Science.gov

Sample records for afterschool alert issue

  1. Computing and Engineering in Afterschool. Afterschool Alert. Issue Brief No. 62

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    This Afterschool Alert Issue Brief explores how afterschool programs are offering innovative, hands-on computing and engineering education opportunities. Both these subjects have emerged as priority areas within the "STEM" fields. Computing is one of the fastest growing industries, and yet current rates of college graduation in computer…

  2. Afterschool Keeps Kids Safe. Afterschool Alert. Issue Brief No. 7

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2002

    2002-01-01

    Afterschool programs provide safe places for youth after school in addition to improving academic achievement and helping working families. Afterschool programs provide youth a safe, supervised environment that reduces their risk of committing or becoming a victim of violent crime. A recent report from Fight Crime: Invest in Kids has found that…

  3. Afterschool and Healthy Youth. Afterschool Alert. Issue Brief No. 8

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2004

    2004-01-01

    Afterschool programs often play an important role in promoting healthy lifestyles for youth. Many programs offer youth opportunities to engage in an array of organized physical activities such as softball, martial arts or ballet. Most programs also serve healthy afternoon snacks while emphasizing the value of a nutritious diet. Physical fitness…

  4. Digital Media & Learning in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 58

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and digital learning. At the core of…

  5. Arts Enrichment in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 56

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2012

    2012-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and arts enrichment. The arts have the remarkable…

  6. Afterschool and the Environment: A Natural Fit. Afterschool Alert Issue Brief No.35

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2009

    2009-01-01

    Children have a wonderful curiosity about nature and the environment, which, if encouraged through afterschool activities can have a profound impact on their health and well-being. Children also take readily to concepts of conservation which will make them excellent stewards of the future of our environment. This issue brief explores the…

  7. Afterschool: An Ally in Promoting Middle School Improvement. MetLife Foundation Afterschool Alert. Issue Brief No. 55

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2012

    2012-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and school improvement. In communities across the…

  8. Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students…

  9. Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students…

  10. Afterschool: A Key to Successful Parent Engagement. MetLife Foundation Afterschool Alert. Issue Brief No. 57

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2012

    2012-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and parent engagement. There is little dispute…

  11. Afterschool and Students with Special Needs. Afterschool Alert. Issue Brief No. 1

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2004

    2004-01-01

    Afterschool programs can provide important benefits to all students, including those who have learning, developmental and physical disabilities. Students in afterschool programs have better grades and behavior, increased self-esteem and more positive attitudes about school. For students with special needs, afterschool programs also provide a level…

  12. Partnerships with STEM-Rich Institutions. Afterschool Alert. Issue Brief No. 61

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    The Afterschool Alliance is proud to present the first in a series of two issue briefs on afterschool STEM programs, generously supported by the Noyce Foundation. The issue brief topics represent emerging discussions within the afterschool field and are drawn from the two award categories of the 2013 Afterschool STEM Impact Awards: (1)…

  13. Afterschool Programs: Helping Kids Compete in Tomorrow's Workforce. Afterschool Alert. Issue Brief No. 25

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    Preparing youth for success in tomorrow's workforce is of increasing concern to American schools, communities, policymakers and businesses. After-school programs are uniquely situated to help youth develop the skills needed in the 21st Century workplace. The after-school setting provides additional time for learning, and allows for engaging…

  14. Afterschool Programs: Helping Kids Succeed in Rural America. Afterschool Alert. Issue Brief No. 4

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    Investing in afterschool programs helps children of rural communities break out of the cycle of poverty and creates opportunities for at-risk youth. In areas where prospects and resources are limited, afterschool programs are often the only source of supplemental enrichment in literacy, nutrition education, technology, and preparation for college…

  15. Afterschool: Providing a Successful Route to Credit Attainment and Recovery. Afterschool Alert. Issue Brief No.39

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2009

    2009-01-01

    Afterschool provides older youth with critical academic supports including credit attainment and recovery opportunities. Many educators are turning to afterschool programs to reach students who fail one or more courses, become disengaged, or want alternatives to the traditional path to graduation. Credit recovery refers to recovering credits that…

  16. Afterschool and the Building of Character. Afterschool Alert. Issue Brief No. 14

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2003

    2003-01-01

    Building of character and promoting positive behavior is an important part of every afterschool program. Besides the basics of homework help and physical fitness activities, afterschool programs are using teamwork exercises, service learning, volunteerism and other activities to teach kids about making the right decisions that will help them…

  17. Afterschool Programs: A Wise Public Investment. Afterschool Alert. Issue Brief No.22

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2005

    2005-01-01

    After-school advocates and practitioners face a seemingly continual struggle for adequate funding. While there have been successes, budgets have tightened at all levels of government, and advocates must be prepared to demonstrate that after-school programs are a worthy investment. This report highlights benefits of these programs by pointing out…

  18. Afterschool: A Strategy for Addressing and Preventing Middle School Bullying. MetLife Foundation Afterschool Alert. Issue Brief No. 51

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on bullying awareness and prevention. Bullying is a dangerous behavior…

  19. Afterschool: A High School Dropout Prevention Tool. Afterschool Alert Issue Brief No.38

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2009

    2009-01-01

    Over one million students who enter ninth grade each year fail to graduate with their peers four years later because they drop out of school. Seven thousand students drop out of school every day, and each year roughly 1.2 million students fail to graduate from high school. More than half of these students are from minority groups. Afterschool

  20. Arts and Afterschool: A Powerful Combination. Afterschool Alert. Issue Brief No. 21

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2005

    2005-01-01

    In an increasingly competitive information age and creative economy, knowledge and skills in the arts and music are important in their own right. Additionally, the integration of the arts into after-school programs helps build and reinforce important student learning. It helps strengthen teamwork, responsibility, persistence, self-discipline, and…

  1. Afterschool Programs: Keeping Kids -- and Communities -- Safe. Afterschool Alert. Issue Brief No. 27

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    After 14 years of decline, cities across the nation are reporting spikes in crime rates, which many law enforcement officials attribute to decreased federal spending on crime prevention and more juveniles becoming involved in violent crimes. This report highlights the "after-school" gap: 20-25 hours per week that children are out of…

  2. Afterschool: A Natural Platform for Career Development. Afterschool Alert. Issue Brief No. 19

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2004

    2004-01-01

    As technology evolves and the economy changes, greater demands will be placed on the workforce of the future. Myriad opportunities are and will be available to those who have the knowledge and the skills to meet those challenges. Afterschool programs offer a key opportunity to expose students to ideas and teach them skills that can unlock doors to…

  3. Keeping Kids Safe and Supported in the Hours After School. MetLife Foundation Afterschool Alert. Issue Brief No. 65

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third issue brief in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards,…

  4. Service-Learning in Afterschool: Helping Students Grow and Communities Prosper. MetLife Foundation Afterschool Alert. Issue Brief No. 52

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on service-learning opportunities for middle schoolers. Pairing service…

  5. Literacy in Afterschool: An Essential Building Block for Learning and Development. MetLife Foundation Afterschool Alert. Issue Brief No. 53

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the fourth in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on literacy education. While literacy's definition continues to expand to…

  6. Afterschool: Key to Health and Wellness for Pre-Teens and Teens. MetLife Foundation Afterschool Alert. Issue Brief No. 45

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2010

    2010-01-01

    With a growing number of school hours devoted to increased instructional time and physical education programs being scaled back in many schools, the afterschool hours are becoming increasingly crucial to ensuring the healthy development of the nation's youth. Additionally, with students spending the majority of their waking hours and consuming the…

  7. The Importance of Afterschool and Summer Learning Programs in African-American and Latino Communities. Afterschool Alert. Issue Brief No. 59

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    In classrooms across the country, when students hear the bell ring at 3 p.m., it signals the end of the school day and, for many, the start of an afternoon without supervision, without productive activities and without direction. Afterschool and summer learning programs are filling the invaluable role of providing essential services--such as a…

  8. Afterschool: Supporting Career and College Pathways for Middle School Age Youth. MetLife Foundation Afterschool Alert. Issue Brief No. 46

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    In order to ensure that middle school youth are on a path toward higher education and careers, an early introduction to the importance of continuing education past high school is necessary. The middle school years are a vital time to teach the importance of college and career readiness and the linkages to success in life. This issue brief…

  9. Building Literacy in Afterschool. Dollar General Afterschool Literacy Issue Brief. No. 67

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2015

    2015-01-01

    The Afterschool Alliance, in partnership with Dollar General Literacy Foundation, is proud to present this issue brief examining the vital role afterschool programs play to build students' literacy skills. This issue brief will explore the additional support needed to help students with their reading, writing and critical thinking skills, as well…

  10. Afterschool Programs Strengthen Communities. Afterschool Alert. Issue Brief No. 18

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2004

    2004-01-01

    Some say America's attention to community is in decline. As people work longer hours, endure longer commutes, and have less time to socialize and join community organizations, they are not getting to know their neighbors and communities. Schools exist in a vacuum, having little or no association with the surrounding neighborhood, and many…

  11. Afterschool in Action: How Innovative Afterschool Programs Address Critical Issues Facing Middle School Youth

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2012

    2012-01-01

    Over the last four years, the Afterschool Alliance and MetLife Foundation have worked together to identify exemplary, and often lesser-known afterschool programs across the nation. For the past two years, efforts have focused on finding innovative afterschool programs serving middle school students. This focus was developed to address the need for…

  12. Summer Programs. Afterschool Alert. Issue Brief No. 12

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2002

    2002-01-01

    The need for youth to be supervised and safe does not end with the school year. For this reason, summer programs like those funded by the US Department of Education's 21st Century Community Learning Centers (21st CCLC) program are vital for the well-being of youth. Summer schools have traditionally served youth who are in need of remedial academic…

  13. Afterschool Programs Help Working Families. Afterschool Alert. Issue Brief No. 16

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2003

    2003-01-01

    Changing family structures place extra burdens on children, parents and employers. The image of 21st century families is vastly different from that of previous centuries, or even the family image of 50 years ago. While women are still the primary caregivers, either as single mothers or part of a two-parent family, they are entering the workforce…

  14. High School Reform and High School Afterschool: A Common Purpose. Afterschool Alert. Issue Brief No. 23

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2005

    2005-01-01

    High school students and those who try to educate them have a tall order to fill. High schools must help create the workforce of the future by turning out graduates who have the 21st century skills that colleges and employers demand, while overcoming the achievement gap that exists for poor and minority students and fighting social pressures such…

  15. Afterschool Fosters Success in School. MetLife Foundation Afterschool Alert. Issue Brief No. 31

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2008

    2008-01-01

    In the current climate of increased academic assessments, the discussion of student success in school is frequently limited to academic achievement. However, data show that when examining student success, components such as social development and prevention of risky behaviors significantly impact academic achievement. These outcomes form a…

  16. Preventing Dropouts: The Important Role of Afterschool. Afterschool Alert. Issue Brief No. 60

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2013

    2013-01-01

    Over the last decade, high school dropout rates have declined to single digits nationally. However, the U.S. only ranks 22nd in high school graduation rates and 14th in college attainment among industrialized countries. Furthermore, graduation gaps persist among students from lower socioeconomic backgrounds and minority racial groups. Reducing…

  17. Afterschool Quality

    ERIC Educational Resources Information Center

    Smith, Charles; Akiva, Tom; McGovern, Gina; Peck, Stephen C.

    2014-01-01

    This chapter discusses efforts to define and improve the quality of afterschool services, highlighting areas of agreement and identifying leading-edge issues. We conclude that the afterschool field is especially well positioned to deliver high-quality services and demonstrate effectiveness at scale because a strong foundation has been built for…

  18. Career Education Models. Trends and Issues Alert.

    ERIC Educational Resources Information Center

    Brown, Bettina Lankard

    The evolution of the workplace has required changes in the guidance and counseling practices of career education (CE). Basic elements of CE strategies for enhancing students' career awareness, exploration, and planning are still in place, but contemporary issues such as life-work balance, involuntary career transitions, and mentoring have led to…

  19. The National Partnership for Quality Afterschool Learning Randomized Controlled Trial Studies of Promising Afterschool Programs: Summary of Findings. Afterschool Research Brief. Issue No. 3

    ERIC Educational Resources Information Center

    Vaden-Kiernan, Michael; Jones, Debra Hughes; Rudo, Zena; Fitzgerald, Robert; Hartry, Ardice; Chambers, Bette; Smith, Dewi; Muller, Patricia; Moss, Marcey A.

    2008-01-01

    Recent evaluations and research syntheses of afterschool programs rated as high quality show they are associated with increases in student achievement and other positive socio-behavioral outcomes (Lauer et al., 2006; Vandell, Reisner, & Pierce, 2007). Those examinations provide a springboard for the next much-needed area of…

  20. Afterschool Alert: Poll Report No.3. A Report of Findings from a June 2000 Poll of Registered Voters.

    ERIC Educational Resources Information Center

    Afterschool Alliance, Washington, DC.

    This report summarizes key findings from a 2000 nationwide poll regarding support and demand for after-school programs. Participating in the poll were 800 adults over age 18 who are registered to vote. The findings included the following: (1) 92 percent of respondents agreed that there should be an organized activity/place for children and teens…

  1. Implementing Randomized Controlled Trial Studies in Afterschool Settings: The State of the Field. Afterschool Research Brief. Issue No. 1

    ERIC Educational Resources Information Center

    Vaden-Kiernan, Michael; Jones, Debra Hughes; Rudo, Zena

    2008-01-01

    SEDL is providing analytic and technical support to three large-scale randomized controlled trials assessing the efficacy of promising literacy curriculum in afterschool settings on student academic achievement. In the field of educational research, competition among research organizations and researchers can often impede collaborative efforts in…

  2. Key Issues and Strategies for Recruitment and Implementation in Large-Scale Randomized Controlled Trial Studies in Afterschool Settings. Afterschool Research Brief. Issue No. 2

    ERIC Educational Resources Information Center

    Jones, Debra Hughes; Vaden-Kiernan, Michael; Rudo, Zena; Fitzgerald, Robert; Hartry, Ardice; Chambers, Bette; Smith, Dewi; Muller, Patricia; Moss, Marcey A.

    2008-01-01

    Under the larger scope of the National Partnership for Quality Afterschool Learning, SEDL funded three awardees to carry out large-scale randomized controlled trials (RCT) assessing the efficacy of promising literacy curricula in afterschool settings on student academic achievement. SEDL provided analytic and technical support to the RCT studies…

  3. Afterschool: Middle School and Science, Technology, Engineering and Math (STEM). MetLife Foundation Afterschool Alert. Issue Brief No. 44

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2010

    2010-01-01

    The 21st Century's information economy has been creating more jobs that require not only a college education but also a fair amount of expertise in the fields of science, technology, engineering and math--collectively known as STEM. The last several decades have seen the industrial- and manufacturing-based economy shift to a service economy fueled…

  4. Opportunities for Policy Leadership on Afterschool Care. Policy Briefing Series. Issue 5

    ERIC Educational Resources Information Center

    Kang, Andrew; Weber, Julie

    2010-01-01

    For most full-time employed parents, the gap between the end of the school day and the time they arrive home from work adds up to about 20 to 25 hours per week. Thus, many parents look to afterschool programs to satisfy their desire for safe, enriching experiences for their children while they are working. "Afterschool" is the general term used to…

  5. Summer: A Season When Learning Is Essential. Afterschool Alert. Issue Brief No. 33

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2008

    2008-01-01

    This report notes that studies dating back to 1906 find that children score lower on standardized tests at the end of summer vacation than they do in the Spring when schools close. Summer programs that address the needs of the whole child seem to be most successful at boosting academic achievement, self-esteem, and confidence. They also motivate…

  6. Some human factors issues in the development and evaluation of cockpit alerting and warning systems

    NASA Technical Reports Server (NTRS)

    Randle, R. J., Jr.; Larsen, W. E.; Williams, D. H.

    1980-01-01

    A set of general guidelines for evaluating a newly developed cockpit alerting and warning system in terms of human factors issues are provided. Although the discussion centers around a general methodology, it is made specifically to the issues involved in alerting systems. An overall statement of the current operational problem is presented. Human factors problems with reference to existing alerting and warning systems are described. The methodology for proceeding through system development to system test is discussed. The differences between traditional human factors laboratory evaluations and those required for evaluation of complex man-machine systems under development are emphasized. Performance evaluation in the alerting and warning subsystem using a hypothetical sample system is explained.

  7. Neural network strategies for issuing flood warning alerts

    NASA Astrophysics Data System (ADS)

    Abrahart, R.; Dawson, C.; See, L.; Wilby, R.

    2003-04-01

    Most neural network hydrological forecasting involves modelling standard combinations of traditional rainfall-runoff variables in a supervised learning environment. These computational solutions have to date produced reasonable approximations but various problems still exist in the manner of input and output data inadequacies and weak deterministic hydrological relationships. The supervised learning model also puts an arduous burden on the instructor mechanism which requires a comprehensive set of meaningful real-world input-output situations. It is argued that the information content on either side of the equation must be modified if such tools are to achieve improved performance and that alternative relationships might be used to build superior modelling solutions e.g. to predict Fourier Series Parameters instead of Measured Hydrological Variables. This paper thus compares alternative strategies that can be used to deliver neural network flood warning alerts based on a six-hour forecasting horizon for the River Ouse in Yorkshire - a river that experiences major floods. The first solution uses a standard neural network modelling procedure to predict river level outputs which are then classified into four flood alert codes: ALL CLEAR; FLOOD WATCH; FLOOD WARNING; SEVERE FLOOD WARNING. The other solutions use identical data inputs to predict a simpler output function that is easier to learn; comprising the four individual event codes modelled as a set of categorical entities. The non-standard approaches that are considered consist of: [i] single-winner, [ii] thermometer method and [iii] a self-organising map.

  8. Afterschool Alert: Poll Report No. 4. A Report of Findings from a July 31-August 2, 2001 Poll of Registered Voters.

    ERIC Educational Resources Information Center

    Afterschool Alliance, Washington, DC.

    This report summarizes key findings from a 2001 nationwide poll regarding support and need for after-school programs. Participating in the poll were 800 adults over age 18 who are registered to vote. The findings included the following: (1) 94 percent of respondents agreed that there is a need for some type of organized activity or place where…

  9. Global Mobility of Workers. Trends and Issues Alert.

    ERIC Educational Resources Information Center

    Brown, Bettina Lankard

    Changes in the world economy such as globalization, free trade in services, and unequal demand for some occupations have resulted in increased cross-national movement of workers and emphasized the need for easily transferable or international qualifications. Leading the effort to address the issue of transferable qualifications is the European…

  10. Methods uncovering usability issues in medication-related alerting functions: results from a systematic review.

    PubMed

    Marcilly, Romaric; Vasseur, Francis; Ammenwerth, Elske; Beuscart-Zephir, Marie-Catherine

    2014-01-01

    This paper aims at listing the methods used to evaluate the usability of medication-related alerting functions and at knowing what type of usability issues those methods allow to detect. A sub-analysis of data from this systematic review has been performed. Methods applied in the included papers were collected. Then, included papers were sorted in four types of evaluation: "expert evaluation", "user- testing/simulation", "on site observation" and "impact studies". The types of usability issues (usability flaws, usage problems and negative outcomes) uncovered by those evaluations were analyzed. Results show that a large set of methods are used. The largest proportion of papers uses "on site observation" evaluation. This is the only evaluation type for which every kind of usability flaws, usage problems and outcomes are detected. It is somehow surprising that, in a usability systematic review, most of the papers included use a method that is not often presented as a usability method. Results are discussed about the opportunity to provide usability information collected after the implementation of the technology during their design process, i.e. before their implementation.

  11. Using rainfall thresholds and ensemble precipitation forecasts to issue and improve urban inundation alerts

    NASA Astrophysics Data System (ADS)

    Yang, Tsun-Hua; Hwang, Gong-Do; Tsai, Chin-Cheng; Ho, Jui-Yi

    2016-11-01

    Urban inundation forecasting with extended lead times is useful in saving lives and property. This study proposes the integration of rainfall thresholds and ensemble precipitation forecasts to provide probabilistic urban inundation forecasts. Utilization of ensemble precipitation forecasts can extend forecast lead times to 72 h, predicting peak flows and to allow response agencies to take necessary preparatory measures. However, ensemble precipitation forecasting is time- and resource-intensive. Using rainfall thresholds to estimate urban areas' inundation risk can decrease this complexity and save computation time. This study evaluated the performance of this system using 352 townships in Taiwan and seven typhoons during the period 2013-2015. The levels of forecast probability needed to issue inundation alerts were addressed because ensemble forecasts are probability based. This study applied six levels of forecast probability and evaluated their performance using five measures. The results showed that this forecasting system performed better before a typhoon made landfall. Geography had a strong impact at the start of the numerical weather modeling, resulting in the underestimation of rainfall forecasts. Regardless of this finding, the inundation forecast performance was highly contingent on the rainfall forecast skill. This study then tested a hybrid approach of on-site observations and rainfall forecasts to decrease the influence of numerical weather predictions and improve the forecast performance. The results of this combined system showed that forecasts with a 24 h lead time improved significantly. These findings and the hybrid approach can be applied to other hydrometeorological early warning systems to improve hazard-related forecasts.

  12. Building Effective Afterschool Programs.

    ERIC Educational Resources Information Center

    Fashola, Olatokunbo S.

    Through a comprehensive review of various afterschool programs across the United States, this resource provides a practical overview of the research and best practices that can be easily adapted and applied in the development of highly effective afterschool programs. chapters focus on: (1) "Why Afterschool Programs?" (benefits, challenges, and…

  13. Making Afterschool Count: Communities & Schools Working Together, 1999.

    ERIC Educational Resources Information Center

    Making Afterschool Count, 1999

    1999-01-01

    This document consists of the three 1999 issues of a journal highlighting the Making After-School Count Initiative, programs across the country wherein communities and schools cooperate to serve children during after-school hours. The February 1999 issue describes grassroots efforts by California parents and religious leaders to secure funding for…

  14. Making Afterschool Count: Communities & Schools Working Together, 2001.

    ERIC Educational Resources Information Center

    Warren, Andrea; Yost, Ann

    2001-01-01

    This document is comprised of the single 2001 issue of a journal highlighting notable after-school programs, many funded by 21st Century Community Learning Center grants, and the school-community collaboration they entail. Articles in this issue on literacy are: (1) "Literacy and Afterschool: A Perfect Fit," focusing on literacy programs…

  15. Making Afterschool Count: Communities & Schools Working Together, 2000.

    ERIC Educational Resources Information Center

    Yost, Ann

    2000-01-01

    This document consists of three issues from 2000 of a journal highlighting notable after-school programs, many funded by 21st Century Community Learning Center (CCLC) grants, and the school-community collaboration they entail. The June 2000 issue features a cover story on the successful inclusion of parents in various after-school initiatives;…

  16. Alcohol Alert

    MedlinePlus

    ... Us You are here Home » Alcohol Alert Alcohol Alert The NIAAA Alcohol Alert is a quarterly bulletin that disseminates important research ... text. To order single copies of select Alcohol Alerts, see ordering Information . To view publications in PDF ...

  17. AASA's Study on After-School's Ups and Downs

    ERIC Educational Resources Information Center

    Miller, Nancy

    2005-01-01

    AASA began an inquiry in 2001 to understand how barriers to effective after-school programs could be overcome by school district leaders. The issue, well-known anecdotally, had not to date been researched. School leaders tend to agree that after-school programs are sound educationally but struggle to operate and sustain such programs.…

  18. Ethics: The Role of Adult and Vocational Education. Trends and Issues Alert No. 24.

    ERIC Educational Resources Information Center

    Wonacott, Michael E.

    Ethics and social responsibility are the subject of both curriculum materials and research in adult and vocational education. State academic standards and curriculum frameworks address citizenship and personal and social responsibility. Ethical and legal issues for specific occupations are addressed in curricula issued by states, professional…

  19. Adult Education and Gay, Lesbian, Bisexual, and Transgendered Communities. Trends and Issues Alert No. 21.

    ERIC Educational Resources Information Center

    Kerka, Sandra

    Adult educators concerned with inclusiveness and social justice are addressing issues related to students who are gay, lesbian, bisexual, or transgendered (GLBT). Although research in mainstream adult education and published adult education materials that include GLBT issues and concerns are scarce, more resources have appeared in the last few…

  20. Science in Afterschool Literature Review

    ERIC Educational Resources Information Center

    Falkenberg, Karen; McClure, Patricia; McComb, Errin M.

    2006-01-01

    In considering science in afterschool, research was reviewed and is presented in this document on how students learn science; how science is assessed, particularly inquiry science; recommended practices for afterschool science; and current afterschool science programs. Databases such as ERIC, Wilson Web, and PsychINFO were searched using…

  1. Real-time earthquake alert system for the greater San Francisco Bay Area: a prototype design to address operational issues

    SciTech Connect

    Harben, P.E.; Jarpe, S.; Hunter, S.

    1996-12-10

    The purpose of the earthquake alert system (EAS) is to outrun the seismic energy released in a large earthquake using a geographically distributed network of strong motion sensors that telemeter data to a rapid CPU-processing station, which then issues an area-wide warning to a region before strong motion will occur. The warning times involved are short, from 0 to 30 seconds or so; consequently, most responses must be automated. The San Francisco Bay Area is particularly well suited for an EAS because (1) large earthquakes have relatively shallow hypocenters (10- to 20-kilometer depth), giving favorable ray-path geometries for larger warning times than deeper from earthquakes, and (2) the active faults are few in number and well characterized, which means far fewer geographically distributed strong motion sensors are (about 50 in this region). An EAS prototype is being implemented in the San Francisco Bay Area. The system consists of four distinct subsystems: (1) a distributed strong motion seismic network, (2) a central processing station, (3) a warning communications system and (4) user receiver and response systems. We have designed a simple, reliable, and inexpensive strong motion monitoring station that consists of a three-component Analog Devices ADXLO5 accelerometer sensing unit, a vertical component weak motion sensor for system testing, a 16-bit digitizer with multiplexing, and communication output ports for RS232 modem or radio telemetry. The unit is battery-powered and will be sited in fire stations. The prototype central computer analysis system consists of a PC dam-acquisition platform that pipes the incoming strong motion data via Ethernet to Unix-based workstations for dam processing. Simple real-time algorithms, particularly for magnitude estimation, are implemented to give estimates of the time since the earthquake`s onset its hypocenter location, its magnitude, and the reliability of the estimate. These parameters are calculated and transmitted

  2. Minority Male Afterschool Program.

    ERIC Educational Resources Information Center

    Dalton, Herbert F., Jr.

