span class="hlt">school</span> results in reading, writing, and math for this subgroup, as well as placement and communication characteristics. The educational attainment of the group of deaf pupils with cochlear implants is clearly marked when the deaf pupil population is disaggregated for hearing loss, achieving comparatively higher average attainment in both 5-14 Curriculum National Tests (Mathematics in particular) and Standard Grades. Therefore the gap in performance relative to the national population data is reduced for those deaf pupils, although it still widens at higher levels of achievement for the National Tests. Although most pupils with cochlear implants are placed in the mainstream, there is no pattern of migration toward mainstream <span class="hlt">schools</span>. Some deaf pupils with cochlear implants moved out of mainstream to other types of placement, and this has implications for health-economic cost-utility assessments of cochlear implantation that favor mainstream education by drawing upon the relative cost of different placement types. These findings suggest that the ADPS program of research can contribute <span class="hlt">school</span> outcome data as valuable real-life outcome measures in wider assessments of the benefit of cochlear implants to deaf children and deaf young people. PMID:16452610</p> <div class="credits"> <p class="dwt_author">Thoutenhoofd, Ernst</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-02-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">224</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22annual+AND+report%22&pg=5&id=ED446493"> <span id="translatedtitle">Tuition and Student Fees, First-<span class="hlt">Year</span> Medical <span class="hlt">School</span> Students, 1999-2000.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The 21st Annual Tuition and Fees Report details each institution's tuition and fee charges for the <span class="hlt">school</span> <span class="hlt">year</span> 1999-2000. Data in the report were gathered from the Tuition and Student Fee Questionnaire. For the 1999-2000 <span class="hlt">school</span> <span class="hlt">year</span>, a total of 124 accredited U.S. medical <span class="hlt">schools</span> reported tuition and fee data. Resident and non-resident tuition and…</p> <div class="credits"> <p class="dwt_author">Robinson, Le'Etta</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">225</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=schooling+AND+fish&id=EJ484359"> <span id="translatedtitle"><span class="hlt">Year</span>-Round <span class="hlt">Schooling</span> as an Avenue to Major Structural Reform.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Three elementary <span class="hlt">schools</span> with very different characteristics extended their <span class="hlt">school</span> <span class="hlt">years</span> to approximately 223 days, with concomitant changes in funding and salaries. All three demonstrated increases in academic achievement, parent and teacher satisfaction, and cost-effective use of facilities. Implications for reform and <span class="hlt">year</span>-round <span class="hlt">schooling</span> are…</p> <div class="credits"> <p class="dwt_author">Gandara, Patricia; Fish, Judy</p> <p class="dwt_publisher"></p> <p class="publishDate">1994-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">226</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22Construction+AND+management%22&pg=5&id=ED194453"> <span id="translatedtitle">Mastery Learning in Secondary <span class="hlt">Schools</span>: A First <span class="hlt">Year</span> Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study was designed to determine whether mastery learning instruction at the secondary level is more effective than other instructional strategies. Seven teams of teachers in five <span class="hlt">school</span> districts participated in the investigation. Subjects taught were middle <span class="hlt">school</span> history and language arts, high <span class="hlt">school</span> government, mathematics, history, and…</p> <div class="credits"> <p class="dwt_author">Wortham, Sue C.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">227</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22standard+AND+deviation%22&pg=3&id=EJ878974"> <span id="translatedtitle">Expanding <span class="hlt">Schooling</span> Opportunities for 4-<span class="hlt">Year</span>-Olds</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">We use a novel quasi-experimental strategy to estimate the effect of expanding early <span class="hlt">schooling</span> enrollment possibilities on early achievement. It exploits two features of the <span class="hlt">school</span> system in The Netherlands. The first is rolling admissions; children are allowed to start <span class="hlt">school</span> immediately after their 4th birthday instead of at the beginning of the…</p> <div class="credits"> <p class="dwt_author">Leuven, Edwin; Lindahl, Mikael; Oosterbeek, Hessel; Webbink, Dinand</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">228</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED527104.pdf"> <span id="translatedtitle">Central Falls High <span class="hlt">School</span>: First <span class="hlt">Year</span> Transformation Report</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">In January 2010, the Rhode Island Department of Education (RIDE) identified Central Falls High <span class="hlt">School</span> (CFHS) as one of the state's persistently lowest-achieving <span class="hlt">schools</span>. The Central Falls <span class="hlt">School</span> District (CFSD) and the Central Falls Teachers Union (CFTU) considered the transformation model but could not come to an agreement initially around…</p> <div class="credits"> <p class="dwt_author">Burns, Amy; Whitney, Joye; Shah, Hardeek; Foley, Ellen; Dure, Elsa</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">229</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=elimination+AND+of+AND+recess&id=EJ801279"> <span id="translatedtitle">Forty <span class="hlt">Years</span> of <span class="hlt">School</span> Readiness Research: What Have We Learned?</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The issue of children's <span class="hlt">school</span> readiness concerns parents and teachers worldwide. Kindergarten teachers have reported that approximately one-third of U.S. children entering <span class="hlt">school</span> are ill-prepared to achieve success. Experts also warn that many children are entering <span class="hlt">school</span> lacking the fundamental skills to achieve academic success. It is…</p> <div class="credits"> <p class="dwt_author">Winter, Suzanne M.; Kelley, Michael F.</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">230</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=advertisements&pg=7&id=EJ829028"> <span id="translatedtitle">History Jobs Decline 15% after <span class="hlt">Years</span> of Growth</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This article reports that a five-<span class="hlt">year</span> stretch of steady growth in the job market for academic historians is over. The number of job advertisements colleges have posted with the American Historical Association so far this academic <span class="hlt">year</span> is down 15 percent from last <span class="hlt">year</span>--the first decline since a slump that occurred in 2001-2002 and <span class="hlt">2002-2003</span>. The…</p> <div class="credits"> <p class="dwt_author">Wilson, Robin</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">231</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.gpo.gov:80/fdsys/pkg/CFR-2013-title25-vol1/pdf/CFR-2013-title25-vol1-sec39-1201.pdf"> <span id="translatedtitle">25 CFR 39.1201 - Establishment of an interim fiscal <span class="hlt">year</span> 1980 operation and maintenance fund for contract <span class="hlt">schools</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p class="result-summary">...interim fiscal <span class="hlt">year</span> 1980 operation and maintenance fund for contract <span class="hlt">schools</span>. 39.1201...PROGRAM Contract <span class="hlt">School</span> Operation and Maintenance Fund § 39.1201 Establishment of an interim fiscal <span class="hlt">year</span> 1980 operation and maintenance fund for contract <span class="hlt">schools</span>....</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate">2013-04-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">232</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=counties+AND+summer+AND+year+AND+long&id=ED108385"> <span id="translatedtitle">A Brief Review of <span class="hlt">Year</span>-Round <span class="hlt">School</span> Plans with Cost Estimates for a Proposed Summer Term for Oxford District, Mississippi, <span class="hlt">Schools</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Interest in extending the <span class="hlt">school</span> <span class="hlt">year</span> to make more efficient use of <span class="hlt">school</span> facilities has been long standing. The most popular method of extending the <span class="hlt">school</span> <span class="hlt">year</span> is the summer session. Although widely popular with administrators, teachers, parents, and students, the summer session suffers from the same limitation as other extended <span class="hlt">school</span> <span class="hlt">year</span>…</p> <div class="credits"> <p class="dwt_author">Crim, Roger D.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">233</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22ccd%22&pg=7&id=ED518652"> <span id="translatedtitle">Montana High <span class="hlt">School</span> Dropout Rates by Race/Ethnicity, 2002-03 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The Montana <span class="hlt">School</span> Accreditation Standards (10.55.603, ARM) require <span class="hlt">schools</span> to do follow-up studies of graduates and students no longer in attendance, therefore, dropout data is collected from all public and accredited (by the Montana Board of Public Education) nonpublic <span class="hlt">schools</span>. Each fall, <span class="hlt">schools</span> report dropout data for grades 7 through 12 by…</p> <div class="credits"> <p class="dwt_author">McCulloch, Linda</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">234</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/44689536"> <span id="translatedtitle">Reconstruction <span class="hlt">Years</span> Are the Best <span class="hlt">Years</span>: establishing good <span class="hlt">school</span> libraries in South Africa</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The <span class="hlt">school</span> library scene in Southern Africa is not impressive. Even where the picture is slightly better the <span class="hlt">school</span> library does not play a meaningful role in the <span class="hlt">school</span> curriculum. For most of the countries in the region the battle for establishing this educational component which contributes to the image of a good <span class="hlt">school</span> needs to be restarted from the</p> <div class="credits"> <p class="dwt_author">Albert K. Kakoma</p> <p class="dwt_publisher"></p> <p class="publishDate">1997-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">235</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/44809610"> <span id="translatedtitle">Fast-Paced High <span class="hlt">School</span> Science for the Academically Talented: A Six-<span class="hlt">Year</span> Perspective</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This is a 6-<span class="hlt">year</span> study of academically talented students, 12 to 16 <span class="hlt">years</span> old, who completed a 1-<span class="hlt">year</span> course in high <span class="hlt">school</span> biology, chemistry, or physics in 3 weeks at a residential summer program. Students demonstrated subject mastery by taking College Entrance Examination Board (CEEB) science achievement tests. Their mean scores were higher than those of high <span class="hlt">school</span> juniors and</p> <div class="credits"> <p class="dwt_author">Sharon J. Lynch</p> <p class="dwt_publisher"></p> <p class="publishDate">1992-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">236</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=msds&pg=3&id=ED101852"> <span id="translatedtitle">An Evaluation of the Model <span class="hlt">School</span> Division (MSD) Preschool Program for the <span class="hlt">School</span> <span class="hlt">Year</span> 1973-74.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study was designed to assess the extent to which children served by the Model <span class="hlt">Schools</span> Division Preschool Program developed socially, intellectually, physically and emotionally during the 1973-74 <span class="hlt">school</span> <span class="hlt">year</span>. This evaluation was also designed to measure the appropriateness of the learning environment and the amount of services provided by the…</p> <div class="credits"> <p class="dwt_author">District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">237</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22ccd%22&pg=7&id=ED482428"> <span id="translatedtitle">Public High <span class="hlt">School</span> Dropouts and Completers from the Common Core of Data: <span class="hlt">School</span> <span class="hlt">Year</span> 2000-01. Statistical Analysis Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents the number and percentage of students dropping out of and completing public <span class="hlt">school</span> for the 2000-2001 <span class="hlt">school</span> <span class="hlt">year</span>. Information came from the Common Core of Data (CCD) surveys, which provide basic data on public K-12 institutions, students, and staff. A total of 45 states reported dropouts using the CCD definition. The 9th-12th…</p> <div class="credits"> <p class="dwt_author">Young, Beth Aronstamm</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">238</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=articles+AND+on+AND+adolescence&pg=6&id=EJ986949"> <span id="translatedtitle">Motivating and Improving Attitudes to Reading in the Final <span class="hlt">Years</span> of Primary <span class="hlt">Schooling</span> in Five New Zealand <span class="hlt">Schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Teachers are influential in motivating and improving attitudes towards reading. This article reports on an investigation of eight teachers of 10- to 12-<span class="hlt">year</span>-old students from five New Zealand <span class="hlt">schools</span> and the strategies they used to improve attitudes to reading. Each <span class="hlt">school</span> had been identified as implementing effective reading programmes by a…</p> <div class="credits"> <p class="dwt_author">Fletcher, Jo; Grimley, Michael; Greenwood, Janinka; Parkhill, Faye</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">239</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=InSe&pg=7&id=EJ863500"> <span id="translatedtitle">Peer Victimization in Dutch <span class="hlt">School</span> Classes of Four- to Five-<span class="hlt">Year</span>-Olds: Contributing Factors at the <span class="hlt">School</span> Level</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This research was designed to examine how factors within young children's environment (e.g., <span class="hlt">school</span> factors, neighborhood) contribute to explaining peer victimization. The sample comprised 2,003 children (between 4 and 5 <span class="hlt">years</span> of age) from 98 classrooms in 23 elementary <span class="hlt">schools</span> in the Netherlands. Teachers were asked to complete a questionnaire on…</p> <div class="credits"> <p class="dwt_author">Bonnet, Marielle; Goossens, Frits A.; Willemen, Agnes M.; Schuengel, Carlo</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">240</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=autism%2c+AND+language+AND+the+AND+brain&pg=6&id=ED406816"> <span id="translatedtitle">Estimated Number of Students with Disabilities Projected To Exit the Public <span class="hlt">School</span> System after the 1996/1997 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report to the leaders of the minority and majority parties of the Illinois state legislature provides data on the number of students with disabilities who are estimated to exit the Illinois public <span class="hlt">school</span> system after the 1996-97 <span class="hlt">school</span> <span class="hlt">year</span>. The data were prepared by averaging the information provided by districts regarding students who were…</p> <div class="credits"> <p class="dwt_author">Illinois State Board of Education, Springfield.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_11");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return 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id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_12");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> <a onClick='return showDiv("page_3");' href="#">3</a> <a onClick='return showDiv("page_4");' href="#">4</a> <a onClick='return showDiv("page_5");' href="#">5</a> <a onClick='return showDiv("page_6");' href="#">6</a> <a onClick='return showDiv("page_7");' href="#">7</a> <a onClick='return showDiv("page_8");' href="#">8</a> <a onClick='return showDiv("page_9");' href="#">9</a> <a onClick='return showDiv("page_10");' href="#">10</a> <a onClick='return showDiv("page_11");' href="#">11</a> <a onClick='return showDiv("page_12");' href="#">12</a> <a style="font-weight: bold;">13</a> <a onClick='return showDiv("page_14");' href="#">14</a> <a onClick='return showDiv("page_15");' href="#">15</a> <a onClick='return showDiv("page_16");' href="#">16</a> <a onClick='return showDiv("page_17");' href="#">17</a> <a onClick='return showDiv("page_18");' href="#">18</a> <a onClick='return showDiv("page_19");' href="#">19</a> <a onClick='return showDiv("page_20");' href="#">20</a> <a onClick='return showDiv("page_21");' href="#">21</a> <a onClick='return showDiv("page_22");' href="#">22</a> <a onClick='return showDiv("page_23");' href="#">23</a> <a onClick='return showDiv("page_24");' href="#">24</a> <a onClick='return showDiv("page_25");' href="#">25</a> </span> </span> <a id="NextPageLink" onclick='return showDiv("page_14");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">241</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=rath&pg=4&id=ED352141"> <span id="translatedtitle">Primary <span class="hlt">School</span>, <span class="hlt">School</span>-Based Decision Making, Family Resource/Youth Services Centers. First <span class="hlt">Year</span> Reports to the Prichard Committee.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|These three reports by national consultants assess first <span class="hlt">year</span> progress in implementing state mandated educational reforms in Kentucky. First, "The Status of Primary <span class="hlt">School</span> Reform in Kentucky and Its Implications," by James Rath, Lilian Katz, and John Fanning, reports on site visits to 14 public <span class="hlt">schools</span> to assess progress in implementing the…</p> <div class="credits"> <p class="dwt_author">Raths, James; And Others</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">242</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/56271961"> <span id="translatedtitle">A Curriculum for a Three <span class="hlt">Year</span> High <span class="hlt">School</span> Science Research Program</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">A three-<span class="hlt">year</span> high <span class="hlt">school</span> science research program has been taught in Woodbridge Township <span class="hlt">School</span> District - Woodbridge, New Jersey, since 1987. The program's focus is to foster originial science research projects for high <span class="hlt">school</span> students that have shown an aptitude and an interest in science. Students are instructed in basic research skills, including developing and conducting original research projects, statistical</p> <div class="credits"> <p class="dwt_author">F. Darytichen; J. Danch</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">243</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=influence+AND+in+AND+children&pg=6&id=EJ856475"> <span id="translatedtitle">Early Transition and Adjustment and Children's Adjustment after Six <span class="hlt">Years</span> of <span class="hlt">Schooling</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Researchers have made convincing arguments for the benefits of a smooth transition to <span class="hlt">school</span>. The passage through this significant social change may have a lasting influence on children's progress. For example, social, emotional and academic difficulties in the early <span class="hlt">years</span> of <span class="hlt">schooling</span> have been shown to persist through <span class="hlt">school</span> and into…</p> <div class="credits"> <p class="dwt_author">Margetts, Kay</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">244</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22racine+unified%22&pg=2&id=ED038451"> <span id="translatedtitle">ESEA Title I Evaluation Report, Regular <span class="hlt">School</span> <span class="hlt">Year</span> 1968-1969 (Part 2); Summer Session 1969.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Part I of this evaluation report discusses the enrichment and remediation effects of a summer <span class="hlt">school</span> program for disadvantaged students, K-6. Reading and mathematics instruction were offered along with a home <span class="hlt">school</span> worker program and sports activities. Part II of the report deals with programs conducted throughout the 1968-69 <span class="hlt">school</span> <span class="hlt">year</span>. Student…</p> <div class="credits"> <p class="dwt_author">Racine Unified School District 1, WI.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">245</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22Personal+Safety%22&pg=3&id=EJ762040"> <span id="translatedtitle">Teacher Candidates' Changing Perceptions of Urban <span class="hlt">Schools</span>: Results of a 4-<span class="hlt">Year</span> Study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This study investigated changes in teacher candidates' perceptions of teaching in urban <span class="hlt">schools</span> as they completed a 4-<span class="hlt">year</span> teacher education program. Candidates were asked to respond in writing to two questions: "What are your concerns about teaching in an urban <span class="hlt">school</span>?" and "What are the advantages of teaching in an urban <span class="hlt">school</span>?" Data were…</p> <div class="credits"> <p class="dwt_author">Conaway, Betty J.; Browning, Larry J.; Purdum-Cassidy, Barbara</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">246</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=training+AND+certification&pg=4&id=EJ930056"> <span id="translatedtitle">Beyond High <span class="hlt">School</span>, before Baccalaureate: Meaningful Alternatives to a Four-<span class="hlt">Year</span> Degree</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This paper presents 2011 edition of "Diplomas Count" which explores career-related study pathways for students that lie in the space between a high <span class="hlt">school</span> diploma and a four-<span class="hlt">year</span> degree-options such as community college, "early college," or high <span class="hlt">school</span> career training that leads to occupational certification. It looks as well at what high <span class="hlt">schools</span>…</p> <div class="credits"> <p class="dwt_author">Education Week, 2011</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">247</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=home+AND+chemistry+AND+projects&pg=2&id=ED267097"> <span id="translatedtitle">Advance College Project: Final Evaluation Report, 1984-85 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The third <span class="hlt">year</span> of the Indiana University (IU) Advance College Project (ACP), a cooperative program between IU and 22 selected high <span class="hlt">schools</span> within the state of Indiana was evaluated. The Project offers college credit to high <span class="hlt">school</span> seniors who enroll in IU courses offered at the home high <span class="hlt">schools</span>. The four main goals of the project's evaluation…</p> <div class="credits"> <p class="dwt_author">Gudaitis, Janice Lave</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">248</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=urban+AND+schools&pg=3&id=EJ762040"> <span id="translatedtitle">Teacher Candidates' Changing Perceptions of Urban <span class="hlt">Schools</span>: Results of a 4-<span class="hlt">Year</span> Study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study investigated changes in teacher candidates' perceptions of teaching in urban <span class="hlt">schools</span> as they completed a 4-<span class="hlt">year</span> teacher education program. Candidates were asked to respond in writing to two questions: "What are your concerns about teaching in an urban <span class="hlt">school</span>?" and "What are the advantages of teaching in an urban <span class="hlt">school</span>?" Data were…</p> <div class="credits"> <p class="dwt_author">Conaway, Betty J.; Browning, Larry J.; Purdum-Cassidy, Barbara</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">249</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=consumption+AND+in+AND+america&pg=6&id=ED244401"> <span id="translatedtitle"><span class="hlt">School</span> Finance and Energy through the <span class="hlt">Year</span> 2000.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Since the publication of the original report, entitled "Fiscal Profile of America's Public <span class="hlt">Schools</span>, 1981-85, and Associated Energy Implications," the national <span class="hlt">school</span> revenue picture reveals: (1) a decline in federal aid to education, (2) a decline in state fiscal capacity, (3) a reduction in the state-local portion of public l 826/827 sector…</p> <div class="credits"> <p class="dwt_author">Hansen (Shirley J.) Associates, Inc., Lake Jackson, TX.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">250</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=cochrane&pg=7&id=ED347686"> <span id="translatedtitle">Seven <span class="hlt">Years</span> Later: Revisiting a Restructured <span class="hlt">School</span> in Northern Ontario.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Findings of a study that examined the outcomes of longterm institutionalization of <span class="hlt">school</span> reform are presented in this paper. Project Excellence, implemented in 1984 in a secondary <span class="hlt">school</span> in Cochrane, Ontario, involved a comprehensive change in curriculum, instruction, and professional roles. An initial evaluation of the program, conducted during…</p> <div class="credits"> <p class="dwt_author">Stiegelbauer, Suzanne; Anderson, Stephen E.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">251</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=history+AND+of+AND+energy+AND+consumption&pg=2&id=ED244401"> <span id="translatedtitle"><span class="hlt">School</span> Finance and Energy through the <span class="hlt">Year</span> 2000.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Since the publication of the original report, entitled "Fiscal Profile of America's Public <span class="hlt">Schools</span>, 1981-85, and Associated Energy Implications," the national <span class="hlt">school</span> revenue picture reveals: (1) a decline in federal aid to education, (2) a decline in state fiscal capacity, (3) a reduction in the state-local portion of public l 826/827 sector…</p> <div class="credits"> <p class="dwt_author">Hansen (Shirley J.) Associates, Inc., Lake Jackson, TX.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">252</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=racism+AND+statistics&pg=2&id=ED474684"> <span id="translatedtitle">Completion of Twelve <span class="hlt">Years</span> of <span class="hlt">Schooling</span> or Its Equivalent.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Interviews and focus group meetings were held at 24 <span class="hlt">schools</span> and 3 nonschool sites across Queensland (Australia) to identify current success experienced by Aboriginal and Torres Strait Islander students, as well as effective practices that promote such success. <span class="hlt">School</span> statistics are of limited value because Indigenous identification is not…</p> <div class="credits"> <p class="dwt_author">Herbert, Jeannie</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">253</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22esr%22&pg=2&id=ED308230"> <span id="translatedtitle">Effective <span class="hlt">Schools</span> Research: Twenty-<span class="hlt">Years</span> of Debate.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The origin of effective <span class="hlt">schools</span> research (ESR) is discussed in the context of a review of the pertinent literature. Debates over this topic have involved impacts on student achievement, methodology, the allegations of the Coleman report, and various effective <span class="hlt">school</span> models. The Coleman Report (1966) concluded that family background was the…</p> <div class="credits"> <p class="dwt_author">Schmitt, Dorren Rafael</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">254</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=asbestos&pg=7&id=EJ426990"> <span id="translatedtitle">The First <span class="hlt">Year</span> of AHERA: Are Our <span class="hlt">Schools</span> in Compliance?</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|An inspection of 138 New Jersey <span class="hlt">school</span> buildings revealed that a significant percentage of <span class="hlt">school</span> officials do not have a good understanding of their asbestos management plan and, therefore, are failing to meet all of the Asbestos Hazard Emergency Response Act's requirements. (MLF)|</p> <div class="credits"> <p class="dwt_author">Petix, Julie; And Others</p> <p class="dwt_publisher"></p> <p class="publishDate">1991-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">255</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=freedom+AND+of+AND+press&pg=4&id=EJ632292"> <span id="translatedtitle">High <span class="hlt">School</span> Newspapers Still Censored Thirty <span class="hlt">Years</span> after "Tinker."</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Investigates press freedom in high <span class="hlt">school</span> newspapers at the end of the century. Concludes that the findings paint a clear picture of a high <span class="hlt">school</span> student press that is not free, that is controlled mostly by advisers, but also by principals, and that views editing of the paper by the faculty adviser as the norm. (SG)|</p> <div class="credits"> <p class="dwt_author">Kopenhaver, Lillian Lodge; Click, J. William</p> <p class="dwt_publisher"></p> <p class="publishDate">2001-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">256</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.springerlink.com/index/m581l30217163636.pdf"> <span id="translatedtitle">Stability and Change in Rural Youths’ Educational Outcomes Through the Middle and High <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">There is a dearth of literature that examines rural youths’ <span class="hlt">school</span> transition and adaptation over the middle and high <span class="hlt">school</span>\\u000a <span class="hlt">years</span>. Given rural education challenges, this study examines rural youths’ developmental trajectories of self-reported grades\\u000a and affective and behavioral educational outcomes (i.e., <span class="hlt">school</span> belonging, value of education, <span class="hlt">school</span> misbehavior, and extracurricular\\u000a activity participation). The cohort-sequential study consisted of 3,312 African</p> <div class="credits"> <p class="dwt_author">Dawn Witherspoon; Susan Ennett</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">257</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/36547093"> <span id="translatedtitle">The academic impact of multi-track <span class="hlt">year</span>-round <span class="hlt">school</span> calendars: A response to <span class="hlt">school</span> overcrowding</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Using detailed longitudinal data for the state of California, this paper studies the effect of multi-track <span class="hlt">year</span>-round <span class="hlt">school</span> calendars on academic performance. This particular type of <span class="hlt">year</span>-round calendar allows for <span class="hlt">schools</span> to house more students within the same facility than other calendars and is often motivated by its potential to alleviate overcrowding as well as to save costs relative to</p> <div class="credits"> <p class="dwt_author">Jennifer Graves</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">258</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/37559959"> <span id="translatedtitle">Using State Child Labor Laws to Identify the Effect of <span class="hlt">School-Year</span> Work on High <span class="hlt">School</span> Achievement</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This article uses variation in the labor supply of twelfth-grade students created by interstate variations in child labor laws to estimate the effect of <span class="hlt">school-year</span> work on twelfth-grade math achievement. The instrumental variable estimates in this article indicate that an exogenous decrease in <span class="hlt">school-year</span> hours worked of 10 hours per week would result in a 0.2 standard deviation increase in</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate">2003-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">259</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/57498383"> <span id="translatedtitle">The influence of two <span class="hlt">years</span> of <span class="hlt">school</span> music training in secondary <span class="hlt">school</span> on visual and auditory memory</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The present study tested the effect of an extended music curriculum (EMC) for two <span class="hlt">years</span> in secondary <span class="hlt">school</span>, consisting of musical instrument, auditory perception, and music theory training, on children's visual and auditory memory. We tested 10-<span class="hlt">year</span>-old children who had just started EMC and children without EMC (T0) in visual and auditory memory and retested the same children two <span class="hlt">years</span></p> <div class="credits"> <p class="dwt_author">Franziska Degé; Sina Wehrum; Rudolf Stark; Gudrun Schwarzer</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">260</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/8757704"> <span id="translatedtitle">Two <span class="hlt">years</span> of <span class="hlt">school</span> injuries in a Scottish education sub-division.