    Through a program called the Minority Male Afterschool Program (MMAP), college students at Mississippi Valley State University in Itta Bena (Mississippi) are working one-on-one with high school students. The MMAP is an enrichment program that encourages at-risk African American students aged 12 to 19 to complete high school and pursue…

  3. Evaluating Afterschool Programs

    ERIC Educational Resources Information Center

    Little, Priscilla M.

    2014-01-01

    Well-implemented afterschool programs can promote a range of positive learning and developmental outcomes. However, not all research and evaluation studies have shown the benefits of participation, in part because programs and their evaluation were out of sync. This chapter provides practical guidance on how to foster that alignment between…

  4. Alertness - decreased

    MedlinePlus

    ... alertness, including: Chronic kidney disease Extreme tiredness or lack of sleep High blood sugar level or low blood sugar ... or breathing problems, such as: Abnormal heart rhythm Lack of ... medicines Side effect of almost any medicine, such as those used ...

  5. Serving English Language Learners Afterschool

    ERIC Educational Resources Information Center

    Holstead, Jenell; Doll, Kathryn

    2015-01-01

    Over the last several decades, the number of afterschool programs has grown considerably due to the growing employment rates of mothers and concerns regarding at-risk students (James-Burdumy, Dynarski, & Deke, 2007). Afterschool programs impact the lives of nearly 10.2 million children in Kindergarten through 12th grade, an overall increase…

  6. Wireless Emergency Alerts: Trust Model Simulations

    DTIC Science & Technology

    2014-02-01

    service, for- merly known as the Commercial Mobile Alert Service (CMAS). Alert originators (AOs) working at emergency management agencies ( EMAs ...Emergency Management Agency (FEMA), the EMAs , and the AOs must all strive to maximize and maintain trust in the WEA ser- vice if it is to be an effective...Alert Service (CMAS), enhances public safety by providing authorized emergency management agen- cies ( EMAs ) with the capability to issue alerts and

  7. Afterschool Education: Approaches to an Emerging Field.

    ERIC Educational Resources Information Center

    Noam, Gil G.; Biancarosa, Gina; Dechausay, Nadine

    Noting that there exists little systematic and conclusive research on after-school education to guide the development of practices in this emerging field, this book contributes to the definition of after-school education by focusing on three essential aspects of such programming: (1) bridging school to after-school (2) homework, or extended…

  8. 78 FR 22270 - Special Fraud Alert: Physician-Owned Entities

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-15

    ... HUMAN SERVICES Office of Inspector General Special Fraud Alert: Physician-Owned Entities AGENCY: Office... issued Special Fraud Alert on Physician-Owned Entities. Specifically, the Special Fraud Alert addressed... INFORMATION: In our publication of the Special Fraud Alert on Physician-Owned Entities, an inadvertent...

  9. Wireless Emergency Alerts

    MedlinePlus

    ... Us Main Content Frequently Asked Questions: Wireless Emergency Alerts This section contains answers to a list of frequently asked questions about Wireless Emergency Alerts (WEAs). Why are Wireless Emergency Alerts (WEA) important ...

  10. Behavior Management in Afterschool Settings

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.

    2014-01-01

    Although behavioral management is one of the most challenging aspects of working in an afterschool setting, staff do not typically receive formal training in evidence-based approaches to handling children's behavior problems. Common approaches to behavioral management such as punishment or time-out are temporary solutions because they do not…

  11. Cultural Competence in Afterschool Programs

    ERIC Educational Resources Information Center

    Simpkins, Sandra D.; Riggs, Nathaniel R.

    2014-01-01

    Increasing ethnic diversity among American youth, in combination with funding priorities often targeting underserved populations, has increased the number of diverse youth attending afterschool programs (ASPs). At present, there is little guidance on how to best design ASPs and prepare staff to support the development of these diverse youth. The…

  12. Afterschool Universe - Bringing Astronomy Down to Earth

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, Anita; Eyermann, S.; Mitchell, S.; Lochner, J.; Reynolds, C.

    2008-05-01

    Afterschool Universe is an out-of-school-time astronomy program targeted at middle school students. It explores astronomy concepts through engaging hands-on activities and takes participants on a journey through the Universe beyond the solar system. Afterschool Universe underwent extensive pilot testing with several hundred participants in 2006 and 2007 under the name Beyond Einstein Explorers’ Program (BEEP) and is now widely available to run in your own local communities. We will discuss the structure of the program and resources available to implement it. Afterschool Universe is ideally run as a partnership between astronomers or EPO professionals and local afterschool program providers. The former contribute content expertise to help train the program leaders while the latter have a deep understanding of their target audience. Furthermore, it provides a relatively easy plug-and-play opportunity for astronomers to engage in EPO efforts within their communities. This program addresses several IYA themes as it works with an audience that doesn't typically get much exposure to astronomy. The adult afterschool program leaders do not usually have science backgrounds and middle school students do not normally get to explore the topics in Afterschool Universe at this age. Afterschool programs often reach those who most need additional help and can be offered in a variety of settings where the students go when the school day is over. The afterschool community is looking for quality science programming that will engage the children. Afterschool Universe offers just such an engagement opportunity.

  13. Rethinking the High School Experience: What's After-School Got to Do with It. Out-of-School Time Policy Commentary #10

    ERIC Educational Resources Information Center

    Yohalem, Nicole; Wilson-Ahlstrom, Alicia; Pittman, Karen

    2005-01-01

    With high school reform now a front-burner issue, districts and communities cannot afford to have high school after-school on the back burner. In this commentary, we focus on how and why the high school reform and after-school movements need to be woven together to produce a solid system of learning opportunities and developmental supports…

  14. Keeping Children Safe: Afterschool Staff and Mandated Child Maltreatment Reporting

    ERIC Educational Resources Information Center

    Gandarilla, Maria; O'Donnell, Julie

    2014-01-01

    With 8.4 million children in the U.S. spending an average of eight hours a week in afterschool programs, afterschool providers are an important part of the network of caring adults who can help to keep children safe. In addition, afterschool staff are "mandated reporters." Whether or not the laws specifically mention afterschool staff,…

  15. Planning Considerations for Afterschool Professional Development

    ERIC Educational Resources Information Center

    Bradshaw, L. Daniele

    2015-01-01

    Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

  16. Discovering Community: Activities for Afterschool Programs

    ERIC Educational Resources Information Center

    National Institute on Out-of-School Time, Wellesley College, 2006

    2006-01-01

    The project activities highlighted in this publication were conducted within the framework of school-based afterschool programs operated by community-based organizations. The intention of the Discovering Community initiative, created by The After-School Corporation and MetLife Foundation, is to foster greater collaborations and mutual respect…

  17. Improving Participation in After-School Programs

    ERIC Educational Resources Information Center

    Walker, Karen E.; Arbreton, Amy J. A.

    2005-01-01

    After-school programs attempt to provide safe havens that keep youth off the streets and offer them a variety of opportunities to enhance their experiences and skills, including educational outcomes such as grades. What the programs actually accomplish has been somewhat different. Major evaluations of after-school programs have shown that they do…

  18. Top 10 States for Afterschool in 2009

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2009

    2009-01-01

    Each day in America, millions of kids go home to an empty house after school. In recent years, the growth of quality, affordable afterschool programs has begun to offer positive alternatives to the parents of these children. In 2009, the Afterschool Alliance contracted with RTi, a market research firm, to conduct a household survey of nearly…

  19. Alert generation and cockpit presentation for an integrated microburst alerting system

    NASA Technical Reports Server (NTRS)

    Wanke, Craig; Hansman, R. John, Jr.

    1991-01-01

    Alert generation and cockpit presentation issues for low level wind shear (microburst) alerts are investigated. Alert generation issues center on the development of a hazard criterion which allows integration of both ground based and airborne wind shear detection systems to form an accurate picture of the aviation hazard posed by a particular wind shear situation. A methodology for the testing of a hazard criteria through flight simulation has been developed, and has been used to examine the effectiveness and feasibility of several possible criteria. Also, an experiment to evaluate candidate graphical cockpit displays for microburst alerts using a piloted simulator has been designed.

  20. Medical alert bracelet (image)

    MedlinePlus

    People with diabetes should always wear a medical alert bracelet or necklace that emergency medical workers will ... People with diabetes should always wear a medical alert bracelet or necklace that emergency medical workers will ...

  1. 75 FR 4760 - Review of the Emergency Alert System

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-01-29

    ... COMMISSION 47 CFR Part 11 Review of the Emergency Alert System AGENCY: Federal Communications Commission... seeking comment on its proposal to amend the Commission's rules governing the Emergency Alert System (EAS... issue a national alert. DATES: Comments are due on or before March 1, 2010 and reply comments are due...

  2. Jetliner Alert Systems

    NASA Technical Reports Server (NTRS)

    1983-01-01

    NASA research and design has significantly improved crew alert systems. The Engine Indication and Crew Alerting System (EICAS), developed by Psycho-Linguistic Research Associates, is technologically advanced and able to order alerts by priority. Ames has also developed computer controlled voice synthesizers for readouts during difficult landing approaches. This is available to airplane manufacturers.

  3. Afterschool Universe - Bringing Astronomy Down to Earth

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, Anita; Eyermann, S. E.; Mitchell, S.

    2010-01-01

    Bring the universe beyond the solar system to middle-schoolers in your community! Afterschool Universe (AU) is a 12-session out-of-school-time astronomy program that explores astronomy concepts through engaging hands-on activities. It introduces participants to the tools of astronomy and takes them on a journey through the universe beyond the solar system. Afterschool programs reach a very diverse population and are offered in a variety of settings where the students go when the school day is over. The afterschool community is looking for quality science programming that will engage the children. AU offers just such an opportunity to bring science and astronomy to this under-served population. The afterschool community all over the country has received this well-tested curriculum very enthusiastically. It recently passed the rigorous NASA Product Review with flying colors. Help us disseminate it far and wide by working with afterschool program providers in your community. AU is ideally run as a partnership between astronomers or EPO professionals and local afterschool program providers. The former contribute content expertise to help train the program leaders while the latter have a deep understanding of their target audience. This program addresses several IYA themes as it works with an audience that doesn't typically get much exposure to astronomy. The adult afterschool program leaders do not usually have science backgrounds and middle school students do not normally get to explore the topics in Afterschool Universe despite their interest in this content. Bring the universe down to earth by engaging adults and children in your community through an Afterschool Universe partnership!

  4. Commercial Mobile Alert Service (CMAS) Alerting Pipeline Taxonomy

    DTIC Science & Technology

    2012-03-01

    element (or major branch of the tree) and its “ child ” features (offshoots of the major branch). Features may, in turn, have their own “ child ” features...aware of an ab- ducted child o Presidential An alert issued by the presi- dent of the United States  Source_of_Authority Entity that has...deputy officer arrives at the scene first and immediately sends the name, description, and photo of the abducted child along with descriptions of the

  5. What Afterschool STEM Does Best: How Stakeholders Describe Youth Learning Outcomes

    ERIC Educational Resources Information Center

    Krishnamurthi, Anita; Bevan, Bronwyn; Rinehart, Jen; Coulon, Vicky Ragan

    2013-01-01

    As more stakeholders get involved in the effort to engage youth in STEM outside of school, afterschool providers are being asked to document a wide range of outcomes, from generating interest in STEM to improving standardized test scores in math and science and to increasing the number of students who pursue STEM majors in college. This issue has…

  6. Visual Alert System

    NASA Technical Reports Server (NTRS)

    1985-01-01

    A visual alert system resulted from circuitry developed by Applied Cybernetics Systems for Langley as part of a space related telemetry system. James Campman, Applied Cybernetics president, left the company and founded Grace Industries, Inc. to manufacture security devices based on the Langley technology. His visual alert system combines visual and audible alerts for hearing impaired people. The company also manufactures an arson detection device called the electronic nose, and is currently researching additional applications of the NASA technology.

  7. After-School and Beyond: A 15-Year History of TASC (The After-School Corporation)

    ERIC Educational Resources Information Center

    Fiester, Leila

    2014-01-01

    In 1998, George Soros and Herb Sturz seized an opportunity to significantly improve children's lives by founding The After-School Corporation (TASC). They believed that increasing the quality and availability of after-school programs, with the ultimate goal of changing public policy, could transform the potential for many New York City kids who…

  8. Alert Exchange Process Protocol

    NASA Technical Reports Server (NTRS)

    Groen, Frank

    2015-01-01

    The National Aeronautics and Space Administration of the United States of America (NASA), and the European Space Agency (ESA), and the Japanese Aerospace Exploration Agency (JAXA), acknowledging that NASA, ESA and JAXA have a mutual interest in exchanging Alerts and Alert Status Lists to enhance the information base for each system participant while fortifying the general level of cooperation between the policy agreement subscribers, and each Party will exchange Alert listings on regular basis and detailed Alert information on a need to know basis to the extent permitted by law.

  9. Public Alerts for Hyper-Hazard Events

    NASA Astrophysics Data System (ADS)

    Woo, G.

    2011-12-01

    Hyper-hazard events pose an exceptional risk to threatened populations around the world. Because of the potentially grave number of casualties, special procedures need to be enacted to alert the public. This paper will consider the decision analysis associated with the provision of public alerts, and what training measures are required. Special focus will be on the issue of false alarms, and the social pyschology of population response to hazard warnings.

  10. Measuring Afterschool Program Quality Using Setting-Level Observational Approaches

    ERIC Educational Resources Information Center

    Oh, Yoonkyung; Osgood, D. Wayne; Smith, Emilie P.

    2015-01-01

    The importance of afterschool hours for youth development is widely acknowledged, and afterschool settings have recently received increasing attention as an important venue for youth interventions, bringing a growing need for reliable and valid measures of afterschool quality. This study examined the extent to which the two observational tools,…

  11. The Seismic Alert System of Mexico and their automatic Alert Signals broadcast improvements

    NASA Astrophysics Data System (ADS)

    Espinosa Aranda, J.; Cuellar Martinez, A.; Garcia, A.; Ibarrola, G.; Islas, R.; Maldonado, S.

    2009-12-01

    The Mexican Seismic Alert System (SASMEX), is integrated by the Seismic Alert System of Mexico City (SAS), in continuous operation since 1991, and the Seismic Alert System of Oaxaca City (SASO) that started its service in 2003. The SAS generates automatic broadcast of Public and Preventive Alert Signals to the cities of Mexico, Toluca, Acapulco and Chilpancingo, and SASO by now only to Oaxaca City. Two types of SASMEX Seismic Alert Signal ranges were determinated in accordance with each local Civil Protection Authorities: Public Alert if they expect strong earthquake effects and Preventive Alert Signal, for moderated once. SAS has 12 field sensor stations covering partial segment of the Guerrero coast, and the SASO has 35 field sensor stations operating in the coast, central and north of the Oaxaca, covering the seismic danger territory. Since 1993, the SAS is pioneer in the automatic public alert broadcast services, thanks to the support of the Asociación de Radiodifusores del Valle de México, A.C. (ARVM). Historically in Mexico City, due to their great distance to the coast of Guerrero, the SAS has been issued its Alert Signals with an opportunity average of 60 seconds. In Oaxaca City the SASO gives 30 seconds time opportunity, if the earthquake detected is occurring in the Oaxaca coast region, or less time, if the seismic event hits near of this town. Also the SASO has been supported since its implementation for local commercial radio stations. Today the SAS and SASO have been generated respectively 13 and 3 Public Alert signals, also 63 and 5 Preventive Alerts ones. Nevertheless, the final effectiveness of the SASMEX Alert Signal services is sensible to the particular conditions of the user in risk, they must have their radio receiver or TV set turned on, also they must know what to do if the seismic warning is issued, other way they do not have opportunity to react reducing their vulnerability, mainly at night. These reason justify the support of the

  12. Evaluations Backgrounder: A Summary of Formal Evaluations of the Academic Impact of Afterschool Programs

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2008

    2008-01-01

    Although afterschool programs for children have been operating for decades in some communities, the afterschool movement--the great national awakening to the opportunity afterschool offers--is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in afterschool programs…

  13. Citing reports of alarm-related deaths, the Joint Commission issues a sentinel event alert for hospitals to improve medical device alarm safety.

    PubMed

    2013-06-01

    As medical devices become more widely used in hospitals, there is evidence that providers are becoming overwhelmed by the alarms that emanate from these machines. Experts link the problem with 566 alarm-related deaths reported in an FDA database between January 2005 and June 2010, and 80 alarm-related deaths reported in The Joint Commission's (TJC) own sentinel event database between January 2009 and June 2012. The ED is among the hospital sites where the adverse events reported to TJC most often occurred. Providers in some hospital units have to deal with thousands of alarm signals every day, and an estimated 85% to 95% of these alerts don't require any intervention, according to TJC. Experts say with so much noise and so many false alarms, clinicians can become desensitized to the medical-device alarms. The types of alarms that administrators should be most concerned about in the ED are dysrhythmia alarms on heart monitors, oxygen saturation alarms, and signals that a patient has a low respiratory rate. Experts urge hospitals to develop cross-disciplinary teams to address alarm safety on an ongoing basis, and to assemble action plans for improvement that contain baseline metrics that can be used to chart progress.

  14. Ocean Literacy After-School

    NASA Astrophysics Data System (ADS)

    Hlinka, Lisa

    2016-04-01

    Ocean Literacy is a topic that is often underrepresented in secondary school science curriculum. To combat this deficit, our School has partnered up with Hudson River Community Sailing (HRCS), a local organization in New York City that offers an after-school program to high-need high school students in the surrounding community. This organization has developed a 9th grade Sail Academy which allows students from participating public high schools to increase their proficiency in math and science by learning basic sailing, navigation, and boat building. Upon successfully completing the 9th grade Sail Academy curriculum, students enter the "First Mates Program" which offers a scaffolded set of youth development experiences that prepare students for college, career, leadership, and stewardship. This program is built in the context of a new Ocean Literacy Curriculum focused around 3 major topics within Ocean Literacy: Marine Debris, Meteorology, and Ecology (specifically water quality). The learning experiences include weekly data collection of marine debris, weather conditions, and water quality testing in the Hudson River adjacent to the HRCS Boathouse. Additionally there are weekly lessons engaging students in the fundamentals of each of the 3 topics and how they are also important in the lens of sailing. During the marine debris portion of the curriculum students identify sources of marine debris, impacts on the local environment, and study how debris can travel along the ocean currents leading in to larger garbage gyres. To supplement the curriculum, students embarked on a day trip to the Newtown Creek Wastewater Treatment Facility in Brooklyn, NY to learn how and where NYC receives its drinking water, how wastewater is treated, and how water quality in the local area can be easily influenced. While on the trip, students did their data collection of marine debris, weather conditions, and water quality testing at Newtown Creek, and then they compared their results

  15. A Roadmap to Afterschool for All

    ERIC Educational Resources Information Center

    Rinehart, Jennifer

    2009-01-01

    During the past 20 years, afterschool programs have become an increasingly vital part of most American communities. Today, some 6.5 million children across the nation participate in these programs. Another 15 million children would participate if a program were available to them, according to their parents. These numbers tell at least two…

  16. Examining the Impact of Afterschool STEM Programs

    ERIC Educational Resources Information Center

    Krishnamurthi, Anita; Ballard, Melissa; Noam, Gil G.

    2014-01-01

    Afterschool programs that provide strong science, technology, engineering and math (STEM) learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and--significantly--begin to see…

  17. The COMESEP Alert System

    NASA Astrophysics Data System (ADS)

    Crosby, Norma; Veronig, Astrid; Rodriguez, Luciano; Vrsnak, Bojan; Vennerstrom, Susanne; Malandraki, Olga; Dalla, Silvia; Srivastava, Nandita; Hesse, Michael; Odstrcil, Dusan; Robbrecht, Eva

    2014-05-01

    Tools for forecasting geomagnetic storms and solar energetic particle (SEP) radiation storms have been developed under the three-year EU FP7 COMESEP (COronal Mass Ejections and Solar Energetic Particles) collaborative project. To enhance our understanding of the 3D kinematics and interplanetary propagation of coronal mass ejections (CMEs), the structure, propagation and evolution of CMEs have been investigated. In parallel, the sources and propagation of SEPs have been examined and modeled. During the third year of the COMESEP project the produced tools have been validated and implemented into an operational space weather alert system. The COMESEP Alert System provides notifications for the space weather community. To achieve this the system relies on both models and data, the latter including near real-time data as well as historical data. Geomagnetic and SEP radiation storm alerts are based on the COMESEP definition of risk. The COMESEP Alert System has recently been launched. Receiving COMESEP alerts are free of charge, but registration is required. For more information see the project website (http://www.comesep.eu/). This work has received funding from the European Commission FP7 Project COMESEP (263252).

  18. A Qualitative Study of Elementary Afterschool Teachers' Perceptions of the Impact of Afterschool Programs on Students Receiving Special Education Services

    ERIC Educational Resources Information Center

    Legaspi, Margareth

    2013-01-01

    The purpose of this study, "A Qualitative Study of Elementary Afterschool Teachers' Perceptions of the Impact of Afterschool Programs on Students Receiving Special Education Services," was to assess elementary afterschool teachers' perceptions of the impact of afterschool programs on students receiving special education…

  19. CEI-PEA Alert, Fall 2005

    ERIC Educational Resources Information Center

    Center for Educational Innovation - Public Education Association, 2005

    2005-01-01

    The "CEI-PEA Alert" is an advocacy newsletter that deals with topics of interest to all concerned with the New York City public schools. This issue includes: (1) Chancellor Joel I. Klein Announces New Accountability System for NYC Schools; (2) Students Achieve Record-High Scores!; (3) Use Data to Help Your Child Improve Performance; (4)…

  20. CEI-PEA Alert, Summer 2006

    ERIC Educational Resources Information Center

    Center for Educational Innovation - Public Education Association, 2006

    2006-01-01

    The "CEI-PEA Alert" is an advocacy newsletter that deals with topics of interest to all concerned with the New York City public schools. This issue includes: (1) Practical Skills & High Academic Standards: Career Technical Education; (2) Parents: Help Your Children Gain "Soft Skills" for the Workforce; (3) Culinary Arts…

  1. Transient Alerts in LSST

    NASA Astrophysics Data System (ADS)

    Kantor, J.

    During LSST observing, transient events will be detected and alerts generated at the LSST Archive Center at NCSA in Champaign-Illinois. As a very high rate of alerts is expected, approaching ˜ 10 million per night, we plan for VOEvent-compliant Distributor/Brokers (http://voevent.org) to be the primary end-points of the full LSST alert streams. End users will then use these Distributor/Brokers to classify and filter events on the stream for those fitting their science goals. These Distributor/Brokers are envisioned to be operated as a community service by third parties who will have signed MOUs with LSST. The exact identification of Distributor/Brokers to receive alerts will be determined as LSST approaches full operations and may change over time, but it is in our interest to identify and coordinate with them as early as possible. LSST will also operate a limited Distributor/Broker with a filtering capability at the Archive Center, to allow alerts to be sent directly to a limited number of entities that for some reason need to have a more direct connection to LSST. This might include, for example, observatories with significant follow-up capabilities whose observing may temporarily be more directly tied to LSST observing. It will let astronomers create simple filters that limit what alerts are ultimately forwarded to them. These user defined filters will be possible to specify using an SQL-like declarative language, or short snippets of (likely Python) code. We emphasize that this LSST-provided capability will be limited, and is not intended to satisfy the wide variety of use cases that a full-fledged public Event Distributor/Broker could. End users will not be able to subscribe to full, unfiltered, alert streams coming directly from LSST. In this session, we will discuss anticipated LSST data rates, and capabilities for alert processing and distribution/brokering. We will clarify what the LSST Observatory will provide versus what we anticipate will be a

  2. Project "Hypertension Alert."

    ERIC Educational Resources Information Center

    Sailors, Emma Lou

    1983-01-01

    "Hypertension Alert," a 1979-80 blood pressure screening-awareness project of the Yonkers, New York Public Schools, is described. Data is analyzed in tables for ethnic composition, and range of blood pressure readings for the high school, junior high school, and elementary school students tested. (Author/JMK)

  3. Solar Radiation Alert System

    DTIC Science & Technology

    2009-03-01

    th an effectve cutoff rgdty of ~0 MV (2)), the FAA’s Cvl Aerospace Medcal Insttute (CAMI) ssues a Solar Radaton Alert (SRA) to the Nat...fluences of other partcles are too small to be of sgnficance n dose calculatons (4, 11). Earth was modeled as a sphere of lqud water of rad

  4. Prioritizing earthquake and tsunami alerting efforts

    NASA Astrophysics Data System (ADS)

    Allen, R. M.; Allen, S.; Aranha, M. A.; Chung, A. I.; Hellweg, M.; Henson, I. H.; Melgar, D.; Neuhauser, D. S.; Nof, R. N.; Strauss, J. A.

    2015-12-01

    The timeline of hazards associated with earthquakes ranges from seconds for the strong shaking at the epicenter, to minutes for strong shaking at more distant locations in big quakes, to tens of minutes for a local tsunami. Earthquake and tsunami warning systems must therefore include very fast initial alerts, while also taking advantage of available time in bigger and tsunami-generating quakes. At the UC Berkeley Seismological Laboratory we are developing a suite of algorithms to provide the fullest possible information about earthquake shaking and tsunami inundation from seconds to minutes after a quake. The E-larmS algorithm uses the P-wave to rapidly detect an earthquake and issue a warning. It is currently issuing alerts to test users in as little as 3 sec after the origin time. Development of a new waveform detector may lead to even faster alerts. G-larmS uses permanent deformation estimates from GNSS stations to estimate the geometry and extent of rupture underway providing more accurate ground shaking estimates in big (M>~7) earthquakes. It performed well in the M6.0 2014 Napa earthquake. T-larmS is a new algorithm designed to extend alert capabilities to tsunami inundation. Rapid estimates of source characteristics for subduction zones event can not only be used to warn of the shaking hazard, but also the local tsunami inundation hazard. These algorithms are being developed, implemented and tested with a focus on the western US, but are also now being tested in other parts of the world including Israel, Turkey, Korea and Chile. Beta users in the Bay Area are receiving the alerts and beginning to implement automated actions. They also provide feedback on users needs, which has led to the development of the MyEEW smartphone app. This app allows beta users to receive the alerts on their cell phones. All these efforts feed into our ongoing assessment of directions and priorities for future development and implementation efforts.

  5. 75 FR 26196 - Publication of OIG Updated Special Fraud Alert on Telemarketing by Durable Medical Equipment...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-11

    ... HUMAN SERVICES Office of Inspector General Publication of OIG Updated Special Fraud Alert on... published on January 10, 2010 (75 FR 2105), addressing our recently issued Updated Special Fraud Alert. Specifically, the Updated Special Fraud Alert addressed the statutory provision prohibiting durable...

  6. With Free Google Alert Services

    ERIC Educational Resources Information Center

    Gunn, Holly

    2005-01-01

    Alert services are a great way of keeping abreast of topics that interest you. Rather than searching the Web regularly to find new content about your areas of interest, an alert service keeps you informed by sending you notices when new material is added to the Web that matches your registered search criteria. Alert services are examples of push…

  7. INTEGRAL burst alert service

    NASA Technical Reports Server (NTRS)

    Pedersen, H.; Jennings, D.; Mereghetti, S.; Teegarden, B.

    1997-01-01

    The detection, accurate positioning, and spectral analysis of cosmic gamma ray bursts is an objective of the International Gamma Ray Astrophysics Laboratory (INTEGRAL) mission. Due to their unpredictable nature, gamma ray bursts can only be observed in serendipity mode. In order to allow and promote multiwavelength follow-up observations of such events, it is desirable to make the information available to the astrophysics community with a minimum delay through the use of Internet. Ideally, the data dissemination should occur within a few seconds of the start of the burst event so that follow up observations can proceed while gamma rays are still being emitted. The technical feasibility of building such a system to disseminate INTEGRAL burst alerts in real time is currently under consideration, the preliminary results of which are presented. It is concluded that such an alert service is technically feasible.

  8. Volcanic alert in antarctica

    NASA Astrophysics Data System (ADS)

    Bush, Susan

    1992-01-01

    On January 14, members of the Council of Managers of National Antarctic Programs (COMNAP) were alerted to possible volcanic activity on Deception Island, Antarctica. The island, located at latitude 62%57‧S, longitude 60'40‧W, attracts many tourists.COMNAP is a group of national program managers of 25 countries that have government programs in the Antarctic. Its function is to implement measures adopted by the Antarctic Treaty parties, including fostering international cooperation in scientific research.

  9. Pongase en accion! Materiales para actividades despues de la escuela (Get into Action! Afterschool Action Kit).

    ERIC Educational Resources Information Center

    Afterschool Alliance, Washington, DC.

    Noting that after-school programs are a critical link to helping children become successful adults, this Spanish-language kit explains what after-school programs can and should do for young people and how to locate or start an after-school program. The kit provides a rationale for developing after-school programs, noting the number of children…

  10. Evaluations Backgrounder: A Summary of Formal Evaluations of the Academic Impact of Afterschool Programs

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2006

    2006-01-01

    This compilation focuses chiefly on the impact of afterschool programs on student academic achievement. Although afterschool programs for children have been operating for many years in some communities, the afterschool movement is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is…

  11. Students' Attitudes toward an After-School Physical Activity Programme

    ERIC Educational Resources Information Center

    Agbuga, Bulent; Xiang, Ping; McBride, Ron

    2013-01-01

    Though considerable research on student attitudes has been conducted in physical education, little information exists concerning student attitudes toward after-school physical activity programmes. This study assessed students' attitudes toward their after-school physical activity programme located in southwest Texas, USA. Participants included 158…

  12. After-School Tutoring and the Distribution of Student Performance

    ERIC Educational Resources Information Center

    Huang, Min-Hsiung

    2013-01-01

    As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…

  13. After-School Programs: Keeping Children Safe and Smart.

    ERIC Educational Resources Information Center

    Chung, An-Me

    This guide provides information on the benefits of afterschool programs and the qualities of good after school programs. Afterschool programs reduce the risk of juvenile delinquency, substance use, and violent crime victimization. Children involved in quality programs decrease their chances of dropping out, earn higher grades, and develop better…

  14. After the Bell Rings: Student Perceptions of After-School

    ERIC Educational Resources Information Center

    Litke, Erica

    2009-01-01

    Background/Context: Research on after-school programs has traditionally focused on those programs serving students in younger grades but found positive correlations between student participation in enriching after-school activities and school engagement. For older students, particularly teenagers, there tends to be lower participation. Research…

  15. STEM Learning in Afterschool: An Analysis of Impact and Outcomes

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    This document summarizes evaluation reports from afterschool science, technology, engineering and math (STEM) programs across the United States and identifies common trends and strengths that afterschool learning brings to STEM education. Like many programs nationwide, several of the programs highlighted in this paper were designed specifically to…

  16. High-Impact Afterschool for All: A Statewide Quality Framework

    ERIC Educational Resources Information Center

    Siaca, Jennifer L.

    2010-01-01

    The need for afterschool programs is clear: Research and practice demonstrate that quality afterschool programs keep youth safe; support working families; and provide critical learning, personal development, arts, and recreational opportunities. New York State alone uses nearly $300 million in local, state, and federal funds for afterschool…

  17. An Afterschool Director's Educational Leadership Strategies: A Case Study

    ERIC Educational Resources Information Center

    Marino, Tammy

    2014-01-01

    Afterschool programs linked to schools provide opportunities to keep children safe and engage them in enrichment activities that can support their growth and development. Often, these programs are led by afterschool directors with a background in youth development and no experience or education in leading in educational environments. These…

  18. How the Arts Can Enhance After-School Programs.

    ERIC Educational Resources Information Center

    Otterbourg, Susan D.

    To help communities meet the need for after-school programs, the U.S. Department of Education has instituted the 21st Century Community Learning Centers program, which supports after-school, summer, and weekend activities in neighborhood schools. This report provides an introduction to the role of the arts in those programs. Part 1 of the report…

  19. HISD After-School Opportunities Programs Description 1990-91.

    ERIC Educational Resources Information Center

    Kirkpatrick, Nanda D.; And Others

    This report describes after-school programs available in the Houston (Texas) Independent School District (HISD). Fifty-nine sites offer either after-school child care or instruction to elementary school students in the HISD. Magnet's Extended Instructional Day program is the largest and the Houston Committee for Private Sector Initiatives'…

  20. Surveys and Polls Show Strong Support for Afterschool

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    In addition to the Afterschool Alliance's "Voters' Polls" and "America After 3 PM", a number of other surveys and polls have been conducted in recent years to gauge American support for after-school. This report consolidates information gathered from 2003 through 2006 and reports that, across the various polls and timeframes, it remains clear that…

  1. Youth Sport as a Component of Organized Afterschool Programs

    ERIC Educational Resources Information Center

    Coatsworth, J. Douglas; Conroy, David E.

    2007-01-01

    Organized afterschool programs have received increased attention over the past two decades because of changes in family demographics and in society's structures for supervising and socializing youth. The number of afterschool programs has been rapidly expanding to meet the increased need. However, not all youth in need are being reached, and the…

  2. Global Environmental Alert Service

    NASA Astrophysics Data System (ADS)

    Singh, A.; Grasso, V. F.

    There is a pressing need to build a mechanism which can consolidate scientific information and evidences package this knowledge in a form usable to international and national decision makers and actively disseminate this information to those users Although much information and many data sets are available in the public domain currently there is no information broker who searches and packages the policy relevant material and delivers that information in an easily understandable format to the public and decision makers A Global Environmental Alert Service GEAS could provide information emanating from monitoring earth observing and early warning systems to users in a near real time mode and bridge the gap between the scientific community and policy makers A state-of-art analysis of existing alert systems indicates that efforts are necessary for turning the tide in early warning processes and technologies A comparison analysis of existing warning systems is presented in order to assess feasibility and performance of existing systems of interest Several criteria have been chosen for the comparison analysis so as to provide a comprehensive description of the systems regarding coverage of contents impact and accessibility to information A critical review of existing alert systems reveals a major gap and need for an innovative service Characteristics and operational aspects of such a service are proposed Early warning represents the process to effectively and timely detect a potential risk

  3. E-Learning. Trends and Issues Alert.

    ERIC Educational Resources Information Center

    Imel, Susan

    Electronic learning, also known as e-learning, is generally defined as instruction and learning experiences that are delivered via electronic technology such as the Internet, audiotape and videotape, satellite broadcast, interactive television, and CD-ROM. Web-based learning, computer-based learning, and virtual classrooms are some of the…

  4. Diversity Training. Trends and Issues Alerts.

    ERIC Educational Resources Information Center

    Kerka, Sandra

    According to surveys of companies employing more than 100 workers, the number of companies with diversity training (DT) programs increased from 40% in 1992 to 50-56% in 1996. Motivations behind DT include compliance with legal mandates, fear of lawsuits, social justice, desire to expand into diverse markets, and overall organizational…

  5. Vocational Rehabilitation. Trends and Issues Alert.

    ERIC Educational Resources Information Center

    Wonacott, Michael E.

    Vocational rehabilitation (VR) agencies are required partners in the one-stop system mandated by the Workforce Investment Act of 1998 (WIA). The following features have long characterized VR: the primary goal of integrated competitive employment for persons with disabilities; state flexibility in VR systems, approaches, and structures; case…

  6. Conflict Management: Trends and Issues Alerts.

    ERIC Educational Resources Information Center

    Brown, Bettina Lankard

    The dynamics of a diverse work force characterized by organizational change, competition, and complex communication are increasing attention toward finding new ways of avoiding the costly and destructive outcomes of relationship dysfunctions. Litigation and legal negotiation are two of the most expensive ways of conflict resolution; and…

  7. Tacit Knowledge. Trends and Issues Alert.

    ERIC Educational Resources Information Center

    Imel, Susan

    Tacit knowledge, the knowledge that workers possess but do not articulate, is associated with terms such as "skill,""know-how,""working knowledge," and "expertise" that are used to describe knowledge about and ability to perform work. Learning that takes place through apprenticeships draws heavily on tacit…

  8. Community Asset Mapping. Trends and Issues Alert.

    ERIC Educational Resources Information Center

    Kerka, Sandra

    Asset mapping involves documenting tangible and intangible resources of a community viewed as a place with assets to be preserved and enhanced, not deficits to be remedied. Kretzmann and McKnight (1993) are credited with developing the concept of asset-based community development (ABCD) that draws on appreciative inquiry; recognition of social…

  9. Seniors in Cyberspace. Trends and Issues Alerts.

    ERIC Educational Resources Information Center

    Imel, Susan

    Approximately 15% (7.6 million) of the estimated 50.6 million U.S. citizens who browse the World Wide Web are aged 50 or older, and 30% of adults aged 55-75 own a computer. Although many older adults initially log on to the Internet as a means of connecting with friends and family, they quickly learn that it is also a valuable source of…

  10. Implementing national patient safety alerts.

    PubMed

    Moore, Sally; Taylor, Natalie; Lawton, Rebecca; Slater, Beverley

    National patient safety alerts are sometimes difficult to implement in an effective way. All trusts have to declare compliance with alerts as part of a three-step process to improve patient safety. This article discusses an alternative way of implementing national patient safety alerts and describes how behaviour-change methods can be used to successfully implement lasting changes in practice at ward or departmental level.

  11. Thermodynamic Alerter for Microbursts (TAMP)

    NASA Technical Reports Server (NTRS)

    Eccles, Peter J.

    1991-01-01

    The following subject areas are covered: microburst detection, location and measurement; thermal alerter for microbursts prototypes (TAMP); sensor-transmitters (Senstrans) design; TAMP installation; and DAPAD software.

  12. Active Hours Afterschool: Childhood Obesity Prevention & Afterschool Programs. Issue Brief No. 24

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2006

    2006-01-01

    The obesity crisis in America is ubiquitous and irrefutable, and it's hitting youth so hard that health experts warn that this generation of children will be the first to have a shorter life expectancy than their parents. Tackling and reversing this epidemic will require a comprehensive and sustained effort in every community in America. The…

  13. CISN ShakeAlert: Decision Module Enhancements for Earthquake Alerts

    NASA Astrophysics Data System (ADS)

    Neuhauser, D. S.; Henson, I.; Allen, R. M.; CISN EEW Team

    2011-12-01

    The California Integrated Seismic Network (CISN) has been developing CISN ShakeAlert, a prototype end-to-end earthquake early warning system for the purpose of testing earthquake alerts with a small group of users in California. Rather than adopting a single methodology, the CISN is building a system that can accept event detections, magnitude estimates, and ground shaking predictions and observations from several systems at once. The Decision Module is the ShakeAlert component that receives earthquake detections and hazard assessments from multiple independent algorithms and methodologies, aggregates and correlates this information, and provides a single evolving view of the earthquake in progress to be delivered as an alert to people in harm's way. The alert messages generated by the Decision Module include the best or average estimate of earthquake magnitude, location, and can include predicted peak ground motion. As additional information is received from the detection algorithms, the Decision Module updates its view of the event and its assessment of the reliability of the prediction, and continues to distribute updated alert messages. The Decision Module publishes all of its alerts to a subscription-based messaging system, which allows different applications to utilize the earthquake alerts for their specific use and to make decisions based on the assessed reliability estimates from ShakeAlert. The Decision Module is designed to allow the incorporation of a Baysian approach to provide the most likely estimate of the earthquake parameters and their uncertainties. Recent enhancements to the Decision Module include processing of state-of-health packets from the multiple event detection system and the generation of state-of-health messages to allow downstream systems to assess and track the status of the earthquake alert system.

  14. Gaia Science Alerts: Early Validation Phase Data from Gaia

    NASA Astrophysics Data System (ADS)

    Walton, Nicholas; Hodgkin, Simon; van Leeuwen, Floor

    2015-08-01

    The ESA Gaia satellite launched Dec 2013, and after successful completion of its in orbit commissioning in July 2014, begun routine operations, with the aim to accurately measure the astrometric and astrophysical properties of more than a billion stars in our Milky Way.As a significant by product of its observational scanning law, where each point on the sky is observed multiple times (~80 revisits on average) over the nominal 5 year mission, Gaia has significant utility in detecting new transients, both flux (e.g. Supernovae, Flare stars) and positional (e.g. Asteroids).We will present the current status of the Gaia Photometric Science Alerts (PSA) system that has been developed within the Gaia DPAC. The PSA pipeline provides a quick look analysis of the daily data stream from Gaia, and identifies new photometric alerts, from analysis of the object photometric and the low resolution spectro-photometric data. Via a set of filters, those identified as astrophysical in nature, are published to the community. The information provided currently includes positional and flux information.The Gaia Alerts working group has organised a significant early stage followup campaign, providing access to a wide variety of followup facilities. These have been used to provide classification spectra of the Gaia alert candidates, with the early phase data confirming that the alerts issued are indeed largely astrophysical transients, with only a small contamination rate.The presentation will address the early phase issues that have been addressed in localising and classifying alerts in the early phase of Gaia observations (for instance, how lack of early knowledge of the sky as seen by Gaia was mitigated by reference to external image data), and how the alert rate published by the PSA will ramp up towards the end of 2015, with the availability of more Gaia sky data.Information concerning the Gaia alerts system can be found at http://gaia.ac.uk/selected-gaia-science-alerts

  15. Toxic substances alert program

    NASA Technical Reports Server (NTRS)

    Junod, T. L.

    1978-01-01

    A toxicity profile is provided, of 187 toxic substances procured by NASA Lewis Research Center during a 3 1/2 year period, including 27 known or suspected carcinogens. The goal of the program is to assure that the center's health and safety personnel are aware of the procurement and use of toxic substances and to alert and inform the users of these materials as to the toxic characteristics and the control measures needed to ensure their safe use. The program also provides a continuing record of the toxic substances procured, who procured them, what other toxic substances the user has obtained in the past, and where similar materials have been used elsewhere at the center.

  16. New York Operation: Military Kids Afterschool Universe Cosmic Camps

    NASA Astrophysics Data System (ADS)

    Schaff, N.

    2010-08-01

    The Cornell Center for Radiophysics and Space Research education and public outreach program and the New York State Operation: Military Kids program partnered to plan four weekend "Cosmic Camps" for youth from military families using the NASA Afterschool Universe program.

  17. The Impact of Length of Engagement in After-School STEM Programs on Middle School Girls

    NASA Astrophysics Data System (ADS)

    Cupp, Garth Meichel

    An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings

  18. 78 FR 53774 - Guide for the Evaluation of Alert and Notification Systems for Nuclear Power Plants, FEMA-REP-10...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-30

    ... SECURITY Federal Emergency Management Agency Guide for the Evaluation of Alert and Notification Systems for... Agency (FEMA) requests public comments on the Guide for the Evaluation of Alert and Notification Systems... Management Agency (FEMA) issued FEMA-REP-10, Guide for the Evaluation of Alert and Notification Systems...

  19. The Seismic Alert System of Mexico (SASMEX): Performance and Evolution

    NASA Astrophysics Data System (ADS)

    Espinosa Aranda, J.

    2013-05-01

    Originally the Seismic Alert System of Mexico (SASMEX) was proposed to integrate the Seismic Alert System of Mexico City (SAS), operating since 1991, with the Seismic Alert System of Oaxaca City (SASO), in services since 2003. And today, after the intense big earthquake activity observed in our world during 2010 and 2011, local governments of Mexico City, Oaxaca Estate, and the Mexican Ministry of the Interior have been promoting the expansion of this technological EEW development. Until 2012 SASMEX better coverage includes 48 new field seismic sensors (FS) deployed over the seismic region of Jalisco, Colima, Michoacan and Puebla, with someone enhancements over Guerrero and Oaxaca, to reach 97 FS. During 2013, 35 new FS has been proposed to SASMEX enhancements covering the Chiapas and Veracruz seismic regions. The SASMEX, with the support of the Mexico Valley Broadcasters Association (ARVM) since 1993, automatically issue Public and Preventive earthquake early warning signals in the Cities of Mexico, Toluca, Acapulco, Chilpancingo, and Oaxaca. The seismic warning range in each case is seated in accordance with local Civil Protection Authorities: Public Alert, if they expect strong earthquake effects, and Preventive Alert one, the effect could be moderated. Now the SASMEX warning time opportunity could be different to the 60 sec. average typically generated when SAS warned earthquake effects coming from Guerrero to Mexico City valley. Mexican EEW issued today reach: 16 Public and 62 Preventive Alert in Mexico City; 25 Public and 19 Preventive Alerts in Oaxaca City; also 14 Public and 4 Preventive Alerts in Acapulco; 14 Public and 5 Preventive Alerts in Chilpancingo. The earthquakes events registered by SASMEX FS until now reach 3448. With the support of private and Federal telecommunications infrastructure like, TELMEX, Federal Electric Commission, and the Mexican Security Ministry, it was developed a redundant communication system with pads to link the different

  20. Alert Notification System Router

    NASA Technical Reports Server (NTRS)

    Gurganus, Joseph; Carey, Everett; Antonucci, Robert; Hitchener, Peter

    2009-01-01

    The Alert Notification System Router (ANSR) software provides satellite operators with notifications of key events through pagers, cell phones, and e-mail. Written in Java, this application is specifically designed to meet the mission-critical standards for mission operations while operating on a variety of hardware environments. ANSR is a software component that runs inside the Mission Operations Center (MOC). It connects to the mission's message bus using the GMSEC [Goddard Space Flight Center (GSFC) Mission Services Evolution Center (GMSEC)] standard. Other components, such as automation and monitoring components, can use ANSR to send directives to notify users or groups. The ANSR system, in addition to notifying users, can check for message acknowledgements from a user and escalate the notification to another user if there is no acknowledgement. When a firewall prevents ANSR from accessing the Internet directly, proxies can be run on the other side of the wall. These proxies can be configured to access the Internet, notify users, and poll for their responses. Multiple ANSRs can be run in parallel, providing a seamless failover capability in the event that one ANSR system becomes incapacitated.

  1. BEMFAM delivers AIDS alert.

    PubMed

    1993-05-01

    The Sociedade Civil Bem-Estar Familiar (BEMFAM) of Brazil developed a project using integrated communication strategies to alert prostitutes and their clients about the risks of contracting HIV. The project specifically promoted condom use and was conducted within the context of BEMFAM's Integrated Family Planning Program. Villa Mimoza, a prostitution zone in the Estacio neighborhood of Rio de Janeiro, was the site of the intervention. This neighborhood harbors 44 houses of prostitution where an estimated 500 female prostitutes receive clients. An agreement was reached with the Association of Prostitutes of the State of Rio de Janeiro whereby it would help mobilize local women, merchants, brothel owners, and clients. Initial needs were assessed by BEMFAM and AIDSCOM through questionnaires and focus groups. It was subsequently resolved that radio programs, counter displays of educational materials in brothels, and posters in brothel rooms would be the most effective channels through which to carry integrated, effective messages to the community. Final evaluation found a change in attitude and an awareness of the importance of measures to prevent AIDS along with a prevalent increase in condom use.

  2. Science Alerts with Gaia

    NASA Astrophysics Data System (ADS)

    Mignard, François

    2011-06-01

    Gaia is before all a survey mission designed to observe the sky in a continuous manner. The sky coverage results from the spin of the satellite over a period of 6h, combined with a much slower motion of the spin axis, allowing after six months complete sky coverage. The CCD counts are stored on-board and sent to the ground station every day during the visibility period of the spacecraft by the ground antenna. The satellite design has been optimized for a survey mission, with ground treatment and not for an immediate access to the data, let alone to some scientifically immediately usable information. The processing comprises several more or less independent pipelines, each involving some sort of global processing requiring the accumulation of a substantial amount of data over several weeks or months. However, it remains possible to carry out a quick, but crude in regard of the accuracy achievable on a longer term, analysis of the data stream arriving on the ground to detec! t transient phenomena, like photometric burst or fast motion of solar system objects. This dedicated processing, largely distinct from the general processing, and the associated validation systems put in place, is referred to as Science Alerts within the DPAC community.

  3. Frequency of tsunami alert bulletins in California

    NASA Astrophysics Data System (ADS)

    Dengler, L. A.

    2009-12-01

    To illustrate how likely a California coastal emergency manager is likely to encounter a tsunami alert bulletin, the last century of earthquake history is examined to see how many warnings, watches, or advisories would have been issued if today’s alert protocol were being used. Using the current protocol, eleven tsunami warnings would have been issued. Four of these - 1946, 1952, 1960, and 1964 - were caused by great earthquakes far away and would have resulted in all or nearly all of the California coast being placed in a warning. The sources were located 4.5 to16 hours travel time away from California. All of these events actually caused damage in California and the 1964 tsunami is ranked as a major disaster. The other seven warnings would have been issued for earthquakes in the magnitude 7 to 8 range located close to the US west coast. The 1906 “San Francisco” earthquake would have resulted in a warning for all of Northern California. The 1927 “Lompoc” earthquake would have caused a warning for Southern and Central California and the remaining warnings would have been limited to California’s North Coast. In contrast to far-field events, the travel time between the earthquake and the arrival of the first waves in these near field events is typically a half hour or less. These events did all produce small tsunamis, but none caused damage. Unlike the far-field events where the water level detection system can detect whether a significant wave has been produced before California is put into the warning classification, the near-field events don’t provide the luxury of verification before a warning is issued. Eight tsunami advisory bulletins would likely have been issued in the past century. Of these, six were from large earthquakes elsewhere in the Pacific and two were from North Coast earthquakes located further offshore than the warning events above. Two of these events, 1957 and 2006, caused significant damage in Crescent City. Thirteen earthquake

  4. Alcohol Alert: Genetics of Alcoholism

    MedlinePlus

    ... 84 Alcohol Alert Number 84 Print Version The Genetics of Alcoholism Why can some people have a ... to an increased risk of alcoholism. Cutting-Edge Genetic Research in Alcoholism Although researchers already have made ...

  5. Working for Children and Families: Safe and Smart After-School Programs.

    ERIC Educational Resources Information Center

    Chung, An-Me, Ed.

    After-school programs have the potential to keep children safe and out of trouble and can help to improve the academic performance of the increasing numbers of participating children. This report presents positive research on after-school programs and examples illustrating the potential of high-quality after-school activities to keep children…

  6. After-School Youth Development Programs: A Developmental-Ecological Model of Current Research

    ERIC Educational Resources Information Center

    Riggs, Nathaniel R.; Greenberg, Mark T.

    2004-01-01

    Although there has been a rapid increase in funding and attention to after-school programs, there is little understanding of how after-school programs impact children's developmental trajectories. The heterogeneity of American children makes it very unlikely that all children need after-school programming or that there is but one brand of…

  7. Better Together: Building Local Systems to Improve Afterschool (A Conference Report)

    ERIC Educational Resources Information Center

    Cummins, H. J.

    2013-01-01

    What happens when teams from 57 cities building afterschool systems gather to discuss two key system responsibilities--improving afterschool programs and using data for informed decision-making? Lots of rich discussion. This report covers a national afterschool conference held in February 2013. It details what mayors, program providers, system…

  8. The Association between Socio-Ecological Factors and Having an After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Van Acker, Ragnar; De Bourdeaudhuij, Ilse; De Martelaer, Kristine; Seghers, Jan; De Cocker, Katrien; Cardon, Greet

    2012-01-01

    Background: After-school physical activity (PA) programs promote PA among youth. Few studies have used socio-ecological health models to identify barriers and facilitators of after-school PA programs. This study examined which socio-ecological factors are associated with having an after-school PA program. Methods: A questionnaire was administered…

  9. After-School Programs and Academic Impact: A Study of Chicago's After School Matters

    ERIC Educational Resources Information Center

    Goerge, Robert; Cusick, Gretchen R.; Wasserman, Miriam; Gladden, Matthew

    2007-01-01

    After-school programs for adolescents may be a way to promote positive youth development, and thus, it is important to understand what impact after-school programs can have on the educational achievement of high school students. Chicago's After School Matters (ASM) program offers an exceptional opportunity to study whether an after-school program…

  10. Beyond the Bell: Principal's Guide to Effective Afterschool Programs. Tools for School Improvement. Third Edition

    ERIC Educational Resources Information Center

    Diedrich, Krista C.; McElvain, Carol K.; Kaufman, Seth

    2005-01-01

    Quality afterschool programs offer participants productive ways to spend the crucial afterschool hours--whether these hours are between 3 p.m. and 6 p.m. on school days, during weekends, or before school--that otherwise might be spent in unsupervised and potentially harmful activities. Also, afterschool programs help provide additional support to…

  11. Learning from Science: Case Studies of Science Offerings in Afterschool Programs

    ERIC Educational Resources Information Center

    Lundh, Patrik; House, Ann; Means, Barbara; Harris, Christopher J.