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">Injuries sustained in <span class="hlt">schools</span> account for 20-30% of all accident and emergency attendances in <span class="hlt">school</span> age children. Little information has been available on the epidemiology of <span class="hlt">school</span> accidents in the United Kingdom. Two <span class="hlt">years</span> of routine <span class="hlt">school</span> incident reports were analysed from Renfrew Sub-Region, an area with a <span class="hlt">school</span> roll of 55,521 children attending 135 <span class="hlt">schools</span>. <span class="hlt">Schools</span> returned 1,660 report forms in the two <span class="hlt">year</span> period, of which 1,440 referred to injuries to <span class="hlt">school</span> children. The peak incidence of injuries was in the 10-12 <span class="hlt">year</span> age group. The male:female ratio was 1.37:1. Cuts/ laceration and fractures were the commonest diagnoses reported for both Primary and Secondary <span class="hlt">Schools</span>. Injuries to face and features were commonest in Primary, and upper limb injuries in Secondary <span class="hlt">Schools</span>. Uncontrolled areas, e.g. playgrounds, stairways and corridors were the most frequent places of occurrence in Primary <span class="hlt">Schools</span> (Relative Risk 5.24, 95% C.I. 3.28-8.35). Report accuracy was assessed by comparing one <span class="hlt">year</span> of <span class="hlt">school</span> reports in a Local Government District to records in the local District General Hospital. This identified 156 children who had attended hospital as the result of a <span class="hlt">school</span> accident. <span class="hlt">Schools</span> overestimated the number of fractures by 27%, but where <span class="hlt">schools</span> had not provided a diagnosis, 15.4% were identified as fractures in hospital records. Each child seen at the hospital received an average of 2.1 X-rays. Nine children underwent manipulations under general anaesthetic. Seventeen children were admitted to hospital, and the group required 103 outpatient follow-up appointments. PMID:8757704</p> <div class="credits"> <p class="dwt_author">Stark, C; Wright, J; Lee, J; Watt, L</p> <p class="dwt_publisher"></p> <p class="publishDate">1996-07-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_12");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> <a 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src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">261</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.springerlink.com/index/w358l423571308h0.pdf"> <span id="translatedtitle"><span class="hlt">School</span> Context Protective Factors Against Peer Ethnic Discrimination Across the High <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Ethnically diverse high <span class="hlt">school</span> contexts present unique social opportunities for youth to form interethnic relationships, but\\u000a they may also subject students to certain social challenges such as peer ethnic discrimination. With a sample of 1,072 high\\u000a <span class="hlt">school</span> students (55% girls; 54% Latino, 20% African American, 14% Asian, 12% White) attending 84 high <span class="hlt">schools</span>, <span class="hlt">school</span> context\\u000a factors that protect students’ exposure</p> <div class="credits"> <p class="dwt_author">Amy Bellmore; Adrienne Nishina; Ji-in You; Ting-Lan Ma</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">262</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.springerlink.com/index/w28r9274h1081x72.pdf"> <span id="translatedtitle">Public <span class="hlt">school</span> size and Hispanic student achievement in Texas: a 5-<span class="hlt">year</span> analysis</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">In this study, the researchers examined 5 <span class="hlt">years</span> of Texas statewide data concerning elementary <span class="hlt">school</span> size and Hispanic student\\u000a performance on three state-mandated assessments in reading, mathematics, and writing. For each <span class="hlt">year</span> of data analyzed here,\\u000a student data from more than 1,200 elementary <span class="hlt">schools</span>. After collapsing elementary <span class="hlt">schools</span> into three sizes (i.e., very small\\u000a <400 students; small 400–799 students; and large</p> <div class="credits"> <p class="dwt_author">Pamela Zoda; John R. Slate; Julie P. Combs</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">263</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED493002.pdf"> <span id="translatedtitle">Guidelines for Charter <span class="hlt">School</span> Annual Reports, 2005-2006 <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The Annual Report is a critical document in charter <span class="hlt">school</span> accountability; it is intended to be a clear, concise report regarding <span class="hlt">school</span> performance and its success in meeting Accountability Plan goals. The formatting for each <span class="hlt">school</span>'s report may be unique; however, there are required elements set forth in this document that must be included in…</p> <div class="credits"> <p class="dwt_author">Massachusetts Department of Education, 2005</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">264</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=233.1&id=EJ806248"> <span id="translatedtitle">High <span class="hlt">School</span> Social Climate and Antisocial Behavior: A 10 <span class="hlt">Year</span> Longitudinal and Multilevel Study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">A longitudinal and multilevel approach is used to examine the relationship between antisocial behavior during adolescence and high <span class="hlt">school</span> social climate. The data are taken from a longitudinal study of 1,233 boys and girls who attended 217 public and private high <span class="hlt">schools</span>. Students' disruptive behaviors were assessed <span class="hlt">yearly</span> from 6 to 12 <span class="hlt">years</span> of…</p> <div class="credits"> <p class="dwt_author">Leblanc, Line; Swisher, Raymond; Vitaro, Frank; Tremblay, Richard E.</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">265</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22tribulation%22&id=ED501895"> <span id="translatedtitle">The First-<span class="hlt">Year</span> Urban High <span class="hlt">School</span> Teacher: Holding the Torch, Lighting the Fire</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The book tracks co-author Paul Weinberg during his first <span class="hlt">year</span> of teaching as he is introduced to the daily tribulations of an urban Los Angeles high <span class="hlt">school</span>. Paul's father Carl Weinberg, who fifty <span class="hlt">years</span> earlier himself began his career in education an urban secondary <span class="hlt">school</span> teacher, shares his experiences side-by-side with those of his son.…</p> <div class="credits"> <p class="dwt_author">Weinberg, Paul J.; Weinberg, Carl</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">266</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=smell&pg=5&id=ED501895"> <span id="translatedtitle">The First-<span class="hlt">Year</span> Urban High <span class="hlt">School</span> Teacher: Holding the Torch, Lighting the Fire</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The book tracks co-author Paul Weinberg during his first <span class="hlt">year</span> of teaching as he is introduced to the daily tribulations of an urban Los Angeles high <span class="hlt">school</span>. Paul's father Carl Weinberg, who fifty <span class="hlt">years</span> earlier himself began his career in education an urban secondary <span class="hlt">school</span> teacher, shares his experiences side-by-side with those of his son.…</p> <div class="credits"> <p class="dwt_author">Weinberg, Paul J.; Weinberg, Carl</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">267</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED538949.pdf"> <span id="translatedtitle">Revisiting the Issue of <span class="hlt">Year</span>-Round <span class="hlt">Schools</span>. BCTF Research Report. Section V. 2012-EI-02</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">There has been little attention paid to the issue of <span class="hlt">Year</span>-Round <span class="hlt">Schools</span> (YRS) in British Columbia's public education system since 1996. The British Columbia Teachers' Federation (BCTF) Research conducted extensive research into the issue of <span class="hlt">year</span>-round <span class="hlt">schooling</span> in the mid 1990s, when the growth in student enrolment was significant. At that time…</p> <div class="credits"> <p class="dwt_author">Naylor, Charlie</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">268</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/57822668"> <span id="translatedtitle">Puberty, health and sexual education in Australian regional primary <span class="hlt">schools</span>: <span class="hlt">Year</span> 5 and 6 teacher perceptions</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The research reported in this paper investigates why teachers in regional primary <span class="hlt">schools</span> in the Ballarat region of Victoria, Australia, are choosing to outsource the teaching of sexuality education. A survey was conducted of 29 <span class="hlt">Year</span> 5 and <span class="hlt">Year</span> 6 teachers from local primary <span class="hlt">schools</span>. The teachers provided information about: their confidence in delivering sexuality-related topics; their perceptions of the</p> <div class="credits"> <p class="dwt_author">Bernadette Duffy; Nina Fotinatos; Amanda Smith; Jenene Burke</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">269</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/42006283"> <span id="translatedtitle">Westerly wind events and precipitation in the eastern Indian Ocean as predictors for El Niño: Climatology and case study for the <span class="hlt">2002-2003</span> El Niño</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This study expands on recent work linking intraseasonal-to-seasonal variability in observed precipitation and wind from September to March in the eastern Indian Ocean with the initiation of El Niño events during the last 25 <span class="hlt">years</span>. First, westerly wind burst (WWB) events are defined as days when westerly wind speeds averaged over 5°-15°S and 70°-100°E were greater than 1.5 standard deviations</p> <div class="credits"> <p class="dwt_author">Scott Curtis; Robert F. Adler; George J. Huffman; Guojun Gu</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">270</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.agu.org/journals/jd/jd0420/2004JD004663/2004JD004663.pdf"> <span id="translatedtitle">Westerly wind events and precipitation in the eastern Indian Ocean as predictors for El Niño: Climatology and case study for the <span class="hlt">2002–2003</span> El Niño</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This study expands on recent work linking intraseasonal-to-seasonal variability in observed precipitation and wind from September to March in the eastern Indian Ocean with the initiation of El Niño events during the last 25 <span class="hlt">years</span>. First, westerly wind burst (WWB) events are defined as days when westerly wind speeds averaged over 5°–15°S and 70°–100°E were greater than 1.5 standard deviations</p> <div class="credits"> <p class="dwt_author">Scott Curtis; Robert F. Adler; George J. Huffman; Guojun Gu</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">271</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=walden&pg=5&id=ED413633"> <span id="translatedtitle">Walden International Baccalaureate Middle <span class="hlt">Years</span> Programme, 1996-97. The First <span class="hlt">Year</span> of Consideration on the International Baccalaureate Middle <span class="hlt">Years</span> Programme and <span class="hlt">School</span> Reform.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In early 1996, the Atlanta <span class="hlt">school</span> board approved a plan to reconstitute Walden Middle <span class="hlt">School</span>, opening it to students across the city and substantially changing the composition of the faculty. This report for 1996-97 recounts the first <span class="hlt">year</span> of the reform effort, during which all positions were declared vacant and a new staff and faculty were…</p> <div class="credits"> <p class="dwt_author">Popwell, Emma P.; Amuleru-Marshall, Nancy; Canada, Benjamin O.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">272</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/962968"> <span id="translatedtitle">Assessment of High Rates of Precocious Male Maturation in a Spring Chinook Salmon Supplementation Hatchery Program, Annual Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The Yakima River Spring Chinook Salmon Supplementation Project in Washington State is currently one of the most ambitious efforts to enhance a natural salmon population in the United States. Over the past five <span class="hlt">years</span> we have conducted research to characterize the developmental physiology of naturally- and hatchery-reared wild progeny spring chinook salmon (Oncorhynchus tshawytscha) in the Yakima River basin. Fish were sampled at the main hatchery in Cle Elum, at remote acclimation sites and, during smolt migration, at downstream dams. Throughout these studies the maturational state of all fish was characterized using combinations of visual and histological analysis of testes, gonadosomatic index (GSI), and measurement of plasma 11-ketotestosterone (11-KT). We established that a plasma 11-KT threshold of 0.8 ng/ml could be used to designate male fish as either immature or precociously maturing approximately 8 months prior to final maturation (1-2 months prior to release as 'smolts'). Our analyses revealed that 37-49% of the hatchery-reared males from this program undergo precocious maturation at 2 <span class="hlt">years</span> of age and a proportion of these fish appear to residualize in the upper Yakima River basin throughout the summer. An unnaturally high incidence of precocious male maturation may result in loss of potential returning anadromous adults, skewing of female: male sex ratios, ecological, and genetic impacts on wild populations and other native species. Precocious male maturation is significantly influenced by growth rate at specific times of <span class="hlt">year</span> and future studies will be conducted to alter maturation rates through seasonal growth rate manipulations.</p> <div class="credits"> <p class="dwt_author">Larsen, Donald; Beckman, Brian; Cooper, Kathleen</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-08-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">273</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/850024"> <span id="translatedtitle">Assess Current and Potential Salmonid Production in Rattlesnake Creek Associated with Restoration Efforts; US Geological Survey Reports, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">This project was designed to document existing habitat conditions and fish populations within the Rattlesnake Creek watershed (White Salmon River subbasin, Washington) before major habitat restoration activities are implemented and prior to the reintroduction of salmon and steelhead above Condit Dam. Returning adult salmon Oncorhynchus spp. and steelhead O. mykiss have not had access to Rattlesnake Creek since 1913. An assessment of resident trout populations should serve as a good surrogate for evaluation of factors that would limit salmon and steelhead production in the watershed. Personnel from United States Geological Survey's Columbia River Research Laboratory (USGS-CRRL) attend to three main objectives of the Rattlesnake Creek project. The first is to characterize stream and riparian habitat conditions. This effort includes measures of water quality, water quantity, stream habitat, and riparian conditions. The second objective is to determine the status of fish populations in the Rattlesnake Creek drainage. To accomplish this, we derived estimates of salmonid population abundance, determined fish species composition, assessed distribution and life history attributes, obtained tissue samples for genetic analysis, and assessed fish diseases in the watershed. The third objective is to use the collected habitat and fisheries information to help identify and prioritize areas in need of restoration. As this report covers the second <span class="hlt">year</span> of at least a three-<span class="hlt">year</span> study, it is largely restricted to describing our efforts and findings for the first two objectives.</p> <div class="credits"> <p class="dwt_author">Connolly, Patrick J. (US Geological Survey, Columbia River Research Laboratory, Western Fisheries Research Center, Cook, WA)</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-12-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">274</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22breakfast%22&pg=4&id=ED468005"> <span id="translatedtitle">Fast Break to Learning <span class="hlt">School</span> Breakfast Program: A Report of the Second <span class="hlt">Year</span> Results, 2000-2001.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This report provides <span class="hlt">Year</span> 2 data comparing two types of <span class="hlt">school</span> breakfast programs in Minnesota to <span class="hlt">schools</span> that did not serve breakfast at all (No Breakfast <span class="hlt">schools</span>): Fast Break to Learning, a universal free breakfast program (Fastbreak <span class="hlt">schools</span>), and programs with a sliding fee scale (control <span class="hlt">schools</span>). Data were collected from 30 Fastbreak, 195…</p> <div class="credits"> <p class="dwt_author">Peterson, Kristin; Davison, Mark; Wahlstrom, Kyla; Himes, John; Irish, Margaret L.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">275</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=breakfast&pg=4&id=ED468005"> <span id="translatedtitle">Fast Break to Learning <span class="hlt">School</span> Breakfast Program: A Report of the Second <span class="hlt">Year</span> Results, 2000-2001.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report provides <span class="hlt">Year</span> 2 data comparing two types of <span class="hlt">school</span> breakfast programs in Minnesota to <span class="hlt">schools</span> that did not serve breakfast at all (No Breakfast <span class="hlt">schools</span>): Fast Break to Learning, a universal free breakfast program (Fastbreak <span class="hlt">schools</span>), and programs with a sliding fee scale (control <span class="hlt">schools</span>). Data were collected from 30 Fastbreak, 195…</p> <div class="credits"> <p class="dwt_author">Peterson, Kristin; Davison, Mark; Wahlstrom, Kyla; Himes, John; Irish, Margaret L.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">276</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=sickle+AND+cell+AND+disease&pg=7&id=ED141480"> <span id="translatedtitle">Education in Action, <span class="hlt">School</span> <span class="hlt">Year</span> 1975-1976.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report is an evaluation of selected New York City Umbrella Programs funded under a special grant from the New York State Legislature. The 1975-76 Education in Action Program, a community health education program, served 427 elementary and junior high <span class="hlt">school</span> students and 105 community parents in the Harlem and East Harlem communities. The…</p> <div class="credits"> <p class="dwt_author">Robin, Fay</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">277</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://oaspub.epa.gov/eims/eimsapi.dispdetail?deid=126394"> <span id="translatedtitle">AIRBORNE ASBESTOS CONCENTRATIONS THREE <span class="hlt">YEARS</span> AFTER ABATEMENT IN SEVENTEEN <span class="hlt">SCHOOLS</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p class="result-summary">From 1988 through 1991, the U.S. Environmental Protection Agency's Risk Reduction Engineering Laboratory and the New Jersey Department of Health's Environmental Health Service conducted air monitoring in 17 <span class="hlt">schools</span> in New Jersey to determine the effectiveness of their asbestos c...</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">278</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED141441.pdf"> <span id="translatedtitle">Homework Helper Component. Evaluation Period <span class="hlt">School</span> <span class="hlt">Year</span> 1974-75.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This evaluation report is a description of Homework Helpers, a program funded under the Elementary Secondary Education Act, Title I in nine non-public <span class="hlt">schools</span> with disadvantaged youngsters. The two purposes of the program were to improve the competency of the students in reading and mathematics skills, and increase student motivation and interest…</p> <div class="credits"> <p class="dwt_author">Kahn, Paul</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">279</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=impacts+AND+rising+AND+levels&pg=6&id=ED343072"> <span id="translatedtitle">New Mexico Dropout Study: <span class="hlt">School</span> <span class="hlt">Year</span> 1989-90.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Data from an annual study conducted in 1989-90 on the extent and nature of the dropout problem in New Mexico public <span class="hlt">schools</span> is presented in this document. Data is reported in these categories: annual dropout rate by grade, gender, and ethnicity for grades 9-12 and 7-8; dropout rate by ethnicity and grade; dropout rate by ethnicity and gender;…</p> <div class="credits"> <p class="dwt_author">New Mexico State Dept. of Education, Santa Fe.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">280</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=anemia&pg=7&id=ED142639"> <span id="translatedtitle">Help Neighborhood Center Program, <span class="hlt">School</span> <span class="hlt">Year</span> 1975-1976.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report evaluated the impact of the Help-Neighborhood Center Program which was designed to inform parents of fifth through eighth grade students about health problems and community concerns. Four thousand elementary and junior high <span class="hlt">school</span> students and 100 parents participated in workshops on venereal disease, drug abuse, welfare rights,…</p> <div class="credits"> <p class="dwt_author">Siperstein, Gary N.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_13");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" 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id="NextPageLink" onclick='return showDiv("page_16");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">281</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=all+OR+journal&pg=5&id=EJ771102"> <span id="translatedtitle">Trends in <span class="hlt">School</span> Counseling Journals: The First Fifty <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The <span class="hlt">school</span> counseling profession has published three journals in the course of its history. All articles in these journals were coded as to authorship, article type, content, and the core areas of the 2001 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards. Distributions of articles in each category are…</p> <div class="credits"> <p class="dwt_author">Bauman, Sheri; Siegel, Jason; Falco, Lia; Szymanski, Gerald; Davis, April; Seabolt, Karen</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">282</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.schoolcounselor.org/files/7-2-79%20bauman.pdf"> <span id="translatedtitle">Trends in <span class="hlt">School</span> Counseling Journals: The First Fifty <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The <span class="hlt">school</span> counseling profession has published three journals in the course of its history. All articles in these journals were coded as to authorship, article type, con- tent, and the core areas of the 2001 Council for Accreditation of Counseling and Related Education- al Programs (CACREP) Standards. Distributions of articles in each category are discussed by decade, and the three</p> <div class="credits"> <p class="dwt_author">Sheri Bauman; Jason Siegel; Gerald Szymanski; April Davis</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">283</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Tim+AND+O%27Connor&id=ED444904"> <span id="translatedtitle">Building Community: Social Studies in the Middle <span class="hlt">School</span> <span class="hlt">Years</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This book focuses on building community through the sharing of history and traditions that students have inherited. Two eighth-grade teachers collaborated with others in their Oregon <span class="hlt">school</span> to collect teaching strategies for this book. The teachers worked to build curriculum that integrated social studies with language arts and other subject…</p> <div class="credits"> <p class="dwt_author">Burke-Hengen, Mary, Ed.; Gillespie, Tim, Ed.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">284</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22falco%22&pg=2&id=EJ771102"> <span id="translatedtitle">Trends in <span class="hlt">School</span> Counseling Journals: The First Fifty <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The <span class="hlt">school</span> counseling profession has published three journals in the course of its history. All articles in these journals were coded as to authorship, article type, content, and the core areas of the 2001 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards. Distributions of articles in each category are…</p> <div class="credits"> <p class="dwt_author">Bauman, Sheri; Siegel, Jason; Falco, Lia; Szymanski, Gerald; Davis, April; Seabolt, Karen</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">285</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22sources+AND+of+AND+information%22&id=ED451600"> <span id="translatedtitle">Ten <span class="hlt">Years</span> On: How <span class="hlt">Schools</span> View Educational Reform.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This report describes the findings of the New Zealand Council for Educational Research's 1999 national survey, in its series looking at the impact of educational reform on primary and intermediate <span class="hlt">schools</span>. In 1989 reforms were enacted that abolished the Department of Education and began elections for boards of trustees who took responsibility for…</p> <div class="credits"> <p class="dwt_author">Wylie, Cathy</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">286</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.medicineatmichigan.org/magazine/2001/spring/pdf/v7matchday.pdf"> <span id="translatedtitle">The Future Unfolds for this <span class="hlt">Year</span>'s Graduating Medical <span class="hlt">School</span> Class</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">For the Class of 2001, Thursday, March 22, was a day filled with exhilaration and nervous anticipation as classmates discovered, one-by-one, their place on the Match Day map and what their futures would hold. While the annual celebration began with a reminiscence of the class's first Medical <span class="hlt">School</span> days together and a look at some of their favorite Smoker moments</p> <div class="credits"> <p class="dwt_author">Liz Nelson</p> <p class="dwt_publisher"></p> <p class="publishDate">2001-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">287</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=David+AND+Block&pg=3&id=EJ654800"> <span id="translatedtitle">Second <span class="hlt">Year</span> Analysis of a Hybrid Schedule High <span class="hlt">School</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Examined two independent sophomore cohorts from a midwestern high <span class="hlt">school</span> (332 students and 318 students) that had implemented a multischedule system (traditional block, block, hybrid). Results show a significant difference among schedule types for only one cohort, and only for one mathematics computation test. Results also indicate that schedule…</p> <div class="credits"> <p class="dwt_author">Schreiber, James B.; Veal, William R.; Flinders, David J.; Churchill, Sherry</p> <p class="dwt_publisher"></p> <p class="publishDate">2001-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">288</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3427769"> <span id="translatedtitle">Two <span class="hlt">years</span> later: Wellness councils and healthier vending in a cohort of middle and high <span class="hlt">schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Purpose To examine the association between <span class="hlt">school</span> wellness council structure over two <span class="hlt">years</span> and low-nutrient, energy-dense (LNED) vending fare assessed as a food score (range 0–7), following enactment of federal legislation. Methods Multivariate linear regression was used to examine 2006/2007 and 2008/2009 data among a cohort of middle (n=16) and high (n=38) <span class="hlt">schools</span> located in one Midwest metropolitan area. Results <span class="hlt">Schools</span> with district and <span class="hlt">school</span> councils had a significantly lower mean food score (3.28) than <span class="hlt">schools</span> with district only (4.50) and no councils (4.99). Conclusions Wellness councils, particularly a structure that includes both a district and <span class="hlt">school</span> council, may decrease LNED food/beverage availability in middle and high <span class="hlt">schools</span>.</p> <div class="credits"> <p class="dwt_author">Farbakhsh, Kian; Lytle, Leslie A.</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">289</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/963019"> <span id="translatedtitle">Hood River Steelhead Genetics Study; Relative Reproductive Success of Hatchery and Wild Steelhead in the Hood River, Final Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">There is a considerable interest in using hatcheries to speed the recovery of wild populations. The Bonneville Power Administration (BPA), under the authority of the Northwest Power Planning Act, is currently funding several hatchery programs in the Columbia Basin as off-site mitigation for impacts to salmon and steelhead caused by the Columbia River federal hydropower system. One such project is located on the Hood River, an Oregon tributary of the Columbia. These hatchery programs cost the region millions of dollars. However, whether such programs actually improve the status of wild fish remains untested. The goal of this project was to evaluate the effectiveness of the Hood River hatchery program as required by the Northwest Power Planning Council Fish and Wildlife Program, by the Oregon Plan for Coastal Salmonids, by NMFS ESA Section 4(d) rulings, and by the Oregon Department of Fish and Wildlife (ODFW) Wild Fish Management Policy (OAR 635-07-525 through 529) and the ODFW Hatchery Fish Gene Resource Management Policy (OAR 635-07-540 through 541). The Hood River supports two populations of steelhead, a summer run and a winter run. They spawn only above the Powerdale Dam, which is a complete barrier to all salmonids. Since 1991 every adult passed above the dam has been measured, cataloged and sampled for scales. Therefore, we have a DNA sample from every adult steelhead that went over the dam to potentially spawn in the Hood River from 1991 to the present. Similar numbers of hatchery and wild fish have been passed above the dam during the last decade. During the 1990's 'old' domesticated hatchery stocks of each run (multiple generations in the hatchery, out-of-basin origin; hereafter H{sub old}) were phased out, and conservation hatchery programs were started for the purpose of supplementing the two wild populations (hereafter 'new' hatchery stocks, H{sub new}). These samples gave us the unprecedented ability to estimate, via microsatellite-based pedigree analysis, the relative total reproductive success (adult-to-adult production) of hatchery (H{sub old} or H{sub new}) and wild (W) fish for two populations, over multiple brood <span class="hlt">years</span>. Our analyses of samples from fish that bred in the early to mid 1990's show that fish of 'old' hatchery stocks have much lower total fitness than wild fish (17% to 54% of wild fitness), but that 'new' stocks have fitness that is similar to that of wild fish (ranging from 85% to 108% of wild fitness, depending on parental gender and run <span class="hlt">year</span>). Therefore, our results show that the decision to phase out the old, out-of-basin stocks and replace them with new, conservation hatchery stocks was well founded. We also conclude that the H{sub new} fish are leaving behind substantial numbers of wild-born offspring. The similar fitnesses of H{sub new} and W fish suggests that wild-born offspring of H{sub new} fish are unlikely to have negative genetic effects on the population when they in turn spawn in the wild. We will test this hypothesis once enough F2 offspring have returned. Another interesting result is that we were unable to match a large fraction of the unclipped, returning fish with parents from their brood <span class="hlt">year</span>. Furthermore, we were missing more fathers than mothers. Because we sampled almost every possible anadromous parent, these results suggest that nonanadromous trout or precocious parr may be obtaining a substantial number of matings. Substantial reproduction by precocious parr could be one unintended consequence of the hatchery program.</p> <div class="credits"> <p class="dwt_author">Blouin, Michael</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-05-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">290</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/962129"> <span id="translatedtitle">Numerically Simulating the Hydrodynamic and Water Quality Environment for Migrating Salmon in the Lower Snake River, <span class="hlt">2002-2003</span> Technical Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">Summer temperatures in the Lower Snake River can be altered by releasing cold waters that originate from deep depths within Dworshak Reservoir. These cold releases are used to lower temperatures in the Clearwater and Lower Snake Rivers and to improve hydrodynamic and water quality conditions for migrating aquatic species. This project monitored the complex three-dimensional hydrodynamic and thermal conditions at the Clearwater and Snake River confluence and the processes that led to stratification of Lower Granite Reservoir (LGR) during the late spring, summer, and fall of 2002. Hydrodynamic, water quality, and meteorological conditions around the reservoir were monitored at frequent intervals, and this effort is continuing in 2003. Monitoring of the reservoir is a multi-<span class="hlt">year</span> endeavor, and this report spans only the first <span class="hlt">year</span> of data collection. In addition to monitoring the LGR environment, a three-dimensional hydrodynamic and water quality model has been applied. This model uses field data as boundary conditions and has been applied to the entire 2002 field season. Numerous data collection sites were within the model domain and serve as both calibration and validation locations for the numerical model. Errors between observed and simulated data varied in magnitude from location to location and from one time to another. Generally, errors were small and within expected ranges, although, as additional 2003 field data becomes available, model parameters may be improved to minimize differences between observed and simulated values. A two-dimensional, laterally-averaged hydrodynamic and water quality model was applied to the three reservoirs downstream of LGR (the pools behind Little Goose, Lower Monumental, and Ice Harbor Dams). A two-dimensional model is appropriate for these reservoirs because observed lateral thermal variations during summer and fall 2002 were almost negligible; however, vertical thermal variations were quite large (see USACE 2003). The numerical model was applied to each reservoir independently to simulate the time period between May 1 and October 1, 2002. Differences between observed and simulated data were small, although improvements to model coefficients may be performed as additional thermal data, collected in the reservoirs during 2003, becomes available.</p> <div class="credits"> <p class="dwt_author">Cook, C.; Richmond, M.; Coleman, A. (Pacific Northwest National Laboratory)</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-06-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">291</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2011Litho.123..254C"> <span id="translatedtitle">Assessing the link between mantle source and sub-volcanic plumbing in the petrology of basalts from the 2001 and <span class="hlt">2002/2003</span> eruptions of Mount Etna, Sicily: Evidence from geochemical and helium isotope data</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">The 2001 and <span class="hlt">2002-2003</span> flank eruptions of Mt. Etna consisted of near continuous explosive activity and sporadic lava flows. Previous studies have suggested that distinct magmas were simultaneously tapped by fissures in different parts of the volcano, indicating a complex plumbing system. From textural and chemical data it has been suggested that "eccentric" eruptions on the south flank were fed by a deep-seated reservoir that is not related to the central conduit. In contrast, materials erupted above 2600 m and from the northeast flank represent partially degassed, more fractionated magma, typical of that residing within the central vents. A concern is that Etna has entered a new phase of activity, with magma supply from a deep reservoir that is capable of generating recurrent flank eruptions posing significant hazard to populated areas and air travel. We have investigated materials that erupted from different vents during both the 2001 and 2002/3 eruptive episodes by means of petrology, whole-rock chemistry and helium isotopic methods. Here we show from trace element chemistry and the 3He/4He isotope record of melt inclusions in olivine that the mantle source for both magma batches is identical. Furthermore, this magmatic source has not changed over the past 0.5 Ma. As such, our data support the premise that the petrological variability exhibited by products that erupted from different parts of the volcano reflects storage, fractionation and degassing at different levels within the crust.</p> <div class="credits"> <p class="dwt_author">Coulson, Ian M.; Stuart, Finlay M.; Maclean, Natalie J.</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-04-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">292</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/890117"> <span id="translatedtitle">Evaluation of the Life History of Native Salmonids in the Malheur River Basin; Cooperative Bull Trout/Redband Trout Research Project, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The Malheur River is a 306-kilometer tributary to the Snake River, which drains 12,950 square kilometers. The Malheur River originates in the Blue Mountains and flows into the Snake River near Ontario, Oregon. The climate of the basin is characterized by hot dry summers, occasionally exceeding 38 C, and cold winters that may drop below -29 C. Average annual precipitation is 30 centimeters in the lower reaches. Wooded areas consist primarily of mixed fir and pine forest in the higher elevations. Sagebrush and grass communities dominate the flora in the lower elevations. Efforts to document salmonid life histories, water quality, and habitat conditions have continued in fiscal <span class="hlt">year</span> 2002. Bull trout Salvelinus confluentus are considered to be cold water species and are temperature-dependant. Due to the interest of bull trout from various state and Federal agencies, a workgroup was formed to develop project objectives related to bull trout. Table 1 lists individuals that participated in the 2002 work group. This report will reflect work completed during the Bonneville Power Administration contract period starting April 1, 2002, and ending March 31, 2003. All tasks were conducted within this timeframe, and a more detailed timeframe may be referred to in each individual report.</p> <div class="credits"> <p class="dwt_author">Miller, Alan; Soupir, Jim (US Forest Service, Prairie City Ranger District, Prairie City, OR); Schwabe, Lawrence (Burns Paiute Tribe, Department of Fish and Wildlife, Burns, OR)</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-08-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">293</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/41152082"> <span id="translatedtitle">Effect of sensory education on <span class="hlt">school</span> children’s food perception: A 2-<span class="hlt">year</span> follow-up study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">We studied the effect of sensory education on taste and odor awareness and food ratings in <span class="hlt">school</span> children. Second and fifth graders (n=244, 7–11 <span class="hlt">years</span> at the baseline) from two <span class="hlt">schools</span> in Helsinki area participated in the study. At the completion of the study at two <span class="hlt">years</span>, the groups consisted of 96 (education, <span class="hlt">school</span> one) and 79 (control, <span class="hlt">school</span> two)</p> <div class="credits"> <p class="dwt_author">Sari Mustonen; Reetta Rantanen; Hely Tuorila</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">294</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/886955"> <span id="translatedtitle">Yakima/Klickitat Fisheries Project; Washington Department of Fish and Wildlife Policy/Technical Involvement and Planning, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The Yakima/Klickitat Fisheries Project (YKFP) is a supplementation project sponsored by the Northwest Power Planning Council and funded by the Bonneville Power Administration. The YKFP has adopted the definition of supplementation described by Regional Assessment of Supplementation Program (1992), which is ''the use of artificial propagation in an attempt to maintain or increase natural production while maintaining the long-term fitness of the target population, and keeping the ecological and genetic impacts on nontarget populations within specified biological limits''. Recent scientific reviews of hatchery supplementation continue to highlight the experimental nature and risk of supplementation (Independent Scientific Group 1996; National Research Council 1996; Lichatowich 1999; Independent Multidisciplinary Science Team 2000; Independent Scientific Advisory Board 2003; Hatchery Scientific Review Group 2003). In addition, many of these reviews included recommendations about the best ways to operate a supplementation program. Most of these recommendations were already being done or have been incorporated into the YKFP. The objectives of the YKFP are: (1) to test the hypothesis that new supplementation techniques can be used in the Yakima River Basin to increase natural production and to improve harvest opportunities while maintaining the long-term genetic fitness of the wild and native salmonid populations and keeping adverse ecological interactions within acceptable limits (Yakima Fisheries Project Final Environment Impact Statement, 1996); (2) provide knowledge about the use of supplementation, so that it may be used to mitigate effects on anadromous fisheries throughout the Columbia River Basin; (3) to maintain and improve the quantity and productivity of salmon and steelhead habitat, including those areas made accessible by habitat improvements; (4) to ensure that Project implementation remains consistent with the Council's Fish and Wildlife Program; and (5) to implement the Project in a prudent and environmentally sound manner. Current YKFP operations have been designed to test the principles of supplementation (Busack et al. 1997). The Project's experimental design has focused on the following critical uncertainties affecting supplementation: (1) The survival and reproductive success of hatchery fish after release from the hatchery; (2) The impacts of hatchery fish as they interact with non-target species and stocks; and, (3) The effects of supplementation on the long-term genetic fitness of fish stocks. The YKFP endorses an adaptive management policy applied through a project management framework as described in the Yakima/Klickitat Fisheries Project Planning Status Report (1995), Fast and Craig (1997), and Clune and Dauble 1991. The project is managed by a Policy Group consisting of a representative of the Yakama Nation (YN, lead agency) and a representative of the Washington Department of Fish and Wildlife (WDFW). The functions of the parties are described in an MOU between the YN and the WDFW. A Scientific and Technical Advisory Committee (STAC) consisting of one representative from each management entity reports to the Policy Group and provides technical input on policy and other issues. Additional committee's, such as the Monitoring Implementation and Planning Team (MIPT), serve at the discretion of STAC. The Policy Group and STAC meet periodically (usually monthly) to conduct the business of the YKFP. Although the YKFP is an all stocks initiative (BPA 1996), most effort to date has been directed at spring chinook salmon and coho salmon. This report is a compilation of the <span class="hlt">year</span>'s activities between August 1, 2002 and July 31, 2003. The Yakama Nation's portion of the YKFP is presented in another report. All findings should be considered preliminary until data collection is completed or the information is published in a peer-reviewed journal. Pearsons and Easterbrooks (2003) described last <span class="hlt">year</span>'s activities.</p> <div class="credits"> <p class="dwt_author">Pearsons, Todd N.; Easterbrooks, John A. (Washington Department of Fish and Wildlife, Olympia, WA)</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-09-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">295</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/963089"> <span id="translatedtitle">Comparative Survival Rate Study (CSS) of Hatchery PIT-tagged Chinook; Oregon Department of Fish and Wildlife, Annual Report <span class="hlt">2002-2003</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">We PIT-tagged juvenile spring chinook salmon reared at Lookingglass Hatchery in October 2002 as part of the Comparative Survival Rate Study (CSS) for migratory <span class="hlt">year</span> (MY) 2003. We tagged 20,950 Imnaha stock spring chinook salmon, and after mortality and tag loss, we allowed the remaining 20,904 fish to leave the acclimation pond at our Imnaha River satellite facility beginning 1 April 2003 to begin their seaward migration. The fish remaining in the pond were forced out on 15 April 2003. We tagged 20,820 Catherine Creek stock captive and conventional brood progeny spring chinook salmon, and after mortality and tag loss, we allowed the remaining 20,628 fish to leave the acclimation ponds at our Catherine Creek satellite facility beginning during two acclimation periods. The volitional release for the early acclimation group began 12 March 2003, and all remaining fish were forced out of the ponds on 23 March 2003. The volitional release for the late acclimation group began 31 March 2003, and all remaining fish were forced out of the ponds on 14 April 2003. We estimated survival rates, from release to Lower Granite Dam in MY 2003, for three stocks of hatchery spring chinook salmon tagged at Lookingglass Hatchery to determine their relative migration performance. Survival rates for the Imnaha River, Lostine River, and Catherine Creek stocks were 0.714, 0.557, and 0.350, respectively. We PIT-tagged 20,944 BY 2002 Imnaha River stock and 20,980 BY 2002 Catherine Creek stock captive and conventional brood progeny in October and November 2003 as part of the CSS for MY 2004. From tagging to January 28, 2004, the rates of mortality and tag loss for Imnaha River stock were 0.16% and 0.04%, respectively. Catherine Creek stock, during the same period, had rates of mortality and tag loss of 0.19% and 0.06%, respectively.</p> <div class="credits"> <p class="dwt_author">Jonasson, Brian</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-02-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">296</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/826157"> <span id="translatedtitle">Survival Estimates for the Passage of Juvenile Salmonids through Snake and Columbia River Dams and Reservoirs, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">In 2002, the National Marine Fisheries Service and the University of Washington completed the tenth <span class="hlt">year</span> of a study to estimate survival and travel time of juvenile salmonids (Oncorhynchus spp.) passing through dams and reservoirs on the Snake and Columbia Rivers. All estimates were derived from detections of fish tagged with passive integrated transponder tags (PIT tags). We PIT tagged and released a total of 19,891 hatchery steelhead at Lower Granite Dam. In addition, we utilized fish PIT tagged by other agencies at traps and hatcheries upstream from the hydropower system and sites within the hydropower system. PIT-tagged smolts were detected at interrogation facilities at Lower Granite, Little Goose, Lower Monumental, McNary, John Day, and Bonneville Dams and in the PIT-tag detector trawl operated in the Columbia River estuary. Survival estimates were calculated using a statistical model for tag-recapture data from single release groups (the ''Single-Release Model''). Primary research objectives in 2002 were to (1) estimate reach and project survival and travel time in the Snake and Columbia Rivers throughout the migration period of yearling chinook salmon O. tshawytscha and steelhead O. mykiss; (2) evaluate relationships between survival estimates and migration conditions; and (3) evaluate the survival-estimation models under prevailing conditions. This report provides reach survival and travel time estimates for 2002 for PIT-tagged yearling chinook salmon (hatchery and wild), hatchery sockeye salmon O. nerka, hatchery coho salmon O. kisutch, and steelhead (hatchery and wild) in the Snake and Columbia Rivers. Results are reported primarily in the form of tables and figures; details on methodology and statistical models used are provided in previous reports cited here. Results for summer-migrating chinook salmon will be reported separately.</p> <div class="credits"> <p class="dwt_author">Muir, William D.; Smith, Steven G.; Zabel, Richard W. (NOAA Fisheries, Northwest Fisheries Center, Seattle, WA)</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-07-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">297</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/19161544"> <span id="translatedtitle">Reconsidering childhood undernutrition: can birth spacing make a difference? An analysis of the <span class="hlt">2002-2003</span> El Salvador National Family Health Survey.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">It is well understood that undernutrition underpins much of child morbidity and mortality in less developed countries, but the causes of undernutrition are complex and interrelated, requiring a multipronged approach for intervention. This paper uses a subsample of 3853 children under age 5 from the most recent family health survey in El Salvador to examine the relationship between birth spacing and childhood undernutrition (stunting and underweight). While recent research and guidance suggest that birth spacing of three to five <span class="hlt">years</span> contributes to lower levels of infant and childhood mortality, little attention has been given to the possibility that short birth intervals have longer-term effects on childhood nutrition status. The analysis controls for clustering effects arising from siblings being included in the subsample, as well as variables that are associated with household resources, household structure, reproductive history and outcomes, and household social environment. The results of the multiple regression analyses find that in comparison to intervals of 36-59 months, birth intervals of less than 24 months and intervals of 24-35 months significantly increase the odds of stunting (<24 months Odds Ratio (OR) = 1.52; 95% confidence interval (CI): 1.21-1.92; 25-36 months OR = 1.30; 95% CI: 1.05-1.64). Other factors related to stunting and underweight include standard of living index quintile, child's age, mother's education, low birthweight, use of prenatal care, and region of the country where the child lives. Policy and program implications include more effective use of health services and outreach programs to counsel mothers on family planning, breastfeeding, and well child care. PMID:19161544</p> <div class="credits"> <p class="dwt_author">Gribble, James N; Murray, Nancy J; Menotti, Elaine P</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">298</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://lifeskillstraining.com/uploads/media/Science%20Direct%20June%202008%20PREVENTION%20NEWS.pdf"> <span id="translatedtitle">Substance use outcomes 5½ <span class="hlt">years</span> past baseline for partnership-based, family-<span class="hlt">school</span> preventive interventions</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This article reports adolescent substance use outcomes of universal family and <span class="hlt">school</span> preventive interventions 5½ <span class="hlt">years</span> past baseline. Participants were 1677 7th grade students from <span class="hlt">schools</span> (N=36) randomly assigned to the <span class="hlt">school</span>-based Life Skills Training plus the Strengthening Families Program: For Parents and Youth 10–14 (LST+SFP 10–14), LST-alone, or a control condition. Self-reports were collected at baseline, 6 months later</p> <div class="credits"> <p class="dwt_author">Richard L. Spoth; G. Kevin Randall; Linda Trudeau; Chungyeol Shin; Cleve Redmond</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">299</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/40598837"> <span id="translatedtitle">Does <span class="hlt">school</span> environment affect 11-<span class="hlt">year</span>-olds' fruit and vegetable intake in Denmark?</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">It is often found that adolescents eat too little fruit and vegetables. We examined the importance of <span class="hlt">school</span> for 11-<span class="hlt">year</span>-olds' daily intake measured by food frequency- and 24-h recall questionnaires in Danish data from the European 2003 Pro Children Survey. Multilevel logistic regression analyses included matched student–parent-<span class="hlt">school</span> questionnaire data (N=1410) from a random sample of 59 <span class="hlt">schools</span> and were conducted</p> <div class="credits"> <p class="dwt_author">Rikke Krølner; Pernille Due; Mette Rasmussen; Mogens Trab Damsgaard; Bjørn E. Holstein; Knut-Inge Klepp; John Lynch</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">300</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/57395993"> <span id="translatedtitle">Illegal Substance Use among Italian High <span class="hlt">School</span> Students: Trends over 11 <span class="hlt">Years</span> (1999–2009)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">PurposeTo monitor changes in habits in drug use among Italian high <span class="hlt">school</span> students.MethodsCross-sectional European <span class="hlt">School</span> Survey Project on Alcohol and Other Drugs (ESPAD) carried out in Italy annually for 11 <span class="hlt">years</span> (1999–2009) with representative samples of youth attending high <span class="hlt">school</span>. The sample size considered ranges from 15,752 to 41,365 students and response rate ranged from 85.5% to 98.6%. Data were</p> <div class="credits"> <p class="dwt_author">Sabrina Molinaro; Valeria Siciliano; Olivia Curzio; Francesca Denoth; Stefano Salvadori; Fabio Mariani</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_14");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> 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title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">301</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22maternity+AND+leave%22&pg=2&id=ED015034"> <span id="translatedtitle">LEAVE OF ABSENCE PRACTICES IN SOUTH DAKOTA <span class="hlt">SCHOOLS--SCHOOL</span> <span class="hlt">YEAR</span> 1964-65.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">IN ADDITION TO <span class="hlt">SCHOOL</span> POLICIES RELATING TO TEACHER LEAVES OF ABSENCE IN SOUTH DAKOTA, STATE BY STATE SUMMARIES OF EDUCATIONAL LEGISLATION REGARDING SICK LEAVE, MATERNITY LEAVE, AND SABBATICAL LEAVE ARE PRESENTED IN THIS DOCUMENT. OF THE 228 RESPONDING <span class="hlt">SCHOOLS</span> IN SOUTH DAKOTA, 215 REPORTED EXISTING SICK LEAVE POLICIES. THE MAJORITY OF RESPONDING…</p> <div class="credits"> <p class="dwt_author">South Dakota Education Association, Pierre.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">302</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=television+AND+in+AND+the+AND+classroom&pg=7&id=ED413879"> <span id="translatedtitle">Study of <span class="hlt">School</span> Uses of Television and Video. 1996-1997 <span class="hlt">School</span> <span class="hlt">Year</span> Summary Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This summary provides an overview of the findings from the 1997 Study of <span class="hlt">School</span> Uses of Television and Video, which surveyed principals (n=1,059) and teachers (n=1,285) throughout the U.S. The study analyzed key measures of the use of television and video for instruction in U.S. <span class="hlt">schools</span> in terms of availability of equipment, programming, support,…</p> <div class="credits"> <p class="dwt_author">Corporation for Public Broadcasting, Washington, DC.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">303</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://nces.ed.gov/pubs2001/overview/"> <span id="translatedtitle">Overview of Public Elementary and Secondary <span class="hlt">Schools</span> and Districts: <span class="hlt">School</span> <span class="hlt">Year</span> 1999-2000</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://nsdl.org/nsdl_dds/services/ddsws1-1/service_explorer.jsp">NSDL National Science Digital Library</a></p> <p class="result-summary">Here users will find information gleaned from the Common Core of Data (CCD) survey system about US public elementary and secondary <span class="hlt">schools</span> and local education agencies, 1999-2000. More than a dozen tables cover distribution of <span class="hlt">schools</span>, numbers of students, and student/ teacher ratios.</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate">2001-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">304</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=tacoma&pg=5&id=ED148971"> <span id="translatedtitle"><span class="hlt">Year</span>-End Evaluation, Emergency <span class="hlt">School</span> Aid Act (ESAA) 1976-77; Tacoma Public <span class="hlt">Schools</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This evaluation report for the 1976-77 Tacoma Public <span class="hlt">Schools</span> Emergency <span class="hlt">School</span> Aid Act (ESAA) program is organized around the six priority needs and eleven related objectives which were specified in the applications for funds. Each need and objective is listed along with related data. Conclusions about objective attainment are made in terms of…</p> <div class="credits"> <p class="dwt_author">Arneklev, Bruce L.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">305</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22branding%22&pg=4&id=EJ886596"> <span id="translatedtitle"><span class="hlt">School</span> Program Selection: Why <span class="hlt">Schools</span> Worldwide Choose the International Baccalaureate Middle <span class="hlt">Years</span> Program</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|<span class="hlt">School</span> improvement and reform efforts frequently involve the adoption of a new curriculum program. This article examines the factors that influence program selection when <span class="hlt">schools</span> have freedom to choose as opposed to having programs mandated by district, state, or national education authorities. Survey and document analysis are used to examine the…</p> <div class="credits"> <p class="dwt_author">Sperandio, Jill</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">306</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED539817.pdf"> <span id="translatedtitle"><span class="hlt">School</span>-Based Health Centers: National Census <span class="hlt">School</span> <span class="hlt">Year</span> 2004-05</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The National Assembly on <span class="hlt">School</span>-Based Health Care conducted the 2004-05 Census, the tenth count of <span class="hlt">school</span>-based health centers (SBHCs) since 1986, to: (1) provide a better understanding of the role of SBHCs in meeting the needs of underserved children and adolescents; (2) collect up-to-date data on demographics, staffing services, operations,…</p> <div class="credits"> <p class="dwt_author">Juszczak, Linda; Schlitt, John; Moore, Aisha</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">307</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22singh%22&pg=2&id=EJ726558"> <span id="translatedtitle">Promoting <span class="hlt">School</span> Achievement among American Indian Students throughout the <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|American Indian students as a population are not achieving high academic standards. Yet <span class="hlt">school</span> failure appears to be acquired rather than inherent at the onset of <span class="hlt">schooling</span>. Many researchers have reported that American Indian children function at an average range academically until the 4th grade; but by 10th grade, however, they are, on average,…</p> <div class="credits"> <p class="dwt_author">Powers, Kristin</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">308</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/962133"> <span id="translatedtitle">Chief Joseph Kokanee Enhancement Project; Strobe Light Deterrent Efficacy Test and Fish Behavior Determination at the Grand Coulee Dam Third Powerplant Forebay, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">Since 1995, the Confederated Tribes of the Colville Reservation (Colville Confederated Tribes) have managed the Chief Joseph Kokanee Enhancement Project as part of the Northwest Power Planning Council (NWPPC) Fish and Wildlife Program. Project objectives have focused on understanding natural production of kokanee (a land-locked sockeye salmon) and other fish stocks in the area above Grand Coulee and Chief Joseph Dams on the Columbia River. A 42-month investigation concluded that entrainment at Grand Coulee Dam ranged from 211,685 to 576,676 fish annually. Further analysis revealed that 85% of the total entrainment occurred at the dam's third powerplant. These numbers represent a significant loss to the tribal fisheries upstream of the dam. In response to a suggestion by the NWPPC Independent Scientific Review Panel, the scope of work for the Chief Joseph Kokanee Enhancement Project was expanded to include a multiyear pilot test of a strobe light system to help mitigate fish entrainment. This report details the work conducted during the second <span class="hlt">year</span> of the study by researchers of the Colville Confederated Tribes in collaboration with the Pacific Northwest National Laboratory. The 2002 study period extended from May 18 through July 30. The objective of the study was to determine the efficacy of a prototype strobe light system to elicit a negative phototactic response in kokanee and rainbow trout. The prototype system consisted of six strobe lights affixed to an aluminum frame suspended vertically underwater from a barge secured in the center of the entrance to the third powerplant forebay. The lights, controlled by a computer, were aimed to illuminate a specific region directly upstream of the barge. Three light level treatments were used: 6 of 6 lights on, 3 of 6 lights on, and all lights off. These three treatment conditions were applied for an entire 24-hr day and were randomly assigned within a 3-day block throughout the study period. A seven-transducer splitbeam hydroacoustic system was used to evaluate the effectiveness of the strobe lights in eliciting a negative phototactic response in fish. The transducers were deployed so they tracked fish entering and within the region illuminated by the strobe lights. Two of the seven transducers were mounted to the frame containing the strobe lights and were oriented horizontally. The remaining five transducers were spaced approximately 4 m apart on individual floating frames upstream of the barge, with the transducers looking vertically downward.</p> <div class="credits"> <p class="dwt_author">Johnson, R.; McKinstry, C.; Simmons, C. (Pacific Northwest National Laboratory)</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">309</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.osti.gov/scitech/servlets/purl/962132"> <span id="translatedtitle">Conceptual Spawning Habitat Model to Aid in ESA Recovery Plans for Snake River Fall Chinook Salmon, <span class="hlt">2002-2003</span> Annual Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p class="result-summary">The goal of this project is to develop a spawning habitat model that can be used to determine the physical habitat factors that are necessary to define the production potential for fall chinook salmon that spawn in large mainstem rivers like the Columbia River's Hanford Reach and Snake River. This project addresses RPA 155 in the NMFS 2000 Biological Opinion: Action 155: BPA, working with BOR, the Corps, EPA, and USGS, shall develop a program to: (1) Identify mainstem habitat sampling reaches, survey conditions, describe cause-and-effect relationships, and identify research needs; (2) Develop improvement plans for all mainstem reaches; and (3) Initiate improvements in three mainstem reaches. During FY 2003 we continued to collect and analyze information on fall chinook salmon spawning habitat characteristics in the Hanford Reach that will be used to address RPA 155, i.e., items 1-3 above. For example, in FY 2003: (1) We continued to survey spawning habitat in the Hanford Reach and develop a 2-dimensional hydraulic and habitat model that will be capable of predicting suitability of fall chinook salmon habitat in the Hanford Reach; (2) Monitor how hydro operations altered the physical and chemical characteristics of the river and the hyporheic zone within fall chinook salmon spawning areas in the Hanford Reach; (3) Published a paper on the impacts of the Columbia River hydroelectric system on main-stem habitats of fall chinook salmon (Dauble et al. 2003). This paper was made possible with data collected on this project; (4) Continued to analyze data collected in previous <span class="hlt">years</span> that will ultimately be used to identify cause-and-effect relationships and identify research needs that will assist managers in the improvement of fall chinook habitat quality in main-stem reaches. During FY 2004 we plan to: (1) Complete preliminary reporting and submit papers based on the results of the project through FY 2004. Although we have proposed additional analysis of data be conducted in FY 2005, we anticipate a significant number of key papers being prepared and submitted in FY 2004 which will go toward identifying the data gaps this RPA is intended to address; (2) Make available data from this project for use on Project 2003-038-00 ('Evaluate restoration potential of Snake River fall chinook salmon') which is a BPA-funded project that will start in FY 2004; and (3) Present results of our work at regional and national meetings in order to facilitate technology transfer and information sharing. The objective of this project is to define the production potential of fall chinook salmon that spawn in the Hanford Reach. We will provide fisheries and resource managers with the information they need to determine if the Hanford Reach fall chinook salmon population is indeed healthy, and whether this population will be capable of seeding other satellite populations in the future. We will accomplish this purpose by continuing our on-going research at determining the carrying capacity of the Hanford Reach for producing fall chinook salmon under current operational scenarios, and then begin an assessment of whether the Reach is functioning as a model of a normative river as is widely believed. The product of our research will be a better understanding of the key habitat features for mainstem populations of anadromous salmonids, as well as a better understanding of the measures that must be taken to ensure long-term protection of the Hanford Reach fall chinook population. Although the project was originally funded in FY 1994, it was significantly redefined in FY 2000. At that time five tasks were proposed to accomplish the project objective. The purpose of this progress report is to briefly describe the activities that have been completed on each of the five tasks from FY 2000 through FY 2003.</p> <div class="credits"> <p class="dwt_author">Geist, David (Pacific Northwest National Laboratory)</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-09-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">310</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/48412086"> <span id="translatedtitle">Staying Cool Across the First <span class="hlt">Year</span> of Middle <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">As students transition into middle <span class="hlt">school</span> they must successfully negotiate a new, larger peer context to attain or maintain\\u000a high social standing. The goal of this study was to examine the extent to which the maintenance, attainment, and loss of a\\u000a cool status over the course of the sixth grade is associated with student and classroom levels of physical, verbal,</p> <div class="credits"> <p class="dwt_author">Amy BellmoreVanessa; Vanessa M. Villarreal; Alice Y. Ho</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">311</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=CSR&pg=3&id=EJ825985"> <span id="translatedtitle">Comprehensive <span class="hlt">School</span> Reform Instructional Practices throughout a <span class="hlt">School</span> <span class="hlt">Year</span>: The Role of Subject Matter, Grade Level, and Time of <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Background/Context: The achievement effects of Comprehensive <span class="hlt">School</span> Reform (CSR) programs have been studied through the use of input-output models, in which type of CSR program is the input and student achievement is the output. Although specific programs have been found to be more effective and evaluated more than others, teaching practices in…</p> <div class="credits"> <p class="dwt_author">Wiley, Caroline H.; Good, Thomas L.; McCaslin, Mary</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">312</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/45539659"> <span id="translatedtitle">The Unequal Effect of Adequate <span class="hlt">Yearly</span> Progress: Evidence From <span class="hlt">School</span> Visits</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The authors report insights, based on annual site visits to elementary and middle <span class="hlt">schools</span> in three states from 2004 to 2006, into the incentive effect of the No Child Left Behind Act’s requirement that increasing percentages of students make Adequate <span class="hlt">Yearly</span> Progress (AYP) in every public <span class="hlt">school</span>. They develop a framework, drawing on the physics concept of an attractor basin,</p> <div class="credits"> <p class="dwt_author">Abigail B. Brown; Jack W. Clift</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">313</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www2.sbac.edu/~werned/DATA/RESEARCH/journals/Excep%20Children/outcomes%20of%20preschool%20inclusion.pdf"> <span id="translatedtitle">After Preschool Inclusion: Children's Educational Pathways Over the Early <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">A complex array of factors influences the implementation of inclusion within edu- cational systems. This article examines decision making regarding young children's participa- tion in inclusive programs. A qualitative design was employed to study influential factors over the course of a 5-<span class="hlt">year</span> period as children moved from inclusive preschool placements to elemen- tary <span class="hlt">school</span>. Family, classroom, <span class="hlt">school</span>, and societal influences</p> <div class="credits"> <p class="dwt_author">MARCI J. HANSON; EVA HORN; SUSAN SANDALL</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">314</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/EJ930166.pdf"> <span id="translatedtitle">Does <span class="hlt">Year</span> Round <span class="hlt">Schooling</span> Affect the Outcome and Growth of California's API Scores?</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This paper examined whether <span class="hlt">year</span> round <span class="hlt">schooling</span> (YRS) in California had an effect upon the outcome and growth of <span class="hlt">schools</span>' Academic Performance Index (API) scores. While many previous studies had examined the connection between YRS and academic achievement, most had lacked the statistical rigour required to provide reliable interpretations. As a…</p> <div class="credits"> <p class="dwt_author">Wu, Amery D.; Stone, Jake E.