    2013-01-01

    Afterschool programs have increasingly gained attention as settings that can help enrich students' science learning. Even though science is widely included in afterschool activities, sites often lack adequate materials and staff know-how to implement quality science. To address this need, this article examines afterschool science in light of the…

  12. Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs' Impact on Behavior, Safety and Family Life

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2007

    2007-01-01

    Although afterschool programs for children have been operating for many years in some communities, the afterschool movement--the great national awakening to the opportunity afterschool offers--is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in afterschool…

  13. Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before-school, afterschool and summer learning programs, is needed to keep up with the growing…

  14. Modeling Pilot State in Next Generation Aircraft Alert Systems

    NASA Technical Reports Server (NTRS)

    Carlin, Alan S.; Alexander, Amy L.; Schurr, Nathan

    2011-01-01

    The Next Generation Air Transportation System will introduce new, advanced sensor technologies into the cockpit that must convey a large number of potentially complex alerts. Our work focuses on the challenges associated with prioritizing aircraft sensor alerts in a quick and efficient manner, essentially determining when and how to alert the pilot This "alert decision" becomes very difficult in NextGen due to the following challenges: 1) the increasing number of potential hazards, 2) the uncertainty associated with the state of potential hazards as well as pilot slate , and 3) the limited time to make safely-critical decisions. In this paper, we focus on pilot state and present a model for anticipating duration and quality of pilot behavior, for use in a larger system which issues aircraft alerts. We estimate pilot workload, which we model as being dependent on factors including mental effort, task demands. and task performance. We perform a mathematically rigorous analysis of the model and resulting alerting plans. We simulate the model in software and present simulated results with respect to manipulation of the pilot measures.

  15. Global Environmental Alert Service

    NASA Astrophysics Data System (ADS)

    Grasso, V. F.; Cervone, G.; Singh, A.; Kafatos, M.

    2006-12-01

    Environmental Alert Service (GEAS) that could provide information from monitoring, Earth observing and early warning systems to users in a near real time mode and bridge the gap between the scientific community and policy makers. Characteristics and operational aspects of GEAS are discussed.

  16. Emergency vehicle alert system (EVAS)

    NASA Technical Reports Server (NTRS)

    Reed, Bill; Crump, Roger; Harper, Warren; Myneni, Krishna

    1995-01-01

    The Emergency Vehicle Alert System (EVAS) program is sponsored by the NASA/MSFC Technology Utilization (TU) office. The program was conceived to support the needs of hearing impaired drivers. The objective of the program is to develop a low-cost, small device which can be located in a personal vehicle and warn the driver, via a visual means, of the approach of an emergency vehicle. Many different technologies might be developed for this purpose and each has its own advantages and drawbacks. The requirements for an acoustic detection system, appear to be pretty stringent and may not allow the development of a reliable, low-cost device in the near future. The problems include variations in the sirens between various types of emergency vehicles, distortions due to wind and surrounding objects, competing background noise, sophisticated signal processing requirements, and omni-directional coverage requirements. Another approach is to use a Radio Frequency (RF) signal between the Emergency Vehicle (EV) and the Personal Vehicle (PV). This approach requires a transmitter on each EV and a receiver in each PV, however it is virtually assured that a system can be developed which works. With this approach, the real technology issue is how to make a system work as inexpensively as possible. This report gives a brief summary of the EVAS program from its inception and concentrates on describing the activities that occurred during Phase 4. References 1-3 describe activities under Phases 1-3. In the fourth phase of the program, the major effort to be expended was in development of the microcontroller system for the PV, refinement of some system elements and packaging for demonstration purposes. An EVAS system was developed and demonstrated which used standard spread spectrum modems with minor modifications.

  17. CISN ShakeAlert: The Decision Module for Earthquake Alerts

    NASA Astrophysics Data System (ADS)

    Neuhauser, D. S.; Khainovsky, O.; Böse, M.; Solanki, K.; Cua, G. B.; Heaton, T. H.; Allen, R. M.; Cisn Earthquake Early Warning Team

    2010-12-01

    The CISN is currently in the process of developing and implementing CISN ShakeAlert, a prototype end-to-end earthquake early warning system for the purpose of testing earthquake alerts with a small group of users. The Decision Module is the component of this system that takes earthquake detections and hazard assessments from several independent systems, and provides a single view of the earthquake in progress that can be forwarded as an alert to people in harm's way. Over the last few years, several methodologies for earthquake alerts have been tested by the CISN group in California and yet more methodologies are now being tested around the world. A variety of approaches to earthquake early warning have proven to work. Rather than adopting a single methodology, the CISN is building a system that can accept event detections, magnitude estimates, and ground shaking predictions from several systems at once. The Decision Module reconciles and integrates the event information coming from the various systems and provides a unified view of the earthquakes in progress, generating alert messages when appropriate. Initially, the Decision Module will be very basic, providing the capability of identifying earthquake detections from different systems as the same event, and distributing the best or average estimate of earthquake magnitude, location, ground shaking intensity, etc. However, the system is being designed to allow the incorporation of a Baysian approach to provide the most likely estimate of the earthquake parameters and their uncertainties. The Decision Module publishes its results to a subscription-based messaging system to allow different applications to utilize the earthquake alerts for their specific use.

  18. Physical activity opportunities in afterschool programs.

    PubMed

    Weaver, R Glenn; Beets, Michael W; Huberty, Jennifer; Freedman, Darcy; Turner-Mcgrievy, Gabrielle; Ward, Diane

    2015-05-01

    Afterschool programs (ASPs) have potential to provide children moderate to vigorous physical activity (MVPA). The availability and types (e.g., free play or organized activities) of physical activity opportunities, their structure (e.g., presence of lines, elimination games), and staff behaviors (e.g., encouragement, engaged) can influence children's MVPA. This study explored these factors in 20 ASPs serving over 1,700 elementary-age children. The occurrence, types, and structure of physical activity opportunities, and staff behaviors were collected via the SOSPAN (System for Observing Staff Promotion of Physical Activity and Nutrition). A total of 4,660 SOSPAN scans were completed across 63 complete program days (1,733 during physical activity opportunities). Physical activity opportunities were observed on 60 program days across all 20 sites, with 73% of those opportunities classified as free play. ASPs scheduled an average of 66.3 minutes (range 15-150 minutes) of physical activity opportunities daily. Games played included basketball, tag, soccer, and football. Staff rarely engaged in physical activity promotion behaviors, and the structure of organized games discouraged MVPA. For example, staff verbally promoted physical activity in just 6.1% of scans, while organized games were more likely to involve lines and elimination. Professional development training may enhance staffs' physical activity promotion and the structure of activity opportunities.

  19. Physical activity opportunities in afterschool programs

    PubMed Central

    Weaver, R. Glenn; Beets, Michael W.; Huberty, Jennifer; Freedman, Darcy; Turner-Mcgrievy, Gabrielle; Ward, Diane

    2015-01-01

    Afterschool programs (ASPs) have potential to provide children moderate-to-vigorous physical activity (MVPA). The availability and types (e.g., free play or organized activities) of physical activity opportunities, their structure (e.g., presence of lines, elimination games), and staff behaviors (e.g., encouragement, engaged) can influence children’s MVPA. This study explored these factors in 20 ASPs serving over 1,700 elementary-age children. The occurrence, types and structure of physical activity opportunities, and staff behaviors were collected via the System for Observing Staff Promotion of Physical Activity and Nutrition (SOSPAN). A total of 4,660 SOSPAN scans were completed across 63 complete program days (1733 during physical activity opportunities). Physical activity opportunities were observed on 60 program days across all 20 sites, with 73% of those opportunities classified as free play. ASPs scheduled an average of 66.3 minutes (range 15-150min) of physical activity opportunities daily. Games played included basketball, tag, soccer and football. Staff rarely engaged in physical activity promotion behaviors, and the structure of organized games discouraged MVPA. For example, staff verbally promoted physical activity in just 6.1% of scans, while organized games were more likely to involve lines and elimination. Professional development training may enhance staffs’ physical activity promotion and the structure of activity opportunities. PMID:25586132

  20. Mixed Signals in California: A Mismatch between High Schools and Community Colleges. Policy Alert

    ERIC Educational Resources Information Center

    National Center for Public Policy and Higher Education, 2008

    2008-01-01

    "Policy Alert" is a publication series that summarizes important policy findings affecting the future of higher education. This issue is based on an earlier study, "Investigating the Alignment of High School and Community College Assessments in California". The "Policy Alert" summarizes the findings of the study, and…

  1. Winter Weather Tips: Understanding Alerts and Staying Safe this Season | Poster

    Cancer.gov

    By Jenna Seiss and Kylie Tomlin, Guest Writers, and Ashley DeVine, Staff Writer Maryland residents face the possibility of dangerous winter weather each year—from icy conditions to frigid temperatures. You may be familiar with the different types of winter weather alerts issued by the National Weather Service (NWS), but do you know what each alert means?  

  2. A Probability-Base Alerting Logic for Aircraft on Parallel Approach

    NASA Technical Reports Server (NTRS)

    Carpenter, Brenda D.; Kuchar, James K.

    1997-01-01

    This document discusses the development and evaluation of an airborne collision alerting logic for aircraft on closely-spaced approaches to parallel runways. A novel methodology is used when links alerts to collision probabilities: alerting thresholds are set such that when the probability of a collision exceeds an acceptable hazard level an alert is issued. The logic was designed to limit the hazard level to that estimated for the Precision Runway Monitoring system: one accident in every one thousand blunders which trigger alerts. When the aircraft were constrained to be coaltitude, evaluations of a two-dimensional version of the alerting logic show that the achieved hazard level is approximately one accident in every 250 blunders. Problematic scenarios have been identified and corrections to the logic can be made. The evaluations also show that over eighty percent of all unnecessary alerts were issued during scenarios in which the miss distance would have been less than 1000 ft, indicating that the alerts may have been justified. Also, no unnecessary alerts were generated during normal approaches.

  3. The Educational Pipeline: Big Investment, Big Returns. Policy Alert

    ERIC Educational Resources Information Center

    National Center for Public Policy and Higher Education, 2004

    2004-01-01

    "Policy Alert" is a publication series that summarizes important policy findings affecting the future of higher education. This issue looks at the benefits of increasing a state's "educational capital," and highlights four key transition points of the "educational pipeline" marking students' progress from high school to completion of a college…

  4. CAT: the INGV Tsunami Alert Center

    NASA Astrophysics Data System (ADS)

    Michelini, A.

    2014-12-01

    After the big 2004 Sumatra earthquake, the tsunami threat posed by large earthquakes occurring in the Mediterranean sea was formally taken into account by many countries around the Mediterranean basin. In the past, large earthquakes that originated significant tsunamis occurred nearly once per century (Maramai et al., 2014, Annals of Geophysics). The Intergovernmental Oceanographic Commission of UNESCO (IOC-UNESCO) received a mandate from the international community to coordinate the establishment of the ICG/NEAMTWS (http://neamtic.ioc-unesco.org) through Resolution IOC-XXIII-14. Since then, several countries (France, Turkey, Greece) have started operating as candidate Tsunami Watch Provider (cTWP) in the Mediterranean. Italy started operating as cTWP on October 1st, 2014. The Italian cTWP is formed by INGV ("Istituto Nazionale di Geofisica e Vulcanologia)", DPC ("Dipartimento di Protezione Civile") and ISPRA ("Istituto Superiore per la Protezione e la Ricerca Ambientale"). INGV is in charge of issuing the alert for potentially tsunamigenic earthquakes, ISPRA provides the sea level recordings and DPC is in charge of disseminating the alert. INGV established the tsunami alert center (CAT, "Centro di Allerta Tsunami") at the end of 2013. CAT is co-located with the INGV national seismic surveillance center operated since many years. In this work, we show the technical and personnel organization of CAT, its response to recent earthquakes, and the new procedures under development for implementation. (*) INGV-CAT WG: Amato A., Basili R., Bernardi F., Bono A., Danecek P., De Martini P.M., Govoni A., Graziani L., Lauciani V., Lomax, A., Lorito S., Maramai A., Mele F., Melini D., Molinari I., Nostro C., Piatanesi A., Pintore S., Quintiliani M., Romano F., Selva J., Selvaggi G., Sorrentino D., Tonini R.

  5. 75 FR 67201 - Flightcrew Alerting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-11-02

    ... that section, the FAA is charged with promoting safe flight of civil aircraft in air commerce by... Alert and Collision Avoidance Systems Aircraft Flight Information Services-Broadcast (FIS-B) Data Link.../17/2002. TSO-C157, Aircraft Flight Information Services-Broadcast (FIS-B) Data Link Systems...

  6. Reader Survey for INSECT ALERTS.

    ERIC Educational Resources Information Center

    Miller, Mason E.; Sauer, Richard J.

    To determine what might be done to improve "Insect Alerts," which is a newsletter that carries "information on insect biology, abundance, activity and interpretation of control need," put out through the Michigan Cooperative Extension Service 26 weeks a year, a survey was conducted. A mail questionnaire was sent to all 120 county extension…

  7. Career Alert Planning. Instructor Guide.

    ERIC Educational Resources Information Center

    Lankard, Bettina; And Others

    This instructor's guide to the Career Alert Planning (CAP) program is one of 14 components (see note) of a set of individualized materials designed to help participants find out about themselves and about the kind of work for which they are suited. In this program, participants become acquainted with occupations that are representative of 10 basic…

  8. Dynamic malware containment under an epidemic model with alert

    NASA Astrophysics Data System (ADS)

    Zhang, Tianrui; Yang, Lu-Xing; Yang, Xiaofan; Wu, Yingbo; Tang, Yuan Yan

    2017-03-01

    Alerting at the early stage of malware invasion turns out to be an important complement to malware detection and elimination. This paper addresses the issue of how to dynamically contain the prevalence of malware at a lower cost, provided alerting is feasible. A controlled epidemic model with alert is established, and an optimal control problem based on the epidemic model is formulated. The optimality system for the optimal control problem is derived. The structure of an optimal control for the proposed optimal control problem is characterized under some conditions. Numerical examples show that the cost-efficiency of an optimal control strategy can be enhanced by adjusting the upper and lower bounds on admissible controls.

  9. After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

    NASA Astrophysics Data System (ADS)

    Flowers, Reagan D.

    The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor. The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support

  10. The Afterschool Hours: A New Focus for America's Cities

    ERIC Educational Resources Information Center

    Ouellette, Mark; Hutchinson, Audrey M.; Frant, Nina

    2005-01-01

    During a typical week, as many as 14 million children and youth across the United States lack adult supervision during non-school hours. According to the Federal Bureau of Investigation (FBI), the lack of structured and supervised afterschool programs in American communities contributes to a higher incidence of drug and alcohol use and delinquent…

  11. Family, School, and Community Partnerships: Practical Strategies for Afterschool Programs

    ERIC Educational Resources Information Center

    Finn-Stevenson, Matia

    2014-01-01

    Much attention is given today to the importance of forging family, school, and community partnerships. Growing numbers of schools, many of them with afterschool programs, are dedicating resources to support and sustain relationships with families and community-based organizations. And, among government agencies and the philanthropic sector, there…

  12. Afterschool Mathematics Practices: A Review of Supporting Literature

    ERIC Educational Resources Information Center

    Briggs-Hale, Chris; Judd, April; Martindill, Heather; Parsley, Danette

    2006-01-01

    Given the current emphasis on providing evidence of increased student achievement, many afterschool programs are expanding their focus to include support for students' academic growth. One of the tools the National Partnership, of which the Mid-continent Research for Education and Learning (McREL) is a part, has been charged by the Department of…

  13. Structure and Deviancy Training in After-School Programs

    ERIC Educational Resources Information Center

    Rorie, Melissa; Gottfredson, Denise C.; Cross, Amanda; Wilson, Denise; Connell, Nadine M.

    2011-01-01

    Evidence regarding the effectiveness of after-school programs (ASPs) for reducing problem behaviors is mixed. Unstructured ASPs may increase antisocial behavior by increasing "deviancy training" opportunities, when peers reinforce deviant attitudes and behaviors. This research analyses approximately 3000 five-minute intervals from 398 observations…

  14. Making the Science Literacy Connection: After-School Science Clubs

    ERIC Educational Resources Information Center

    Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

    2004-01-01

    Children make discoveries spontaneously while participating in hands-on science learning experiences. The students in this study were attending an after-school science program that was organized around authentic literacy activities and hands-on science learning experiences related to the theme of wetlands. Literacy connections formed natural…

  15. Students Create Art: Expanding an After-School Program

    ERIC Educational Resources Information Center

    Schwartz, Diane C.; Pace, Darra

    2008-01-01

    For the past 4 years the special education program at History University has partnered with a Long Island, New York school district in an after-school tutorial program for eighth grade students receiving special education services or considered "at risk." This partnership emerged as a result of a state improvement grant offered to…

  16. After-School Physical Activity Programs for Adolescent Girls.

    ERIC Educational Resources Information Center

    Watson, Doris L.; Poczwaradowski, Artur; Eisenman, Pat

    2000-01-01

    Describes adolescent girls' responses to an after-school physical activity program, examining how it functioned as a listening tool within a social marketing approach to promoting physical activity. Focus groups and interviews indicated that girls enjoyed and valued the program. Though the program did not increase girls' physical activity levels,…

  17. Putting Our Questions at the Center: Afterschool Matters Practitioner Fellowships

    ERIC Educational Resources Information Center

    Hill, Sara L.; Matloff-Nieves, Susan; Townsend, Lena O.

    2009-01-01

    Once a motley mix of afterschool, before-school, summer, and weekend programs, the out-of-school-time (OST) field is fast consolidating. As in other emerging fields, efforts to professionalize are gaining momentum; the field now boasts several professional certificates as well as degree programs. Strong emphasis has been placed on in-service…

  18. Collaboration between Afterschool Practitioners and In-School Teachers

    ERIC Educational Resources Information Center

    Schamper, AnnMarie

    2012-01-01

    During the author's first year of teaching, she connected with her students and their families but hardly talked with anyone outside her grade level, which is kindergarten. As she started her second year of teaching, she reached out to communicate with other professionals. She also became a part of the Afterschool Matters Practitioner Research…

  19. After-School Math PLUS (ASM+) Final Evaluation Report

    ERIC Educational Resources Information Center

    Academy for Educational Development, 2007

    2007-01-01

    This report summarizes findings from the Academy for Educational Development's (AED's) evaluation of After-School Math PLUS (ASM+). This program was designed to help students find the math in everyday experiences and create awareness about the importance of math skills for future career options. The evaluation was conducted by AED's Center for…

  20. Use of SPARK to Promote After-School Physical Activity

    ERIC Educational Resources Information Center

    Herrick, Heidi; Thompson, Hannah; Kinder, Jennifer; Madsen, Kristine A.

    2012-01-01

    Background: The after-school period is potentially an important venue for increasing physical activity for youth. We sought to assess the effectiveness of the Sports, Play, and Recreation for Youth (SPARK) program to increase physical activity and improve cardiorespiratory fitness and weight status among elementary students after school. Methods:…

  1. Cyberage Narratives: Creative Computing in After-School Centres

    ERIC Educational Resources Information Center

    Klerfelt, Anna

    2006-01-01

    In this article two computer-produced multimedia stories created by children in their after-school centre are analysed, building on the assumption that children draw that which is important for them. The aim is to make visible the significance of narrative structure, reaccentuation, intertextuality, multivoicedness and various levels of…

  2. Seven Steps for Implementing Afterschool Programs: Strategies for Physical Educators

    ERIC Educational Resources Information Center

    Price-Shingles, June N.; Place, Greg

    2016-01-01

    After-school programs (ASP) are a long-standing activity historically facilitated by organizations such as the YMCA, Boys and Girls Club, social service/community centers and, in the past decade, an increasing number of municipal park districts. Staffing usually consist of recreation professionals, social and youth workers, and volunteers. In…

  3. After-School Child Care: Dilemma in a Rural Community.

    ERIC Educational Resources Information Center

    Warnock, Mary M.

    1992-01-01

    A rural community established an after-school child care program by forming a community coalition, acquiring funding, obtaining space, and arranging for children's transportation. The program enriched the quality of life for children, parents, and staff. Children's grades improved and the number of mothers satisfied with child care services…

  4. Embedding Positive Behavior Intervention and Supports in Afterschool Programs

    ERIC Educational Resources Information Center

    Farrell, Anne F.; Collier-Meek, Melissa A.; Pons, Shelby R.

    2013-01-01

    There is growing recognition that after-school programs (ASPs) provide opportunities for positive youth development. Many ASPs focus on behavior and socio-emotional challenges, provide evidence-based interventions to improve homework completion and academic skills, and offer physical activities and nutritious foods. Generally speaking, ASPs offer…

  5. Municipal Leadership for Afterschool: Citywide Approaches Spreading across the Country

    ERIC Educational Resources Information Center

    Spooner, Bela Shah

    2011-01-01

    This report presents the broadest look yet at a growing trend in America's cities: the emergence of city-led efforts to build comprehensive afterschool and out-of-school time (OST) systems that meet the needs of children and youth in their communities. Mayors and other municipal officials who have demonstrated leadership in this area are…

  6. Research-Based Practices in Afterschool Mentoring Programs

    ERIC Educational Resources Information Center

    McDaniel, Sara C.; Yarbrough, Anna-Margaret; Besnoy, Kevin

    2015-01-01

    Most communities have afterschool programs that give school-aged students a safe place to go after the dismissal bell rings. The next step after simply providing a safe haven is to create a nurturing environment that develops young people's talents and supports their needs. A formal mentoring program can help to achieve this goal. In order to…

  7. Designing Culturally Responsive Organized After-School Activities

    ERIC Educational Resources Information Center

    Simpkins, Sandra D.; Riggs, Nathaniel R.; Ngo, Bic; Vest Ettekal, Andrea; Okamoto, Dina

    2017-01-01

    Organized after-school activities promote positive youth development across a range of outcomes. To be most effective, organized activities need to meet high-quality standards. The eight features of quality developed by the National Research Council's Committee on Community-Level Programs for Youth have helped guide the field in this regard.…

  8. Strengthening Connections between Schools and Afterschool Programs. Revised Edition

    ERIC Educational Resources Information Center

    Caplan, Judith G.; Calfee, Carol S.

    2006-01-01

    Afterschool programs are rich with educational opportunities. Programs can make what is learned during the traditional day vibrant and relevant to the lives of children. Comprehensive programs that are integrated into the regular school program and draw on resources within the community can yield positive outcomes for children. Key to this…

  9. The Relationship between Alertness and Executive Control

    ERIC Educational Resources Information Center

    Weinbach, Noam; Henik, Avishai

    2012-01-01

    The current study focuses on the relationship between alerting and executive attention. Previous studies reported an increased flanker congruency effect following alerting cues. In the first two experiments, we found that the alertness-congruency interaction did not exist for all executive tasks (it appeared for a flanker task but not for a Stroop…

  10. 77 FR 41331 - Commercial Mobile Alert System

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-13

    ... COMMISSION 47 CFR Part 10 Commercial Mobile Alert System AGENCY: Federal Communications Commission. ACTION... collection requirements associated with the Commission's Commercial Mobile Alert System (CMS), Second Report... relating to the Commercial Mobile Alert System rules contained in the Commission's Second Report and...

  11. WWC Quick Review of the Report "Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2008

    2008-01-01

    This study examines whether high-quality after-school programs operating in high-poverty communities improve the academic, social, and behavioral outcomes of participating students. The study compared students who regularly participated in high-quality after-school programs to students who regularly spent time with no adult supervision after…

  12. Linking Schools and Afterschool through Social and Emotional Learning. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

    ERIC Educational Resources Information Center

    Devaney, Elizabeth; Moroney, Deborah

    2015-01-01

    How can we better support young people as they develop the knowledge and skills they need to succeed in school, work, and life? That is the question facing in-school educators, afterschool providers, families, policymakers, and the general public. This third brief in our series, "Beyond the Bell: Research to Action in the Afterschool and…

  13. Healthy Choices Afterschool: Investigation of the Alignment of Physical Activity and Nutrition Programs/Curricula and the National Afterschool Association Program Standards

    ERIC Educational Resources Information Center

    Hall, Georgia; Gruber, Diane

    2006-01-01

    This document reports on physical activity and nutrition curriculum choices for afterschool programs, linking with the National Afterschool Association Program Standards. This project was stimulated by the national concern for child and youth obesity and the valuable role out-of-school time programs can fulfill in helping to address the crisis.…

  14. STEM in Afterschool: Changing Perspectives. Shaping Lives. The Impact of Afterschool rograms on Young People's Aspirations and Skills in Science, Technology, Engineering and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    After the school bell rings, young people are learning, exploring, making and questioning. Afterschool programs have long influenced students' personal development and supported their social and emotional growth. Today, the afterschool field has enthusiastically embraced STEM as an integral part of their educational offerings. This handout…

  15. Moving from Afterschool Training to the Workplace: The Second Year of the Palm Beach County Afterschool Educator Certificate Program

    ERIC Educational Resources Information Center

    Baker, Stephen; Johnson, Lauren; Turski, Konrad; Lockaby, Tracey; Daley, Kathleen; Klumpner, Susan

    2012-01-01

    Effective professional development is accepted as necessary for the improvement of afterschool program quality, which is itself a cornerstone for improving youth outcomes. But professional development is most effective when both individual participants are engaged and building relevant knowledge and skills, and the organizations to which they…

  16. Professional Development for Afterschool Practitioners: The First Year of the Palm Beach County Afterschool Educator Certificate Program

    ERIC Educational Resources Information Center

    Baker, Stephen; Lockaby, Tracey; Guterman, Kai; Klumpner, Susan

    2011-01-01

    This report describes the first year implementation of a new professional development program, Palm Beach County Afterschool Educator Certificate (PBC-AEC). Set within a larger systemic quality improvement effort in Palm Beach County, this training seeks to provide a concentrated course of learning, practice, and reflection. The training seeks to…

  17. Impact of an After-School Physical Activity Program on Youth's Physical Activity Correlates and Behavior

    ERIC Educational Resources Information Center

    Huang, Chaoqun; Gao, Zan; Hannon, James C.; Schultz, Barry; Newton, Maria; Jenson, William

    2012-01-01

    The purpose of this investigation was to examine the effect of a sports-based, after-school physical activity (PA) program on youth's physical activity PA levels and PA correlates. After the pretest, 130 youth were assigned to the intervention group (i.e., after-school PA group) or the comparison (i.e., no after-school PA group) group.…

  18. Alert!

    ERIC Educational Resources Information Center

    Villano, Matt

    2008-01-01

    Now more than ever, campus safety is of paramount importance. A reliable emergency mass notification system is one way to ensure the safety of constituents, and Brandeis University (MA) recently invested in a system that does the job. In this article, the author interviews John Turner, the school's director of networks and systems. Turner…

  19. Teaching Students Astronomy Through After-School Programs

    NASA Astrophysics Data System (ADS)

    Krishnamurthi, A.; Lochner, J.