</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">315</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=interpersonal+AND+relationships&id=EJ956585"> <span id="translatedtitle">Teacher-Student Interpersonal Relationships and Academic Motivation within One <span class="hlt">School</span> <span class="hlt">Year</span>: Developmental Changes and Linkage</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary <span class="hlt">school</span> students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the <span class="hlt">school</span> <span class="hlt">year</span> was investigated. The data were collected 5…</p> <div class="credits"> <p class="dwt_author">Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">316</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/28994687"> <span id="translatedtitle">High <span class="hlt">School</span> Concussions in the 2008-2009 Academic <span class="hlt">Year</span>Mechanism, Symptoms, and Management</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Background: An estimated 136 000 concussions occur per academic <span class="hlt">year</span> in high <span class="hlt">schools</span> alone. The effects of repetitive concussions and the potential for catastrophic injury have made concussion an injury of significant concern for young athletes.Purpose: The objective of this study was to describe the mechanism of injury, symptoms, and management of sport-related concussions using the High <span class="hlt">School</span> Reporting Information</p> <div class="credits"> <p class="dwt_author">William P. Meehan; Pierre dHemecourt; R. Dawn Comstock</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">317</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www-all.cs.umass.edu/~gdk/pubs/langperfscs.pdf"> <span id="translatedtitle">Language performance at high <span class="hlt">school</span> and success in first <span class="hlt">year</span> computer science</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">We describe the first part of a study investigating the useful- ness of high <span class="hlt">school</span> language results as a predictor of success in first <span class="hlt">year</span> computer science courses at a university where students have widely varying English language skills. Our results indicate that contrary to the generally accepted view that achievement in high <span class="hlt">school</span> mathematics courses is the best individual</p> <div class="credits"> <p class="dwt_author">Sarah Rauchas; Benjamin Rosman; George Konidaris; Ian Sanders</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">318</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ineer.org/Events/ICEE2000/Proceedings/papers/WB1-3.pdf"> <span id="translatedtitle">Difficulties and Possibilities in the Design of First-<span class="hlt">Year</span> Design Courses in Architectural <span class="hlt">Schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This paper begins with a review of recent changes in curricular contents of first-<span class="hlt">year</span> design courses in major architectural <span class="hlt">schools</span>. This is based chiefly on the study of research papers and teaching materials offered by the <span class="hlt">schools</span>. Diversified approaches to basic design re-animate the debate of the role of design in architectural education and of the relationship between basic design</p> <div class="credits"> <p class="dwt_author">Min-Fu Hsu</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">319</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=school+AND+social+AND+work&pg=3&id=EJ724958"> <span id="translatedtitle"><span class="hlt">School</span> Social Work Case Characteristics, Services, and Dispositions: <span class="hlt">Year</span> One Results</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This article describes the results from the first <span class="hlt">year</span> of a longitudinal study of a <span class="hlt">school</span> social work caseload in a large midwestern <span class="hlt">school</span> district. The purpose of the investigation was to examine the relationship among case characteristics, types of services provided, and case dispositions. Data were collected using a management information…</p> <div class="credits"> <p class="dwt_author">Jonson-Reid, Melissa; Kontak, Dot; Citerman, Barbara; Essma, Angie; Fezzi, Nancy</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">320</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22secondary+AND+data%22&pg=3&id=EJ628817"> <span id="translatedtitle">Early Estimates of Public Elementary and Secondary Education Statistics: <span class="hlt">School</span> <span class="hlt">Year</span> 2000-2001.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Provides current-<span class="hlt">year</span> estimates of selected key statistics for public elementary and secondary <span class="hlt">schools</span>. Data from the National Center for Education Statistics Common Core of Data indicate enrollment, numbers of teachers, student/teacher ratios, high <span class="hlt">school</span> graduates, and education revenues and expenditures. (Author/SLD)</p> <div class="credits"> <p class="dwt_author">McDowell, Lena</p> <p class="dwt_publisher"></p> <p class="publishDate">2001-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_15");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> <a onClick='return 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src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">321</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED493057.pdf"> <span id="translatedtitle">Minnesota <span class="hlt">School</span> Readiness <span class="hlt">Year</span> Two Study: Developmental Assessment at Kindergarten Entrance, Fall 2003</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">A large and growing body of research supports the critical relationship between early childhood experiences and successful life-long outcomes. Assessing the readiness of children as they enter <span class="hlt">school</span> is a high priority. This report describes findings from <span class="hlt">Year</span> Two of the assessment of <span class="hlt">school</span> readiness with a larger random sample of children…</p> <div class="credits"> <p class="dwt_author">Minnesota Department of Education, 2004</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">322</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22managing+AND+stress%22&pg=2&id=ED379465"> <span id="translatedtitle">The International <span class="hlt">Year</span> of the Family. Family/<span class="hlt">School</span>/Community Partnership.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Developed in Florida during for the International <span class="hlt">Year</span> of the Family (IYF) 1994, this packet contains lesson plans and resource materials for activities designed to strengthen families. The lesson plans can be used in middle <span class="hlt">schools</span> and high <span class="hlt">schools</span>. Lesson plan topics are as follows: family wellness; commitment; communication; appreciation;…</p> <div class="credits"> <p class="dwt_author">Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">323</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/39191801"> <span id="translatedtitle">Sociodemographic correlates of food habits among <span class="hlt">school</span> adolescents (12–15 <span class="hlt">year</span>) in north Gaza Strip</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">BACKGROUND: There is little information about meal patterns and food consumption of adolescents in Palestine. The objective of this study was to describe the association between sociodemographic factors and food intake, and meal patterns among Palestinian <span class="hlt">school</span> adolescents (12–15 <span class="hlt">year</span>) in North Gaza Strip. METHODS: A cross-sectional study was conducted in 2002 comprising 944 subjects in 10 <span class="hlt">schools</span> in Gaza</p> <div class="credits"> <p class="dwt_author">Abdallah H Abudayya; Hein Stigum; Zumin Shi; Yehia Abed; Gerd Holmboe-Ottesen</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">324</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=hair+AND+care&pg=2&id=ED155376"> <span id="translatedtitle">Job Entry Level Competencies of a One <span class="hlt">Year</span> Barber <span class="hlt">School</span> Graduate. Final Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|To determine the competency level required of a one-<span class="hlt">year</span> graduate from barber <span class="hlt">school</span> and to obtain information that would enable vocational-technical <span class="hlt">schools</span> to plan their curriculum to better meet student barber needs, a survey was conducted in Wisconsin of 629 barber shop managers, 75 journeymen, and 200 apprentices. Picked at random, these…</p> <div class="credits"> <p class="dwt_author">Swerman, Richard A.; Wurtzel, Norbert K.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">325</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Gun+AND+Control&pg=2&id=ED449914"> <span id="translatedtitle">A <span class="hlt">Year</span> after Columbine: Public Looks to Parents More than <span class="hlt">Schools</span> To Prevent Violence.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|An April 2000 telephone survey queried a nationwide sample of 1,000 adults, including 283 parents of children ages 5 to 17 <span class="hlt">years</span>, concerning <span class="hlt">school</span> violence and other issues in the news. The vast majority of those surveyed said they believe it is the responsibility of parents to ensure that <span class="hlt">school</span> shootings, such as occurred at Columbine High…</p> <div class="credits"> <p class="dwt_author">Pew Research Center for the People and the Press, Washington, DC.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">326</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/42660015"> <span id="translatedtitle">Early <span class="hlt">Years</span> Literacy in Indian Urban <span class="hlt">Schools</span>: Structural, Social and Pedagogical Issues</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Literacy has been a crucial aspect of education as a human right for over 50 <span class="hlt">years</span>, but this basic right remains unassured for at least 700 million adults worldwide. In 1999, UNESCO acknowledged that <span class="hlt">schools</span> are not making the expected contribution to increasing national literacy rates or providing individuals with the literacy skills they need. The relationship between <span class="hlt">schooling</span> and</p> <div class="credits"> <p class="dwt_author">Caroline Dyer</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">327</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=EXAMINING+AND+PROTECTIVE+AND+FACTORS+AND+RISK+AND+FACTORS+AND+IN&id=EJ909775"> <span id="translatedtitle">Examining the Influence of Perceived Discrimination during African American Adolescents' Early <span class="hlt">Years</span> of High <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Research has identified successful transitions from middle to high <span class="hlt">school</span> as critical for students' academic success. Identifying risks and protective factors associated with challenge or success in the early <span class="hlt">years</span> of high <span class="hlt">school</span> is crucial, especially for African American students who are disproportionately represented in the ranks of…</p> <div class="credits"> <p class="dwt_author">Thompson, Aisha R.; Gregory, Anne</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">328</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22ABTS%22&pg=5&id=ED149428"> <span id="translatedtitle"><span class="hlt">Year</span>-Round <span class="hlt">Schools</span>. The Abt Associates Series in Social Policy Analysis.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The purpose of this book is to provide information about <span class="hlt">year</span>-round <span class="hlt">schools</span> (YRS) to those thinking about YRS as an educational option for their communities. The book includes a concise history of YRS and case studies of communities that have ventured to change their <span class="hlt">school</span> calendars. The authors discuss some of the issues that a change to YRS…</p> <div class="credits"> <p class="dwt_author">Shepard, Morris A.; Baker, Keith</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">329</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/37345892"> <span id="translatedtitle">Dissertation Research in <span class="hlt">School</span> Psychology: Changes in Topics and Methodology Over the Past 25 <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Eighty <span class="hlt">school</span> psychology programs offering training at the doctoral level were contacted with a request for lists of authors, titles, and abstracts of dissertations completed between the <span class="hlt">years</span> 2000 and 2007. Titles and abstracts from 1119 dissertations were reviewed to assess the interests and experiences of new researchers and practitioners in <span class="hlt">school</span> psychology and to compare recent trends to findings</p> <div class="credits"> <p class="dwt_author">Adam Lekwa; Jim Ysseldyke</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">330</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22huntington%22&pg=6&id=ED424773"> <span id="translatedtitle">Evaluation of the Family/<span class="hlt">School</span> Partnership Project, <span class="hlt">Year</span> III, 1996-97.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The report details the third-<span class="hlt">year</span> evaluation of a transitional bilingual education project at Chester W. Nimitz Middle <span class="hlt">School</span> in Huntington Park, California. The Family/<span class="hlt">School</span> Partnership Project is designed to assist limited English proficient students in mastering English skills to transition to regular classroom activities by integrating…</p> <div class="credits"> <p class="dwt_author">Kester, Donald L.; Plakos, John; Santos, Will</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">331</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/42317519"> <span id="translatedtitle">The First <span class="hlt">Year</span> at <span class="hlt">School</span>: A Quantitative Investigation of the Attainment and Progress of Pupils</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">In England children must start <span class="hlt">school</span> after their fifth birthday, but it is common for children to start when they are four in what is known as the Reception class. The Performance Indicators in Primary <span class="hlt">Schools</span> (PIPS) project collected data on 1700 pupils’ early mathematics and pre\\/early reading levels at the start and end of their Reception <span class="hlt">year</span>. The on?entry</p> <div class="credits"> <p class="dwt_author">Peter Tymms; Christine Merrell; Brian Henderson</p> <p class="dwt_publisher"></p> <p class="publishDate">1997-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">332</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22litterature%22&id=ED287902"> <span id="translatedtitle">General Information Bulletin: Grade 12 Diploma Examinations Program, <span class="hlt">School</span> <span class="hlt">Year</span> 1987-88.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This bulletin contains general guidelines on the Diploma Examinations Program required for all grade 12 students for the 1987-88 <span class="hlt">school</span> <span class="hlt">year</span> in Alberta, Canada. The grade 12 Diploma Examinations Program is an integral part of the high <span class="hlt">school</span> diploma requirements and is intended to develop and maintain excellence in educational standards through…</p> <div class="credits"> <p class="dwt_author">Alberta Dept. of Education, Edmonton. Student Evaluation and Records Branch.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">333</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.wef.org.au/files/newhorizons_volume108_carrington.pdf"> <span id="translatedtitle">Key themes and the future: Reflections on the Middle <span class="hlt">Years</span> of <span class="hlt">Schooling</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The middle <span class="hlt">years</span> of <span class="hlt">schooling</span> are the site of vibrant educational reform. This is exciting on a number of fronts: the development and implementation of innovative curriculum; the creation of robust teacher professional communities; and, a renewed focus on the relevance of educational research for classroom practice. Given the strength of middle <span class="hlt">schooling</span> reform in this country, it could be</p> <div class="credits"> <p class="dwt_author">Victoria Carrington</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">334</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/30841114"> <span id="translatedtitle"><span class="hlt">School</span> opportunities and physical activity frequency in nine <span class="hlt">year</span> old children</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Objective:  To examine the association between physical activity (PA) opportunities at <span class="hlt">school</span> and participation in PA outside of <span class="hlt">school</span>\\u000a physical education (PE) classes among 9 <span class="hlt">year</span> old children.\\u000a \\u000a \\u000a \\u000a Methods:  Data were obtained in a representative sample of 1 267 students nested within 69 <span class="hlt">schools</span> who completed questionnaires; principals\\u000a provided data on <span class="hlt">schools</span>. Students’ PA frequency was defined as all reported episodes of past</p> <div class="credits"> <p class="dwt_author">Tracie A. Barnett; Jennifer L. O’Loughlin; Lise Gauvin; Gilles Paradis; James Hanley; Jennifer J. McGrath; Marie Lambert</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">335</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/22836894"> <span id="translatedtitle">[How healthy are German <span class="hlt">schools</span>? Trends from the <span class="hlt">years</span> 2002 to 2010].</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">This study aims to analyse the time trends of several conditions of the <span class="hlt">school</span> environment (satisfaction with <span class="hlt">school</span>, <span class="hlt">school</span> demands, quality of instruction, classmate support) in Germany that are known to affect the health of pupils.We used the national German data of the Health-Behaviour in <span class="hlt">School</span>-aged Children (HBSC) studies conducted in the <span class="hlt">years</span> 2002, 2006 und 2010. The time trends of these four var-iables are described by using linear and logistic regression analyses considering survey <span class="hlt">year</span>, age group (11, 13, 15 <span class="hlt">years</span>), gender, and <span class="hlt">school</span> track as independent variables.We found an increase of the perceived quality of instruction and of the student's satisfaction with <span class="hlt">school</span> from the <span class="hlt">year</span> 2002 to the <span class="hlt">year</span> 2010. Furthermore, pupils report slightly less support from their classmates in the present survey compared to 2002. There are no changes in the reported demands.These trend results are discussed in the light of the impact of the PISA study and the efforts to implement settings-based health promoting <span class="hlt">schools</span> in Germany. PMID:22836894</p> <div class="credits"> <p class="dwt_author">Bilz, L; Melzer, W; Ritter, M</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-07-26</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">336</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ntis.gov/search/product.aspx?ABBR=PB2001103248"> <span id="translatedtitle">Reaching All Families. Creating Family-Friendly <span class="hlt">Schools</span>. Beginning of the <span class="hlt">School</span> <span class="hlt">Year</span> Activities.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ntis.gov/search/index.aspx">National Technical Information Service (NTIS)</a></p> <p class="result-summary">It is well known that when families, educators, and communities all work together, <span class="hlt">schools</span> get better and students get the high quality education they need to lead productive lives. Education is about discovering the special skills and talents of children...</p> <div class="credits"> <p class="dwt_author">O. C. Moles</p> <p class="dwt_publisher"></p> <p class="publishDate">2000-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">337</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=cafeteria+AND+food+AND+on+AND+schools&pg=2&id=EJ779790"> <span id="translatedtitle">Trimming the Fat in America's <span class="hlt">Schools</span>: Where Are We One <span class="hlt">Year</span> Following Implementation of Federally Mandated Local <span class="hlt">School</span> Wellness Plans (LSWPs)?</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This article presents the results of a survey by the <span class="hlt">School</span> Nutrition Association (SNA) on the <span class="hlt">year</span>-long adoption of wellness policies of 15,000 local <span class="hlt">schools</span> nationwide. Released September 5, SNA's "From Cupcakes to Carrots: Local Wellness Policies One <span class="hlt">Year</span> Later" was compiled from a survey of 976 <span class="hlt">school</span> nutrition directors conducted in May…</p> <div class="credits"> <p class="dwt_author">Curriculum Review, 2007</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">338</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.nasa.gov/audience/foreducators/topnav/schedule/programdescriptions/Destination_Tomorrow_Seven_9-Adult.html"> <span id="translatedtitle">NASA's Destination Tomorrow™: Program 7 (<span class="hlt">2002</span> - <span class="hlt">2003</span>)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://search.nasa.gov/search/advSearch.jsp">NASA Website</a></p> <p class="result-summary">NASA.gov brings you images, videos and interactive features from the unique perspective of America's space agency. Get the latest updates on NASA missions, subscribe to blogs, RSS feeds and podcasts, watch NASA TV live, or simply read about our ...</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">339</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.nasa.gov/audience/foreducators/topnav/schedule/programdescriptions/Destination_Tomorrow_Eight_9-Adult.html"> <span id="translatedtitle">NASA's Destination Tomorrow™: Program 8 (<span class="hlt">2002</span> - <span class="hlt">2003</span>)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://search.nasa.gov/search/advSearch.jsp">NASA Website</a></p> <p class="result-summary">NASA.gov brings you images, videos and interactive features from the unique perspective of America's space agency. Get the latest updates on NASA missions, subscribe to blogs, RSS feeds and podcasts, watch NASA TV live, or simply read about our ...</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">340</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/57787986"> <span id="translatedtitle">Rates of Non-Suicidal Self-Injury in High <span class="hlt">School</span> Students Across Five <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">It is believed that the rate of non-suicidal self-injury (NSSI) among high <span class="hlt">school</span> students is increasing. However, no known research has examined the rates of NSSI among non-clinical, high <span class="hlt">school</span> samples of adolescents across several <span class="hlt">years</span>. The current study utilized archival data from five academic <span class="hlt">years</span> [2001 to 2005 (N = 1393)] to address this limitation by examining the lifetime prevalence rates</p> <div class="credits"> <p class="dwt_author">Jennifer J. Muehlenkamp; Kirsten L. Williams; Peter M. Gutierrez; Laurence Claes</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_16");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> <a onClick='return showDiv("page_3");' href="#">3</a> <a onClick='return 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Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">341</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.springerlink.com/index/xw8121qr3x447152.pdf"> <span id="translatedtitle">Associations Between Changing Developmental Contexts and Risky Sexual Behavior in the Two <span class="hlt">Years</span> Following High <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The present study tested associations between common developmental contexts (relationship involvement, independent living,\\u000a college attendance, work) and risky sexual behavior (casual sex, inconsistent condom use, high-risk sex) across the 2 <span class="hlt">years</span>\\u000a following high <span class="hlt">school</span>. Data were drawn from the Raising Healthy Children project, and included 801 participants aged 18–21 <span class="hlt">years</span>.\\u000a Longitudinal analyses, which controlled for early sexual debut, high <span class="hlt">school</span> substance</p> <div class="credits"> <p class="dwt_author">Jennifer A. BaileyKevin; Kevin P. Haggerty; Helene R. White; Richard F. Catalano</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">342</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22wood+chip%22&id=ED411964"> <span id="translatedtitle">Off to a Good Start: Launching the <span class="hlt">School</span> <span class="hlt">Year</span>. Excerpts from the Responsive Classroom Newsletter No. 1.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Comprised of excerpts from the Responsive Classroom Newsletter, this book details practices for use during the beginning of the elementary <span class="hlt">school</span> <span class="hlt">year</span> to build a foundation for a successful <span class="hlt">school</span> <span class="hlt">year</span>. Chapter 1, "The First Six Weeks of <span class="hlt">School</span>: Building the Foundation for a Successful <span class="hlt">Year</span>" (Ruth Charney and Marlynn Clayton) introduces the social…</p> <div class="credits"> <p class="dwt_author">Northeast Foundation for Children, Greenfield, MA.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">343</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ntis.gov/search/product.aspx?ABBR=PB2007101849"> <span id="translatedtitle">Morbidity and Mortality Weekly Report, Vol. 55, No. 38, September 29, 2006. Sports-Related Injuries Among High <span class="hlt">School</span> Athletes, United States, 2005-06 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ntis.gov/search/index.aspx">National Technical Information Service (NTIS)</a></p> <p class="result-summary">Contents: Sports-Related Injuries Among High <span class="hlt">School</span> Athletes - United States, 2005-06 <span class="hlt">School</span> <span class="hlt">Year</span>; Chikungunya Fever Diagnosed Among International Travelers - United States, 2005-2006; Importance of Culture Confirmation of Shiga Toxin producing Escherichi...</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">344</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ntis.gov/search/product.aspx?ABBR=PB2008111060"> <span id="translatedtitle">Implementing a Highly Specified Curricular, Instructional, and Organizational <span class="hlt">School</span> Design in a High-Poverty, Urban Elementary <span class="hlt">School</span>: Three <span class="hlt">Year</span> Results. Report No. 20.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ntis.gov/search/index.aspx">National Technical Information Service (NTIS)</a></p> <p class="result-summary">This report provides background, implementation, and diverse outcome data from the first three <span class="hlt">years</span> of an ongoing effort to implement a highly specified <span class="hlt">school</span> reform design in a high-poverty, urban elementary <span class="hlt">school</span>. The design that is being implemented...</p> <div class="credits"> <p class="dwt_author">B. McHugh S. Stringfield</p> <p class="dwt_publisher"></p> <p class="publishDate">1998-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">345</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=social+AND+media+AND+impact+AND+children&pg=6&id=ED429663"> <span id="translatedtitle">Parenting through Play for <span class="hlt">School</span> Readiness: Interim Report of <span class="hlt">Year</span> One. Research Findings.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|A 2-<span class="hlt">year</span> project was undertaken to develop, test, and distribute a video-based program to train low-income parents in engaging their 3- to 5-<span class="hlt">year</span>-old children in highly motivating play techniques in order to enhance children's cognitive, social and motor skills for <span class="hlt">school</span> readiness. An evaluation was conducted of the <span class="hlt">Year</span> One phase of the…</p> <div class="credits"> <p class="dwt_author">Singer, Jerome L.; Singer, Dorothy G.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">346</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=happiness+AND+is+AND+goal&pg=4&id=ED113115"> <span id="translatedtitle">Happiness Is Bilingual Education for the Children in the San Luis Valley <span class="hlt">Schools</span>, <span class="hlt">School</span> <span class="hlt">Year</span> 1973-74.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The San Luis Valley Bilingual Bicultural Program was begun in 10 <span class="hlt">schools</span> at the kindergarten level. Each <span class="hlt">year</span> the next higher grade was to be implemented until the program was in existence from K-4. During 1972-73, there were 1,092 kindergarten and first grade children and 86 teaching staff participating in the program. Its primary goal was…</p> <div class="credits"> <p class="dwt_author">San Luis Valley Board of Cooperative Services, Alamosa, CO.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">347</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22klinefelter%22&pg=2&id=ED433317"> <span id="translatedtitle">Reflections of First-<span class="hlt">Year</span> Teachers on <span class="hlt">School</span> Culture: Questions, Hopes, and Challenges. New Directions for <span class="hlt">School</span> Leadership.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This collection of papers presents the reflections of five beginning public <span class="hlt">school</span> teachers from the greater Boston area on their first <span class="hlt">years</span> in teaching. They share lessons garnered from teaching, writing, and reflecting together on their introductory experiences. As their first months in teaching passed, they found themselves working in some…</p> <div class="credits"> <p class="dwt_author">Donaldson, Morgaen L., Ed.; Poon, Brian, Ed.</p> <p class="dwt_publisher"></p> <p class="publishDate">1999-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">348</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED507412.pdf"> <span id="translatedtitle">Improving Low-Performing <span class="hlt">Schools</span>: Lessons from Five <span class="hlt">Years</span> of Studying <span class="hlt">School</span> Restructuring Under No Child Left Behind</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report synthesizes findings from five <span class="hlt">years</span> of state-level research and local case studies of <span class="hlt">school</span> restructuring by the Center on Education Policy (CEP). The research reported here began in Michigan in the summer and fall of 2004 and gradually expanded to include five additional states--California, Georgia, Maryland, New York, and Ohio--as…</p> <div class="credits"> <p class="dwt_author">Scott, Caitlin</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">349</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=crystal+AND+growth&pg=3&id=ED422052"> <span id="translatedtitle">The Early <span class="hlt">Years</span>: Embracing the Challenges. 1997 Early <span class="hlt">Years</span> of <span class="hlt">Schooling</span> Conference Proceedings (Melbourne, Australia, July 20-21, 1997).</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">These conference proceedings comprise 19 papers and the plenary session presented at the Early <span class="hlt">Years</span> <span class="hlt">Schooling</span> Conference held in Melbourne, Australia. The plenary session was "A Developmental Approach to Teaching Young Children" conducted by Lilian Katz. The keynote addresses and breakout sessions were: (1) "Developmental Learning: How to Learn"…</p> <div class="credits"> <p class="dwt_author">Victoria Education Dept. (Australia).</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">350</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=music+AND+sport&pg=5&id=EJ553140"> <span id="translatedtitle">Change in Children's Competence Beliefs and Subjective Task Values across the Elementary <span class="hlt">School</span> <span class="hlt">Years</span>: A 3-<span class="hlt">Year</span> Study.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Change over three <span class="hlt">years</span> in the competence beliefs and subjective task values in the domains of reading, mathematics, instrumental music, and sports was studied with approximately 615 predominantly white, middle-class elementary <span class="hlt">school</span> children. There was moderate to strong stability in their beliefs. Exceptions and gender differences are…</p> <div class="credits"> <p class="dwt_author">Wigfield, Allan; Eccles, Jacquelynne S.; Yoon, Kwang Suk; Harold, Rena D.; Arbreton, Amy J. A.; Freedman-Doan, Carol; Blumenfeld, Phyllis C.</p> <p class="dwt_publisher"></p> <p class="publishDate">1997-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">351</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/23033753"> <span id="translatedtitle">Association of relative age effects in sports with number of <span class="hlt">years</span> in <span class="hlt">school</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">The present study investigated the association of the relative age effect, a biased distribution of birth dates, with a high <span class="hlt">school</span> versus university background in Japanese professional soccer and baseball players. The number of athletes born in the first quarter (April-June) was larger than the number born in the fourth quarter (January-March) for both soccer and baseball; however, the magnitude of the relative age effect differed with <span class="hlt">years</span> in <span class="hlt">school</span>. The skew of birth dates was stronger among players who only graduated high <span class="hlt">school</span> than those who graduated university or college. This phenomenon was confirmed in both baseball and soccer players. The findings suggest relative age effects in professional sports to be related to <span class="hlt">years</span> of age and <span class="hlt">years</span> in <span class="hlt">school</span>. PMID:23033753</p> <div class="credits"> <p class="dwt_author">Nakata, Hiroki; Sakamoto, Kiwako</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-08-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">352</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.self.ox.ac.uk/Conferences/2004_Vickers_Simpson_Fitzgerald_Dowson.pdf"> <span id="translatedtitle">Predictors of Adolescents' Academic Achievement and Engagement in <span class="hlt">School</span> (R)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Research conducted during 1999-2000 investigating adolescents at risk, led to the development of a short form questionnaire (ISM-S) specifically calibrated to distinguish between the intention to either complete or leave <span class="hlt">school</span>. Using the four subscales of this instrument (ISM-S) and obtaining teacher's ratings on the likelihood of students' intention to leave, research was conducted during <span class="hlt">2002-2003</span> on five hundred and</p> <div class="credits"> <p class="dwt_author">Margaret H. Vickers; Katrina B. Simpson; Tim Fitzgerald; Martin Dowson</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">353</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Cohen&id=EJ999534"> <span id="translatedtitle">Finnish Parental Involvement Ethos, Health Support, Health Education Knowledge and Participation: Results from a 2-<span class="hlt">Year</span> <span class="hlt">School</span> Health Intervention</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|A 2-<span class="hlt">year</span>, participatory action research <span class="hlt">school</span> health study focused on developing components for home-<span class="hlt">school</span> partnerships to support children's health learning process. Two intervention <span class="hlt">schools</span> implemented strengthened health and collaboration-orientated activities; two control <span class="hlt">schools</span> followed the national core curriculum without extracurricular…</p> <div class="credits"> <p class="dwt_author">Sormunen, Marjorita; Tossavainen, Kerttu; Turunen, Hannele</p> <p class="dwt_publisher"></p> <p class="publishDate">2013-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">354</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/39188251"> <span id="translatedtitle">The provision of compulsory <span class="hlt">school</span> physical activity: Associations with physical activity, fitness and overweight in childhood and twenty <span class="hlt">years</span> later</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">BACKGROUND: To determine whether the provision of higher levels of compulsory <span class="hlt">school</span> physical activity is associated with higher physical activity and fitness levels and less overweight in childhood and 20 <span class="hlt">years</span> later. METHODS: As part of the 1985 Australian <span class="hlt">Schools</span> Health and Fitness Survey, 109 <span class="hlt">schools</span> reported how much compulsory physical education (PE) and <span class="hlt">school</span> sport they provided and were</p> <div class="credits"> <p class="dwt_author">Verity Cleland; Terence Dwyer; Leigh Blizzard; Alison Venn</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">355</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22P92%22&pg=3&id=ED144765"> <span id="translatedtitle">Detroit Lakes Public <span class="hlt">Schools</span> (Detroit Lakes, Minnesota) Title IV, P.L. 92-318, End of <span class="hlt">Year</span> Evaluation, 1977.