    2006-08-01

    "Imagine the Universe" (http://imagine.gsfc.nasa.gov/) is an effort from the NASA Goddard Space Flight Center's astrophysics division. This program aims to educate teachers about topics in high-energy astrophysics and complex science themes in areas that do not generally have the "hook" of pretty pictures. We are currently working on the adaptation of the existing formal education materials from "Imagine" (and similar resources) for informal education environments such as after-school programs. There is a huge demand for quality science programs in the after-school environment. The utilization of existing formal education resources for informal settings follows a strategy of taking one product idea and repackaging it for different venues. This has been found to be an effective approach to insuring consistency in the scientific themes presented, regardless of the learning context. However, there are several challenges to this approach, including training a non-expert in a short amount of time to lead sessions on astronomy. We will discuss our effort to pilot an astronomy program in summer 2006 (June-July) for a small group of after-school programs in the Washington, DC, area. Based on the feedback we receive from the pilot program, we will refine the effort and expand upon the idea. The ultimate goal is to have a recipe book of activities that after-school staff members can be trained with to bring astronomy to a wider audience. We also plan to explore the idea of engaging scientists in disseminating this effort by offering this program as something they can lead in their local areas.

  20. What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

    ERIC Educational Resources Information Center

    Leos-Urbel, Jacob

    2015-01-01

    This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

  1. Flight controller alertness and performance during spaceflight shiftwork operations.

    PubMed

    Kelly, S M; Rosekind, M R; Dinges, D F; Miller, D L; Gillen, K A; Gregory, K B; Aguilar, R D; Smith, R M

    1998-09-01

    Decreased alertness and performance associated with fatigue, sleep loss, and circadian disruption are issues faced by a diverse range of shiftwork operations personnel. During Space Transportation System (STS) operations, Mission Operations Directorate (MOD) personnel provide 24-hr. coverage of critical tasks. A joint NASA Johnson Space Center and NASA Ames Research Center project was undertaken to examine these issues in flight controllers during MOD shiftwork operations. An initial operational test of procedures and measures was conducted during the STS-53 mission in December 1992. The study measures included a Background Questionnaire, a subjective daily logbook completed on a 24-hour basis (to report sleep patterns, work periods, etc.), and an 8 minute performance and mood test battery administered at the beginning, middle, and end of each shift period. Seventeen flight controllers representing the 3 Orbit shifts participated. The initial results clearly support the need for further data collection during other STS missions to document baseline levels of alertness and performance during MOD shiftwork operations. Countermeasure strategies specific to the MOD environment are being developed to minimize the adverse effects of fatigue, sleep loss, and circadian disruption engendered by shiftwork operations. These issues are especially pertinent for the night shift operations and the acute phase advance required for the transition of day shift personnel into the night for shuttle launch. Implementation and evaluation of the countermeasure strategies to maximize alertness and performance is planned. As STS missions extend to further EDO (extended duration orbiters), and timelines and planning for 24-hour Space Station operations continue, alertness and performance issues related to sleep and circadian disruption will remain highly relevant in the MOD environment.

  2. Human factors considerations for contraindication alerts.

    PubMed

    van der Sijs, Heleen; Baboe, Imtiaaz; Phansalkar, Shobha

    2013-01-01

    Alert fatigue is a ubiquitous problem in clinical decision support systems. Several remedies to alert fatigue have been proposed including improving the specificity of alerts and compliance with human factors principles. Human factors principles that are relevant for drug safety alerting have been identified and operationalized for drug-drug interactions (DDIs), resulting in a previously developed and validated quantitative instrument. Such an instrument is lacking for contraindications. This study describes the operationalization of human factors principles for contraindication alerting. Thirty items associated with 10 human factors principles are included in the instrument: 4 items are new, 5 are similar, and 21 are equal to the DDI-instrument. The instrument was further operationalized to a test protocol. Three independent persons used the test protocol. Inter-rater reliability indicated moderate agreement (κ=0.540) It is feasible to test the implementation of human factors in contraindication alert design with the newly developed instrument.

  3. Alert Override Reasons: A Failure to Communicate

    PubMed Central

    Chused, Amy E.; Kuperman, Gilad J.; Stetson, Peter D.

    2008-01-01

    In 2007, the Leapfrog CPOE standard required that all clinical alert overrides be accompanied by an override reason. We wanted to know how many of the free text comments left by clinicians were actually override reasons, and how many were other types of communication. We reviewed 3583 free text comments left voluntarily by clinicians while responding to an alert in a CPOE system. Of the comments received, 58% were override reasons, 28% were acknowledgement of the alert, 9% were content free and over 5% were misdirected communication, written with intent to reach someone who did not receive the alert comments. This is particularly concerning because much of the misdirected communication contained clinical instructions. Those clinical instructions were stored with the alert rather than with any clinical orders, and thus were not viewed by anyone receiving the orders. Our results show that free text alert comments may cause communication failures. PMID:18999082

  4. Alert Triage v 0.1 beta

    SciTech Connect

    Doak, Justin E.; Ingram, Joe; Johnson, Josh; Franklin, Dustin; Shelfburg, Jeff

    2016-01-06

    In the cyber security operations of a typical organization, data from multiple sources are monitored, and when certain conditions in the data are met, an alert is generated in an alert management system. Analysts inspect these alerts to decide if any deserve promotion to an event requiring further scrutiny. This triage process is manual, time-consuming, and detracts from the in-depth investigation of events. We have created a software system that uses supervised machine learning to automatically prioritize these alerts. In particular we utilize active learning to make efficient use of the pool of unlabeled alerts, thereby improving the performance of our ranking models over passive learning. We have demonstrated the effectiveness of our system on a large, real-world dataset of cyber security alerts.

  5. After-school programs for health promotion in rural communities: Ashe County Middle School 4-H After-School Program.

    PubMed

    Edwards, Michael B; Miller, Jennifer L; Blackburn, Linda

    2011-01-01

    Rural youth have a higher risk for lower health and developmental outcomes, often facing numerous constraints (eg, poor socioeconomic conditions, lower levels of social support, fewer recreational programs and facilities, and inadequate transportation). After-school programs have the potential to effectively deliver health-promoting activities but often face significant challenges in these areas. Ashe County is a rural community in the Appalachian region of North Carolina. Ashe County is economically depressed and its youth population has many poor health and developmental indicators. However, with more than 20 years of sustained activity, one important community resource trying to address disparities in youth health and development is the Ashe County 4-H After-School Program. To successfully overcome inherent challenges, the program has positioned itself as essential to community development, supported and retained qualified personnel, and cultivated a network of key partners to continue its efforts to provide essential youth programs for this rural community.

  6. Flight controller alertness and performance during MOD shiftwork operations

    NASA Technical Reports Server (NTRS)

    Kelly, Sean M.; Rosekind, Mark R.; Dinges, David F.; Miller, Donna L.; Gillen, Kelly A.; Gregory, Kevin B.; Aguilar, Ronald D.; Smith, Roy M.

    1994-01-01

    Decreased alertness and performance associated with fatigue, sleep loss, and circadian disruption are issues faced by a diverse range of shiftwork operations. During STS operations, MOD personnel provide 24 hr. coverage of critical tasks. A joint JSC and ARC project was undertaken to examine these issues in flight controllers during MOD shiftwork operations. An initial operational test of procedures and measures was conducted during STS-53 in Dec. 1992. The study measures included a background questionnaire, a subjective daily logbook completed on a 24 hr. basis (to report sleep patterns, work periods, etc.), and an 8 minute performance and mood test battery administered at the beginning, middle, and end of each shift period. Seventeen Flight controllers representing the 3 Orbit shifts participated. The initial results clearly support further data collection during other STS missions to document baseline levels of alertness and performance during MOD shiftwork operations. These issues are especially pertinent for the night shift operations and the acute phase advance required for the transition of day shift personnel into the night for shuttle launch. Implementation and evaluation of the countermeasure strategies to maximize alertness and performance is planned. As STS missions extend to further extended duration orbiters, timelines and planning for 24 circadian disruption will remain highly relevant in the MOD environment.

  7. Is College Opportunity Slipping Away? Parents and the Public Voice Concerns about Higher Education Access and Affordability. Policy Alert

    ERIC Educational Resources Information Center

    National Center for Public Policy and Higher Education, 2008

    2008-01-01

    "Policy Alert" is a publication series that summarizes important policy findings affecting the future of higher education. This issue is based on an earlier study, "Squeeze Play: How Parents and the Public Look at Higher Education Today," from the National Center for Public Policy and Higher Education and Public Agenda. This "Policy Alert"…

  8. High-Quality After-School Programs Tied to Test-Score Gains

    ERIC Educational Resources Information Center

    Viadero, Debra

    2007-01-01

    Disadvantaged students who regularly attend top-notch after-school programs end up, after two years, academically far ahead of peers who spend more out-of-school time in unsupervised activities, according to findings from an eight-state study of those programs. Known as the Promising Afterschool Programs study, the new research examined 35…

  9. Focus on After-School Time for Violence Prevention. ERIC Digest.

    ERIC Educational Resources Information Center

    Patten, Peggy; Robertson, Anne S.

    Perhaps 8 million children spend the after-school hours at home alone. In the absence of adult supervision, many of these youths are likely to engage in delinquent or other high-risk activities. Research suggests that after-school programs can help to prevent youths from engaging in these activities in two ways: by providing constructive…

  10. Physical Activity and Healthy Eating in the After-School Environment

    ERIC Educational Resources Information Center

    Coleman, Karen J.; Geller, Karly S.; Rosenkranz, Richard R.; Dzewaltowski, David A.

    2008-01-01

    Background: No research to date has extensively described moderate and vigorous physical activity (MVPA) and healthful eating (HE) opportunities in the after-school environment. The current study described the quality of the after-school environment for its impact on children's MVPA and HE. Methods: An alliance of 7 elementary schools and Boys and…

  11. Safe and Smart: Making the After-School Hours Work for Kids.

    ERIC Educational Resources Information Center

    Pederson, Julie; de Kanter, Adriana; Bobo, Lynson Moore; Weinig, Katrina; Noeth, Kristyn

    After-school programs provide wide-ranging benefits to children, their families, and the whole community. This report focuses on the benefits children receive: increased safety, reduced risk-taking, and improved learning. Quality afterschool programs keep kids out of trouble, prevent crime, juvenile delinquency, school vandalism, and violent…

  12. From Droughts to Drones: An After-School Club Uses Drones to Learn about Environmental Science

    ERIC Educational Resources Information Center

    Gillani, Bijan; Gillani, Roya

    2015-01-01

    An after-school enrichment activity offered to sixth-grade students gave a group of 10 students an opportunity to explore the effects of the California drought in their community using an engaging scientific device: the UAV (unmanned aerial vehicle). Although this activity was specifically designed for a small after-school enrichment group, it…

  13. Does Investing in After-School Classes Pay Off? PISA in Focus. No. 3

    ERIC Educational Resources Information Center

    OECD Publishing (NJ1), 2011

    2011-01-01

    With all the competition to get into the right universities to secure the best jobs, secondary school students are often encouraged to take after-school classes in subjects already taught in school to help them improve their performance--even if that means forsaking other fun and interesting ways of spending after-school hours, such as playing…

  14. Determinants of After-School Programming for School-Age Immigrant Children

    ERIC Educational Resources Information Center

    Greenberg, Joy P.

    2013-01-01

    The purpose of this study was to examine the child and family characteristics that predict enrollment in after-school programming for school-age children of immigrant and nonimmigrant families. Although much is known about the beneficial effects of after-school programming for children and youths, the literature focused on immigrant children--the…

  15. "Active Science": Integrating Physical Activity and Science Learning into the Afterschool Environment

    ERIC Educational Resources Information Center

    Finn, Kevin E.; Yan, Zi; McInnis, Kyle J.

    2015-01-01

    Background: Afterschool programs offer significant opportunities to increase physical activity levels and improve academic performance of children. Purpose: This study assessed an innovative approach to embed physical activity into science lessons in an afterschool community setting. Methods: Participants were 47 boys and girls (age = 10.8 ± 0.7…

  16. Learning English and beyond: A Holistic Approach to Supporting English Learners in Afterschool

    ERIC Educational Resources Information Center

    Bhattacharya, Jhumpa; Quiroga, Jimena

    2011-01-01

    Throughout the nation, afterschool programs are seeing increasing numbers of English learners (ELs) among their participants. Many afterschool program practitioners, recognizing the growth in the EL population in their programs, are hungry for professional development and research to understand how better to educate this population. However,…

  17. A Case for Middle School After-School Programs in Rural America.

    ERIC Educational Resources Information Center

    Feinstein, Sheryl

    2003-01-01

    Asserts that in addition to providing safe places where students can develop a sense of belonging, after-school programs can enhance performance in the regular academic program of middle school students. Specifically reviews current research on the impact of after-school programs on academic achievement, work habits, interpersonal skills, and…

  18. After-School Spaces: Looking for Learning in All the Right Places

    ERIC Educational Resources Information Center

    Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A.

    2016-01-01

    After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might…

  19. Quality After-School Programming and Its Relationship to Achievement-Related Behaviors and Academic Performance

    ERIC Educational Resources Information Center

    Grassi, Annemarie M.

    2012-01-01

    The purpose of this study is to understand the relationship between quality social support networks developed through high quality afterschool programming and achievement amongst middle school and high school aged youth. This study seeks to develop a deeper understanding of how quality after-school programs influence a youth's developmental…

  20. Research-Based Practices in Afterschool Programs for High School Youth

    ERIC Educational Resources Information Center

    Holstead, Jenell; Hightower King, Mindy; Miller, Ashley

    2015-01-01

    Structured afterschool programs are often perceived as a service for young children only. Communities often overlook teenagers, expecting more substantial benefits from investments in programs for younger children (Hall & Gruber, 2007). Of about 8.4 million children participating in afterschool programs nationwide, only 1 million are high…

  1. Cosmopolitan Literacies of Belonging in an After-School Program with Court-Involved Youths

    ERIC Educational Resources Information Center

    Vasudevan, Lalitha; Kerr, Kristine Rodriguez; Hibbert, Melanie; Fernandez, Eric; Park, Ahram

    2014-01-01

    This article focuses on the concept of belonging as an embodied practice that is expressed by adolescents in multimodal ways and that can be nurtured inside and also beyond schools, such as within afterschool programs. We explore belonging in an afterschool program designed for court-involved youth. Our research is theoretically framed by…

  2. Tandem Pedagogy: Embedding Service-Learning into an After-School Program

    ERIC Educational Resources Information Center

    Tannenbaum, Sally Cahill; Brown-Welty, Sharon

    2006-01-01

    Educators continually seek effective strategies to address the educational needs of students. Two popular strategies are service-learning and after-school programs. The purpose of this study was to begin to explore the value of embedding service-learning into after-school programs. This study utilized a historical database and compared two groups…

  3. After-School Programs: A Resource for Young Black Males and Other Urban Youth

    ERIC Educational Resources Information Center

    Woodland, Malcolm H.

    2016-01-01

    While after-school programs are plentiful, they are often developed arbitrarily with little attention given to theoretical underpinnings that may inform program interventions. In this article, after-school programs are situated in resilience theory as protective factors, which encourage resilience among young Black males and other urban youth. The…

  4. Evaluation of Children's After-School Programs in Taiwan: FAHP Approach

    ERIC Educational Resources Information Center

    Lee, Amy H. I.; Yang, Chih-Neng; Lin, Chun-Yu

    2012-01-01

    The need of after-school programs has become urgent for school-age children in many industrialized countries due to social structure changes. This research develops a hierarchical framework to evaluate after-school programs from two distinct aspects--service quality from parents' perspectives and marketing strategy from operators'…

  5. America's After-School Choice: The Prime Time for Juvenile Crime, or Youth Enrichment and Achievement.

    ERIC Educational Resources Information Center

    Newman, Sanford A.; Fox, James Alan; Flynn, Edward A.; Christeson, William

    Noting that after-school programs have the potential to reduce not only juvenile crime but also later adult crime, this report examines the needs for after-school programs, the impact of such programs on youth, and the importance of quality programming. Following an executive summary, the report is presented in six chapters. Chapter 1 details…

  6. SAMHSA Funding Opportunities for Afterschool: Substance Abuse Prevention and Mental Health Services. Funding Note

    ERIC Educational Resources Information Center

    Dobbins, Dionne

    2005-01-01

    Many children served in afterschool programs would be left alone in dangerous neighborhoods, potentially engaging in risky sexual and criminal behaviors, if not for their participation in structured programming. In fact, research has shown that students who spend the majority of their afterschool hours in unsupervised activities are more likely to…

  7. U.S. Department of Justice Funding Opportunities for Afterschool. Funding Note, June 2005

    ERIC Educational Resources Information Center

    Dobbins, Dionne

    2005-01-01

    There are natural connections between the afterschool community and the law enforcement/crime prevention community. According to a recent report from the organization Fight Crime: Invest in Kids, the hours between three and six PM are the "prime time for juvenile crime." Afterschool hours are when teenagers are most likely to commit crimes, be…

  8. Growing Together, Learning Together: What Cities Have Discovered about Building Afterschool Systems. Perspective

    ERIC Educational Resources Information Center

    Browne, Daniel

    2015-01-01

    With many cities showing an interest in afterschool system building and research providing a growing body of useful information, this Wallace Perspective offers a digest of the latest thinking on how to build and sustain an afterschool system, and the challenges and opportunities that lie ahead for this promising work. The report (a follow-up to a…

  9. An Objective Assessment of Children's Physical Activity during the Keep It Moving! After-School Program

    ERIC Educational Resources Information Center

    Schuna, John M., Jr.; Lauersdorf, Rebekah L.; Behrens, Timothy K.; Liguori, Gary; Liebert, Mina L.

    2013-01-01

    Background: After-school programs may provide valuable opportunities for children to accumulate healthful physical activity (PA). This study assessed the PA of third-, fourth-, and ?fth-grade children in the Keep It Moving! (KIM) after-school PA program, which was implemented in an ethnically diverse and low socioeconomic status school district in…

  10. Physical Activity Intensity, Lesson Context, and Teacher Interactions during an Unstructured Afterschool Physical Activity Program

    ERIC Educational Resources Information Center

    Behrens, Timothy K.; Miller, Daniel J.; Schuna, John M.; Liebert, Mina L.

    2015-01-01

    Background: Afterschool programs are promising arenas to improve youth physical activity (PA) levels. During the school year for 2012-2013, 5 elementary schools from a low-socioeconomic status (SES) school district in southern Colorado participated in evaluation of the afterschool program entitled Keep It Moving! (KIM). Methods: In this…

  11. A Literature Review of Afterschool Mentoring Programs for Children at Risk

    ERIC Educational Resources Information Center

    McDaniel, Sara; Yarbrough, Anna-Margaret

    2016-01-01

    Afterschool programs such as tutoring and school-based or community-based programs have effectively functioned as prevention and intervention programs for children at risk. This literature review focuses on afterschool mentoring programs for children at risk. The purpose of reviewing the literature was to (a) determine the breadth and scope of the…

  12. Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders.

    ERIC Educational Resources Information Center

    Grossman, Jean Baldwin; Walker, Karen; Raley, Rebecca

    This report describes program realities that policymakers must consider when shaping after-school initiatives in impoverished neighborhoods. Information comes from the multi-year evaluation of the Extended-Service Schools Adaptation Initiative, which is examining 60 after-school programs in 17 cities nationwide. Each initiative is adapting one of…

  13. After-School Programs: A Potential Partner to Support Urban Youth

    ERIC Educational Resources Information Center

    Evans, Ashley; Leung, Brian P.

    2012-01-01

    After-school programs (ASPs) are learning centers that provide enrichment opportunities after regular school hours. This article examines the value these programs can add to a child's educational day, especially for urban youth who are vulnerable during after-school hours. Quality ASPs can be part of the solution to help mitigate the effects of…

  14. Palm Beach County's Prime Time Initiative: Improving the Quality of After-School Programs

    ERIC Educational Resources Information Center

    Spielberger, Julie; Lockaby, Tracey

    2008-01-01

    This report covers the third year of Chapin Hall's process evaluation of the Prime Time Initiative of Palm Beach County, Florida, a system-building effort to strengthen the quality of after-school programs in the county. During the past two decades, the after-school field has expanded enormously, partly in response to increasing concern about…

  15. Beyond the Bell: A Toolkit for Creating Effective After-School Programs.

    ERIC Educational Resources Information Center

    Walter, Katie E.; Caplan, Judith G.; McElvain, Carol K.

    After-school programs provide an important educational setting for an increasing number of children and have been viewed as a way to help solve school problems, reduce drug use, and prevent violence and youth crime. This toolkit is designed to help school-based after-school program staff plan and make decisions in six critical areas: (1)…

  16. The Assessment of Afterschool Program Practices Tool (APT): Findings from the APT Validation Study

    ERIC Educational Resources Information Center

    Tracy, Allison; Surr, Wendy; Richer, Amanda

    2012-01-01

    The Assessment of Afterschool Program Practices Tool ("APT"), developed by the National Institute of Out-of-School Time (NIOST), is an observational instrument designed to measure the aspects of afterschool program quality that research suggests contribute to the 21st century skills, attitudes, and behaviors youth need to be successful…

  17. Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities. Executive Summary

    ERIC Educational Resources Information Center

    Kingsley, Chris

    2012-01-01

    This executive summary describes highlights from the report, "Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities." City-led efforts to build coordinated systems of afterschool programming are an important strategy for improving the health, safety and academic preparedness of children…

  18. Roadmap to Afterschool for All: Examining Current Investments and Mapping Future Needs

    ERIC Educational Resources Information Center

    Earle, Alison

    2009-01-01

    Quality afterschool programs are improving and transforming the lives of children and youth across the nation. Research shows that afterschool programs keep kids safe, inspire them to learn and help working parents. They give children opportunities to see new worlds, put school lessons into practice, discover their talents and explore career…

  19. Investigating Kindergarten Parents' Selection of After-School Art Education Settings in Taiwan

    ERIC Educational Resources Information Center

    Hsiao, Ching-Yuan; Kuo, Ting-Yin

    2013-01-01

    The research purpose was to investigate kindergarten parents' selection of after-school art education settings in Taiwan. A review of the literature and interviews with parents were conducted to identify several possible factors that would impact on parents' selection of after-school art education settings for their children. Then, the researcher…

  20. Evaluating Alerting and Guidance Performance of a UAS Detect-And-Avoid System

    NASA Technical Reports Server (NTRS)

    Lee, Seung Man; Park, Chunki; Thipphavong, David P.; Isaacson, Douglas R.; Santiago, Confesor

    2016-01-01

    . Further analysis on the alert lead time (time in advance of predicted loss of well clear at which a DAA alert is first issued) indicated a strong positive correlation between alert lead time and DAA system performance (i.e. the ability of the UAS pilot to maneuver the unmanned aircraft to remain well clear). While bigger distance thresholds had beneficial effects on alert lead time and missed alert rate, it also generated a higher rate of false alerts. In the design and development of DAA alerting and guidance systems, therefore, the positive and negative effects of false alerts and missed alerts should be carefully considered to achieve acceptable alerting system performance by balancing false and missed alerts. The results and methodology presented in this study are expected to help stakeholders, policymakers and standards committees define the appropriate setting of DAA system parameter thresholds for UAS that ensure safety while minimizing operational impacts to the NAS and equipage requirements for its users before DAA operational performance standards can be finalized.

  1. Analysis of high alert medication knowledge of medical staff in Tianjin: A convenient sampling survey in China.

    PubMed

    Tang, Shang-feng; Wang, Xin; Zhang, Ye; Hou, Jie; Ji, Lu; Wang, Man-li; Huang, Rui

    2015-04-01

    The current situation of medical staff's awareness about high alert medication was investigated in order to promote safe medication and standardized management of the high alert medication in China. Twenty questions were designed concerning elementary knowledge of high alert medications, storage management, medication issues and risks. In order to understand the knowledge level and education status of high alert medication, a convenient survey was conducted among 300 medical staffs in Tianjin. Medical staff's average score of high alert medication knowledge was 12.43±0.27, and the average scores of elementary knowledge of high alert medication, storage management, medication issues and risks were 3.38±0.11, 2.46±0.14, 3.17±0.11 and 3.41±0.12 respectively. Occupation (F=4.86, P=0.003), education background (F=5.57, P=0.019) and professional titles (F=13.44, P≤0.001) contributed to the high alert medications knowledge scores. Currently, the most important channel to obtain high alert medication knowledge was hospital files or administrative rules, and clinical pharmacist seminars were the most popular education form. It was suggested that the high alert medication knowledge level of the medical staff needs to increase, and it might benefit from targeted, systematic and diverse training to the medical staff working in the different circulation nodes of the medications. Further research to develop and validate the instrument is needed.

  2. Physician Alerts to Prevent Symptomatic Venous Thromboembolism in Hospitalized Patients

    PubMed Central

    Piazza, Gregory; Rosenbaum, Erin J.; Pendergast, William; Jacobson, Joseph O.; Pendleton, Robert C.; McLaren, Gordon D.; Elliott, C. Gregory; Stevens, Scott M.; Patton, William F.; Dabbagh, Ousama; Paterno, Marilyn D.; Catapane, Elaine; Li, Zhongzhen; Goldhaber, Samuel Z.

    2010-01-01

    Background Venous thromboembolism (VTE) prophylaxis remains underutilized among hospitalized patients. We designed and carried out a large multicenter randomized controlled trial to test the hypothesis that an alert from a hospital staff member to the Attending Physician will reduce the rate of symptomatic VTE among high-risk patients not receiving prophylaxis. Methods and Results We enrolled patients using a validated point score system to detect hospitalized patients at high risk for symptomatic VTE who were not receiving prophylaxis. 2,493 patients (82% on Medical Services) from 25 study sites were randomized to the intervention group (n=1,238), in which the responsible physician was alerted by another hospital staff member, versus the control group (n=1,255), in which no alert was issued. The primary end point was symptomatic, objectively confirmed VTE within 90 days. Patients whose physicians were alerted were more than twice as likely to receive VTE prophylaxis as controls (46.0% versus 20.6%, p<0.0001). The symptomatic VTE rate was lower in the intervention group (2.7% versus 3.4%; hazard ratio, 0.79; 95% confidence interval, 0.50 to 1.25), but the difference did not achieve statistical significance. The rate of major bleeding at 30 days in the alert group was similar to the control group (2.1% versus 2.3%, p=0.68). Conclusions A strategy of direct staff member to physician notification increases prophylaxis utilization and leads toward reducing the rate of symptomatic VTE in hospitalized patients. However, VTE prophylaxis continues to be underutilized even after physician notification, especially among Medical Service patients. PMID:19364975

  3. Evaluation of Helmet Mounted Display Alerting Symbology

    NASA Technical Reports Server (NTRS)

    DeMaio, Joe; Rutkowski, Michael (Technical Monitor)

    2000-01-01

    Proposed helicopter helmet mounted displays will be used to alert the pilot to a variety of conditions, from threats to equipment problems. The present research was performed under the NASA Safe All-weather Flight Operations Research (SAFOR) program supported by a joint Army/NASA research agreement. The purpose of the research was to examine ways to optimize the alerting effectiveness of helmet display symbology. The research used two approaches to increasing the effectiveness of alerts. One was to increase the ability of the alert to attract attention by using the entire display surface. The other was to include information about the required response in the alert itself. The investigation was conducted using the NASA Ames Research Center's six-degree-of-freedom vertical motion simulator (VMS) with a rotorcraft cockpit. Helmet display symbology was based on the AH-64's pilot night vision system (PNVS), cruise mode symbology. A standardized mission was developed, that consisted of 11 legs. The mission included four tasks, which allowed variation in the frequency of alerts. The general trend in the data points to a small benefit from both the full-screen alert and the partial information alert.

  4. 47 CFR 80.1111 - Distress alerting.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES STATIONS IN THE... digital selective call using a distress call format in bands used for terrestrial radio-communication or a... Safety Communications § 80.1111 Distress alerting. (a) The transmission of a distress alert...

  5. Auditory alert systems with enhanced detectability

    NASA Technical Reports Server (NTRS)

    Begault, Durand R. (Inventor)

    2008-01-01

    Methods and systems for distinguishing an auditory alert signal from a background of one or more non-alert signals. In a first embodiment, a prefix signal, associated with an existing alert signal, is provided that has a signal component in each of three or more selected frequency ranges, with each signal component in each of three or more selected level at least 3-10 dB above an estimated background (non-alert) level in that frequency range. The alert signal may be chirped within one or more frequency bands. In another embodiment, an alert signal moves, continuously or discontinuously, from one location to another over a short time interval, introducing a perceived spatial modulation or jitter. In another embodiment, a weighted sum of background signals adjacent to each ear is formed, and the weighted sum is delivered to each ear as a uniform background; a distinguishable alert signal is presented on top of this weighted sum signal at one ear, or distinguishable first and second alert signals are presented at two ears of a subject.

  6. Outlier detection for patient monitoring and alerting.

    PubMed

    Hauskrecht, Milos; Batal, Iyad; Valko, Michal; Visweswaran, Shyam; Cooper, Gregory F; Clermont, Gilles

    2013-02-01

    We develop and evaluate a data-driven approach for detecting unusual (anomalous) patient-management decisions using past patient cases stored in electronic health records (EHRs). Our hypothesis is that a patient-management decision that is unusual with respect to past patient care may be due to an error and that it is worthwhile to generate an alert if such a decision is encountered. We evaluate this hypothesis using data obtained from EHRs of 4486 post-cardiac surgical patients and a subset of 222 alerts generated from the data. We base the evaluation on the opinions of a panel of experts. The results of the study support our hypothesis that the outlier-based alerting can lead to promising true alert rates. We observed true alert rates that ranged from 25% to 66% for a variety of patient-management actions, with 66% corresponding to the strongest outliers.

  7. Predictive Information: Status or Alert Information?

    NASA Technical Reports Server (NTRS)

    Trujillo, Anna C.; Bruneau, Daniel; Press, Hayes N.

    2008-01-01

    Previous research investigating the efficacy of predictive information for detecting and diagnosing aircraft system failures found that subjects like to have predictive information concerning when a parameter would reach an alert range. This research focused on where the predictive information should be located, whether the information should be more closely associated with the parameter information or with the alert information. Each subject saw 3 forms of predictive information: (1) none, (2) a predictive alert message, and (3) predictive information on the status display. Generally, subjects performed better and preferred to have predictive information available although the difference between status and alert predictive information was minimal. Overall, for detection and recalling what happened, status predictive information is best; however for diagnosis, alert predictive information holds a slight edge.

  8. Generalized Philosophy of Alerting with Applications for Parallel Approach Collision Prevention

    NASA Technical Reports Server (NTRS)

    Winder, Lee F.; Kuchar, James K.

    2000-01-01

    The goal of the research was to develop formal guidelines for the design of hazard avoidance systems. An alerting system is automation designed to reduce the likelihood of undesirable outcomes that are due to rare failures in a human-controlled system. It accomplishes this by monitoring the system, and issuing warning messages to the human operators when thought necessary to head off a problem. On examination of existing and recently proposed logics for alerting it appears that few commonly accepted principles guide the design process. Different logics intended to address the same hazards may take disparate forms and emphasize different aspects of performance, because each reflects the intuitive priorities of a different designer. Because performance must be satisfactory to all users of an alerting system (implying a universal meaning of acceptable performance) and not just one designer, a proposed logic often undergoes significant piecemeal modification before gamma general acceptance. This report is an initial attempt to clarify the common performance goals by which an alerting system is ultimately judged. A better understanding of these goals will hopefully allow designers to reach the final logic in a quicker, more direct and repeatable manner. As a case study, this report compares three alerting logics for collision prevention during independent approaches to parallel runways, and outlines a fourth alternative incorporating elements of the first three, but satisfying stated requirements. Three existing logics for parallel approach alerting are described. Each follows from different intuitive principles. The logics are presented as examples of three "philosophies" of alerting system design.

  9. 47 CFR 10.300 - Alert aggregator. [Reserved

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 47 Telecommunication 1 2010-10-01 2010-10-01 false Alert aggregator. 10.300 Section 10.300 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL MOBILE ALERT SYSTEM System Architecture § 10.300 Alert aggregator....

  10. 47 CFR 10.310 - Federal alert gateway. [Reserved

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 47 Telecommunication 1 2012-10-01 2012-10-01 false Federal alert gateway. 10.310 Section 10.310 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL MOBILE ALERT SYSTEM System Architecture § 10.310 Federal alert gateway....

  11. 47 CFR 10.300 - Alert aggregator. [Reserved

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 47 Telecommunication 1 2012-10-01 2012-10-01 false Alert aggregator. 10.300 Section 10.300 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL MOBILE ALERT SYSTEM System Architecture § 10.300 Alert aggregator....

  12. 47 CFR 10.300 - Alert aggregator. [Reserved

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 47 Telecommunication 1 2011-10-01 2011-10-01 false Alert aggregator. 10.300 Section 10.300 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL MOBILE ALERT SYSTEM System Architecture § 10.300 Alert aggregator....

  13. 47 CFR 10.300 - Alert aggregator. [Reserved

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 47 Telecommunication 1 2014-10-01 2014-10-01 false Alert aggregator. 10.300 Section 10.300 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL WIRELESS EMERGENCY ALERTS System Architecture § 10.300 Alert aggregator....

  14. 47 CFR 10.310 - Federal alert gateway. [Reserved

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 47 Telecommunication 1 2013-10-01 2013-10-01 false Federal alert gateway. 10.310 Section 10.310 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL WIRELESS EMERGENCY ALERTS System Architecture § 10.310 Federal alert gateway....

  15. 47 CFR 10.310 - Federal alert gateway. [Reserved

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 47 Telecommunication 1 2011-10-01 2011-10-01 false Federal alert gateway. 10.310 Section 10.310 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL MOBILE ALERT SYSTEM System Architecture § 10.310 Federal alert gateway....

  16. 47 CFR 10.310 - Federal alert gateway. [Reserved

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 47 Telecommunication 1 2014-10-01 2014-10-01 false Federal alert gateway. 10.310 Section 10.310 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL WIRELESS EMERGENCY ALERTS System Architecture § 10.310 Federal alert gateway....

  17. 47 CFR 10.300 - Alert aggregator. [Reserved

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 47 Telecommunication 1 2013-10-01 2013-10-01 false Alert aggregator. 10.300 Section 10.300 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL WIRELESS EMERGENCY ALERTS System Architecture § 10.300 Alert aggregator....

  18. 47 CFR 10.310 - Federal alert gateway. [Reserved

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 47 Telecommunication 1 2010-10-01 2010-10-01 false Federal alert gateway. 10.310 Section 10.310 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL MOBILE ALERT SYSTEM System Architecture § 10.310 Federal alert gateway....

  19. Insider Alert 1.0 Beta Version

    SciTech Connect

    Abbott, Robert

    2004-02-01

    Insider Alert 1.0 Beta Version supports interactive selection and graphical display of data generated by the Sandia Cognitive Framework, which simulates the examination of security data by experts of various specialties. Insider Alert also encompasses the configuration and data files input to the Cognitive Framework for this application. Insider Alert 1.0 Beta Version is a computer program for analyzing data indicative of possible espionage or improper handling of data by employees at Sandia National Laboratories (or other facilities with comparable policies and procedures for managing sensitive information) It prioritizes and displays information for review by security analysts.

  20. CISN ShakeAlert: Beta Test Users Receive Earthquake Early Warning Alerts and Provide Feedback for Improving Alert Delivery

    NASA Astrophysics Data System (ADS)

    Hellweg, M.; Vinci, M.; Allen, R. M.; Boese, M.; Henson, I. H.; Felizardo, C.

    2012-12-01

    Earthquake Early Warning (EEW) is the ability to detect an earthquake quickly and provide a few seconds of warning before destructive seismic waves arrive. The California Integrated Seismic Network (CISN) is implementing and testing a prototype system, the ShakeAlert system, which includes delivery of earthquake alerts to potential users. The alerts will be used to provide situational awareness, but also to automatically perform an operation that can impact personal safety or reduce losses to critical infrastructures and inventories. We are working with a group of 15 selected Beta Test Users from institutions and industries throughout California that have potential uses for EEW information. ShakeAlert Beta Test Users are currently running the ShakeAlert UserDisplay. In return, they provide feedback which includes suggestions to improve the UserDisplay and other alert delivery mechanisms, as well as information on their potential uses of EEW. Our currently most "advanced" user is the Bay Area Rapid Transit (BART) System. Their train control system now automatically slows and stops trains based on basic EEW information; EEW alerts are being added as an additional trigger. Beta Test User suggestions are incorporated into revisions of the UserDisplay and other elements of the ShakeAlert system, as appropriate. To form a knowledge base for EEW implementation into a public system, we also collect feedback detailing implementation costs and challenges within the Test User organizations, as well as anticipated benefits and savings. Thus, Beta Test Users are contributing to an operational Earthquake Early Warning system that will meet the needs of the public.

  1. IP telephony based danger alert communication system and its implementation

    NASA Astrophysics Data System (ADS)

    Rezac, Filip; Safarik, Jakub; Voznak, Miroslav; Tomala, Karel; Partila, Pavol

    2013-05-01

    This article discusses a danger alert system created as a part of the research project at Department of Telecommunications of Technical University of Ostrava. The aim of the system is to distribute pre-recorded voice messages in order to alert the called party in danger. This article describes individual technologies, which the application uses for its operation as well as issues relating to hardware requirements and transfer line bandwidth load. The article also describes new algorithms, which had to be developed in order to ensure the reliability of the system. Our intent is focused on disaster management, the message, which should be delivered within specified time span, is typed in the application and text-to-speech module ensures its transformation to a speech format, after that a particular scenario or warned area is selected and a target group is automatically unloaded. For this purpose, we have defined XML format for delivery of phone numbers which are located in the target area and these numbers are obtained from mobile BTS's (Base transmission stations). The benefit of such communication compared to others, is the fact, that it uses a phone call and, therefore, it is possible to get feedback who accepted the message and to improve efficiency of alert system. Finally, the list of unanswered calls is exported and these users can be informed via SMS.

  2. Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs

    PubMed Central

    Keselman, Alla; Levin, Daniel M.; Hundal, Savreen; Kramer, Judy F.; Matzkin, Karen; Dutcher, Gale

    2013-01-01

    In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students’ daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers’ and researchers’ perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students’ experience with socio-scientific argumentation. PMID:24382985

  3. Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs.

    PubMed

    Keselman, Alla; Levin, Daniel M; Hundal, Savreen; Kramer, Judy F; Matzkin, Karen; Dutcher, Gale

    2012-08-01

    In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students' daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers' and researchers' perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students' experience with socio-scientific argumentation.

  4. 21 CFR 26.20 - Alert system.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... PHARMACEUTICAL GOOD MANUFACTURING PRACTICE REPORTS, MEDICAL DEVICE QUALITY SYSTEM AUDIT REPORTS, AND CERTAIN... Provisions for Pharmaceutical Good Manufacturing Practices § 26.20 Alert system. (a) The details of an...

  5. 21 CFR 26.20 - Alert system.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... PHARMACEUTICAL GOOD MANUFACTURING PRACTICE REPORTS, MEDICAL DEVICE QUALITY SYSTEM AUDIT REPORTS, AND CERTAIN... Provisions for Pharmaceutical Good Manufacturing Practices § 26.20 Alert system. (a) The details of an...

  6. 21 CFR 26.20 - Alert system.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... PHARMACEUTICAL GOOD MANUFACTURING PRACTICE REPORTS, MEDICAL DEVICE QUALITY SYSTEM AUDIT REPORTS, AND CERTAIN... Provisions for Pharmaceutical Good Manufacturing Practices § 26.20 Alert system. (a) The details of an...

  7. 21 CFR 26.20 - Alert system.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... PHARMACEUTICAL GOOD MANUFACTURING PRACTICE REPORTS, MEDICAL DEVICE QUALITY SYSTEM AUDIT REPORTS, AND CERTAIN... Provisions for Pharmaceutical Good Manufacturing Practices § 26.20 Alert system. (a) The details of an...

  8. An electronic alert to decrease Kayexalate ordering

    PubMed Central

    Leaf, David E.; Cheng, Xingxing S.; Sanders, Jason L.; Mendu, Mallika; Schiff, Gordon D.; Mount, David B.; Bazari, Hasan

    2016-01-01

    Important safety concerns have recently emerged regarding the use of sodium polystyrene sulfonate (Kayexalate), a cation-exchange resin commonly used for the treatment of hyperkalemia. We implemented an electronic alert system at a tertiary care academic medical center to warn providers of the safety concerns of Kayexalate. We assessed the number of Kayexalate prescriptions per month, as well as the number of grams of Kayexalate ordered per month, one year before versus one year after implementing the alert. The mean (±SD) number of Kayexalate orders decreased from 123 (±12) to 76 (±14) orders/month (38% absolute reduction, p < 0.001) after implementing the alert. Additionally, the mean (±SD) amount of Kayexalate prescribed decreased from 3332 (±329) to 1885 (±358) g/month (43% absolute reduction, p < 0.001). We conclude that an electronic alert is an effective tool to decrease Kayexalate ordering. PMID:27183825

  9. Prototype Conflict Alerting Logic for Free Flight

    NASA Technical Reports Server (NTRS)

    Yang, Lee C.; Kuchar, James K.

    1997-01-01

    This paper discusses the development of a prototype alerting system for a conceptual Free Flight environment. The concept assumes that datalink between aircraft is available and that conflicts are primarily resolved on the flight deck. Four alert stages are generated depending on the likelihood of a conflict. If the conflict is not resolved by the flight crews, Air Traffic Control is notified to take over separation authority. The alerting logic is based on probabilistic analysis through modeling of aircraft sensor and trajectory uncertainties. Monte Carlo simulations were used over a range of encounter situations to determine conflict probability. The four alert stages were then defined based on probability of conflict and on the number of avoidance maneuvers available to the flight crew. Preliminary results from numerical evaluations and from a piloted simulator study at NASA Ames Research Center are summarized.

  10. Tone-activated, remote, alert communication system

    NASA Technical Reports Server (NTRS)

    Baker, C. D.; Couvillon, L. A.; Hubbard, W. P.; Kollar, F. J.; Postal, R. B.; Tegnelia, C. R.

    1971-01-01

    Pocket sized transmitter, frequency modulated by crystal derived tones, with integral loop antenna provides police with easy operating alert signal communicator which uses patrol car radio to relay signal. Communication channels are time shared by several patrol units.

  11. Chemical Safety Alert: Safer Technology and Alternatives

    EPA Pesticide Factsheets

    This alert is intended to introduce safer technology concepts and general approaches, explains the concepts and principles, and gives brief examples of the integration of safer technologies into facility risk management activities.

  12. 21 CFR 26.20 - Alert system.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... PHARMACEUTICAL GOOD MANUFACTURING PRACTICE REPORTS, MEDICAL DEVICE QUALITY SYSTEM AUDIT REPORTS, AND CERTAIN... Provisions for Pharmaceutical Good Manufacturing Practices § 26.20 Alert system. (a) The details of an...

  13. Aircraft Alerting Systems Criteria Study. Volume 1. Collation and Analysis of Aircraft Alerting Systems Data

    DTIC Science & Technology

    1977-05-01

    and ()provide recommendations for standardization of alerting functions/ methods. The output includes a collation of human factors data pertinent to...alerting sys- tems, cursory test plans for obtaining missing human factors data required to complete definition of and validate the standards...Warning, Warning Systems, Dlocument is available to the U,S. . * Stimulus Response, Human Factors Alerting public through the National Technical Systems

  14. Commercial Mobile Alert Service (CMAS) Scenarios

    DTIC Science & Technology

    2012-05-01

    government officials to send targeted text alerts to the public via commercial mo- bile service providers (CMSPs). The SEI is developing integration...capabilities are operational within 30 minutes. Response measure Full operational capabilities within 30 minutes of incident Business goals...months and had its last exercise a month ago. Artifact The text of the alert Response The message is entered into the originating software

  15. Echo Ranging/Probe Alert Performance Analysis.

    DTIC Science & Technology

    1982-11-04

    contract included technical analyses of acoustic communication equipment, system performance predictions, sea test design and data analysis, and...proposing functional system design alternatives. 2.0 SUMMARY OF WORK PERFORMED The JAYCOR effort focused on the analysis of the Echo Ranging/ Probe Alert...JAYCOR Document No. J640-020-82-2242, 16 August 1982, CONFIDENTIAL. 13. Probe Alert Design System Performance Estimates (U), J.L. Collins, JAYCOR Document

  16. Multilingual Video and Audio News Alerting

    DTIC Science & Technology

    2004-01-01

    enable searching of multilingual video news sources by a monolingual speaker. In addition to full search capabilities, the system also enables real... Multilingual Video and Audio News Alerting David D. Palmer, Patrick Bray, Marc Reichman, Katherine Rhodes, Noah White Virage Advanced...DATE 2004 2. REPORT TYPE 3. DATES COVERED 00-00-2004 to 00-00-2004 4. TITLE AND SUBTITLE Multilingual Video and Audio News Alerting 5a

  17. Alertness can be improved by an interaction between orienting attention and alerting attention in schizophrenia

    PubMed Central

    2011-01-01

    Background Attention is impaired in schizophrenia. Early attention components include orienting and alerting, as well as executive control networks. Previous studies have shown mainly executive control deficits, while few of them found orienting and alerting abnormalities. Here we explore the different attentive networks, their modulation and interactions in patients with schizophrenia. Methods Twenty-one schizophrenic patients (DSMIV), compared to 21 controls, performed a modified version of the Attention Network Task, in which an orienting paradigm (with valid, invalid and no cues) was combined with a flanker task (congruent/incongruent) and an alerting signal (tone/no tone), to assess orienting, executive control and alerting networks independently. Results Patients showed an abnormal alerting effect and slower overall reaction time compared to controls. Moreover, there was an interaction between orienting and alerting: patients are helped more than controls by the alerting signal in a valid orientation to solve the incongruent condition. Conclusion These results suggest that patients with schizophrenia have altered alerting abilities. However, the orienting and alerting cues interact to improve their attention performance in the resolution of conflict, creating possibilities for cognitive remediation strategies. PMID:21729299

  18. Individual alerting efficiency modulates time perception

    PubMed Central

    Liu, Peiduo; Yang, Wenjing; Yuan, Xiangyong; Bi, Cuihua; Chen, Antao; Huang, Xiting

    2015-01-01

    Time perception plays a fundamental role in human perceptual and motor activities, and can be influenced by various factors, such as selective attention and arousal. However, little is known about the influence of individual alerting efficiency on perceived duration. In this study, we explored this question by running two experiments. The Attentional Networks Test was used to evaluate individual differences in alerting efficiency in each experiment. Temporal bisection (Experiment 1) and time generalization task (Experiment 2) were used to explore the participants’ perception of duration. The results indicated that subjects in the high alerting efficiency group overestimated interval durations and estimated durations more accurately compared with subjects in the low alerting efficiency group. The two experiments showed that the sensitivity of time was not influenced by individual alerting efficiency. Based on previous studies and current findings, we infer that individual differences in alerting efficiency may influence time perception through modulating the latency of the attention-controlled switch and the speed of the peacemaker within the framework of the internal clock model. PMID:25904881

  19. Perceptions of the Neighborhood Environment and Children’s Afterschool Moderate-to-Vigorous Physical Activity

    PubMed Central

    McDonald, Samantha M; Dowda, Marsha; Colabianchi, Natalie; Porter, Dwayne; Dishman, Rod K.; Pate, Russell R.

    2015-01-01

    Previous research suggests the neighborhood environment may be an important influence on children’s physical activity (PA) behaviors; however, findings are inconsistent. The purpose of this study was to further understand the relationship between perceptions of the neighborhood environment and children’s afterschool moderate-to-vigorous PA (MVPA). Utilizing a structural equation modeling technique, we tested a conceptual model linking parent and child perceptions of the neighborhood environment, parent support for PA, and child outdoor PA with children’s afterschool MVPA. We found that child perception of the neighborhood environment and outdoor PA were positively associated with afterschool MVPA. In addition, parent support for PA positively influenced children’s outdoor PA. The neighborhood environment and outdoor activity appear to play an influential role on children’s afterschool PA behaviors. PMID:25679820

  20. Perceptions of the Neighborhood Environment and Children's Afterschool Moderate-to-Vigorous Physical Activity.

    PubMed

    McDonald, Samantha; Dowda, Marsha; Colabianchi, Natalie; Porter, Dwayne; Dishman, Rod K; Pate, Russell R

    2015-05-01

    Previous research suggests the neighborhood environment may be an important influence on children's physical activity (PA) behaviors; however, findings are inconsistent. The purpose of this study was to further understand the relationship between perceptions of the neighborhood environment and children's afterschool moderate-to-vigorous PA. Utilizing a structural equation modeling technique, we tested a conceptual model linking parent and child perceptions of the neighborhood environment, parent support for PA, and child outdoor PA with children's afterschool moderate-to vigorous PA. We found that child perception of the neighborhood environment and outdoor PA were positively associated with afterschool moderate-to-vigorous PA. In addition, parent support for PA positively influenced children's outdoor PA. The neighborhood environment and outdoor activity appear to play an influential role on children's afterschool PA behaviors.

  1. Connecting Scientists, College Students, Middle School Students & Elementary Students through Intergenerational Afterschool STEM Programming

    NASA Astrophysics Data System (ADS)

    Ali, N. A.; Paglierani, R.; Raftery, C. L.; Romero, V.; Harper, M. R.; Chilcott, C.; Peticolas, L. M.; Hauck, K.; Yan, D.; Ruderman, I.; Frappier, R.

    2015-12-01

    The Multiverse education group at UC Berkeley's Space Sciences Lab created the NASA-funded "Five Stars Pathway" model in which five "generations" of girls and women engage in science together in an afterschool setting, with each generation representing one stage in the pathway of pursuing a career in science, technology, engineering, or math (STEM). The five stages are: elementary-age students, middle-school-age students, undergraduate-level college students, graduate-level college students and professional scientists. This model was field-tested at two Girls Inc. afterschool locations in the San Francisco Bay Area and distributed to Girls Inc. affiliates and other afterschool program coordinators nationwide. This presentation will explore some of the challenges and success of implementing a multigenerational STEM model as well as distributing the free curriculum for interested scientists and college students to use with afterschool programs.