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|During the 1976-77 <span class="hlt">school</span> <span class="hlt">year</span>, the program's priorities were (1) to hire a Home <span class="hlt">School</span> Coordinator to provide counseling services for the child and to be a liaison between the <span class="hlt">school</span> and the home; (2) to hire Instructional Aides to work closely with the teacher providing any type of assistance which would make <span class="hlt">school</span> easier and more enjoyable…</p> <div class="credits"> <p class="dwt_author">Detroit Lakes Public Schools, Minn.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">356</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3524020"> <span id="translatedtitle">Assessment of dental caries predictors in 6-<span class="hlt">year</span>-old <span class="hlt">school</span> children - results from 5-<span class="hlt">year</span> retrospective cohort study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Background This was a retrospective cohort study undertaken to assess the rate and pattern of dental caries development in 6-<span class="hlt">year</span>-old <span class="hlt">school</span> children followed-up for a period of 5 <span class="hlt">years</span>, and to identify baseline risk factors that were associated with 5 <span class="hlt">years</span> caries experience in Malaysian children. Methods This 5-<span class="hlt">years</span> retrospective cohort study comprised primary <span class="hlt">school</span> children initially aged 6 <span class="hlt">years</span> in 2004. Caries experience of each child was recorded annually using World Health Organization criteria. The rates of dental caries were recorded in prevalence and incidence density of carious lesions from baseline to final examination. Risk assessment was done to assess relative risk for caries after 5 <span class="hlt">years</span> in children with baseline caries status. Simple and multiple logistic regression analysis were performed to identify significant independent risk factors for caries. Results The sample consisted of 1830 <span class="hlt">school</span> children. All components of DMFT showed significant differences between baseline and final examination. Filled teeth (FT) component of the DMFT showed the greatest increases. Results revealed the initial baseline caries level in permanent dentition was a strong predictor for future caries after 5 <span class="hlt">years</span> (RR=3.78, 95% CI=3.48-4.10, P<0.001). Logistic regression analysis showed significant association between caries occurrence and residence (urban/rural) (OR=1.80, P<0.001). However, it was not significantly associated with gender and ethnicity. The incidence density of caries, affected persons (IDp) observed from baseline and after 5 <span class="hlt">years</span> was 5.80 persons/100 person-<span class="hlt">year</span> of observation. The rate of new caries-affected tooth (IDt) in the period from baseline and after 5-<span class="hlt">years</span> was 0.76 teeth/100 teeth-<span class="hlt">year</span> of observation. Conclusion The majority of 12-<span class="hlt">year</span>-old <span class="hlt">school</span> children (70%) were caries-free and most of the caries were concentrated in only a small proportion (30%) of them. We found that the presence of caries in permanent teeth at the age of 6 <span class="hlt">years</span> was a strong predictor of future caries development in this population. The strong evidence of early permanent teeth caries at six <span class="hlt">years</span> old to predict future caries incidence at 12-<span class="hlt">year</span>-olds, which could be obtained at almost no cost, questions the need for and cost-effectiveness of expensive technology-based commercial caries predictions kits.</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">357</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/59088048"> <span id="translatedtitle">Evaluating Interrelate's <span class="hlt">School</span> Education Programs: Moving Into the Teen <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Moving Into The Teen <span class="hlt">Years</span> (MITTY) is one of six relationship and sexuality education programs delivered by Interrelate Family Centres. It involves a series of four 90-minute class-based sessions (with a take-home workbook to encourage parental engagement). It is designed to enhance <span class="hlt">Year</span> 6 students’ self-esteem, communication and decision-making skills, to provide in-depth information about boys’ and girls’ bodies, the</p> <div class="credits"> <p class="dwt_author">Sallie Newell; Wendy Britt; Anne Graham</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">358</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22deepwater+horizon%22+OR+%22BP+Oil+Spill%22+OR+%22Gulf+Oil+Spill%22+OR+DWH+OR+%22Gulf+of+Mexico+oil+spill%22+OR+MC252+OR+MC-252+OR+%22MC+252%22+OR+Macondo&pg=3&id=EJ319359"> <span id="translatedtitle">Prospective Longitudinal Study of Superior Cognitive Readiness for <span class="hlt">School</span>, from 1 <span class="hlt">Year</span> to 7 <span class="hlt">Years</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The cognitive development of a group of children who, at age six, were more than one standard deviation above the mean on a culture-fair measure is described. The relationship of influences at discrete time points which impinge on measures of mental attainment at elementary <span class="hlt">school</span> entry is schematized. (DWH)</p> <div class="credits"> <p class="dwt_author">Jordan, Thomas E.</p> <p class="dwt_publisher"></p> <p class="publishDate">1985-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">359</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22financial+AND+accounting%22&pg=3&id=ED158238"> <span id="translatedtitle">Summary Highlights; Maryland Accountability Program Report, <span class="hlt">Year</span> II, <span class="hlt">School</span> <span class="hlt">Year</span> 1975-1976.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The statewide (Maryland) educational accountability plan described in this report was adopted in 1973 and called for the development and establishment of the following: statewide goals in reading, writing, and mathematics; local goals and objectives in each of 24 <span class="hlt">school</span> systems in conformance with state goals; a comprehensive and uniform statewide…</p> <div class="credits"> <p class="dwt_author">Maryland State Dept. of Education, Baltimore.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">360</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2629044"> <span id="translatedtitle">Shoulder Injuries Among United States High <span class="hlt">School</span> Athletes During the 2005-2006 and 2006-2007 <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Context: The shoulder is one of the most commonly injured body sites among athletes. Little previous research describes shoulder injury patterns in high <span class="hlt">school</span> athletes. Objective: To describe and compare shoulder injury rates and patterns among high <span class="hlt">school</span> athletes in 9 sports (football, soccer, basketball, baseball, and wrestling for boys and soccer, volleyball, basketball, and softball for girls). Design: Prospective injury surveillance study. Setting: Injury data were collected from 100 nationally representative US high <span class="hlt">schools</span> via High <span class="hlt">School</span> Reporting Information Online. Patients or Other Participants: Athletes from participating high <span class="hlt">schools</span> injured while involved in a <span class="hlt">school</span>-sanctioned practice or competition in 1 of the above sports during the 2005–2006 and 2006–2007 <span class="hlt">school</span> <span class="hlt">years</span>. Main Outcome Measure(s): Shoulder injury rates, diagnoses, severity, and mechanisms. Results: During the 2005–2006 and 2006–2007 <span class="hlt">school</span> <span class="hlt">years</span>, athletes in this study sustained 805 shoulder injuries during 3?550?141 athlete-exposures (AEs), for an injury rate of 2.27 shoulder injuries per 10?000 AEs. This corresponds to an estimated 232?258 shoulder injuries occurring nationwide during this time. Shoulder injuries were more likely to occur during competition than practice (rate ratio ?=? 3.01, 95% confidence interval ?=? 2.62, 3.46). Shoulder injury rates per 10?000 AEs were highest in football (5.09), wrestling (4.34), and baseball (1.90). Common shoulder injury diagnoses included sprains/strains (39.6%), dislocations/separations (23.7%), contusions (11.5%), and fractures (6.6%). Although 44.8% of athletes sustaining a shoulder injury returned to play in less than 1 week, 22.9% were out of play for more than 3 weeks, and 6.2% of shoulder injuries required surgery. Common mechanisms of shoulder injury included player-to-player contact (57.6%) and contact with the playing surface (22.8%). Conclusions: High <span class="hlt">school</span> shoulder injury rates and patterns varied by sport. Continued surveillance is warranted to understand trends and patterns over time and to develop and evaluate evidence-based preventive interventions.</p> <div class="credits"> <p class="dwt_author">Bonza, John E; Fields, Sarah K; Yard, Ellen E; Dawn Comstock, R</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_17");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> 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showDiv("page_25");' href="#">25</a> </span> </span> <a id="NextPageLink" onclick='return showDiv("page_20");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">361</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2704173"> <span id="translatedtitle">Oral health status of 12-<span class="hlt">year</span>-old <span class="hlt">school</span> children in Khartoum state, the Sudan; a <span class="hlt">school</span>-based survey</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Background Few studies have investigated the prevalence of dental caries among <span class="hlt">school</span> children in the past decades in Sudan rendering it difficult to understand the status and pattern of oral health. Methods A <span class="hlt">school</span>-based survey was conducted using stratified random cluster sampling in Khartoum state, Sudan. Data was collected through interviews and clinical examination by a single examiner. DMFT was measured according to WHO criteria. Gingival index (GI) of Loe & Silness and Plaque index (PI) of Silness & Loe were used. Results The mean DMFT for 12-<span class="hlt">year</span>-olds was found to be 0.42 with a significant caries index (SiC) of 1.4. Private <span class="hlt">school</span> attendees had significantly higher DMFT (0.57) when compared to public <span class="hlt">school</span> attendees (0.4). The untreated caries prevalence was 30.5%. In multivariate analysis caries experience (DMFT > 0) was found to be significantly and directly associated with socioeconomic status. The mean GI for the six index teeth was found to be 1.05 (CI 1.03 – 1.07) and the mean PI was 1.30 (CI 1.22 – 1.38). Conclusion The prevalence of caries was found to be low. The <span class="hlt">school</span> children with the higher socioeconomic status formed the high risk group.</p> <div class="credits"> <p class="dwt_author">Nurelhuda, Nazik Mostafa; Trovik, Tordis Agnete; Ali, Raouf Wahab; Ahmed, Mutaz Faisal</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">362</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.merga.net.au/documents/RP632007.pdf"> <span id="translatedtitle">Students' Emerging Algebraic Thinking in the Middle <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">There is a strong case for arguing that the application of relational thinking to solve number sentences embodies features of mathematical thinking that are centrally important to algebra. This study investigates how well students in <span class="hlt">Years</span> 5, 6, and 7 in three countries were able to use relational thinking to solve different types of number sentences. There were other students</p> <div class="credits"> <p class="dwt_author">Max Stephens</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">363</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Torsten&pg=7&id=EJ454538"> <span id="translatedtitle">Oral Tests in Swedish <span class="hlt">Schools</span>: A Five-<span class="hlt">Year</span> Experiment.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Looks at the large-scale experiments on the testing of oral proficiency in English, French, and German that have been carried out over the last five <span class="hlt">years</span> in the Swedish gymnasium. Various kinds of tasks and different grading criteria have been used, and the practical problems of scheduling and of teacher training have been discussed. (nine…</p> <div class="credits"> <p class="dwt_author">Lindblad, Torsten</p> <p class="dwt_publisher"></p> <p class="publishDate">1992-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">364</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Moroccan+AND+education&pg=6&id=ED219463"> <span id="translatedtitle">Some Effects of Stress during Grade <span class="hlt">School</span> <span class="hlt">Years</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This paper summarizes research findings which suggest that 6 to 11 <span class="hlt">year</span> olds may be more vulnerable to environmental crises than younger or older youths. A survey of Moroccan immigrants in Israel and France found that those aged 6-ll at the time of immigration had a smaller percentage admitted to college than those aged 0-5 and 12 and over when…</p> <div class="credits"> <p class="dwt_author">Inbar, Michael</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">365</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/16617579"> <span id="translatedtitle">Changes of adolescents' defence mechanisms during the first <span class="hlt">year</span> of high <span class="hlt">school</span> education.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">The goal of this study was to analyse the defence mechanism's changes during adolescent's adaptation to the new <span class="hlt">schooling</span> terms at the first <span class="hlt">year</span> in high <span class="hlt">school</span>. Sample of 266 students, mean age 15, have been included in the research. Kellerman's Life Style Questionnaire (LSQ) was administred for measuring defence mechanisms at the beginning and at the end of the <span class="hlt">school</span> <span class="hlt">year</span>. Results show that regression and reactive formation are changing at most; regression raises (p < 0.005) while reactive formation decreases (p < 0.000). Boys used repression, while girls reactive formation more frequently in both measuring. Displacement was 'male" defence in the first measuring; but at repeated measuring this difference in sex vanished. The sources of anxiety can be found partly in new <span class="hlt">school</span> environment and in adolescent's effort to "solve the problem" with sexual impulses and aggression using different sets of defences. PMID:16617579</p> <div class="credits"> <p class="dwt_author">Graovac, Mirjana; Pernar, Mirjana; Moro, Ljiljana; Petri?, Daniela; Ruzi?, Klementina; Girotto, Igor; Franciskovi?, Tanja</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-03-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">366</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Church&id=EJ908439"> <span id="translatedtitle">Shaping Attitude toward Christianity among <span class="hlt">Year</span> Seven Pupils: The Influence of Sex, Church, Home and Primary <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study set out to examine the differences in attitude toward Christianity among <span class="hlt">year</span> seven secondary <span class="hlt">school</span> pupils who had undertaken their primary education either in a Church of England voluntary aided <span class="hlt">school</span> or a non-denominational state-maintained <span class="hlt">school</span>. Data were provided by 492 <span class="hlt">year</span>-seven pupils attending three Church of England…</p> <div class="credits"> <p class="dwt_author">Swindells, Tracy; Francis, Leslie J.; Robbins, Mandy</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">367</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3778644"> <span id="translatedtitle">Impact of <span class="hlt">school</span>-based oral health education program on oral health of 12 and 15 <span class="hlt">years</span> old <span class="hlt">school</span> children</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Background: Health education for the <span class="hlt">school</span> age child is a specialized field within the broad discipline of education. Oral health education program are educational aspects of any curative, preventive and promotional health activity. Aim: The study has been undertaken to evaluate the impact of oral health education on the status of plaque, gingival health and dental caries among 12 and 15 <span class="hlt">years</span> old children attending government <span class="hlt">school</span> in Shimla city. Materials and Methods: Two hundred and seventy six <span class="hlt">school</span> children participated in the study. The study was conducted over a period of 4 months from May 2010 to August 2010 in Government Senior Secondary <span class="hlt">School</span>, Sanjauli. Plaque, gingival and caries status was assessed by using Silness and Loe plaque index, Loe and Silness gingival index and WHO modified DMFT index, respectively. Data was analyzed using the software SPSS version 15. Paired t-test and Wilcoxon signed rank sum test were used appropriately for statistical comparisons. P value ?0.05 was considered statistically significant. Results: Overall mean plaque score and gingival score decreased significantly after oral health education irrespective of gender. However, decrease in plaque score among 15 <span class="hlt">years</span> old female children and gingival scores among 12 and 15 <span class="hlt">years</span> old female subjects was not significant. Difference in mean caries status was statistically insignificant among all the subjects. Conclusion: Short term oral health education program may be useful in improving oral hygiene and gingival health. Coordinating efforts should be enhanced between <span class="hlt">school</span> personnel, parents and health professionals to ensure long-term benefits of such program.</p> <div class="credits"> <p class="dwt_author">Bhardwaj, Vinay Kumar; Sharma, Kapil Rajiv; Luthra, Rajeshwar Prasad; Jhingta, Pravesh; Sharma, Deepak; Justa, Ashish</p> <p class="dwt_publisher"></p> <p class="publishDate">2013-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">368</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=IQ+AND+change&pg=7&id=EJ916968"> <span id="translatedtitle">Patterns of Change in Children with Autism Spectrum Disorders Who Received Community Based Comprehensive Interventions in Their Pre-<span class="hlt">School</span> <span class="hlt">Years</span>: A Seven <span class="hlt">Year</span> Follow-Up Study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|There are few long-term follow-up studies of children with Autism Spectrum Disorders (ASD) who attended intensive intervention programmes in their pre-<span class="hlt">school</span> <span class="hlt">years</span>. Thirty-six children with ASD enrolled in relatively intensive, specialist pre-<span class="hlt">school</span> programmes (minimum of 15 h intervention per week for 2 <span class="hlt">years</span> at a mean age of 3.4 <span class="hlt">years</span>) were…</p> <div class="credits"> <p class="dwt_author">Magiati, Iliana; Moss, Joanna; Charman, Tony; Howlin, Patricia</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">369</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/21474361"> <span id="translatedtitle"><span class="hlt">School</span> level correlates with adiposity in 9-10 <span class="hlt">year</span> old children.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">We examined the associations between the physical, social, and policy environments of <span class="hlt">schools</span> and adiposity in 9-10 <span class="hlt">year</span> old children in Norfolk, UK. The relationships between 56 <span class="hlt">school</span>-level variables and Fat Mass Index (FMI; fat mass (kg)/height (m(2))) were investigated among 1724 well characterised children from 92 <span class="hlt">schools</span> in this cross-sectional study. After stepwise removal of variables from multilevel linear regression models stratified by gender, only three variables were significantly associated with FMI. Among girls, attending a <span class="hlt">school</span> with more pupils in the <span class="hlt">year</span> group was associated with lower FMI, and attending a <span class="hlt">school</span> with better cycle provision was associated with higher FMI. In boys being allowed to eat any food at break-time was associated with higher FMI. There was some evidence of moderation of the relationship between cycle provision and FMI by urban-rural location. These data suggest that few <span class="hlt">school</span> factors are associated with FMI, and provide limited pointers to inform potential future <span class="hlt">school</span>-based interventions to reduce obesity. PMID:21474361</p> <div class="credits"> <p class="dwt_author">Harrison, Flo; Bentham, Graham; Jones, Andrew P; Cassidy, Aedín; van Sluijs, Esther M F; Griffin, Simon J</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-28</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">370</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1450044"> <span id="translatedtitle">Admissions processes for five <span class="hlt">year</span> medical courses at English <span class="hlt">schools</span>: review</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Objective To describe the current methods used by English medical <span class="hlt">schools</span> to identify prospective medical students for admission to the five <span class="hlt">year</span> degree course. Design Review study including documentary analysis and interviews with admissions tutors. Setting All <span class="hlt">schools</span> (n = 22) participating in the national expansion of medical <span class="hlt">schools</span> programme in England. Results Though there is some commonality across <span class="hlt">schools</span> with regard to the criteria used to select future students (academic ability coupled with a “well rounded” personality demonstrated by motivation for medicine, extracurricular interests, and experience of team working and leadership skills) the processes used vary substantially. Some <span class="hlt">schools</span> do not interview; some shortlist for interview only on predicted academic performance while those that shortlist on a wider range of non-academic criteria use various techniques and tools to do so. Some <span class="hlt">schools</span> use information presented in the candidate's personal statement and referee's report while others ignore this because of concerns over bias. A few <span class="hlt">schools</span> seek additional information from supplementary questionnaires filled in by the candidates. Once students are shortlisted, interviews vary in terms of length, panel composition, structure, content, and scoring methods. Conclusion The stated criteria for admission to medical <span class="hlt">school</span> show commonality. Universities differ greatly, however, in how they apply these criteria and in the methods used to select students. Different approaches to admissions should be developed and tested.</p> <div class="credits"> <p class="dwt_author">Parry, Jayne; Mathers, Jonathan; Stevens, Andrew; Parsons, Amanda; Lilford, Richard; Spurgeon, Peter; Thomas, Hywel</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">371</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/SeasoningTheSchoolYear/"> <span id="translatedtitle">Seasoning for the <span class="hlt">School</span> <span class="hlt">Year</span>: A Recipe for Success</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://nsdl.org/nsdl_dds/services/ddsws1-1/service_explorer.jsp">NSDL National Science Digital Library</a></p> <p class="result-summary">This unit is part of the Intel Corporation Innovation in Education site, dedicated to integrating technology in classrooms and providing tools and resources for educators. In this <span class="hlt">year</span>-long unit, students observe the changes that trees and the Earth go through seasonally including the weather, day length, and their own habits. This unit contains a summary, curriculum framing questions to begin the unit, instructional procedures, links for more resources, technology needed for the unit, and assessment ideas.</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">372</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.springerlink.com/index/08w407t227526j79.pdf"> <span id="translatedtitle">Students' conceptions of science across the <span class="hlt">years</span> of <span class="hlt">schooling</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The altermative frameworks movement has in the last ten to fifteen <span class="hlt">years</span> emphasised that having knowledge of the variety of\\u000a ways students conceptualise science assists teachers to apply their science knowledge together with their teaching and learning\\u000a knowledge most appropriately. Using a phenomenographic research approach, this study examined students' conceptions of the\\u000a nature of science. Categories of description about how</p> <div class="credits"> <p class="dwt_author">Sarah J. Stein; Campbell J. McRobbie</p> <p class="dwt_publisher"></p> <p class="publishDate">1997-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">373</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED497132.pdf"> <span id="translatedtitle">Numbers and Types of Public Elementary and Secondary <span class="hlt">Schools</span> from the Common Core of Data: <span class="hlt">School</span> <span class="hlt">Year</span> 2005-06. First Look. NCES 2007-354</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents findings on the numbers and types of public elementary and secondary <span class="hlt">schools</span> in the United States and other jurisdictions in the 2005-06 <span class="hlt">school</span> <span class="hlt">year</span>, using data from the Public Elementary/Secondary <span class="hlt">School</span> Universe Survey of the Common Core of Data (CCD) survey system. Data are presented on: (1) the number of operating public…</p> <div class="credits"> <p class="dwt_author">Hoffman, Lee</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">374</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED518608.pdf"> <span id="translatedtitle">Numbers and Types of Public Elementary and Secondary <span class="hlt">Schools</span> from the Common Core of Data: <span class="hlt">School</span> <span class="hlt">Year</span> 2009-10. First Look. NCES 2011-345</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents findings on the numbers and types of public elementary and secondary <span class="hlt">schools</span> in the United States and the territories in the 2009-10 <span class="hlt">school</span> <span class="hlt">year</span>, using data from the Public Elementary/Secondary <span class="hlt">School</span> Universe Survey of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by…</p> <div class="credits"> <p class="dwt_author">Chen, Chen-Su</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">375</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED502312.pdf"> <span id="translatedtitle">Public <span class="hlt">School</span> Graduates and Dropouts from the Common Core of Data: <span class="hlt">School</span> <span class="hlt">Year</span> 2005-06. First Look. NCES 2008-353</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents the number of high <span class="hlt">school</span> graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public <span class="hlt">schools</span> in <span class="hlt">school</span> <span class="hlt">year</span> 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of…</p> <div class="credits"> <p class="dwt_author">Stillwell, Robert; Hoffman, Lee</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">376</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED510766.pdf"> <span id="translatedtitle">Numbers and Types of Public Elementary and Secondary <span class="hlt">Schools</span> from the Common Core of Data: <span class="hlt">School</span> <span class="hlt">Year</span> 2008-09. First Look. NCES 2010-345</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents findings on the numbers and types of public elementary and secondary <span class="hlt">schools</span> in the United States and other jurisdictions in the 2008-09 <span class="hlt">school</span> <span class="hlt">year</span>, using data from the Public Elementary/Secondary <span class="hlt">School</span> Universe Survey of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported…</p> <div class="credits"> <p class="dwt_author">Chen, Chen-Su</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">377</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED531594.pdf"> <span id="translatedtitle">Numbers and Types of Public Elementary and Secondary <span class="hlt">Schools</span> from the Common Core of Data: <span class="hlt">School</span> <span class="hlt">Year</span> 2010-11. First Look. NCES 2012-325</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents findings on the numbers and types of public elementary and secondary <span class="hlt">schools</span> in the United States and other jurisdictions in the 2010-11 <span class="hlt">school</span> <span class="hlt">year</span>, using data from the Public Elementary/Secondary <span class="hlt">School</span> Universe Survey of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported…</p> <div class="credits"> <p class="dwt_author">Keaton, Patrick</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">378</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Gun+AND+Control&pg=5&id=ED518697"> <span id="translatedtitle">Report on the Implementation of the Gun-Free <span class="hlt">Schools</span> Act in the States and Outlying Areas: <span class="hlt">School</span> <span class="hlt">Year</span> 2001-2002. Final Report</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The Gun-Free <span class="hlt">Schools</span> Act (GFSA) requires that each state or outlying area receiving federal funds under the Elementary and Secondary Education Act (ESEA) have a law that requires all local educational agencies (LEAs) in the state or outlying area to expel from <span class="hlt">school</span> for at least one <span class="hlt">year</span> any student found bringing a firearm to <span class="hlt">school</span>. Their…</p> <div class="credits"> <p class="dwt_author">Gray-Adams, Karen; Sinclair, Beth</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">379</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.asian-efl-journal.com/sept_03_ok.pdf"> <span id="translatedtitle">The relationship of <span class="hlt">school</span> <span class="hlt">year</span>, sex and proficiency on the use of learning strategies in learning English of Korean junior high <span class="hlt">school</span> students</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The present study investigated the use of language learning strategies of 325 Korean secondary <span class="hlt">school</span> students of English as a foreign language, 163 boys and 162 girls with a consideration of variables such as sex, <span class="hlt">school</span> <span class="hlt">year</span>, and proficiency in grammar, specifically the use of prepositions. The subjects were attending a boys' or a girls' middle <span class="hlt">school</span> in Pusan, Korea.</p> <div class="credits"> <p class="dwt_author">Lee Kyung Ok</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">380</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=The+Case+of+More+Guns+AND+More+Gun+Control&pg=5&id=ED483022"> <span id="translatedtitle">Report on the State/Territory Implementation of the Gun-Free <span class="hlt">Schools</span> Act, <span class="hlt">School</span> <span class="hlt">Year</span> 1999-2000. Final Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The Gun-Free <span class="hlt">Schools</span> Act (GFSA) requires that each state or territory receiving federal funds under the Elementary and Secondary Education Act (ESEA) have a state law that requires all local educational agencies (LEAs) in the state or territory to expel from <span class="hlt">school</span> for at least one <span class="hlt">year</span> any student found bringing a firearm to <span class="hlt">school</span>. (See…</p> <div class="credits"> <p class="dwt_author">Gray, Karen; Sinclair, Beth</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_18");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> <a onClick='return 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<a onClick='return showDiv("page_11");' href="#">11</a> <a onClick='return showDiv("page_12");' href="#">12</a> <a onClick='return showDiv("page_13");' href="#">13</a> <a onClick='return showDiv("page_14");' href="#">14</a> <a onClick='return showDiv("page_15");' href="#">15</a> <a onClick='return showDiv("page_16");' href="#">16</a> <a onClick='return showDiv("page_17");' href="#">17</a> <a onClick='return showDiv("page_18");' href="#">18</a> <a onClick='return showDiv("page_19");' href="#">19</a> <a style="font-weight: bold;">20</a> <a onClick='return showDiv("page_21");' href="#">21</a> <a onClick='return showDiv("page_22");' href="#">22</a> <a onClick='return showDiv("page_23");' href="#">23</a> <a onClick='return showDiv("page_24");' href="#">24</a> <a onClick='return showDiv("page_25");' href="#">25</a> </span> </span> <a id="NextPageLink" onclick='return showDiv("page_21");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">381</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=italy&pg=2&id=ED520584"> <span id="translatedtitle">The Catholic <span class="hlt">School</span> under Scrutiny: Ten <span class="hlt">Years</span> of Research in Italy (1998-2008)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This book delineates the evolution of the Study Centre for Catholic <span class="hlt">Schools</span> (CSSC) in its first ten <span class="hlt">years</span> of existence since its foundation in 1998 by the Italian Bishops' Conference. The volume is divided into three main sections. The first outlines the context and the activity of the CSSC during ten <span class="hlt">years</span>: the role, the functions, the tasks and…</p> <div class="credits"> <p class="dwt_author">Malizia, Guglielmo; Cicatelli, Sergio</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">382</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22give+up%22&pg=2&id=EJ898750"> <span id="translatedtitle">Start the <span class="hlt">School</span> <span class="hlt">Year</span> with Community Building and Testing-Prep</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Testing throws off classroom schedules any time of <span class="hlt">year</span>. It can be especially disruptive during the first weeks of <span class="hlt">school</span>, when teachers are establishing ordinary classroom procedures and building a sense of classroom community. The relaxed, safe atmosphere that teachers seek to establish at the beginning of the <span class="hlt">year</span> can be threatened by the…</p> <div class="credits"> <p class="dwt_author">Anderson, Mike</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">383</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=start&id=EJ985231"> <span id="translatedtitle">Profiles of <span class="hlt">School</span> Readiness among Four-<span class="hlt">Year</span>-Old Head Start Children</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study uses the Family and Child Experiences Survey (FACES) data from 1997 to investigate the degree to which child, family, classroom, teacher, and Head Start program characteristics are related to children's <span class="hlt">school</span> readiness and continued development over the four-<span class="hlt">year</span>-old Head Start <span class="hlt">year</span>. Latent class analyses were used to examine the…</p> <div class="credits"> <p class="dwt_author">Halle, Tamara G.; Hair, Elizabeth C.; Wandner, Laura D.; Chien, Nina C.