  2. Prevalence and Psychosocial Correlates of After-School Activities among Chinese Adolescents in Hong Kong

    PubMed Central

    Ma, Cecilia M. S.; Shek, Daniel Tan Lei

    2014-01-01

    Using a cross-sectional design, this study (a) explores the prevalence of after-school activities among Chinese early adolescents and (b) assesses the relationships between participation in after-school activities, personal well-being, and family functioning. A total of 3,328 Grade 7 students (mean age = 12.59 years, SD = 0.74) completed a self-administered questionnaire. Results showed that the majority of adolescents returned home under adult supervision. Further analyses showed the associations between after-school activities, positive youth development qualities, academic and school competence, family functioning, and risky behavior. Implications regarding efforts aimed at designing high quality and structured after-school youth programs are discussed. PMID:25309895

  3. The "Generacion Diez" after-school program and Latino parent involvement with schools.

    PubMed

    Riggs, Nathaniel R; Medina, Carmen

    2005-11-01

    The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

  4. 76 FR 35810 - Review of the Emergency Alert System

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-20

    ... Docket No. 04-296; FCC 11-82] Review of the Emergency Alert System AGENCY: Federal Communications... Commission (Commission) seeks comment on proposed changes to its rules governing the Emergency Alert System (EAS) to codify the obligation to process alert messages formatted in the Common Alerting Protocol...

  5. 77 FR 16688 - Review of the Emergency Alert System

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-22

    ... COMMISSION 47 CFR Part 11 Review of the Emergency Alert System AGENCY: Federal Communications Commission... its rules governing the Emergency Alert System (EAS) to codify the obligation to process alert... Commission adopts several changes to its Part 11 Emergency Alert System (EAS) rules to more fully codify...

  6. 78 FR 16806 - The Commercial Mobile Alert System

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-19

    ... COMMISSION 47 CFR Part 10 The Commercial Mobile Alert System AGENCY: Federal Communications Commission... Commercial Mobile Alert System (CMAS) to Wireless Emergency Alerts (WEA). This is intended to conform the name used for the wireless alert system regulated under Commission rules to the name used by the...

  7. 76 FR 80780 - Review of the Emergency Alert System

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-12-27

    ... COMMISSION 47 CFR Part 11 Review of the Emergency Alert System AGENCY: Federal Communications Commission... Alert System (EAS) rules to extend the deadline for EAS Participants to be able to receive Common Alerting Protocol (CAP)- formatted EAS alerts to no later than June 30, 2012. This is intended to...

  8. Beacons In Brief. P/PV In Brief. Issue 2

    ERIC Educational Resources Information Center

    Blank, Susan; Farley, Chelsea

    2004-01-01

    This second issue in P/PV's "In Brief" series focuses on the San Francisco Beacon Initiative and P/PV's recently released evaluation results. The Beacon Initiative established after-school programs in eight public schools in low-income San Francisco neighborhoods. P/PV's 36-month evaluation examined key developmental and academic outcomes.…

  9. The Swift Burst Alert Telescope

    NASA Astrophysics Data System (ADS)

    Parsons, A.; Barthelmy, S.; Barbier, L.; Gehrels, N.; Palmer, D.; Tueller, J.; Fenimore, E.; BAT Engineering Team

    2000-10-01

    The Swift Gamma Ray Burst MIDEX is a multiwavelength observatory scheduled to be launched in September 2003 to study gamma-ray bursts (GRBs) and their x-ray and optical afterglow emission. Swift will exploit these newly discovered GRB afterglow characteristics to make a comprehensive study of ~ 1000 GRBs and use the afterglow phenomenon as a tool for probing their source and evolution. Swift will also be able to use GRBs to probe the early Universe. The Burst Alert Telescope (BAT), a large coded aperture instrument with a wide field-of-view (FOV), provides the gamma-ray burst triggers and locations for the Swift Mission. BAT will observe and locate hundreds of bursts per year to better than 4 arc minutes accuracy. Using this prompt burst location information, Swift can slew quickly (within 20 - 70 s) to point on-board x-ray (XRT) and optical (UVOT) instrumentation at the burst for continued afterglow studies. The BAT instrument consists of a large (5200 cm2) hard x-ray detector plane positioned one meter away from an even larger (2.6 m2) coded aperture mask. The BAT detector plane consists of 128 CdZnTe semiconductor detector modules each containing 256 individual, planar 4 mm x 4 mm x 2 mm CdZnTe detectors that are read out by a pair of XA1 Application Specific Integrated Circuits (ASICs). The BAT mask will be constructed using 5 mm x 5 mm x 1 mm lead tiles attached to a self-supporting 0.4 g/cm2 substrate fabricated from Kevlar fiber/honeycomb materials. With 4 mm square focal plane detector elements and 5 mm square mask pixels, BAT will have angular resolution better than 22 arc minutes and will determine GRB source locations to ~ 4 arc minutes for bursts detected at 5 sigma or brighter. A full description of the BAT instrument and its capabilities will be presented along with results from performance tests of prototype detector modules.

  10. Objectively measured physical activity in Danish after-school cares: Does sport certification matter?

    PubMed

    Domazet, S L; Møller, N C; Støckel, J T; Ried-Larsen, M

    2015-12-01

    Inactivity and more sedentary time predominate the daily activity level of many of today's children. In Denmark, certified sport after-school cares have been established in order to increase children's daily physical activity (PA) level. This cross-sectional study aimed to investigate the activity level among participants in certified sport after-school cares vs regular after-school cares. The study was carried out in 2011 in 10 after-school cares (5 sport/5 regular) throughout Denmark, whereof 475 children aged 5-11 years participated. PA level was assessed using Actigraph GT3X and GT3X+ activity monitors worn by the children for at least 8 consecutive days. Anthropometry and cardiorespiratory fitness were measured as well. A multivariate regression analysis was carried out to check for the differences in the PA level across the two care systems. However, there did not appear to be any differences in overall PA or in time-specific day parts (e.g., during after-school care). The activity levels were quite similar across after-school cares and were mutually high during time spent in the care facility.

  11. Will We All Be Portfolio Workers? Trends and Issues Alerts.

    ERIC Educational Resources Information Center

    Kerka, Sandra

    The world of stable, long-term employment is coming to an end. Part-time, contingent, and contract workers now account for more than 35% of the U.S. work force. It has been suggested that individuals will become "portfolio workers" with "portfolio careers." Individuals will maintain portfolios of their skills, abilities, and achievements and will…

  12. The Multicultural Work Force. Trends and Issues Alerts.

    ERIC Educational Resources Information Center

    Lankard, Bettina A.

    White males represent only 46 percent of the U.S. work force. Within a few years, 75 percent of those entering the labor force will be women and minorities, according to the U.S. Department of Labor. The work force is getting smaller as well as changing in nature. To attract and keep the most qualified and productive workers, businesses must make…

  13. Careers in the Environment. Trends and Issues Alerts.

    ERIC Educational Resources Information Center

    Lankard, Bettina A.

    The fact that environmental occupations cannot be easily categorized reflects the extent to which many occupations and industries are increasing their focus on the environment. Heightened public awareness of the environment and increased regulation through government pollution control and clean-up laws are influencing the trend toward an increased…

  14. Human Resource Development. Trends and Issues Alert No. 25.

    ERIC Educational Resources Information Center

    Kerka, Sandra

    Because of its focus on improving work performance at the individual, group, organizational, and interorganizational levels, the field of human resource development (HRD) is affected by and responds to trends in work, organizations, and the global economy. A literature review reveals that the following themes recur throughout the HRD literature:…

  15. Cooperative Learning in Vocational Education. Trends and Issues Alerts.

    ERIC Educational Resources Information Center

    Lankard, Bettina A.

    Cooperative learning is gaining the attention of vocational educators who must prepare students for employment in a workplace increasingly focused on teamwork. It is a model that provides opportunities for students to explore concepts and develop interpersonal skills that enhance their learning. Research shows that cooperative learning promotes…

  16. Virtual Networking for Career Development. Trends and Issues Alert.

    ERIC Educational Resources Information Center

    Kerka, Sandra

    The critical career development strategy of networking is being transformed by the Internet into virtual or e-networking. Virtual networking provides these advantages: it eliminates the fear of making initial contact and the stress of first impressions; it overcomes restrictions of location, time, or money; it makes responses faster and easier;…

  17. Spirituality in the Workplace. Trends and Issues Alerts.

    ERIC Educational Resources Information Center

    Imel, Susan

    The "spirituality in the workplace" movement serves a range of interests, including personal fulfillment on the job, a growing need to reconcile personal values with those of the corporation, and corporate desires to help individuals achieve more balanced lives. In addition to being the theme at a growing number of conferences, spirituality has…

  18. Career Pathways. Trends and Issues Alert No. 20.

    ERIC Educational Resources Information Center

    Wonacott, Michael E.

    New ways of work and new workers and workplaces need education and training systems and occupational classification systems based on the skills that different occupations share rather than on the industry sectors to which they belong. This new approach to providing occupational information (career majors or clusters or pathways) corresponds to…

  19. Consumer Education for the Elementary School. Trends and Issues Alerts.

    ERIC Educational Resources Information Center

    Kerka, Sandra; Bonner, Patricia

    This resource list cites nationwide tests indicating that many teenagers and adults have not been well prepared to function as marketplace consumers. It notes that a survey of chief state school administrators (1990) found unanimous support among respondents for consumer education as a top or middle priority in educational revitalization. The…

  20. Phasic alertness and residual switch costs in task switching.

    PubMed

    Schneider, Darryl W

    2017-02-01

    Residual switch costs are deficits in task-switching performance that occur despite considerable time to prepare for a task switch. In the present study, the author investigated whether increased phasic alertness modulates residual switch costs. In 2 experiments involving the task-cuing procedure, subjects performed numerical categorization tasks on target digits, with and without an alerting stimulus presented shortly before the target (alert and no-alert trials, respectively). Switch costs were obtained that decreased with a longer cue-target interval, indicating subjects engaged in preparation, but large residual switch costs remained. Alerting effects were obtained in the form of faster overall performance on alert than on no-alert trials, indicating the alerting stimuli increased phasic alertness. Critically, residual switch costs were similar on alert and no-alert trials in both experiments, unaffected by manipulations of alert type, alert availability, and alert-target interval. Implications of the results for understanding the relationship between phasic alertness and cognitive control in task switching are discussed. (PsycINFO Database Record

  1. Subjective alertness rhythms in elderly people

    NASA Technical Reports Server (NTRS)

    Monk, T. H.; Buysse, D. J.; Reynolds, C. F. 3rd; Kupfer, D. J.; Houck, P. R.

    1996-01-01

    The aim of this study was to evaluate age-related changes in the circadian rhythm of subjective alertness and to explore the circadian mechanisms underlying such changes. Using a visual analogue scale (VAS) instrument, 25 older men and women (71 y and older; 15 female, 10 male) rated their subjective alertness about 7 times per day during 5 baseline days of temporal isolation during which habitual bedtimes and waketimes were enforced. Comparisons were made with 13 middle-aged men (37-52 y) experiencing the same protocol. Advancing age (particularly in the men) resulted in less rhythmic alertness patterns, as indicated by lower amplitudes and less reliability of fitted 24-h sinusoids. This appeared in spite of the absence of any reliable age-related diminution in circadian temperature rhythm amplitude, thus suggesting the effect was not due to SCN weakness per se, but to weakened transduction of SCN output. In a further experiment, involving 36 h of constant wakeful bedrest, differences in the amplitude of the alertness rhythm were observed between 9 older men (79 y+), 7 older women (79 y+), and 17 young controls (9 males, 8 females, 19-28 y) suggesting that with advancing age (particularly in men) there is less rhythmic input into subjective alertness from the endogenous circadian pacemaker. These results may explain some of the nocturnal insomnia and daytime hypersomnia that afflict many elderly people.

  2. Development of the Runway Incursion Advisory and Alerting System (RIAAS): Research Summary

    NASA Technical Reports Server (NTRS)

    Jones, Denise R. (Technical Monitor); Cassell, Rick

    2005-01-01

    This report summarizes research conducted on an aircraft based Runway Incursion Advisory and Alerting System (RIAAS) developed under a cooperative agreement between Rannoch Corporation and the NASA Langley Research Center. A summary of RIAAS is presented along with results from simulation and flight testing, safety benefits, and key technical issues.

  3. Factors Influencing the Implementation of Organized Physical Activity and Fruit and Vegetable Snacks in the HOP'N After-School Obesity Prevention Program

    ERIC Educational Resources Information Center

    Hastmann, Tanis J.; Bopp, Melissa; Fallon, Elizabeth A.; Rosenkranz, Richard R.; Dzewaltowski, David A.

    2013-01-01

    Objective: To identify barriers and facilitators for improving the after-school organized physical activity (PA) and snack quality. Methods: After-school staff (Year 1, n = 20; Year 2, n = 17) participated in qualitative, semistructured interviews about the implementation of an after-school obesity prevention intervention. Interviews were…

  4. Examining the Quality of 21st Century Community Learning Center After-School Programs: Current Practices and Their Relationship to Outcomes

    ERIC Educational Resources Information Center

    Paluta, Lauren M.; Lower, Leeann; Anderson-Butcher, Dawn; Gibson, Allison; Iachini, Aidyn L.

    2016-01-01

    Although many youths participate in afterschool programs, the research is unclear about which aspects of afterschool program quality contribute most to positive outcomes. This article examines the relationship among quality and outcomes of 21st Century Community Learning Centers (CLCCs) afterschool programs, as perceived by 3,388 stakeholders from…

  5. Supporting Social and Emotional Development through Quality Afterschool Programs. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

    ERIC Educational Resources Information Center

    Devaney, Elizabeth

    2015-01-01

    During the past 20 years, the afterschool field has been held accountable in varying ways--first, on the ability to provide safe places for young people to spend time while their parents work; then, on success in helping to improve participants' academic achievement as a supplement to the school day. Today, measuring success in afterschool…

  6. Disparities in Discontinuing Rosiglitazone Following the 2007 FDA Safety Alert

    PubMed Central

    Qato, Danya M.; Trivedi, Amal N.; Mor, Vincent; Dore, David D.

    2016-01-01

    Background Responsiveness to the Food and Drug Administration (FDA) rosiglitazone safety alert, issued on May 21, 2007, has not been examined among vulnerable subpopulations of the elderly. Objective To compare time to discontinuation of rosiglitazone after the safety alert between black and white elderly persons, and across sociodemographic and economic subgroups. Research Design A cohort study. Subjects Medicare fee-for-service enrollees in 2007 who were established users of rosiglitazone identified from a 20% national sample of pharmacy claims. Measures Outcome of interest was time to discontinuation of rosiglitazone after the May alert. We modeled the number of days following the warning to the end of the days’ supply for the last rosiglitazone claim during the study period (May 21, 2007–December 31, 2007) using multivariable proportional hazards models. Results More than 67% of enrollees discontinued rosiglitazone within six months of the advisory. In adjusted analysis, white enrollees (hazard ratio = 0.90; 95% confidence interval, 0.86–0.94) discontinued rosiglitazone later than the comparison group of black enrollees. Enrollees with a history of low personal income also discontinued later than their comparison group (hazard ratio = 0.84; 95% confidence interval, 0.81–0.87). There were no observed differences across quintiles of area-level socioeconomic status. Conclusions White race and a history of low personal income modestly predicted later discontinuation of rosiglitazone after the FDA’s safety advisory in 2007. The impact of FDA advisories can vary among sociodemographic groups. Policymakers should continue to monitor whether risk management policies reach their intended populations. PMID:26978569

  7. The Role of After-School Digital Media Clubs in Closing Participation Gaps and Expanding Social Networks

    ERIC Educational Resources Information Center

    Vickery, Jacqueline Ryan

    2014-01-01

    This article considers how after-school digital media clubs, as an example of informal learning, can provide meaningful opportunities for youth to participate in the creation of interest-driven learning ecologies through media production. Ethnographic research was conducted in two after-school digital media clubs at a large, ethnically diverse,…

  8. Out-of-School Research Meets After-School Policy. Out-of-School Time Policy Commentary #1

    ERIC Educational Resources Information Center

    Pittman, Karen; Yohalem, Nicole; Wilson-Ahlstrom, Alicia

    2002-01-01

    The past five years have seen a ground swell in public attention and public policy aimed at increasing the availability of after-school programs for children and young teens during the "risk" hours when safety, supervision and homework are a top concern. Popularly called "after-school," these programs represent a new and growing variation on the…

  9. The Learning that Begins after the Bell. After Words: A Newsletter of the SEDL National Center for Quality Afterschool

    ERIC Educational Resources Information Center

    Shankland, Laura, Ed.

    2009-01-01

    The Southwest Educational Development Laboratory (SEDL) National Center for Quality Afterschool helps state education agencies and local practitioners develop high-quality programs for academic enrichment as well as youth development activities. This newsletter contains the following: (1) Afterschool News; (2) Planning Lessons; and (3) Events…

  10. Maine 4-H Afterschool Academy--A Professional Development Opportunity for Out-of-School-Time Providers

    ERIC Educational Resources Information Center

    Lobley, Jennifer; Ouellette, Kristy L.

    2013-01-01

    The Maine 4-H Afterschool Academy trained 369 after-school and out of school time providers in 2011. This easy-to-adapt professional development opportunity used blended learning, a combination of in-person and Web-based opportunities. Providers successfully learned concepts and practical knowledge regarding 4-H, specifically 4-H Science. In…

  11. Voluntary After-School Alcohol and Drug Programs for Middle School Youth: If You Build It "Right", They Will Come

    ERIC Educational Resources Information Center

    D'Amico, Elizabeth J.; Green, Harold D., Jr.; Miles, Jeremy N. V.; Zhou, Annie J.; Tucker, Joan S.; Shih, Regina A.

    2012-01-01

    Few after-school programs target alcohol and other drug (AOD) use because it is difficult to encourage a diverse group of youth to voluntarily attend. The current study describes CHOICE, a voluntary after-school program which targeted AOD use among middle school students. Over 4,000 students across eight schools completed surveys and 15%…

  12. Kids on the Move: Afterschool Programs Promoting Healthy Eating and Physical Activity. America After 3PM Special Report

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2015

    2015-01-01

    Afterschool programs have continued to grow in sophistication, increase their offerings and improve quality. As the role of afterschool programs has evolved from primarily providing a safe and supervised environment to a resource that provides a host of supports for their students, programs have become valuable partners in helping students reach…

  13. The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

    ERIC Educational Resources Information Center

    Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

    2009-01-01

    The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

  14. Quality Child Care and After-School Programs: Powerful Weapons against Crime. A Report from "Fight Crime: Invest in Kids."

    ERIC Educational Resources Information Center

    Fight Crime: Invest in Kids, Washington, DC.

    This report examines the crime prevention potential of child care and after-school programs for at-risk children and youth. Part 1 of the report, "Assessing the Crime Prevention Impact of Child Care and After-School Programs," presents research information on the effectiveness of early childhood/parenting skills training and after-school…

  15. Incorporating a Healthy Reimbursable Snack in an Afterschool Homework Program for Middle School Students: A Case Study

    ERIC Educational Resources Information Center

    Nanney, Marilyn S.; Olaleye, Temitope M.; Wang, Qi

    2012-01-01

    Background: This study tested the feasibility and acceptability of adding a reimbursable snack that meets the Institute of Medicine nutrition recommendations to an afterschool homework program for middle school students. Methods: Snack menu was developed and administered to students attending an afterschool homework program over 12 weeks. In…

  16. Association of After-School Physical Activity Levels and Organized Physical Activity Participation in Hong Kong Children

    ERIC Educational Resources Information Center

    Cheung, Peggy PY

    2012-01-01

    The aims of this study were to 1) describe the children's physical activity (PA) patterns during the after-school period and 2) to compare the type and intensity of activity during the after-school period of children with or without participation in organized PA programmes. The participants were 456 children from four primary schools in Hong Kong.…

  17. After-School Programs & the K-8 Principal: Standards for Quality School-Age Child Care. Revised Edition.

    ERIC Educational Resources Information Center

    National Association of Elementary School Principals, Reston, VA.

    This publication for principals about after-school programs provides practical assistance with guidelines for administration, resources for information, collaboration, and funding, along with evaluation checklists. Drawing increasing government attention, after-school programs are overwhelmingly popular with the public as a means to reduce…

  18. When the School Bell Rings... Juvenile Crime or Constructive Time? After-School Programs Are the Answer.

    ERIC Educational Resources Information Center

    Carpenter, Tim; Cornelius, Aisha; Francis, Ann Potter; Parsons, Lena

    Noting that the after-school hours are peak hours for Illinois juveniles to be either victims of crime or involved in criminal activity, this report provides evidence that making quality after-school programs available to all youth who need them will reduce crime and provide constructive activities for youth. The report details statistics on…

  19. The Effects of a Traditional and Technology-Based After-School Program on 6th Grade Student's Mathematics Skills

    ERIC Educational Resources Information Center

    Hu, Xiangen; Craig, Scotty D.; Bargagliotti, Anna E.; Graesser, Arthur C.; Okwumabua, Theresa; Anderson, Celia; Cheney, Kyle R.; Sterbinsky, Allan

    2012-01-01

    This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve…

  20. Alerts of forest disturbance from MODIS imagery

    NASA Astrophysics Data System (ADS)

    Hammer, Dan; Kraft, Robin; Wheeler, David

    2014-12-01

    This paper reports the methodology and computational strategy for a forest cover disturbance alerting system. Analytical techniques from time series econometrics are applied to imagery from the Moderate Resolution Imaging Spectroradiometer (MODIS) sensor to detect temporal instability in vegetation indices. The characteristics from each MODIS pixel's spectral history are extracted and compared against historical data on forest cover loss to develop a geographically localized classification rule that can be applied across the humid tropical biome. The final output is a probability of forest disturbance for each 500 m pixel that is updated every 16 days. The primary objective is to provide high-confidence alerts of forest disturbance, while minimizing false positives. We find that the alerts serve this purpose exceedingly well in Pará, Brazil, with high probability alerts garnering a user accuracy of 98 percent over the training period and 93 percent after the training period (2000-2005) when compared against the PRODES deforestation data set, which is used to assess spatial accuracy. Implemented in Clojure and Java on the Hadoop distributed data processing platform, the algorithm is a fast, automated, and open source system for detecting forest disturbance. It is intended to be used in conjunction with higher-resolution imagery and data products that cannot be updated as quickly as MODIS-based data products. By highlighting hotspots of change, the algorithm and associated output can focus high-resolution data acquisition and aid in efforts to enforce local forest conservation efforts.

  1. 47 CFR 80.1111 - Distress alerting.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... distress message format, which is relayed through space stations. (b) The distress alert must be sent... Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES STATIONS IN THE... authority of the person responsible for the ship, aircraft or other vehicle carrying the mobile station...

  2. 47 CFR 80.1111 - Distress alerting.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... distress message format, which is relayed through space stations. (b) The distress alert must be sent... Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES STATIONS IN THE... authority of the person responsible for the ship, aircraft or other vehicle carrying the mobile station...

  3. 47 CFR 80.1111 - Distress alerting.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... distress message format, which is relayed through space stations. (b) The distress alert must be sent... Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES STATIONS IN THE... authority of the person responsible for the ship, aircraft or other vehicle carrying the mobile station...

  4. 47 CFR 80.1111 - Distress alerting.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... distress message format, which is relayed through space stations. (b) The distress alert must be sent... Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES STATIONS IN THE... authority of the person responsible for the ship, aircraft or other vehicle carrying the mobile station...

  5. Self-Regulation: Calm, Alert, and Learning

    ERIC Educational Resources Information Center

    Shanker, Stuart

    2010-01-01

    There is a growing awareness among developmental scientists that the better a child can self-regulate, the better she can rise to the challenge of mastering ever more complex skills and concepts. In the simplest terms, self-regulation can be defined as the ability to stay calmly focused and alert, which often involves--but cannot be reduced…

  6. Assessment in Education. IBE Special Alert

    ERIC Educational Resources Information Center

    UNESCO International Bureau of Education, 2014

    2014-01-01

    As another year is approaching, the time seems appropriate to look back and reflect on all the things that have been done, and more importantly learned during 2014. Along the same lines, and in order to offer further food for thought, the IBE is happy to share with you its latest Thematic alert on the topic of assessment in education. More…

  7. Innovative Software Tools Measure Behavioral Alertness

    NASA Technical Reports Server (NTRS)

    2014-01-01

    To monitor astronaut behavioral alertness in space, Johnson Space Center awarded Philadelphia-based Pulsar Informatics Inc. SBIR funding to develop software to be used onboard the International Space Station. Now used by the government and private companies, the technology has increased revenues for the firm by an average of 75 percent every year.

  8. Alerting or Somnogenic Light: Pick Your Color

    PubMed Central

    Bourgin, Patrice; Hubbard, Jeffrey

    2016-01-01

    In mammals, light exerts pervasive effects on physiology and behavior in two ways: indirectly through clock synchronization and the phase adjustment of circadian rhythms, and directly through the promotion of alertness and sleep, respectively, in diurnal and nocturnal species. A recent report by Pilorz and colleagues describes an even more complex role for the acute effects of light. In mice, blue light acutely causes behavioral arousal, whereas green wavelengths promote sleep. These opposing effects are mediated by melanopsin-based phototransduction through different neural pathways. These findings reconcile nocturnal and diurnal species through a common alerting response to blue light. One can hypothesize that the opposite responses to natural polychromatic light in night- or day-active animals may reflect higher sensitivity of nocturnal species to green, and diurnals to blue wavelengths, resulting in hypnogenic and alerting effects, respectively. Additional questions remain to be clarified. How do different light wavelengths affect other behaviors such as mood and cognition? How do those results apply to humans? How does light pose either a risk or benefit, depending on whether one needs to be asleep or alert? Indeed, in addition to timing, luminance levels, and light exposure duration, these findings stress the need to understand how best to adapt the color spectrum of light to our needs and to take this into account for the design of daily lighting concepts—a key challenge for today’s society, especially with the emergence of LED light technology. PMID:27525420

  9. Project ALERT. Workplace Education. External Evaluators Reports.

    ERIC Educational Resources Information Center

    Philippi, Jorie W.; Mikulecky, Larry; Lloyd, Paul

    This document contains four evaluations of Project ALERT (Adult Literacy Enhanced & Redefined through Training), a workplace literacy partnership of Wayne State University, the Detroit Public Schools, and several city organizations, unions, and manufacturers in the automobile industry that was formed to meet employees' job-specific basic skills…

  10. For Emergency Alerts, Some Colleges Try Sirens

    ERIC Educational Resources Information Center

    Young, Jeffrey R.