</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">384</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Music+AND+involvement+AND+grades&pg=5&id=ED339234"> <span id="translatedtitle">Review of the Fourth <span class="hlt">Year</span> of the Partial Immersion Program at Key Elementary <span class="hlt">School</span>, Arlington, Virginia.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The fourth <span class="hlt">year</span> of the partial immersion program in grades one through four at Key Elementary <span class="hlt">School</span> (Arlington, VA), where half the day is taught in English and half in Spanish, is reported. Eight teachers and 85 students are involved in the 4 classes. As in other <span class="hlt">years</span>, the "special" classes (music, physical education, and library) are…</p> <div class="credits"> <p class="dwt_author">Rhodes, Nancy C.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">385</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Italy&pg=2&id=ED520584"> <span id="translatedtitle">The Catholic <span class="hlt">School</span> under Scrutiny: Ten <span class="hlt">Years</span> of Research in Italy (1998-2008)</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This book delineates the evolution of the Study Centre for Catholic <span class="hlt">Schools</span> (CSSC) in its first ten <span class="hlt">years</span> of existence since its foundation in 1998 by the Italian Bishops' Conference. The volume is divided into three main sections. The first outlines the context and the activity of the CSSC during ten <span class="hlt">years</span>: the role, the functions, the tasks and…</p> <div class="credits"> <p class="dwt_author">Malizia, Guglielmo; Cicatelli, Sergio</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">386</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=sexual+AND+relationships+AND+of+AND+teens&pg=5&id=ED525644"> <span id="translatedtitle">The First <span class="hlt">Year</span> Out: Understanding American Teens after High <span class="hlt">School</span>. Morality and Society Series</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first <span class="hlt">year</span> after high <span class="hlt">school</span>. But the reality is really quite different. As Tim Clydesdale reports in "The First <span class="hlt">Year</span> Out", teenagers generally manage the increased responsibilities of everyday life immediately after…</p> <div class="credits"> <p class="dwt_author">Clydesdale, Tim</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">387</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Morality+AND+the+AND+good+AND+life&id=ED525644"> <span id="translatedtitle">The First <span class="hlt">Year</span> Out: Understanding American Teens after High <span class="hlt">School</span>. Morality and Society Series</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first <span class="hlt">year</span> after high <span class="hlt">school</span>. But the reality is really quite different. As Tim Clydesdale reports in "The First <span class="hlt">Year</span> Out", teenagers generally manage the increased responsibilities of everyday life immediately after…</p> <div class="credits"> <p class="dwt_author">Clydesdale, Tim</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">388</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=ESL&pg=5&id=EJ839774"> <span id="translatedtitle">Marginalization or Collaboration: First <span class="hlt">Year</span> ESL Teachers & the Middle <span class="hlt">School</span> Context</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study emerged out of a <span class="hlt">year</span>-long narrative ethnography that investigated the first <span class="hlt">year</span> of ESL teachers. It describes key personal, contextual, and structural factors that influenced the teachers' professional beliefs and practices. The focus of this study centers on the conversations of three middle <span class="hlt">school</span> ESL teachers during new teacher…</p> <div class="credits"> <p class="dwt_author">George, Courtney</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">389</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ntis.gov/search/product.aspx?ABBR=PB2012108365"> <span id="translatedtitle">Impacts of a Violence Prevention Program for Middle <span class="hlt">Schools</span>. Findings After 3 <span class="hlt">Years</span> of Implementation.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ntis.gov/search/index.aspx">National Technical Information Service (NTIS)</a></p> <p class="result-summary">This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle <span class="hlt">schools</span>. This report provides findings from the second and third <span class="hlt">years</span> of the 3-<span class="hlt">year</span> intervention. The U.S. Department of E...</p> <div class="credits"> <p class="dwt_author">C. Ringwalt J. Blitstein J. Williams L. Dusenbury S. Silvia W. Hansen</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">390</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=university+AND+students+AND+time+AND+management&id=EJ936176"> <span id="translatedtitle">Academic Achievement in First-<span class="hlt">Year</span> University: Who Maintains Their High <span class="hlt">School</span> Average?</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The present study investigates the characteristics which differentiate between first-<span class="hlt">year</span> university students who maintain their high <span class="hlt">school</span> averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first <span class="hlt">year</span> at one of six Canadian Universities, which varied in size…</p> <div class="credits"> <p class="dwt_author">Wintre, Maxine Gallander; Dilouya, Barry; Pancer, S. Mark; Pratt, Michael W.; Birnie-Lefcovitch, Shelly; Polivy, Janet; Adams, Gerald</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">391</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.merga.net.au/documents/RP202005.pdf"> <span id="translatedtitle">The Value of Play to Enhance Mathematical Learning in the Middle <span class="hlt">Years</span> of <span class="hlt">Schooling</span> 1</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The value of play has been well established in the early <span class="hlt">years</span> of <span class="hlt">schooling</span>, however in the <span class="hlt">years</span> that follow, a transmission approach where th e learner is 'drilled' in mathematical concepts and processes often dominates the curricul um (Von Glasersfeld, 1992a). This paper identifies the need for rethinking the approa ch to mathematics learning in this phase of development</p> <div class="credits"> <p class="dwt_author">Rosemaree Caswell</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">392</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.sparkpe.org/resultsMcKenzie.pdf"> <span id="translatedtitle">Evaluation of a Two-<span class="hlt">Year</span> Middle-<span class="hlt">School</span> Physical Education Intervention: M-SPAN</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">MCKENZIE, T. L., J. F. SALLIS, J. J. PROCHASKA, T. L. CONWAY, S. J. MARSHALL, and P. ROSENGARD. Evaluation of a Two-<span class="hlt">Year</span> Middle-<span class="hlt">School</span> Physical Education Intervention: M-SPAN. Med. Sci. Sports Exerc., Vol. 36, No. 8, pp. 1382-1388, 2004. Purpose: <span class="hlt">School</span> physical education (PE) is highly recommended as a means of promoting physical activity, and randomized studies of health-related PE interventions</p> <div class="credits"> <p class="dwt_author">THOMAS L. MCKENZIE; JAMES F. SALLIS; JUDITH J. PROCHASKA; TERRY L. CONWAY; SIMON J. MARSHALL; PAUL ROSENGARD</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">393</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/57120241"> <span id="translatedtitle">Trends in Concussion Incidence in High <span class="hlt">School</span> Sports: A Prospective 11<span class="hlt">Year</span> Study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Background: Understanding the risk and trends of sports-related concussion among 12 scholastic sports may contribute to concussion detection, treatment, and prevention.Purpose: To examine the incidence and relative risk of concussion in 12 high <span class="hlt">school</span> boys’ and girls’ sports between academic <span class="hlt">years</span> 1997-1998 and 2007-2008.Study Design: Descriptive epidemiology study.Methods: Data were prospectively gathered for 25 <span class="hlt">schools</span> in a large public high</p> <div class="credits"> <p class="dwt_author">Andrew E. Lincoln; Shane V. Caswell; Jon L. Almquist; Reginald E. Dunn; Joseph B. Norris; Richard Y. Hinton</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">394</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.schoolcounselor.org/files/11-4-262%20Dollarhide.pdf"> <span id="translatedtitle">New Counselors' Leadership Efforts in <span class="hlt">School</span> Counseling: Themes from a <span class="hlt">Year</span>Long Qualitative Study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Leadership requires long-term commitment and a long-range vision of the future. As <span class="hlt">school</span> counselors are called on to provide leadership, it becomes important to understand the temporal context of <span class="hlt">school</span> counsel- ing leadership. To accomplish this, a <span class="hlt">year</span>-long quali- tative study was designed in which the authors inter- viewed five new counselors who agreed to engage in leadership. In this</p> <div class="credits"> <p class="dwt_author">Kelli A. Saginak</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">395</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/34608721"> <span id="translatedtitle">Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary <span class="hlt">school</span> <span class="hlt">years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The aim of this study was, firstly, to explore the development of primary <span class="hlt">school</span> children’s metacognitive knowledge from preschool\\u000a to the 2nd grade and the development of their text comprehension skill from the 1st grade to the 3rd grade. Secondly, the\\u000a developmental dynamics between metacognitive knowledge (MCK) and text comprehension skill (CS) across the first three <span class="hlt">school</span>\\u000a <span class="hlt">years</span> were investigated.</p> <div class="credits"> <p class="dwt_author">Tiina Annevirta; Eero Laakkonen; Riitta Kinnunen; Marja Vauras</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">396</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED450920.pdf"> <span id="translatedtitle">Children Entering <span class="hlt">School</span> Ready To Learn: <span class="hlt">School</span> Readiness Baseline Information. Preliminary Report, <span class="hlt">School</span> <span class="hlt">Year</span> 2000-01.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">In order to better establish baseline information on the social, physical, linguistic, and cognitive skills of children entering Maryland kindergartens, the state selected the Work Sampling System (WSS), a component of the Maryland Model for <span class="hlt">School</span> Readiness, as the early childhood assessment system for evaluating entering kindergartners' skills…</p> <div class="credits"> <p class="dwt_author">Maryland State Dept. of Education, Baltimore.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">397</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2595889"> <span id="translatedtitle">The early <span class="hlt">years</span> of coeducation at the Yale University <span class="hlt">School</span> of Medicine.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">The Yale <span class="hlt">School</span> of Medicine began accepting women as candidates for the degree of medicine in the fall of 1916. This decision was consistent with the trend in medical education at the time. While Yale was not the first prestigious Eastern medical <span class="hlt">school</span> to admit women, joining Johns Hopkins (1893) and the University of Pennsylvania (1914), it was not one of the last. Columbia University College of Physicians and Surgeons admitted women a <span class="hlt">year</span> later, but Harvard Medical <span class="hlt">School</span> held out until 1945. The <span class="hlt">years</span> 1916--1920 saw the number of women enrolled in medical <span class="hlt">school</span> almost double. Yale's decision to admit women seems to have been made with little resistance from the faculty. The final decision was made through the encouragement and financial help of Henry Farnam, a professor of economics at Yale, who agreed to pay for the women's bathrooms. His daughter, Louise, was in the first class of women. At graduation she was awarded the highest scholastic honors, the Campbell Gold Prize. From Yale she travelled to the Yale-sponsored medical <span class="hlt">school</span> in Changsha, China, where she became the first female faculty member, a position she held for twelve <span class="hlt">years</span>. The impressions of Ella Clay Wakeman Calhoun, the only woman to graduate in the second class of women, are presented here. Since 1916 the Yale <span class="hlt">School</span> of Medicine has undergone extensive physical and philosophical changes, developments in which women have participated.</p> <div class="credits"> <p class="dwt_author">Baserga, S. J.</p> <p class="dwt_publisher"></p> <p class="publishDate">1980-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">398</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/36917414"> <span id="translatedtitle">Change in Children’s Competence Beliefs and Subjective Task Values Across the Elementary <span class="hlt">School</span> <span class="hlt">Years</span>: A 3<span class="hlt">Year</span> Study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The authors assessed change over 3 <span class="hlt">years</span> in elementary <span class="hlt">school</span> children’s competence beliefs and subjective task value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children’s beliefs, especially older children’s competence beliefs. The relation of children’s</p> <div class="credits"> <p class="dwt_author">Allan Wigfield; Jacquelynne S. Eccles; Kwang Suk Yoon; Rena D. Harold; Amy J. A. Arbreton; Carol Freedman-Doan; Phyllis C. Blumenfeld</p> <p class="dwt_publisher"></p> <p class="publishDate">1997-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">399</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED489567.pdf"> <span id="translatedtitle">Public Elementary and Secondary Students, Staff, <span class="hlt">Schools</span>, and <span class="hlt">School</span> Districts: <span class="hlt">School</span> <span class="hlt">Year</span> 2003-04. E.D. TAB. NCES 2006-307</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents information about public elementary and secondary education for the 2003-04 <span class="hlt">school</span> <span class="hlt">year</span>. The data were provided by state education agencies through the Common Core of Data (CCD) survey system, a universe data collection that includes the 50 states, the District of Columbia, the Bureau of Indian Affairs, Department of Defense…</p> <div class="credits"> <p class="dwt_author">Hoffman, Lee; Sable, Jennifer</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">400</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED484188.pdf"> <span id="translatedtitle">Public Elementary and Secondary Students, Staff, <span class="hlt">Schools</span>, and <span class="hlt">School</span> Districts: <span class="hlt">School</span> <span class="hlt">Year</span> 2002?03. E.D. TAB. NCES 2005-314</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents information about public elementary and secondary education for the 2002-03 <span class="hlt">school</span> <span class="hlt">year</span>. The data were provided by state education agencies through the Common Core of Data (CCD) survey system. Discussion of data is limited to the 50 states and the District of Columbia and excludes the Bureau of Indian Affairs, Department of…</p> <div class="credits"> <p class="dwt_author">Hoffman, Lee; Sable, Jennifer; Naum, Julia; Gray, Dell</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_19");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" 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id="NextPageLink" onclick='return showDiv("page_22");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">401</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=overcrowding&pg=4&id=ED517178"> <span id="translatedtitle">"Focus" on the Alternative <span class="hlt">School</span> Calendar: <span class="hlt">Year</span>-Round <span class="hlt">School</span> Programs and Update on the Four-Day <span class="hlt">School</span> Week. Challenge to Lead</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In recent <span class="hlt">years</span>, lean economic conditions have led to state and local agency budget cuts, including reductions to elementary and secondary education. To compensate for less state funding and decreasing local revenues, many state legislatures have passed policy and funding bills that give <span class="hlt">school</span> systems more latitude in making finance and program…</p> <div class="credits"> <p class="dwt_author">Dixon, Asenith</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">402</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22giannetti%22&id=ED448930"> <span id="translatedtitle">The Roller-Coaster <span class="hlt">Years</span>: Raising Your Child through the Maddening yet Magical Middle <span class="hlt">School</span> <span class="hlt">Years</span>. A Comprehensive Guide for Parents of 10- to 15-<span class="hlt">Year</span>-Olds.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Intended for parents of 10- to 15-<span class="hlt">year</span>-olds, this book is a guide to mastering the ups and downs of early adolescence. The book draws together the latest information from experts, supported and advised by the National Middle <span class="hlt">School</span> Association, and insights from surveys of parents, teachers, and the children themselves to cover every facet of the…</p> <div class="credits"> <p class="dwt_author">Giannetti, Charlene C.; Sagarese, Margaret</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">403</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://adsabs.harvard.edu/abs/2003IJSEd..25.1313V"> <span id="translatedtitle">Fostering thinking through science in the early <span class="hlt">years</span> of <span class="hlt">schooling</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p class="result-summary">The purpose of this research was to investigate and describe concrete examples of <span class="hlt">Year</span> 1 students engaged in good thinking and to generate assertions about the ways teachers can foster habits of good thinking through science. The research design was a multiple case study of 32 lessons, of which four are analysed in detail in this paper. The results suggest that young children engaged in good thinking are likely to explain and demonstrate their ideas and actions and to make suggestions for solving problems. Children engaged in good thinking also are likely to highlight discrepancies, adopt new ideas, and work collaboratively. The results indicate that teachers can foster habits of good thinking through science; first, by accepting difficulty as an integral part of the learning process, second, by encouraging children to explain and talk about their ideas and, finally, by creating an environment where thinking is a valued classroom process.</p> <div class="credits"> <p class="dwt_author">Venville, Grady; Adey, Philip; Larkin, Shirley; Robertson, Anne; Fulham, Hammersmith</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-11-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">404</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2911122"> <span id="translatedtitle">Typologies of Family Functioning and Children's Adjustment During the Early <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, we charted the implications for patterns of family functioning for children’s developmental trajectories of adjustment in the <span class="hlt">school</span> context across the early <span class="hlt">school</span> <span class="hlt">years</span>. Two-hundred and thirty-four kindergarten children (129 girls and 105 boys; mean age of 6.0 <span class="hlt">years</span> (SD = .50) at Wave 1) and their parents participated in this multimethod, three-<span class="hlt">year</span> longitudinal investigation. As expected, latent class analyses extracted three primary typologies of functioning including: (a) cohesive, (b) enmeshed, and (c) disengaged families. Furthermore, family patterns were differentially associated with children’s maladaptive adjustment trajectories in the <span class="hlt">school</span> context. The findings highlight the developmental utility of incorporating pattern-based approaches to family functioning.</p> <div class="credits"> <p class="dwt_author">Sturge-Apple, Melissa L.; Davies, Patrick T.; Cummings, E. Mark</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">405</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/20636698"> <span id="translatedtitle">Typologies of family functioning and children's adjustment during the early <span class="hlt">school</span> <span class="hlt">years</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children's developmental trajectories of adjustment in the <span class="hlt">school</span> context across the early <span class="hlt">school</span> <span class="hlt">years</span>. Two-hundred thirty-four kindergarten children (129 girls and 105 boys; mean age = 6.0 <span class="hlt">years</span>, SD = 0.50 at Wave 1) and their parents participated in this multimethod, 3-<span class="hlt">year</span> longitudinal investigation. As expected, latent class analyses extracted 3 primary typologies of functioning including: (a) cohesive, (b) enmeshed, and (c) disengaged families. Furthermore, family patterns were differentially associated with children's maladaptive adjustment trajectories in the <span class="hlt">school</span> context. The findings highlight the developmental utility of incorporating pattern-based approaches to family functioning. PMID:20636698</p> <div class="credits"> <p class="dwt_author">Sturge-Apple, Melissa L; Davies, Patrick T; Cummings, E Mark</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">406</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/49657401"> <span id="translatedtitle">Patterns of change in children with Autism Spectrum Disorders who received community based comprehensive interventions in their pre-<span class="hlt">school</span> <span class="hlt">years</span>: A seven <span class="hlt">year</span> follow-up study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">There are few long-term follow-up studies of children with Autism Spectrum Disorders (ASD) who attended intensive intervention programmes in their pre-<span class="hlt">school</span> <span class="hlt">years</span>. Thirty-six children with ASD enrolled in relatively intensive, specialist pre-<span class="hlt">school</span> programmes (minimum of 15h intervention per week for 2 <span class="hlt">years</span> at a mean age of 3.4 <span class="hlt">years</span>) were assessed after 2 <span class="hlt">years</span> (mean age 5.5 <span class="hlt">years</span>) and again</p> <div class="credits"> <p class="dwt_author">Iliana Magiati; Joanna Moss; Tony Charman; Patricia Howlin</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">407</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=staying+AND+at+AND+home&pg=3&id=ED458013"> <span id="translatedtitle">Homeschooling Almanac, <span class="hlt">2002-2003</span>: How To Start, What To Do, Where To Go, Who To Call, Web Sites, Products, Catalogs, Teaching Supplies, Support Groups, Conferences, and More! Prima Home Learning Library.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This almanac is intended for parents who are considering home <span class="hlt">schooling</span> or who are already home <span class="hlt">schooling</span> and want to expand and obtain more resources, and for non-home-<span class="hlt">schooling</span> parents who want educational resources to supplement their child's education at home. Part 1 of the almanac presents background information into what home <span class="hlt">schooling</span> is…</p> <div class="credits"> <p class="dwt_author">Leppert, Mary; Leppert, Michael</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">408</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/20432599"> <span id="translatedtitle">How adolescent empathy and prosocial behavior change in the context of <span class="hlt">school</span> culture: a two-<span class="hlt">year</span> longitudinal study.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">To study changes in empathy, prosocial behavior, and <span class="hlt">school</span> culture, 30 students were examined twice within two <span class="hlt">years</span>.Two samples were employed to ensure a wide range of <span class="hlt">school</span> culture perceptions; students were in a traditional high <span class="hlt">school</span> or a Just Community <span class="hlt">School</span>. Nonparametric bootstrap resampling methods were used to test for differences between <span class="hlt">schools</span> and between <span class="hlt">years</span> one and two. Just Community students perceived their <span class="hlt">school</span>'s culture as more positive than traditional high <span class="hlt">school</span> students but no differences in empathy or prosocial behavior were found between <span class="hlt">schools</span>. Change scores in <span class="hlt">school</span> culture were correlated with change scores in empathy but not with prosocial behavior. This suggests that changes in empathy might require more opportunities for adolescents to exercise cognitive and emotional responsiveness in their day-to-day lives. PMID:20432599</p> <div class="credits"> <p class="dwt_author">Barr, Jason J; Higgins-D'Alessandro, Ann</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">409</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=6&id=EJ933221"> <span id="translatedtitle">Mastery of Fundamental Movement Skills among 6-<span class="hlt">Year</span>-Old Flemish Pre-<span class="hlt">School</span> Children</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The purpose of this study was to assess mastery of Fundamental Movement Skills (FMS) in 6- to 6.5-<span class="hlt">year</span>-old Flemish pre-<span class="hlt">school</span> children. The subjects were 236 6-<span class="hlt">year</span>-old children (138 boys, 98 girls; mean age 6 <span class="hlt">years</span> 2.4 months, SD 2.4). Children were individually assessed with the Motoriktest fur Vier- bis Sechsjahrige Kinder (MOT 4-6) in four…</p> <div class="credits"> <p class="dwt_author">Vandaele, Bart; Cools, Wouter; de Decker, Steve; de Martelaer, Kristine</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">410</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/42317705"> <span id="translatedtitle">The effect of teacher influence at <span class="hlt">school</span> on first-<span class="hlt">year</span> teacher attrition: A multilevel analysis of the <span class="hlt">Schools</span> and Staffing Survey for 1999–2000</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This paper studied the effect of perceived teacher influence over <span class="hlt">school</span> policy on first-<span class="hlt">year</span> teacher attrition. Data came from the National Center for Education Statistics' <span class="hlt">Schools</span> and Staffing Survey 1999 – 2000 and Teacher Follow-up Survey 2000 – 2001. First-<span class="hlt">year</span> teacher status and teacher influence over <span class="hlt">school</span> policy were related to teachers' odds of leaving the teaching profession in a weighted hierarchical generalized linear</p> <div class="credits"> <p class="dwt_author">Xiaofeng Steven Liu</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">411</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=body+AND+composition&id=EJ965075"> <span id="translatedtitle">Limited Effects of a 2-<span class="hlt">Year</span> <span class="hlt">School</span>-Based Physical Activity Intervention on Body Composition and Cardiorespiratory Fitness in 7-<span class="hlt">Year</span>-Old Children</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The aim of this study was to assess the effects of a 2-<span class="hlt">year</span> cluster-randomized physical activity and dietary intervention program among 7-<span class="hlt">year</span>-old (at baseline) elementary <span class="hlt">school</span> participants on body composition and objectively measured cardiorespiratory fitness. Three pairs of <span class="hlt">schools</span> were selected and matched, then randomly selected as either…</p> <div class="credits"> <p class="dwt_author">Magnusson, Kristjan Thor; Hrafnkelsson, Hannes; Sigurgeirsson, Ingvar; Johannsson, Erlingur; Sveinsson, Thorarinn</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">412</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=toilet&id=EJ697259"> <span id="translatedtitle">Perceptions of <span class="hlt">School</span> Toilets as a Cause for Irregular Toilet Habits among Schoolchildren Aged 6 to 16 <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Irregular bladder and bowel habits can contribute to urinary and bowel problems. Schoolchildren undergoing treatment for these problems often do not follow the recommendation of regular toilet visits at <span class="hlt">school</span>, claiming negative perceptions of <span class="hlt">school</span> toilets. This study examined 6- to 16-<span class="hlt">year</span>-old schoolchildren's perceptions of <span class="hlt">school</span> toilets and…</p> <div class="credits"> <p class="dwt_author">Lundblad, Barbro; Hellstrom, Anna-Lena</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">413</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=dusty&pg=2&id=ED521908"> <span id="translatedtitle">The Impact of Scheduling Changes on Student Achievement at Gunning Bedford Middle <span class="hlt">School</span>: A One-<span class="hlt">Year</span> Review</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Gunning Bedford Middle <span class="hlt">School</span> is one of the largest middle <span class="hlt">schools</span> in the State of Delaware. Demographically, its students are very diverse. In the past five <span class="hlt">years</span>, the student population trend has changed as the area has grown. Like many <span class="hlt">schools</span> in Delaware and around the nation, Gunning Bedford has a gap in the achievement of its students.…</p> <div class="credits"> <p class="dwt_author">Blakey, D. Dusty</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">414</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED505978.pdf"> <span id="translatedtitle">Uses of Formal and Informal Assessments of English Language Learners in a Language Experience Class, <span class="hlt">School</span> <span class="hlt">Year</span> 2007-2008</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This paper will compare the uses of selected formal and informal assessments of English language learners (ELLs) in the Language Experience class [TRANSLANGEXP7(&8)-008] at Kimball Middle <span class="hlt">School</span>, Illinois <span class="hlt">School</span> District U-46, Elgin, Illinois, during <span class="hlt">school</span> <span class="hlt">year</span> 2007- 2008. See figure 1 (page 14) for a graphic display of these assessments and…</p> <div class="credits"> <p class="dwt_author">Montgomery, Joel R.</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">415</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Hershel&pg=3&id=ED056792"> <span id="translatedtitle">An Investigation of Attitudes Among Potential Dropouts from Minority Groups During Their Freshman <span class="hlt">Year</span> in High <span class="hlt">School</span>. Final Report.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Because of high dropout rates and high minority concentrations within the Casa Grande, Arizona, Union High <span class="hlt">School</span> District, a new program assigned to hold students in <span class="hlt">school</span> and to shift their attitudes toward <span class="hlt">school</span> and self was incepted during the 1968-69 academic <span class="hlt">year</span>. The program focused on giving special consideration to core courses, English…</p> <div class="credits"> <p class="dwt_author">Thornburg, Hershel D.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">416</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=overworked&pg=3&id=EJ571802"> <span id="translatedtitle">Working Together for the Student: What I Learned from Two <span class="hlt">Years</span> on a Primary <span class="hlt">School</span> Board in New Zealand.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">A former board member of a New Zealand primary <span class="hlt">school</span> describes the country's political climate as radical economic libertarian; contract bidding among <span class="hlt">schools</span> will soon be required. Elementary <span class="hlt">schools</span> are child-centered and multicultural, operate <span class="hlt">year</span>-round, involve the board and community, follow a national curriculum, and have overworked,…</p> <div class="credits"> <p class="dwt_author">Dyer, Samuel Coad</p> <p class="dwt_publisher"></p> <p class="publishDate">1998-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">417</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=health+AND+policy+AND+health+AND+promotion&pg=7&id=EJ819785"> <span id="translatedtitle">Did Something Change in Health Promotion Practices? A Three-<span class="hlt">Year</span> Study of Finnish European Network of Health Promoting <span class="hlt">Schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">In many countries, educational and health policies currently highlight the need to develop <span class="hlt">schools</span> towards health promotion settings for pupils and <span class="hlt">school</span> staff. The aim of this three-<span class="hlt">year</span> follow-up study was to investigate teachers' assessments of goal attainment and possible changes in health promotion practices in the Finnish <span class="hlt">schools</span> that…</p> <div class="credits"> <p class="dwt_author">Turunen, Hannele; Tossavainen, Kerttu; Jakonen, Sirkka; Vertio, Harri</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">418</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Proquest&pg=7&id=ED518564"> <span id="translatedtitle">Differences in American College Test Performance after Seven <span class="hlt">Years</span> of No Child Left Behind Reform in an Urban <span class="hlt">School</span> District</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study addressed the effectiveness of No Child Left Behind reform in an urban <span class="hlt">school</span> district. The researcher obtained American College Test composite scores from a diverse, urban, public <span class="hlt">school</span> district and a private <span class="hlt">school</span> within the same city for <span class="hlt">years</span> 2001 and 2008. Statistical tests were run to determine if seniors' scores were…</p> <div class="credits"> <p class="dwt_author">Hammond, Craig Alan</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">419</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Alert&id=EJ942595"> <span id="translatedtitle">Are Substance Use Prevention Programs More Effective in <span class="hlt">Schools</span> Making Adequate <span class="hlt">Yearly</span> Progress? A Study of Project ALERT</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This exploratory study sought to determine if a popular <span class="hlt">school</span>-based drug prevention program might be effective in <span class="hlt">schools</span> that are making adequate <span class="hlt">yearly</span> progress (AYP). Thirty-four <span class="hlt">schools</span> with grades 6 through 8 in 11 states were randomly assigned either to receive Project ALERT (n = 17) or to a control group (n = 17); of these, 10…</p> <div class="credits"> <p class="dwt_author">Clark, Heddy Kovach; Ringwalt, Chris L.; Shamblen, Stephen R.; Hanley, Sean M.; Flewelling, Robert L.</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">420</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/30713351"> <span id="translatedtitle">Relationship between Nutrition Knowledge and Gender, Ethnic Background, and <span class="hlt">Year</span> in <span class="hlt">School</span> in varsity athletes</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">LEARNING OUTCOME: To examine the nutrition knowledge of varsity athletes with special consideration given to gender, ethnic background, and <span class="hlt">year</span> in <span class="hlt">school</span>.The level of knowledge about nutrition in varsity athletes has previously been investigated and has been recognized as being relatively poor despite a general understanding that nutrition is very important for exercise performance and physical activity. However, a dearth</p> <div class="credits"> <p class="dwt_author">D. Whitcombe; V. Nethery; E. Bergman</p> <p class="dwt_publisher"></p> <p class="publishDate">1996-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_20");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> <a onClick='return showDiv("page_3");' href="#">3</a> <a onClick='return showDiv("page_4");' 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onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">421</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=child+AND+obesity&pg=3&id=EJ930852"> <span id="translatedtitle">Adolescent Summer Care Arrangements and Risk for Obesity the Following <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This longitudinal study identified common summer care arrangements for adolescents and examined whether those arrangements predicted risk for obesity (Body Mass Index (BMI) [greater than or equal to] 85th percentile for age and gender) the following <span class="hlt">school</span> <span class="hlt">year</span>. Participants were a nationally representative sample of 1766 adolescents ages 10-18…</p> <div class="credits"> <p class="dwt_author">Mahoney, Joseph L.</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">422</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://fulltext.ausport.gov.au/fulltext/2002/achper/Hunter.pdf"> <span id="translatedtitle">Health and physical education, the New Basics and the Middle <span class="hlt">Years</span> of <span class="hlt">Schooling</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">A number of recent reforms within education in Australia include changes to <span class="hlt">schooling</span> for the middle <span class="hlt">years</span> and, the development of the New Basics Project, the latter being more specific to Qld. My focus is on what role, if any, the health and physical education field has played in engaging with these reforms. After giving some background information on middle</p> <div class="credits"> <p class="dwt_author">Lisa Hunter</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">423</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=the+AND+chosen&pg=7&id=EJ974904"> <span id="translatedtitle">A One-<span class="hlt">Year</span> Study of the Development of Co-Teaching in Four Finnish <span class="hlt">Schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In this follow-up study, development of co-teaching was studied in four different <span class="hlt">schools</span> in Helsinki, Finland. Teachers, altogether 54, 51 and 26, respectively, responded to an electronic questionnaire three times during one <span class="hlt">year</span>. The attitudes towards co-teaching were positive although the frequency of co-teaching remained low. Co-teaching was…</p> <div class="credits"> <p class="dwt_author">Takala, Marjatta; Uusitalo-Malmivaara, Lotta</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">424</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://physicsed.buffalostate.edu/pubs/Results_of_CPU.pdf"> <span id="translatedtitle">High <span class="hlt">School</span> Student Expectations after a <span class="hlt">Year</span> of Constructing Physics Understanding</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Students' expectations about learning physics are compared in two high <span class="hlt">school</span> physics courses: a course taught in a traditional manner and a course taught using a concept-building, constructivist pedagogy. The Maryland Physics Expectations (MPEX) Survey was used to measure the students' attitudes, beliefs and assumptions about learning physics. After a <span class="hlt">year</span> of learning physics, the students who were taught using</p> <div class="credits"> <p class="dwt_author">David Henry</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">425</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=standardized+AND+test&pg=2&id=EJ944391"> <span id="translatedtitle">Effects of <span class="hlt">Year</span>-Round <span class="hlt">Schooling</span> on Disadvantaged Students and the Distribution of Standardized Test Performance</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Using detailed longitudinal data for the state of California, this paper estimates the effect of <span class="hlt">year</span>-round <span class="hlt">school</span> calendars on nationally standardized test performance of traditionally disadvantaged students. The student subgroups studied in this paper are: low socioeconomic status, limited English proficiency, Hispanic and Latino, and African…</p> <div class="credits"> <p class="dwt_author">Graves, Jennifer</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">426</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22colour%22&id=EJ938544"> <span id="translatedtitle">Suitability of <span class="hlt">School</span> Textbooks for 5 to 7 <span class="hlt">Year</span> Old Children with Colour Vision Deficiencies</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Purpose: The aim of the present study was to determine, through colorimetric analysis, whether <span class="hlt">school</span> textbooks for children aged 5 to 7 <span class="hlt">years</span> contained tasks requiring normal colour vision discrimination for their resolution. In addition, the performance of a group of observers with diverse colour vision deficiencies was evaluated while…</p> <div class="credits"> <p class="dwt_author">Torrents, Aurora; Bofill, Francesc; Cardona, Genis</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">427</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/2748312"> <span id="translatedtitle">Laterality and force of handgrip during the first two <span class="hlt">years</span> at <span class="hlt">school</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">The connection between lateral dominance and force of handgrip was investigated by means of a repeated-measures design. 521 children participated. Performance on a paper-and-pencil task and force of handgrip were measured at the beginning of the first <span class="hlt">year</span> at <span class="hlt">school</span> and at the end of the first and of the second <span class="hlt">years</span> at <span class="hlt">school</span>. On the paper-and-pencil task 84% of the children were classified as right-handers, 8% as left-handers, and 8% as ambidexterous. About 2% of children classified as right-handers at the beginning of the first <span class="hlt">year</span> at <span class="hlt">school</span> were classified as left-handers at the end of the second <span class="hlt">year</span> at <span class="hlt">school</span> while 18% of left-handers shifted to right-handedness. 52% of children attained their best performance on handgrip with the right hand and 39% with the left hand. No differences could be found either for the right or for the left hand in force of handgrip between right- and left-handed and ambidexterous children. For right-handers, however, the more skilled hand showed superior performance in force of handgrip. These results indicate that left-handers are less strongly handed than right-handers. PMID:2748312</p> <div class="credits"> <p class="dwt_author">Krombholz, H</p> <p class="dwt_publisher"></p> <p class="publishDate">1989-06-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">428</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=physical+AND+activity+AND+status+AND+scale&pg=2&id=ED201381"> <span id="translatedtitle">Cognitive Socialisation of 4-<span class="hlt">Year</span>-Old Children in Nursery <span class="hlt">School</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Using a test-observe-test design with a sample of 29 4-<span class="hlt">year</span>-old children, this study examined the relationship between children's activity choices in a typical progressive nursery <span class="hlt">school</span> and their intellectual performance, socioeconomic status (SES), and sex. An attempt was made to identify those experiential factors associated with changes in…</p> <div class="credits"> <p class="dwt_author">Murphy, H. F.; Wilkinson, J. E.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">429</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Lau+AND+v.+AND+Nichols&pg=4&id=ED218928"> <span id="translatedtitle">Lau <span class="hlt">Year</span>-End Report, 1979-1980. Los Angeles Unified <span class="hlt">School</span> District. Publication No. 379.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This second annual <span class="hlt">year</span>-end report summarizes the efforts of administrators, teachers, and students in the Los Angeles Unified <span class="hlt">School</span> District on behalf of children whose primary language is not English. It documents the district's response to the January 1974 Supreme Court decision in Lau v. Nichols. The response is embodied in programs for…</p> <div class="credits"> <p class="dwt_author">Weisbender, Leo; And Others</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">430</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22matter%22&pg=4&id=EJ820884"> <span id="translatedtitle">Elementary to High <span class="hlt">School</span> Students' Growth over an Academic <span class="hlt">Year</span> in Understanding Concepts of Matter</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This paper reports findings on the changes in students' understandings of the concept of matter during an academic <span class="hlt">year</span>, for students from grade 3 through high <span class="hlt">school</span> chemistry. The instrument for measuring students' understandings of matter consists of three forms: one for grades 3-6, one for grades 7-9, and one for grades 10-12. The three forms…</p> <div class="credits"> <p class="dwt_author">Liu, Xiufeng</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">431</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=funding+AND+for+AND+children+AND+with+AND+disabilities&pg=7&id=ED483199"> <span id="translatedtitle">Primer on the Provision of Extended <span class="hlt">School</span> <span class="hlt">Year</span> Services: For Parents and Educators</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">The purpose of this document is to provide guidance for parents, educators, and administrators regarding the determination and implementation of extended <span class="hlt">school</span> <span class="hlt">year</span> (ESY) services for eligible students with disabilities. Parents of children with disabilities should be provided information regarding ESY to better enable them to be involved in the…</p> <div class="credits"> <p class="dwt_author">Copenhaver, John</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">432</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/39190774"> <span id="translatedtitle">Does television viewing predict dietary intake five <span class="hlt">years</span> later in high <span class="hlt">school</span> students and young adults?</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">BACKGROUND: Prior research has found that television viewing is associated with poor diet quality, though little is known about its long-term impact on diet, particularly during adolescence. This study examined the associations between television viewing behavior with dietary intake five <span class="hlt">years</span> later. METHODS: Survey data, which included television viewing time and food frequency questionnaires, were analyzed for 564 middle <span class="hlt">school</span></p> <div class="credits"> <p class="dwt_author">Daheia J Barr-Anderson; Nicole I Larson; Melissa C Nelson; Dianne Neumark-Sztainer; Mary Story</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">433</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/28585136"> <span id="translatedtitle">Incidence of percutaneous injuries at a dental <span class="hlt">school</span>: A 4-<span class="hlt">year</span> retrospective study</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Background: Infection control training for predoctoral dental students, dental hygiene students, and dental assistant students has assumed an important role in the educational process at our institution. As part of an ongoign review of the curriculum at our <span class="hlt">school</span>, we conducted a retrospective analysis of reported percutaneous injuries during the <span class="hlt">years</span> 1991 through 1994 to determine whether the increase in</p> <div class="credits"> <p class="dwt_author">Fotinos S. Panagakos; Jerome Silverstein</p> <p class="dwt_publisher"></p> <p class="publishDate">1997-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">434</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=ATP&pg=5&id=ED280049"> <span id="translatedtitle">Grade 9 English Language Arts, Student Achievement Testing Program, 1985-86 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Intended for both teachers and students, this bulletin presents specific information about the design, parts, and scoring of the Grade 9 English Language Arts Achievement Test for the 1985-86 <span class="hlt">school</span> <span class="hlt">year</span> in Alberta, Canada. General information is presented regarding the (1) purpose and nature of the Achievement Testing Program (ATP), (2) students…</p> <div class="credits"> <p class="dwt_author">Alberta Dept. of Education, Edmonton.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">435</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=early+AND+childhood+AND+assessment&pg=7&id=ED529986"> <span id="translatedtitle">Gender and <span class="hlt">Schooling</span> in the Early <span class="hlt">Years</span>. Research on Women and Education</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In this volume, gender and <span class="hlt">schooling</span> in the early <span class="hlt">years</span> addresses a broad range of issues including, but not limited, to gender equity in education. We explore, for example, the complex world of play in Fromberg's chapter and are reminded that for young children, play involves issues of power and hierarchy in ways that parallel the role of gender…</p> <div class="credits"> <p class="dwt_author">Koch, Janice, Ed.; Irby, Beverly, Ed.</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">436</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=harvard&pg=6&id=EJ981681"> <span id="translatedtitle">Psychiatry in the Harvard Medical <span class="hlt">School</span>-Cambridge Integrated Clerkship: An Innovative, <span class="hlt">Year</span>-Long Program</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Objective: The authors present what is to their knowledge the first description of a model for longitudinal third-<span class="hlt">year</span> medical student psychiatry education. Method: A longitudinal, integrated psychiatric curriculum was developed, implemented, and sustained within the Harvard Medical <span class="hlt">School</span>-Cambridge Integrated Clerkship. Curriculum elements…</p> <div class="credits"> <p class="dwt_author">Griswold, Todd; Bullock, Christopher; Gaufberg, Elizabeth; Albanese, Mark; Bonilla, Pedro; Dvorak, Ramona; Epelbaum, Claudia; Givon, Lior; Kueppenbender, Karsten; Joseph, Robert; Boyd, J. Wesley; Shtasel, Derri</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">437</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=opiates&pg=5&id=EJ380345"> <span id="translatedtitle">Substance Use by Fourth-<span class="hlt">Year</span> Students at 13 U.S. Medical <span class="hlt">Schools</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|A study investigated drug use by fourth-<span class="hlt">year</span> medical students in 13 <span class="hlt">schools</span> and compared drug use patterns with those of an age- and sex-matched cohort. Medical students reported less use of marijuana, cocaine, cigarettes, LSD, barbiturates, and amphetamines, similar use of opiates, and slightly more use of tranquilizers and alcohol. (MSE)|</p> <div class="credits"> <p class="dwt_author">Conard, Scott; And Others</p> <p class="dwt_publisher"></p> <p class="publishDate">1988-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">438</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/37424654"> <span id="translatedtitle">Helping secondary <span class="hlt">schools</span> to be more inclusive of <span class="hlt">Year</span> 7 pupils with SEN</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The authors, all District Senior Educational Psychologists (DSEPs), were asked by a Principal Education Officer to design and implement a funded project to support inclusion in the county. This action research project aimed to help secondary <span class="hlt">schools</span> be more inclusive of their <span class="hlt">Year</span> 7 pupils with special educational needs. Inclusion issues were identified using pupils’ responses to questionnaires based on</p> <div class="credits"> <p class="dwt_author">Paula Hodson; Alison Baddeley; Steve Laycock; Sally Williams</p> <p class="dwt_publisher"></p> <p class="publishDate">2005-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">439</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22conflict+AND+team%22&pg=2&id=ED390845"> <span id="translatedtitle">Interdisciplinary Teacher Teams: A First <span class="hlt">Year</span>'s Experience in a Restructuring Middle <span class="hlt">School</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This paper describes and interprets the case of a middle <span class="hlt">school</span>'s first <span class="hlt">year</span> of using interdisciplinary teacher teams as a key among several restructuring moves. It describes: (1) characteristics of the teaming process--leadership, decision making, professional growth and support of individual teachers, and cooperation, competition, and conflict…</p> <div class="credits"> <p class="dwt_author">Ehman, Lee H.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">440</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/59267264"> <span id="translatedtitle">Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3–5) behavioral and emotional engagement across a <span class="hlt">school</span> <span class="hlt">year</span>. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision</p> <div class="credits"> <p class="dwt_author">Ellen A. Skinner; Michael J. Belmont</p> <p class="dwt_publisher"></p> <p class="publishDate">1993-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_21");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> <a onClick='return showDiv("page_3");' href="#">3</a> <a onClick='return showDiv("page_4");' 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onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">441</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=c.d.+AND+martin&pg=2&id=ED457272"> <span id="translatedtitle">Results of a <span class="hlt">School</span> Voucher Experiment: The Case of Washington, D.C. after Two <span class="hlt">Years</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|In fall 1997, the Washington Scholarship Fund expanded its privately funded <span class="hlt">school</span> voucher program in Washington, D.C., and in 1998, over 1,000 students were offered scholarships by lottery. This evaluation examined the impact of the first 2 <span class="hlt">years</span> of the program on students who completed baseline testing and were in grades 1-7 in spring 1998. It…</p> <div class="credits"> <p class="dwt_author">Wolf, Patrick J.; Peterson, Paul E.; West, Martin R.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">442</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22durable%22&pg=4&id=EJ861187"> <span id="translatedtitle">The Longitudinal Relations of Teacher Expectations to Achievement in the Early <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">There is relatively little research on the role of teacher expectations in the early <span class="hlt">school</span> <span class="hlt">years</span> or the importance of teacher expectations as a predictor of future academic achievement. The current study investigated these issues in the reading and mathematic domains for young children. Data from nearly 1,000 children and families at 1st, 3rd,…</p> <div class="credits"> <p class="dwt_author">Hinnant, J. Benjamin; O'Brien, Marion; Ghazarian, Sharon R.</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">443</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22OSCE%22&pg=3&id=EJ981681"> <span id="translatedtitle">Psychiatry in the Harvard Medical <span class="hlt">School</span>-Cambridge Integrated Clerkship: An Innovative, <span class="hlt">Year</span>-Long Program</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Objective: The authors present what is to their knowledge the first description of a model for longitudinal third-<span class="hlt">year</span> medical student psychiatry education. Method: A longitudinal, integrated psychiatric curriculum was developed, implemented, and sustained within the Harvard Medical <span class="hlt">School</span>-Cambridge Integrated Clerkship. Curriculum elements…</p> <div class="credits"> <p class="dwt_author">Griswold, Todd; Bullock, Christopher; Gaufberg, Elizabeth; Albanese, Mark; Bonilla, Pedro; Dvorak, Ramona; Epelbaum, Claudia; Givon, Lior; Kueppenbender, Karsten; Joseph, Robert; Boyd, J. Wesley; Shtasel, Derri</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">444</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=neonatal+AND+conditions&id=ED324880"> <span id="translatedtitle"><span class="hlt">School</span> Performance, at Nine <span class="hlt">Years</span> of Age, of Children Who Were "At Risk" as Neonates.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This study examined motor, academic, and behavioral performance of 38 nine-<span class="hlt">year</span>-old Australian children who had been described as biologically "at-risk" from neonatal conditions. In addition to individual tests taken by subjects, <span class="hlt">school</span> progress questionnaires were administered to teachers and parents. Subjects were found to require a greater…</p> <div class="credits"> <p class="dwt_author">Kinnear, Christine E.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">445</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22Public+finance%22&pg=4&id=EJ613957"> <span id="translatedtitle">Revenues and Expenditures for Public Elementary and Secondary Education: <span class="hlt">School</span> <span class="hlt">Year</span> 1997-98.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Presents national and state information on public education finances, including revenues by source, current expenditures by function, and current expenditures per pupil. About $326 billion of revenues were raised by local, state, and federal governments to finance public education through grade 12 in <span class="hlt">school</span> <span class="hlt">year</span> 1997-1998. (Author/SLD)|</p> <div class="credits"> <p class="dwt_author">Johnson, Frank</p> <p class="dwt_publisher"></p> <p class="publishDate">2000-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">446</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=public+AND+relations&pg=3&id=EJ848334"> <span id="translatedtitle">Public Relations in Catholic Secondary <span class="hlt">Schools</span>: Nearly 40 <span class="hlt">Years</span> of Continuous Improvement</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This article traces the phenomenal improvement in public relations efforts over the past 40 <span class="hlt">years</span> made by Catholic secondary <span class="hlt">schools</span>. The improvements were brought about by crises, a theological paradigm shift, professional lay involvement, a growing awareness and appreciation of public relations, competition, and increasing financial need. The…</p> <div class="credits"> <p class="dwt_author">James, John T.</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">447</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=atp&pg=5&id=ED280049"> <span id="translatedtitle">Grade 9 English Language Arts, Student Achievement Testing Program, 1985-86 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Intended for both teachers and students, this bulletin presents specific information about the design, parts, and scoring of the Grade 9 English Language Arts Achievement Test for the 1985-86 <span class="hlt">school</span> <span class="hlt">year</span> in Alberta, Canada. General information is presented regarding the (1) purpose and nature of the Achievement Testing Program (ATP), (2) students…</p> <div class="credits"> <p class="dwt_author">Alberta Dept. of Education, Edmonton.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">448</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=nature+AND+genetics&pg=7&id=EJ835246"> <span id="translatedtitle">The Genetic and Environmental Origins of Learning Abilities and Disabilities in the Early <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Despite the importance of learning abilities and disabilities in education and child development, little is known about their genetic and environmental origins in the early <span class="hlt">school</span> <span class="hlt">years</span>. We report results for English (which includes reading, writing, and speaking), mathematics, and science as well as general cognitive ability in a large and…</p> <div class="credits"> <p class="dwt_author">Kovas, Yulia; Haworth, Claire M. A.; Dale, Philip S.; Plomin, Robert</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">449</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED021063.pdf"> <span id="translatedtitle">FOREST TECHNOLOGY, A SUGGESTED TWO-<span class="hlt">YEAR</span> POST HIGH <span class="hlt">SCHOOL</span> CURRICULUM.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|ADMINISTRATORS, SUPERVISORS, TEACHERS, AND ADVISORY COMMITTEES MAY USE THIS GUIDE IN PLANNING AND DEVELOPING FULL-TIME, 2-<span class="hlt">YEAR</span>, POST-HIGH <span class="hlt">SCHOOL</span> EDUCATIONAL PROGRAMS TO PREPARE FOREST TECHNICIANS. IT WAS DEVELOPED BY EDUCATORS, PROFESSIONAL FORESTERS, EMPLOYERS, AND U.S. OFFICE OF EDUCATION PERSONNEL. PROGRAM CONSIDERATIONS DISCUSSED INCLUDE (1)…</p> <div class="credits"> <p class="dwt_author">ALLISON, RICHARD C.; JENKINS, MELVIN E.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">450</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=high+AND+school+AND+biology&pg=4&id=EJ757842"> <span id="translatedtitle">Cueing Metacognition to Improve Researching and Essay Writing in a Final <span class="hlt">Year</span> High <span class="hlt">School</span> Biology Class</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This paper reports on degrees of awareness and use of specific metacognitive strategies by 16 students in a final-<span class="hlt">year</span> high <span class="hlt">school</span> biology class in New Zealand. The aims of the intervention were to broaden students' thinking about bioethical issues associated with cancer and to enhance students' use of metacognition. Cues and prompts were used in…</p> <div class="credits"> <p class="dwt_author">Conner, L. N.</p> <p class="dwt_publisher"></p> <p class="publishDate">2007-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">451</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/42519264"> <span id="translatedtitle">Conscious knowledge of learning: accessing learning strategies in a final <span class="hlt">year</span> high <span class="hlt">school</span> biology class</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">This paper reports on a qualitative case study investigation of the knowledge and use of learning strategies by 16 students in a final <span class="hlt">year</span> high <span class="hlt">school</span> biology class to expand their conscious knowledge of learning. Students were provided with opportunities to engage in purposeful inquiry into the biological, social and ethical aspects of cancer. A constructivist approach was implemented to</p> <div class="credits"> <p class="dwt_author">Lindsey Conner; Richard Gunstone</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">452</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED524760.pdf"> <span id="translatedtitle">Sen's Capability Approach and <span class="hlt">Year</span> 12 Completers' Post-<span class="hlt">School</span> Destinations: Implications for Teacher Education</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This paper situates <span class="hlt">school</span>-to-work transitional purpose of VETiS in Queensland by comparison of young adults who complete <span class="hlt">Year</span> 12 for their different groups such as gender, geographic location, indigenous and socio-economic status. The literature indicates that students' educational outcomes are related to their social environment and culture, an…</p> <div class="credits"> <p class="dwt_author">Singh, Michael; Li, Bingyi; Harreveld, Bobby</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">453</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22DBS%22&id=ED505271"> <span id="translatedtitle">Pittsburgh Public <span class="hlt">Schools</span>' Excellence for All: <span class="hlt">Year</span> 2 Evaluation. Documented Briefing. DB-575-PPS</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">In 2007, the Pittsburgh Public <span class="hlt">Schools</span> (PPS) requested that the RAND Corporation monitor implementation of <span class="hlt">year</span> 2 (2007-2008) of the district's Excellence for All (EFA) initiative and provide feedback to district staff, the PPS board, and other stakeholders. In 2008, RAND expanded to a more comprehensive focus on effective implementation of EFA's…</p> <div class="credits"> <p class="dwt_author">Tharp-Taylor, Shannah; Nelson, Catherine Awsumb; Hamilton, Laura S.; Yuan, Kun</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">454</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22news+agencies%22&pg=2&id=EJ668547"> <span id="translatedtitle">Perceived Impact over the First <span class="hlt">Year</span> of the Pilot New Community <span class="hlt">School</span> Programme.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The Scottish "New Community <span class="hlt">Schools</span>" program encourages health, education, and social service agency collaboration to improve outcomes for disadvantaged children. A first-<span class="hlt">year</span> evaluation indicates that additional funding has enabled new multi-agency initiatives, particularly in health promotion; development of students' personal learning plans…</p> <div class="credits"> <p class="dwt_author">Elliot, Karen; Sammons, Pamela; Robertson, Pamela; Power, Sally; Campbell, Carol; Whitty, Geoff</p> <p class="dwt_publisher"></p> <p class="publishDate">2002-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">455</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=journal+AND+of+AND+gender+AND+studies&pg=2&id=EJ927478"> <span id="translatedtitle">Gender in the Early <span class="hlt">Years</span>: Boys and Girls in an African Working Class Primary <span class="hlt">School</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Understanding the ways in which young boys and girls give meaning to gender and sexuality is vital, and is especially significant in the light of South Africa's commitment to gender equality. Yet the, gendered cultures of young children in the early <span class="hlt">years</span> of South African primary <span class="hlt">schools</span> remains a, marginal concern in debate, research and…</p> <div class="credits"> <p class="dwt_author">Bhana, Deevia; Nzimakwe, Thokozani; Nzimakwe, Phumzile</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">456</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=literacy+AND+rates&pg=3&id=EJ824610"> <span id="translatedtitle">Early <span class="hlt">Years</span> Literacy in Indian Urban <span class="hlt">Schools</span>: Structural, Social and Pedagogical Issues</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Literacy has been a crucial aspect of education as a human right for over 50 <span class="hlt">years</span>, but this basic right remains unassured for at least 700 million adults worldwide. In 1999, UNESCO acknowledged that <span class="hlt">schools</span> are not making the expected contribution to increasing national literacy rates or providing individuals with the literacy skills they need.…</p> <div class="credits"> <p class="dwt_author">Dyer, Caroline</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">457</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22SO-5%22&pg=3&id=ED276485"> <span id="translatedtitle">Kansas Community College Business/Industry Relationships Report, 1985-86 <span class="hlt">School</span> <span class="hlt">Year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Statewide data were gathered to determine the extent of the relationship between business and industry and Kansas's community college system during the 1985-86 <span class="hlt">school</span> <span class="hlt">year</span>. Analyses of the data indicated that: (1) the community college system served 20,175 employees of 425 businesses in the state with 731 courses and 351 non-credit services…</p> <div class="credits"> <p class="dwt_author">Gainous, Fred; And Others</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">458</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Biology+AND+research+AND+ideas&pg=7&id=EJ682126"> <span id="translatedtitle">Conscious Knowledge of Learning: Accessing Learning Strategies in a Final <span class="hlt">Year</span> High <span class="hlt">School</span> Biology Class</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">This paper reports on a qualitative case study investigation of the knowledge and use of learning strategies by 16 students in a final <span class="hlt">year</span> high <span class="hlt">school</span> biology class to expand their conscious knowledge of learning. Students were provided with opportunities to engage in purposeful inquiry into the biological, social and ethical aspects of cancer. A…</p> <div class="credits"> <p class="dwt_author">Conner, Lindsey; Gunstone, Richard</p> <p class="dwt_publisher"></p> <p class="publishDate">2004-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">459</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/6452068"> <span id="translatedtitle">Adolescents' attitudes towards organic food: a survey of 15- to 16-<span class="hlt">year</span> old <span class="hlt">school</span> children</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">Adolescents are the consumers of tomorrow; therefore policies aimed at increasing organic food consumption should address the needs of this group. To discover their attitudes towards organic food and their knowledge of the subject, a survey among almost 700 <span class="hlt">school</span> children aged 15-16 <span class="hlt">years</span> was conducted. Four main groups of questions were used: adolescents' knowledge of organic food, attitudes, whether</p> <div class="credits"> <p class="dwt_author">Derk Jan Stobbelaar; Gerda Casimir; Josine Borghuis; Inge Marks; Laurens Meijer; Simone Zebeda</p> <p class="dwt_publisher"></p> <p class="publishDate">2006-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">460</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22social+housing%22&id=EJ915886"> <span id="translatedtitle">In Patience and Hope: A 20-<span class="hlt">Year</span> Narrative Study of a Family, <span class="hlt">School</span>, and Community Partnership</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This case study describes a 20-<span class="hlt">year</span> journey of educational transformation from 1985 to 2005 in a bellwether, or highly developed, instance of one <span class="hlt">school</span>, family, and community partnership--the Kileely Community Project--situated in a large social housing project in Limerick City in the Midwestern region of the Republic of Ireland. The study is a…</p> <div class="credits"> <p class="dwt_author">Higgins, Ann; Deegan, James G.</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_22");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> <a 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href="#">10</a> <a onClick='return showDiv("page_11");' href="#">11</a> <a onClick='return showDiv("page_12");' href="#">12</a> <a onClick='return showDiv("page_13");' href="#">13</a> <a onClick='return showDiv("page_14");' href="#">14</a> <a onClick='return showDiv("page_15");' href="#">15</a> <a onClick='return showDiv("page_16");' href="#">16</a> <a onClick='return showDiv("page_17");' href="#">17</a> <a onClick='return showDiv("page_18");' href="#">18</a> <a onClick='return showDiv("page_19");' href="#">19</a> <a onClick='return showDiv("page_20");' href="#">20</a> <a onClick='return showDiv("page_21");' href="#">21</a> <a onClick='return showDiv("page_22");' href="#">22</a> <a onClick='return showDiv("page_23");' href="#">23</a> <a style="font-weight: bold;">24</a> <a onClick='return showDiv("page_25");' href="#">25</a> </span> </span> <a id="NextPageLink" onclick='return showDiv("page_25");' href="#" title="Next Page"> <img id="NextPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">461</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.apsarchive.org/resource.cfm?submissionID=6009&BEN=1"> <span id="translatedtitle">Surgical Clinical Correlates in Anatomy: Design and Implementation of a First-<span class="hlt">Year</span> Medical <span class="hlt">School</span> Program</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://nsdl.org/nsdl_dds/services/ddsws1-1/service_explorer.jsp">NSDL National Science Digital Library</a></p> <p class="result-summary">This article describes the addition of a clinical program to a first <span class="hlt">year</span> medical <span class="hlt">school</span> curriculum. 25 students were randomly selected to participate in the program. Immediate outcomes measured include:pre-post opinion survey and examination grades. Future outcomes will analyze how this population vs. the traditional track students perform in course exams, clinical surgical rotation scores and residency matches.</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate">2009-11-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">462</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED520968.pdf"> <span id="translatedtitle">How to Build Powerful Learning Trajectories for Relational Thinking in the Primary <span class="hlt">School</span> <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|There are now strong arguments for building closer links between children's understanding of numbers and number operations and the beginning of algebraic (relational) thinking in the primary <span class="hlt">school</span> <span class="hlt">years</span>. Rarely, however, do Australian mathematics textbooks give enough guidance for teachers to use good activities in the classroom to promote…</p> <div class="credits"> <p class="dwt_author">Stephens, Max; Armanto, Dian</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">463</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22hatoum%22&id=EJ354267"> <span id="translatedtitle">Identifying Patterns of Professional Socialization for Pharmacists during Pharmacy <span class="hlt">Schooling</span> and after One <span class="hlt">Year</span> in Practice.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Components of the professional role of the pharmacist were studied. Role components evaluated were people, status, and science. A questionnaire was administered to the student body of the <span class="hlt">School</span> of Pharmacy, the University of Mississippi, for two consecutive academic <span class="hlt">years</span>. The questionnaire is appended. (Author/MLW)</p> <div class="credits"> <p class="dwt_author">Hatoum, Hind T.; Smith, Mickey C.</p> <p class="dwt_publisher"></p> <p class="publishDate">1987-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">464</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://ehlt.flinders.edu.au/education/iej/articles/v7n7/Nilan/paper.pdf"> <span id="translatedtitle">White collar work: Career ambitions of Fiji final <span class="hlt">year</span> <span class="hlt">school</span> students</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The career ambitions of 1012 pupils in the final <span class="hlt">years</span> of secondary <span class="hlt">schooling</span> in Fiji were surveyed. The range of careers they nominated was very narrow, with teaching, nursing and other white collar work in the majority of responses. This stands in somewhat stark contrast to projected labour force needs, and the current serious shortage of skilled workers in key</p> <div class="credits"> <p class="dwt_author">Pam Nilan; Paula Cavu; Emily Hazelman</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">465</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.springerlink.com/index/w34735127t1136g2.pdf"> <span id="translatedtitle">Micturition habits and incontinence in 7-<span class="hlt">year</span>-old Swedish <span class="hlt">school</span> entrants</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The prevalence of incontinence in children has been extensively studied, but knowledge of other bladder symptoms is lacking in a healthy child population. The micturition habits of 3556 7-<span class="hlt">year</span>-old <span class="hlt">school</span> entrants were surveyed by a questionnaire supplemented by telephone interviews. One or more symptoms of a disturbed bladder function was reported in 26%, but most of these had moderate urgency</p> <div class="credits"> <p class="dwt_author">A.-L. Hellström; E. Hanson; S. Hansson; K. Hjälmås; U. Jodal</p> <p class="dwt_publisher"></p> <p class="publishDate">1990-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">466</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ineer.org/Events/ICEE2000/Proceedings/papers/TuB4-3.pdf"> <span id="translatedtitle">Design, Implementation and Evaluation of a <span class="hlt">Year</span> Long Engineering <span class="hlt">School</span> Acclimation Model for Enhancing Student Diversity</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The College of Engineering at NC State University attracts some of the most talented high <span class="hlt">school</span> students in the country. Each <span class="hlt">year</span>, an entering freshman class of 1100 new engineering students includes 20% women and 20% under-represented minority students. The entire College of Engineering undergraduate and graduate enrollment of 7300 students comprises 22% women and 20% minority students. While our</p> <div class="credits"> <p class="dwt_author">Tony L. Mitchell; Alisa Hunt-Lowery; Laura J. Bottomley; Mary Clare Robbins</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">467</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=single+AND+subject+AND+designs&pg=4&id=EJ880515"> <span id="translatedtitle">Dissertation Research in <span class="hlt">School</span> Psychology: Changes in Topics and Methodology over the Past 25 <span class="hlt">Years</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Eighty <span class="hlt">school</span> psychology programs offering training at the doctoral level were contacted with a request for lists of authors, titles, and abstracts of dissertations completed between the <span class="hlt">years</span> 2000 and 2007. Titles and abstracts from 1119 dissertations were reviewed to assess the interests and experiences of new researchers and practitioners in…</p> <div class="credits"> <p class="dwt_author">Lekwa, Adam; Ysseldyke, Jim</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">468</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/16960549"> <span id="translatedtitle">Evaluation of a fruit and vegetable distribution program--Mississippi, 2004-05 <span class="hlt">school</span> <span class="hlt">year</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">Although diets high in fruit and vegetables are associated with decreased risk for many chronic diseases, consumption of fruit and vegetables among children is below recommended levels. During the 2004-05 <span class="hlt">school</span> <span class="hlt">year</span>, the Mississippi Department of Education Child Nutrition Program initiated the Mississippi Fresh Fruit and Vegetable Pilot Program. The program was designed to 1) increase student access to fresh fruit and vegetables, 2) increase the degree of student preference for fruit and vegetables, and 3) increase fruit and vegetable consumption. The 25 <span class="hlt">schools</span> selected to participate in the program distributed fresh fruit and vegetables free of charge during the <span class="hlt">school</span> day and provided nutrition education activities to promote and support consumption of fruit and vegetables. An evaluation of the program was conducted using a pretest in the fall (before the program was implemented by the <span class="hlt">schools</span>) and a posttest in the spring (at the end of the <span class="hlt">school</span> <span class="hlt">year</span>). This report summarizes the findings of that evaluation, which indicated that the program might have 1) increased the variety of fruit and vegetables ever tried by students from all three grades sampled (5th, 8th, and 10th); 2) increased the degree of preference for fruit among 8th-grade and 10th-grade students; 3) promoted positive attitudes toward eating fruit among 8th-grade students; 4) increased consumption of fruit, but not vegetables, among 8th-grade and 10th-grade students; and 5) decreased preference for fruit and vegetables, the belief that they could eat more vegetables, and willingness to try new fruit and vegetables among 5th-grade students. The results of this evaluation suggest that the distribution of fresh fruit at <span class="hlt">school</span> free of charge to secondary <span class="hlt">school</span> students might be an effective component of a comprehensive approach for improving student dietary behaviors; however, distribution of fresh vegetables might be more effective with changes in program implementation. PMID:16960549</p> <div class="credits"> <p class="dwt_author"></p> <p class="dwt_publisher"></p> <p class="publishDate">2006-09-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">469</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ntis.gov/search/product.aspx?ABBR=PB99139925"> <span id="translatedtitle">Report on State Implementation of the Gun-Free <span class="hlt">Schools</span> Act: <span class="hlt">School</span> <span class="hlt">Year</span> 1996-97.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ntis.gov/search/index.aspx">National Technical Information Service (NTIS)</a></p> <p class="result-summary">This report is divided into three sections and summarizes 1996-97 data submitted by the states. The 1995-96 data are not included in this report because as it was the first <span class="hlt">year</span> of the GFSA data collection, there were many problems with the quality of the...</p> <div class="credits"> <p class="dwt_author">B. Sinclair J. Hamilton B. Gutmann J. Daft D. Bolcik</p> <p class="dwt_publisher"></p> <p class="publishDate">1998-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">470</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/21828295"> <span id="translatedtitle">Dental students' attitudes toward underserved populations across four <span class="hlt">years</span> of dental <span class="hlt">school</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">The objective of this study was to assess dental students' attitudes toward underserved populations across their four <span class="hlt">years</span> of dental <span class="hlt">school</span>. Students at the Herman Ostrow <span class="hlt">School</span> of Dentistry of the University of Southern California were invited to take part in the study. Participating students completed a questionnaire on their attitudes toward the underserved at three time points: 1) during orientation week; 2) at the end of their second <span class="hlt">year</span> after taking part in some community dental programs; and 3) at the end of their fourth <span class="hlt">year</span> after they had completed all their mandatory and volunteer rotations in community dental programs. Students' attitudes were measured in four categories: societal expectations, dentist/student responsibility, personal efficacy, and access to care. First-<span class="hlt">year</span> students scored 85 out of a maximum of 115 on the questionnaire. Female students scored higher than male students (P=0.006). Age, debt, and past history of volunteer work were not related to first-<span class="hlt">year</span> students' total attitude scores; however, students with a history of volunteer experience scored higher on the dentist/student responsibility category (P=0.04). Students' attitude scores declined across the four <span class="hlt">years</span> of dental <span class="hlt">school</span> (P=0.001). The same patterns were evident for all categories except societal expectations. The decline was not related to age, gender, debt, or volunteer work experience. Follow-up studies are needed to help explain the factors that may be related to this decline. PMID:21828295</p> <div class="credits"> <p class="dwt_author">Habibian, Mina; Seirawan, Hazem; Mulligan, Roseann</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-08-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">471</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://academic.research.microsoft.com/Publication/887043"> <span id="translatedtitle">Making an iMpact: redesigning a business <span class="hlt">school</span> Web site around performance metrics</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://academic.research.microsoft.com/">Microsoft Academic Search </a></p> <p class="result-summary">The University of Michigan Business <span class="hlt">School</span> went through a substantial redesign in <span class="hlt">2002--2003</span> of their site of over 3,000 pages, with a focus on increased ease of use, clean, professional design, improved branding, reduction of Web sprawl, and integration of their public site with their intranet, called ì iMpact.î The site serves a range of users with varying needs, including</p> <div class="credits"> <p class="dwt_author">Tom Brinck; Seunghee S. Ha; Nick Pritula; Kara Lock; Alfred Speredelozzi; Mike Monan</p> <p class="dwt_publisher"></p> <p class="publishDate">2003-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">472</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3415326"> <span id="translatedtitle">Organized Physical Activity in Young <span class="hlt">School</span> Children Predicts Subsequent 4-<span class="hlt">Year</span> Change in Body Mass Index</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">Objective To determine whether participation in organized outdoor team sports and structured indoor non-<span class="hlt">school</span> activity programs in kindergarten and first grade predicted subsequent 4-<span class="hlt">year</span> change in Body Mass Index (BMI) across the adiposity rebound period of childhood. Design Longitudinal cohort study. Setting Forty-five <span class="hlt">schools</span> in 13 communities across Southern California. Participants Largely Hispanic and non-Hispanic white children (N = 4,550; average age at study entry 6.60 <span class="hlt">years</span>, standard deviation 0.65). Main Exposures Parents completed questionnaires assessing physical activity, demographic characteristics and other relevant covariates at baseline. Data on built and social environmental variables were linked to the neighborhood around children’s homes using geographical information systems (GIS). Main Outcome Measures Each child’s height and weight were measured annually during 4-<span class="hlt">years</span> of follow-up. Results After adjusting for several confounders, BMI increased at a 0.05 unit per <span class="hlt">year</span> slower rate for children who participated in outdoor organized team sports at least twice per week as compared to children who did not. For participation in each additional indoor non-<span class="hlt">school</span> structured activity classes, lessons, and program, BMI increased at a 0.05 unit per <span class="hlt">year</span> slower rate, and the attained BMI level at age 10 was 0.48 units lower. Conclusions Engagement in organized sports and activity programs as early as kindergarten and the first grade may result in smaller increases in BMI during the adiposity rebound period of childhood.</p> <div class="credits"> <p class="dwt_author">Dunton, Genevieve; McConnell, Rob; Jerrett, Michael; Wolch, Jennifer; Lam, Claudia; Gilliland, Frank; Berhane, Kiros</p> <p class="dwt_publisher"></p> <p class="publishDate">2012-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">473</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/2018415"> <span id="translatedtitle">[Sleep pattern in the 3 <span class="hlt">year</span> old child. Survey at <span class="hlt">school</span>].</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">A study of the total duration of sleep and its repartition during the 24-hour period was performed in 588 3 <span class="hlt">years</span> old children entering kindergarten. The medical evaluation included physical examination, maturity tests, family interview. A detailed study of sleep schedule and <span class="hlt">school</span> attendance was made in a group of 347 children. It appeared that almost 75% of the children are at <span class="hlt">school</span> the whole day, a full time attendance without connection with the fact that the mother is professionally active or not. In these children, the absence of nap was not compensated by a longer nocturnal sleep and, very often, a state of chronic fatigue was noted. In conclusion, the modification of <span class="hlt">school</span> rhythms is not to be considered as the unique end to achieve for the child: the family arrhythmia is to be taken into account as a matter of urgency, and an adequate information, clear and repetitive, needs to be widely provided. PMID:2018415</p> <div class="credits"> <p class="dwt_author">Mantz, J; Muzet, A</p> <p class="dwt_publisher"></p> <p class="publishDate">1991-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">474</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/15707125"> <span id="translatedtitle">Self-care at <span class="hlt">school</span>: perceptions of 6-<span class="hlt">year</span>-old children.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">Occupational therapists who work with young children routinely evaluate self-care and consider it an important domain of practice. Little is known about what children perceive is important self-care or what they experience as self-care within a <span class="hlt">school</span> context. Without knowledge about children's perspectives of self-care, occupational therapists cannot know whether or not they are targeting areas that are central to children's needs. The purpose of this naturalistic study was to explore 6-<span class="hlt">year</span>-old children's perceptions of self-care in their <span class="hlt">school</span> day. Participant observation and group interviewing were used to elicit descriptive information from 24 Grade One children, attending an elementary <span class="hlt">school</span> located in Sydney, Australia. A fishing game, drawing activity, and excerpts from a videotape of their day at <span class="hlt">school</span> were used as stimuli to explore how the children described and attributed meaning to their self-care occupations. Findings showed that children described self-care at <span class="hlt">school</span> two ways. First, they named specific self-care tasks that mirrored adult views of self-care and represented culturally shared views of the concept of self-care across ages. Second, children described highly individual views about self-care that were derived from their own experience of doing self-care at <span class="hlt">school</span>. These views seemed to be based on their personal perceptions of salient factors in operation at the time of self-care performance such as social and physical contexts, perceived skill, and expectations of others. The findings suggest that occupational therapy assessment and intervention for self-care include sensitivity to experiential differences between adult views of self-care and those of children. This sensitivity should include an attempt to understand children's experiences of self-care in specific contexts such as <span class="hlt">school</span>. PMID:15707125</p> <div class="credits"> <p class="dwt_author">Chapparo, Christine J; Hooper, Elizabeth</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">475</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/11729698"> <span id="translatedtitle">Step to college. Moving from the high <span class="hlt">school</span> career academy through the 4-<span class="hlt">year</span> university.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">This study addresses the question "Do <span class="hlt">school</span>-to-work programs, as embodied by career academies, facilitate postsecondary education?" The author conceptualizes postsecondary education as a series of steps through the university and examines the high <span class="hlt">school</span> career academy's influence on entrance into, route through, and outcomes from a 4-<span class="hlt">year</span> university. Data are drawn from applicant and student records at a comprehensive, urban university for all individuals originating from a single district's high <span class="hlt">schools</span>. The findings suggest that students from career academies have higher academic achievement upon leaving high <span class="hlt">school</span>, less need for remediation in English at the university, and a 4-percentage-point increase in graduation from the university than students who are not from academies. These findings suggest that <span class="hlt">school</span>-to-work programs could facilitate positive outcomes in postsecondary education. However, the continued high rates of remediation and the low rates of graduation, even for students from career academics, suggest that their influence might not be enough to ensure success in postsecondary education. This analysis therefore suggests that further research should identify program components that increase postsecondary education and determine how these components can be institutionalized and built on in subsequent reforms. PMID:11729698</p> <div class="credits"> <p class="dwt_author">Maxwell, N L</p> <p class="dwt_publisher"></p> <p class="publishDate">2001-12-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">476</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ncbi.nlm.nih.gov/pubmed/6726764"> <span id="translatedtitle">Validity of the MCAT in predicting performance in the first two <span class="hlt">years</span> of medical <span class="hlt">school</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p class="result-summary">In this paper, the authors present the first systematic summary of predictive validity research on the new Medical College Admission Test (MCAT) since its introduction in 1977. Data are drawn primarily from the MCAT Interpretive Studies Program, a cooperative effort between the Association of American Medical Colleges and 30 of its member <span class="hlt">schools</span> to conduct research that will both facilitate local use of the test scores and contribute to a national perspective on their value in medical <span class="hlt">school</span> admissions. The results show that MCAT scores by themselves have significant predictive validity with respect to first- and second-<span class="hlt">year</span> medical <span class="hlt">school</span> course grades and National Board of Medical Examiners Part I examination scores and that they complement the predictive validity of undergraduate college grades. The MCAT Science Knowledge areas of assessment, particularly Biology and Chemistry, and the Science Problems subtest tend to have higher correlations than the Skills Analysis subtests with initial performance in medical <span class="hlt">school</span>; however, the Skills Analysis: Reading subtest may retain its predictive value best over time. Correlation values are discussed in terms of methodological factors which constrain their size. They are also compared with those found for other professional and graduate <span class="hlt">school</span> admission tests. Further directions for MCAT validity research are described. PMID:6726764</p> <div class="credits"> <p class="dwt_author">Jones, R F; Thomae-Forgues, M</p> <p class="dwt_publisher"></p> <p class="publishDate">1984-06-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">477</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=obesity+AND+culture&pg=2&id=EJ895900"> <span id="translatedtitle">A Culturally Appropriate <span class="hlt">School</span> Wellness Initiative: Results of a 2-<span class="hlt">Year</span> Pilot Intervention in 2 Jewish <span class="hlt">Schools</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Background: Despite the growing number of <span class="hlt">school</span>-based interventions designed to reduce childhood obesity or otherwise promote health, no models or materials were found for Jewish <span class="hlt">schools</span>. The current study describes an effort within a Jewish <span class="hlt">school</span> system in Chicago to create, implement, and evaluate a <span class="hlt">school</span>-based intervention tailored to the…</p> <div class="credits"> <p class="dwt_author">Benjamins, Maureen R.; Whitman, Steven</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">478</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=level+AND+scheduling&pg=6&id=ED520990"> <span id="translatedtitle">A Descriptive Study of Exceptional Children Teacher Practices in Select North Carolina Middle <span class="hlt">Schools</span> Making Adequate <span class="hlt">Yearly</span> Progress</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">Rural, middle <span class="hlt">schools</span> in North Carolina have struggled with the Students with Disabilities subgroup in making Adequate <span class="hlt">Yearly</span> Progress (AYP) in reading since No Child Left Behind (NCLB) was passed. Consequences could be dire for a <span class="hlt">school</span> and principal with a subgroup of these children who were unable to show growth each <span class="hlt">year</span> toward total…</p> <div class="credits"> <p class="dwt_author">Franklin, Carolyn Tweed</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">479</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=ECS&pg=7&id=ED520990"> <span id="translatedtitle">A Descriptive Study of Exceptional Children Teacher Practices in Select North Carolina Middle <span class="hlt">Schools</span> Making Adequate <span class="hlt">Yearly</span> Progress</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Rural, middle <span class="hlt">schools</span> in North Carolina have struggled with the Students with Disabilities subgroup in making Adequate <span class="hlt">Yearly</span> Progress (AYP) in reading since No Child Left Behind (NCLB) was passed. Consequences could be dire for a <span class="hlt">school</span> and principal with a subgroup of these children who were unable to show growth each <span class="hlt">year</span> toward total…</p> <div class="credits"> <p class="dwt_author">Franklin, Carolyn Tweed</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">480</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=Native+AND+American+AND+Church&pg=7&id=ED252333"> <span id="translatedtitle">Alaska Educational Systems in Action at Eagle, Alaska: 1901-1981. Summary of Eagle's <span class="hlt">Schools</span> Eighty <span class="hlt">Years</span>.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|The 80-<span class="hlt">year</span> history of education at Eagle on the Yukon (Alaska) includes 40 <span class="hlt">years</span> when a dual system (white-Indian) was in operation, times when only one <span class="hlt">school</span> was open, and changes following statehood. Eagle City was founded in 1898; the first white <span class="hlt">school</span> opened in 1901 with seven students. The Indians lived at Eagle Village, 3 miles upriver.…</p> <div class="credits"> <p class="dwt_author">Scott, Elva R.</p> <p class="dwt_publisher"></p> <p class="publishDate"></p> </div> </div> </div> </div> <div id="filter_results_form" class="filter_results_form floatContainer" style="visibility: visible;"> <div style="width:100%" id="PaginatedNavigation" class="paginatedNavigationElement"> <a id="FirstPageLink" onclick='return showDiv("page_1");' href="#" title="First Page"> <img id="FirstPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.first.18x20.png" alt="First Page" /></a> <a id="PreviousPageLink" onclick='return showDiv("page_23");' href="#" title="Previous Page"> <img id="PreviousPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.previous.18x20.png" alt="Previous Page" /></a> <span id="PageLinks" class="pageLinks"> <span> <a onClick='return showDiv("page_1");' href="#">1</a> <a onClick='return showDiv("page_2");' href="#">2</a> 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src="http://www.science.gov/scigov/images/icon.next.18x20.png" alt="Next Page" /></a> <a id="LastPageLink" onclick='return showDiv("page_25.0");' href="#" title="Last Page"> <img id="LastPageLinkImage" class="Icon" src="http://www.science.gov/scigov/images/icon.last.18x20.png" alt="Last Page" /></a> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">481</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ntis.gov/search/product.aspx?ABBR=PB2009110580"> <span id="translatedtitle">Evaluation of Enhanced Academic Instruction in After-<span class="hlt">School</span> Programs. Findings After the First <span class="hlt">Year</span> of Implementation.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ntis.gov/search/index.aspx">National Technical Information Service (NTIS)</a></p> <p class="result-summary">This report presents findings, after one <span class="hlt">year</span> of program implementation, from the Evaluation of Enhanced Academic Instruction in After-<span class="hlt">School</span> Programs a two-<span class="hlt">year</span> intervention and random assignment evaluation of adapted models of regular-<span class="hlt">school</span>-day math an...</p> <div class="credits"> <p class="dwt_author">A. R. Black F. Doolittle P. Zhu R. Unterman R. B. Grossman</p> <p class="dwt_publisher"></p> <p class="publishDate">2008-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">482</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED539401.pdf"> <span id="translatedtitle">Summer Rejuvenation Guide: 10 Tips to Help You Relax, Reflect, and Recharge for the Coming <span class="hlt">School</span> <span class="hlt">Year</span></span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">During the rush of the <span class="hlt">school</span> <span class="hlt">year</span>, free time is an all-too-scarce commodity for busy teachers. Summer's another story. More relaxed schedules allow a little breathing room to reflect, collaborate, plan ahead--or just unwind. The time off is all important for helping teachers get reinvigorated and ready for the new <span class="hlt">school</span> <span class="hlt">year</span>. Whether your summer…</p> <div class="credits"> <p class="dwt_author">George Lucas Educational Foundation, 2010</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">483</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1350177"> <span id="translatedtitle">Six-<span class="hlt">year</span> follow-up of the first Waterloo <span class="hlt">school</span> smoking prevention trial.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p class="result-summary">This paper reports six-<span class="hlt">year</span> follow-up data from the first large-scale randomized trial of the social influences approach to smoking prevention. In 1979, 22 <span class="hlt">schools</span> were randomly assigned to program or control conditions. Students in program <span class="hlt">schools</span> received a social influences curriculum in six core and two maintenance sessions in grade 6, two booster sessions in grade 7, and one booster session in grade 8. All students were assessed at pretest (T1), immediate posttest (T2), end of grade 6 (T3), beginning and end of grade 7 (T4 and T5), end of grade 8 (T6), and grades 11 and 12 (T7 and T8). Ninety percent of study students were relocated and data obtained from over 80 percent of them at T8. Program effects on experimental smoking observed in grades 7 and 8 had completely decayed by T8, six <span class="hlt">years</span> after the beginning of the program. Grade 6 smoking experience and social risk were each strong predictors of T8 smoking behavior. Subjects who had left <span class="hlt">school</span> were smoking at more than twice the rate of subjects still in high <span class="hlt">school</span> (grade 12) at T8. We discuss implications of the results.</p> <div class="credits"> <p class="dwt_author">Flay, B R; Koepke, D; Thomson, S J; Santi, S; Best, J A; Brown, K S</p> <p class="dwt_publisher"></p> <p class="publishDate">1989-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">484</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=randomized+AND+control+AND+trial&pg=6&id=ED539954"> <span id="translatedtitle">"PCI Reading Program": The Final Report of a Three <span class="hlt">Year</span> Experimental Study in Brevard Public <span class="hlt">Schools</span> and Miami-Dade County Public <span class="hlt">Schools</span>. Research Report</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|PCI Education conducted a three-<span class="hlt">year</span> longitudinal study to determine the comparative effectiveness of the "PCI Reading Program" ("PCI") for students with severe disabilities as implemented in Florida's Brevard Public <span class="hlt">Schools</span> and Miami-Dade County Public <span class="hlt">Schools</span>. The primary question addressed by the study is whether students whose teachers have…</p> <div class="credits"> <p class="dwt_author">Toby, Megan; Jaciw, Andrew; Ma, Boya; Lipton, Akiko</p> <p class="dwt_publisher"></p> <p class="publishDate">2011-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">485</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://www.ntis.gov/search/product.aspx?ABBR=PB2010103387"> <span id="translatedtitle">Public Elementary and Secondary <span class="hlt">School</span> Student Enrollment and Staff Counts from the Common Core of Data: <span class="hlt">School</span> <span class="hlt">Year</span> 2007-2008. First Look.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.ntis.gov/search/index.aspx">National Technical Information Service (NTIS)</a></p> <p class="result-summary">This report presents findings on the numbers of public <span class="hlt">school</span> students and staff in the United States and other jurisdictions1 in <span class="hlt">school</span> <span class="hlt">year</span> 200708, using data from the State Nonfiscal Survey of Public Elementary/Secondary Education of the Common Core of...</p> <div class="credits"> <p class="dwt_author">A. M. Noel C. S. Chen J. Sable</p> <p class="dwt_publisher"></p> <p class="publishDate">2009-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">486</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://files.eric.ed.gov/fulltext/ED511128.pdf"> <span id="translatedtitle">Public Elementary and Secondary <span class="hlt">School</span> Student Enrollment and Staff Counts from the Common Core of Data: <span class="hlt">School</span> <span class="hlt">Year</span> 2008-09. First Look. NCES 2010-347</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|This report presents findings on the numbers of public <span class="hlt">school</span> students and staff in the United States and other jurisdictions in <span class="hlt">school</span> <span class="hlt">year</span> 2008-09, using data from the State Nonfiscal Survey of Public Elementary/Secondary Education of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state…</p> <div class="credits"> <p class="dwt_author">Sable, Jennifer; Plotts, Chris</p> <p class="dwt_publisher"></p> <p class="publishDate">2010-01-01</p> </div> </div> </div> </div> <div class="floatContainer result odd" lang="en"> <div class="resultNumber element">487</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.gov/scigov/link.html?type=RESULT&redirectUrl=http://eric.ed.gov/?q=%22ccd%22&pg=3&id=EJ665528"> <span id="translatedtitle">Public High <span class="hlt">School</span> Dropouts and Completers from the Common Core of Data: <span class="hlt">School</span> <span class="hlt">Years</span> 1998-99 and 1999-2000.</span></a>  </p> <div class="result-meta"> <p class="source"><a target="_blank" id="logoLink" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p class="result-summary">|Draws on the Common Core of Data (CCD; National Center for Education Statistics) to present information on the number and percentage of students dropping out or completing <span class="hlt">school</span> (among states that reported dropouts) for <span class="hlt">school</span> <span class="hlt">years</span> 1989-1999 and 1999-2000. Discusses differences between CCD and Current Population Survey dropout statistics. (SLD)|</p> <div class="credits"> <p class="dwt_author">Young, Beth Aronstamm</p> <p class="dwt_publisher"></p> <p class="publishDate">2002-01-01</p> </div> </div> </div> </div> <div class="floatContainer result " lang="en"> <div class="resultNumber element">488</div> <div class="resultBody element"> <p class="result-title"><a target="resultTitleLink" href="http://science.