    2008-01-01

    Colleges and universities, ever more mindful of campus safety, are installing outdoor sirens. The systems can blast spoken messages or tone alerts of danger--and one of the preset messages on many of the public-address systems warns: "There is a shooter on campus. Seek shelter immediately." As college officials reviewed their…

  11. Automated Health Alerts Using In-Home Sensor Data for Embedded Health Assessment

    PubMed Central

    Guevara, Rainer Dane; Rantz, Marilyn

    2015-01-01

    We present an example of unobtrusive, continuous monitoring in the home for the purpose of assessing early health changes. Sensors embedded in the environment capture behavior and activity patterns. Changes in patterns are detected as potential signs of changing health. We first present results of a preliminary study investigating 22 features extracted from in-home sensor data. A 1-D alert algorithm was then implemented to generate health alerts to clinicians in a senior housing facility. Clinicians analyze each alert and provide a rating on the clinical relevance. These ratings are then used as ground truth for training and testing classifiers. Here, we present the methodology for four classification approaches that fuse multisensor data. Results are shown using embedded sensor data and health alert ratings collected on 21 seniors over nine months. The best results show similar performance for two techniques, where one approach uses only domain knowledge and the second uses supervised learning for training. Finally, we propose a health change detection model based on these results and clinical expertise. The system of in-home sensors and algorithms for automated health alerts provides a method for detecting health problems very early so that early treatment is possible. This method of passive in-home sensing alleviates compliance issues. PMID:27170900

  12. Alertness management in two-person long-haul flight operations

    NASA Technical Reports Server (NTRS)

    Rosekind, M. R.; Gander, P. H.

    1992-01-01

    Long-haul flight operations involve cumulative sleep loss, circadian disruption, and extended and irregular duty schedules. These factors reduce pilot alertness and performance on the flightdeck. Conceptually and operationally, alertness management in flight operations can be divided into preventive strategies and operational countermeasures. Preventive strategies are utilized prior to a duty period to mitigate or reduce the effects of sleep loss, circadian disruption and fatigue during subsequent flight operations. Operational countermeasures are used during operations as acute techniques for maintaining performance and alertness. Results from previous NASA Ames field studies document the sleep loss and circadian disruption in three-person long-haul flying and illustrate the application of preventive strategies and operational countermeasures. One strategy that can be used in both a preventive and operational manner is strategic napping. The application and effectiveness of strategic napping in long-haul operations will be discussed. Finally, long-haul flying in two-person highly automated aircraft capable of extended range operations will create new challenges to maintaining pilot alertness and performance. Alertness management issues in this flight environment will be explored.

  13. 4. Missile Alert Facility, outside gate, view looking southwest. Thalheimer ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    4. Missile Alert Facility, outside gate, view looking southwest. Thalheimer - Whiteman Air Force Base, Oscar O-1 Minuteman Missile Alert Facility, Southeast corner of Twelfth & Vendenberg Avenues, Knob Noster, Johnson County, MO

  14. 3. Missile Alert Facility, northwest corner, view from bleachers. Lyon ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    3. Missile Alert Facility, northwest corner, view from bleachers. Lyon - Whiteman Air Force Base, Oscar O-1 Minuteman Missile Alert Facility, Southeast corner of Twelfth & Vendenberg Avenues, Knob Noster, Johnson County, MO

  15. 6. Missile Alert Facility, west side. Thalheimer Whiteman Air ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    6. Missile Alert Facility, west side. Thalheimer - Whiteman Air Force Base, Oscar O-1 Minuteman Missile Alert Facility, Southeast corner of Twelfth & Vendenberg Avenues, Knob Noster, Johnson County, MO

  16. 8. Missile Alert Facility, northeast corner. Lyon Whiteman Air ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    8. Missile Alert Facility, northeast corner. Lyon - Whiteman Air Force Base, Oscar O-1 Minuteman Missile Alert Facility, Southeast corner of Twelfth & Vendenberg Avenues, Knob Noster, Johnson County, MO

  17. 2. Missile Alert Facility, south side, view from baseball bleachers. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    2. Missile Alert Facility, south side, view from baseball bleachers. Lyon - Whiteman Air Force Base, Oscar O-1 Minuteman Missile Alert Facility, Southeast corner of Twelfth & Vendenberg Avenues, Knob Noster, Johnson County, MO

  18. 29. Launch Control Center, view looking in, alert crew mannequin ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    29. Launch Control Center, view looking in, alert crew mannequin at end of Launch Control Center. Lyon - Whiteman Air Force Base, Oscar O-1 Minuteman Missile Alert Facility, Southeast corner of Twelfth & Vendenberg Avenues, Knob Noster, Johnson County, MO

  19. 1. Missile Alert Facility, east side, view from bleachers on ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    1. Missile Alert Facility, east side, view from bleachers on athletic field. Lyon - Whiteman Air Force Base, Oscar O-1 Minuteman Missile Alert Facility, Southeast corner of Twelfth & Vendenberg Avenues, Knob Noster, Johnson County, MO

  20. 5. Missile Alert Facility, east and north sides, looking southwest. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    5. Missile Alert Facility, east and north sides, looking southwest. Thalheimer - Whiteman Air Force Base, Oscar O-1 Minuteman Missile Alert Facility, Southeast corner of Twelfth & Vendenberg Avenues, Knob Noster, Johnson County, MO

  1. 47 CFR 10.320 - Provider alert gateway requirements.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 47 Telecommunication 1 2014-10-01 2014-10-01 false Provider alert gateway requirements. 10.320 Section 10.320 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL WIRELESS EMERGENCY ALERTS System Architecture § 10.320 Provider alert gateway requirements. This section specifies the...

  2. 47 CFR 10.320 - Provider alert gateway requirements.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 47 Telecommunication 1 2013-10-01 2013-10-01 false Provider alert gateway requirements. 10.320 Section 10.320 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL WIRELESS EMERGENCY ALERTS System Architecture § 10.320 Provider alert gateway requirements. This section specifies the...

  3. 77 FR 26701 - Review of the Emergency Alert System

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-07

    ... COMMISSION 47 CFR Part 11 Review of the Emergency Alert System AGENCY: Federal Communications Commission... its rules governing the Emergency Alert System (EAS) rules so that EAS Participants may, but are not... adopted rules specifying the manner in which EAS Participants must be able to receive alert...

  4. 77 FR 33661 - Review of the Emergency Alert System

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-07

    ... COMMISSION 47 CFR Part 11 Review of the Emergency Alert System AGENCY: Federal Communications Commission... information collection associated with the Commission's Review of the Emergency Alert System, Fifth Report and...--Emergency Alert System, Fifth Report and Order, FCC 12-7. Form Number: N/A. Respondents: Business or...

  5. 76 FR 12600 - Review of the Emergency Alert System

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-08

    ... COMMISSION 47 CFR Part 11 Review of the Emergency Alert System AGENCY: Federal Communications Commission... its rules governing the Emergency Alert System (EAS) to provide for national EAS testing and... a national Presidential alert. DATES: Effective March 8, 2011. FOR FURTHER INFORMATION CONTACT:...

  6. 78 FR 19271 - Special Fraud Alert: Physician-Owned Entities

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-29

    ... HUMAN SERVICES Office of Inspector General Special Fraud Alert: Physician-Owned Entities AGENCY: Office of Inspector General (OIG), HHS. ACTION: Notice. SUMMARY: This Special Fraud Alert addresses.... Introduction This Special Fraud Alert addresses physician-owned entities that derive revenue from selling,...

  7. Evaluation of the Early Alert Program, Spring 1999.

    ERIC Educational Resources Information Center

    Cartnal, Ryan; Hagen, Peter F.

    This report evaluates the Early Alert program at Cuesta College (California). The report is divided into four main sections: services accessed, accessibility, actions taken as a result of receiving an Early Alert letter, and timing and utility of the Early Alert program. These are followed by the demography of the respondents, a brief background…

  8. 47 CFR 80.277 - Ship Security Alert System (SSAS).

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 47 Telecommunication 5 2010-10-01 2010-10-01 false Ship Security Alert System (SSAS). 80.277... SERVICES STATIONS IN THE MARITIME SERVICES Equipment Authorization for Compulsory Ships § 80.277 Ship Security Alert System (SSAS). (a) Vessels equipped with a Ship Security Alert System pursuant to the...

  9. 47 CFR 80.277 - Ship Security Alert System (SSAS).

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 47 Telecommunication 5 2012-10-01 2012-10-01 false Ship Security Alert System (SSAS). 80.277... SERVICES STATIONS IN THE MARITIME SERVICES Equipment Authorization for Compulsory Ships § 80.277 Ship Security Alert System (SSAS). (a) Vessels equipped with a Ship Security Alert System pursuant to the...

  10. 47 CFR 80.277 - Ship Security Alert System (SSAS).

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 47 Telecommunication 5 2011-10-01 2011-10-01 false Ship Security Alert System (SSAS). 80.277... SERVICES STATIONS IN THE MARITIME SERVICES Equipment Authorization for Compulsory Ships § 80.277 Ship Security Alert System (SSAS). (a) Vessels equipped with a Ship Security Alert System pursuant to the...

  11. 47 CFR 80.277 - Ship Security Alert System (SSAS).

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 47 Telecommunication 5 2013-10-01 2013-10-01 false Ship Security Alert System (SSAS). 80.277... SERVICES STATIONS IN THE MARITIME SERVICES Equipment Authorization for Compulsory Ships § 80.277 Ship Security Alert System (SSAS). (a) Vessels equipped with a Ship Security Alert System pursuant to the...

  12. 47 CFR 80.277 - Ship Security Alert System (SSAS).

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 47 Telecommunication 5 2014-10-01 2014-10-01 false Ship Security Alert System (SSAS). 80.277... SERVICES STATIONS IN THE MARITIME SERVICES Equipment Authorization for Compulsory Ships § 80.277 Ship Security Alert System (SSAS). (a) Vessels equipped with a Ship Security Alert System pursuant to the...

  13. 47 CFR 80.1113 - Transmission of a distress alert.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 47 Telecommunication 5 2014-10-01 2014-10-01 false Transmission of a distress alert. 80.1113... Procedures for Distress and Safety Communications § 80.1113 Transmission of a distress alert. (a) The... stations that a ship is in distress. These alerts are based on the use of transmissions via...

  14. 47 CFR 80.1113 - Transmission of a distress alert.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 47 Telecommunication 5 2013-10-01 2013-10-01 false Transmission of a distress alert. 80.1113... Procedures for Distress and Safety Communications § 80.1113 Transmission of a distress alert. (a) The... stations that a ship is in distress. These alerts are based on the use of transmissions via...

  15. 47 CFR 80.1113 - Transmission of a distress alert.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 47 Telecommunication 5 2011-10-01 2011-10-01 false Transmission of a distress alert. 80.1113... Procedures for Distress and Safety Communications § 80.1113 Transmission of a distress alert. (a) The... coast earth stations that a ship is in distress. These alerts are based on the use of transmissions...

  16. 47 CFR 80.1113 - Transmission of a distress alert.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 47 Telecommunication 5 2010-10-01 2010-10-01 false Transmission of a distress alert. 80.1113... Procedures for Distress and Safety Communications § 80.1113 Transmission of a distress alert. (a) The... coast earth stations that a ship is in distress. These alerts are based on the use of transmissions...

  17. 47 CFR 80.1113 - Transmission of a distress alert.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 47 Telecommunication 5 2012-10-01 2012-10-01 false Transmission of a distress alert. 80.1113... Procedures for Distress and Safety Communications § 80.1113 Transmission of a distress alert. (a) The... stations that a ship is in distress. These alerts are based on the use of transmissions via...

  18. 47 CFR 10.320 - Provider alert gateway requirements.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Section 10.320 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL MOBILE ALERT SYSTEM System Architecture § 10.320 Provider alert gateway requirements. This section specifies the functions... protocols between the Federal alert gateway and the CMS provider gateway. (d) Geographic targeting. The...

  19. Education and Training Module in Alertness Management

    NASA Technical Reports Server (NTRS)

    Mallis, M. M.; Brandt, S. L.; Oyung, R. L.; Reduta, D. D.; Rosekind, M. R.

    2006-01-01

    The education and training module (ETM) in alertness management has now been integrated as part of the training regimen of the Pilot Proficiency Awards Program ("WINGS") of the Federal Aviation Administration. Originated and now maintained current by the Fatigue Countermeasures Group at NASA Ames Research Center, the ETM in Alertness Management is designed to give pilots the benefit of the best and most recent research on the basics of sleep physiology, the causes of fatigue, and strategies for managing alertness during flight operations. The WINGS program is an incentive program that encourages pilots at all licensing levels to participate in recurrent training, upon completion of which distinctive lapel or tie pins (wings) and certificates of completion are awarded. In addition to flight training, all WINGS applicants must attend at least one FAA-sponsored safety seminar, FAA-sanctioned safety seminar, or industry recurrent training program. The Fatigue Countermeasures Group provides an FAA-approved industry recurrent training program through an on-line General Aviation (GA) WINGS ETM in alertness management to satisfy this requirement. Since 1993, the Fatigue Countermeasures Group has translated fatigue and alertness information to operational environments by conducting two-day ETM workshops oriented primarily toward air-carrier operations subject to Part 121 of the Federal Aviation Regulations pertaining to such operations. On the basis of the information presented in the two-day ETM workshops, an ETM was created for GA pilots and was transferred to a Web-based version. To comply with the requirements of the WINGS Program, the original Web-based version has been modified to include hypertext markup language (HTML) content that makes information easily accessible, in-depth testing of alertness-management knowledge, new interactive features, and increased informational resources for GA pilots. Upon successful completion of this training module, a participant

  20. A real-time hybrid aurora alert system: Combining citizen science reports with an auroral oval model

    NASA Astrophysics Data System (ADS)

    Case, N. A.; Kingman, D.; MacDonald, E. A.

    2016-06-01

    Accurately predicting when, and from where, an aurora will be visible is particularly difficult, yet it is a service much desired by the general public. Several aurora alert services exist that attempt to provide such predictions but are, generally, based upon fairly coarse estimates of auroral activity (e.g., Kp or Dst). Additionally, these services are not able to account for a potential observer's local conditions (such as cloud cover or level of darkness). Aurorasaurus, however, combines data from the well-used, solar wind-driven, OVATION Prime auroral oval model with real-time observational data provided by a global network of citizen scientists. This system is designed to provide more accurate and localized alerts for auroral visibility than currently available. Early results are promising and show that over 100,000 auroral visibility alerts have been issued, including nearly 200 highly localized alerts, to over 2000 users located right across the globe.

  1. Rapid deployable global sensing hazard alert system

    DOEpatents

    Cordaro, Joseph V; Tibrea, Steven L; Shull, Davis J; Coleman, Jerry T; Shuler, James M

    2015-04-28

    A rapid deployable global sensing hazard alert system and associated methods of operation are provided. An exemplary system includes a central command, a wireless backhaul network, and a remote monitoring unit. The remote monitoring unit can include a positioning system configured to determine a position of the remote monitoring unit based on one or more signals received from one or more satellites located in Low Earth Orbit. The wireless backhaul network can provide bidirectional communication capability independent of cellular telecommunication networks and the Internet. An exemplary method includes instructing at least one of a plurality of remote monitoring units to provide an alert based at least in part on a location of a hazard and a plurality of positions respectively associated with the plurality of remote monitoring units.

  2. Caffeine: implications for alertness in athletes.

    PubMed

    Rogers, Naomi L; Dinges, David F

    2005-04-01

    Caffeine is one of the most widely consumed drugs in the world, taken socially and for its alertness- and performance-promoting actions. Extensive reports assert that caffeine increases alertness and cognitive performance levels and, when taken before exercise, demonstrates ergogenic properties. Caffeine ingestion has been associated with increased performance during endurance submaximal, and acute, high-intensity exercise. The exact mechanism of action for the performance effects of caffeine is unknown, although several physiologically and psychologically based theories exist as to how caffeine achieves increased performance capabilities. This paper outlines the known sites of caffeine activity in the body,and discusses these with respect to the effects of caffeine observed during performance assessments.

  3. Best Practices in Wireless Emergency Alerts

    DTIC Science & Technology

    2014-02-01

    015 | 33 Value is measured in terms of the types of outcomes expected. For example, a practice that reduc- es property damage from a storm could be...of value to the alert originating community. 3. WEA Best Practices must present information with clarity. They must be clearly written us- ing terms...must be effective. They must show a measurable improvement over al- ternative practices. Based on these guidelines, the researchers further developed

  4. Can Seizure-Alert Dogs predict seizures?

    PubMed

    Brown, Stephen W; Goldstein, Laura H

    2011-12-01

    An index observation where a dog was trained to alert to, as well as respond to, human tonic-clonic seizures led to further research and refinement of training techniques. This was followed by anecdotal reports of pet dogs spontaneously anticipating human epileptic seizures. An industry has since developed training Seizure-Alert Dogs (SADs) to give humans warnings of their seizures. In some cases this has been accompanied by a reduction in seizure frequency. SADs may be trained along with the person with epilepsy, responding specifically to that person's seizures, or may be trained separately. Recent sceptical reports of non-epileptic seizures in some people with SADs have cast doubt on dogs' ability to anticipate true epileptic seizures. This may reflect selection criteria for training programmes as well as training methods used, but does not necessarily indicate that SADs might not be able to predict epileptic seizures. Whether the seizures are epileptic or non-epileptic, it is speculated that SADs probably alert to subtle pre-ictal human behaviour changes, but may also be sensitive to heart rate or olfactory cues. As yet, however, no rigorous data exist as to whether seizure prediction by SADS is better than chance, and what false positive and negative prediction rates might be.

  5. Interventions Using Regular Activities to Engage High-Risk School-Age Youth: a Review of After-School Programs in Latin America and the Caribbean.

    PubMed

    Cid, Alejandro

    2016-09-08

    In this paper, I review an issue that is an urgent challenge in the development field-the effectiveness of after-school programs for preventing school-age youth violence in vulnerable settings in Latin American and the Caribbean. These programs have proliferated in the region and include sports, recreation, music, tutoring, and other focused activities. Given their popularity and because they target known risk factors for violence (such as drop-out from school, poor academic performance, lack of motivation, too much idle time, low quality and quantity of adult supervision, and social isolation), it is critical to examine empirically whether they can be effective prevention strategies. Unfortunately, most rigorous trials of after-school interventions to prevent youth violence have been conducted in developed countries, with far fewer in Latin America. In this review, a broad range of databases was searched systematically. Only six studies in five Latin American and Caribbean countries were identified. Reported results indicate at least some benefits for youth behavior, although not across all youth. Additional concerns regarding how these programs are implemented and whether specific components can be tied to violence prevention are noted. The need for more rigorous evaluation of these programs is noted.

  6. Pathways to Youth Empowerment and Community Connectedness: A Study of Youth-Adult Partnership in Malaysian After-School, Co-Curricular Programs.

    PubMed

    Zeldin, Shepherd; Krauss, Steven Eric; Kim, Taehan; Collura, Jessica; Abdullah, Haslinda

    2016-08-01

    After-school programs are prevalent across the world, but there is a paucity of research that examines quality within the "black box" of programs at the point of service. Grounded in current theory, this research examined hypothesized pathways between the experience of youth-adult partnership (youth voice in decision-making; supportive adult relationships), the mediators of program safety and engagement, and the developmental outcomes of youth empowerment (leadership competence, policy control) and community connectedness (community connections, school attachment). Surveys were administered to 207 ethnically diverse (47.3 % female; 63.3 % Malay) youth, age 15-16, attending after-school co-curricular programs in Kuala Lumpur, Malaysia. Results showed that youth voice in program decision-making predicted both indicators of youth empowerment. Neither youth voice nor supportive adult relationships was directly associated with community connectedness, however. Program engagement mediated the associations between youth-adult partnership and empowerment. In contrast, program safety mediated the associations between youth-adult partnership and community connectedness. The findings indicate that the two core components of youth-adult partnership-youth voice and supportive adult relationships-may operate through different, yet complementary, pathways of program quality to predict developmental outcomes. Implications for future research are highlighted. For reasons of youth development and youth rights, the immediate challenge is to create opportunities for youth to speak on issues of program concern and to elevate those adults who are able and willing to help youth exercise their voice.

  7. R.E.A.C.H.: An After-School Approach to Physical Education

    ERIC Educational Resources Information Center

    Marttinen, Risto; Fredrick, Ray N., III.

    2017-01-01

    After-school physical activity programs are great opportunities to increase daily physical activity for adolescent youth in urban environments who often do not get the recommended amounts of physical activity needed for health benefits. Black and Hispanic youth in urban environments are particularly under-resourced in not just facilities but…

  8. Building Citywide Systems for Quality: A Guide and Case Studies for Afterschool Leaders

    ERIC Educational Resources Information Center

    Yohalem, Nicole; Devaney, Elizabeth; Smith, Charles; Wilson-Ahlstrom, Alicia

    2012-01-01

    A quality improvement system (QIS) is an intentional effort to raise the quality of afterschool programming in an ongoing, organized fashion. There are a number of reasons the QIS is gaining popularity. The main reasons community leaders are drawn to improving quality is that they know that 1) higher quality programs will mean better experiences…

  9. Teachers Attending to Students' Mathematical Reasoning: Lessons from an After-School Research Program

    ERIC Educational Resources Information Center

    Francisco, John M.; Maher, Carolyn A.

    2011-01-01

    There is a documented need for more opportunities for teachers to learn about students' mathematical reasoning. This article reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in an after-school, classroom-based research project on the development of mathematical ideas involving…

  10. Vision, Leadership, and Determination: Cities and Their Partners Are Creating After-School System

    ERIC Educational Resources Information Center

    Young, Billie

    2004-01-01

    In the spring of 2004, a household survey on after-school care in America confirmed what civic leaders already suspected: nearly 11 percent of elementary school children and 34 percent of middle schoolers report that they are in unsupervised "self-care" after school. African American and Hispanic youth spend more time unsupervised than other…

  11. 4-H and Forestry Afterschool Clubs: A Collaboration to Foster Stewardship Attitudes and Behaviors in Youth

    ERIC Educational Resources Information Center

    Gupta, Angela S.; Grant, Samantha; Strauss, Andrea Lorek

    2012-01-01

    The University of Minnesota Extension's 4-H and Forestry Afterschool program combined the 4-H structure and various forestry curricula to foster positive attitudes towards the environment and stewardship-related behaviors as these may serve as precursors to later choices that benefit the environment. Evaluation of third through fifth grade club…

  12. Community Partnership to Address Snack Quality and Cost in After-School Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Tilley, Falon; Turner-McGrievy, Gabrielle; Weaver, Robert G.; Jones, Sonya

    2014-01-01

    Background: Policies call on after-school programs (ASPs) to serve more nutritious snacks. A major barrier for improving snack quality is cost. This study describes the impact on snack quality and expenditures from a community partnership between ASPs and local grocery stores. Methods: Four large-scale ASPs (serving ~500 children, aged 6-12?years,…

  13. Community-Based Education and Social Capital in an Urban After-School Program

    ERIC Educational Resources Information Center

    Miller, Peter M.

    2012-01-01

    This qualitative case study examined how social capital development was facilitated in an urban after-school program. Specific attention was devoted to identifying structures and strategies that helped student participants develop social capital, the types of social networks that were developed through program participation, and the outcomes that…

  14. The Effects of Homework Programs and After-School Activities on School Success

    ERIC Educational Resources Information Center

    Cosden, Merith; Morrison, Gale; Gutierrez, Lisa; Brown, Megan

    2004-01-01

    The role of homework needs to be considered within the context of the broader developmental needs of children. This article focuses on how children spend their time after school and how homework, as well as other activities, can contribute to school success. Children differ in their after-school experiences, from "latchkey" children who lack…

  15. 21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2014

    2014-01-01

    The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

  16. "We Only Speak English Here": English Dominance in Language Diverse, Immigrant After-School Programs

    ERIC Educational Resources Information Center

    Gast, Melanie Jones; Okamoto, Dina G.; Feldman, Valerie

    2017-01-01

    Past research suggests that community after-school programs (ASPs) are crucial sites for culturally relevant programming for minority and immigrant youth; yet, we know little about how ASPs address language in their programming. Using an ethnographic fieldwork approach, we examine the goals and practices of ASP workers serving immigrant youth with…

  17. 7 CFR 226.17a - At-risk afterschool care center provisions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... standards will remain a precondition for any afterschool center's eligibility for CACFP nutrition benefits... Section 226.17a Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS CHILD AND ADULT CARE FOOD PROGRAM...

  18. 7 CFR 226.17a - At-risk afterschool care center provisions.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... any afterschool center's eligibility for CACFP nutrition benefits. In cases where Federal, State or... Section 226.17a Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS CHILD AND ADULT CARE FOOD PROGRAM...

  19. Sibling Behaviors and Mexican-Origin Adolescents' After-School Activities

    ERIC Educational Resources Information Center

    Price, Chara D.; Simpkins, Sandra D.; Menjívar, Cecilia

    2017-01-01

    Families are theorized to influence adolescents' participation in skill-based after-school activities, but research has focused on the role of parents while neglecting the role of siblings. Siblings might be especially critical for Mexican-origin youth, the fastest growing youth population in the United States, due to a high value of family as…

  20. Designing After-School Learning Using the Massively Multiplayer Online Role-Playing Game

    ERIC Educational Resources Information Center

    King, Elizabeth M.

    2015-01-01

    Digital games have become popular for engaging students in a range of learning goals, both in the classroom and the after-school space. In this article, I discuss a specific genre of video game, the massively multiplayer online role-playing game (MMO), which has been identified as a dynamic environment for encountering 21st-century workplace…

  1. Predisposing, Reinforcing and Enabling Predictors of Middle School Children's After-School Physical Activity Participation

    ERIC Educational Resources Information Center

    King, Kristi M.; Ogletree, Roberta J.; Fetro, Joyce V.; Brown, Stephen L.; Partridge, Julie A.

    2011-01-01

    Children's participation in after-school physical activity can attenuate the overweight and obesity rates among rural, low socioeconomic status (SES) children. Children's individual determination, as well as social and environmental factors, can influence their behaviors. Purpose: The purposes of this study were to determine if a difference…

  2. The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment

    ERIC Educational Resources Information Center

    Carbone, Peter M.

    2010-01-01

    Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to provide students additional instruction to score proficient or better in reading and mathematics. This doctoral study analyzed the effects of the ABC Middle School Educational Assistance Program…

  3. Lessons of Researcher-Teacher Co-Design of an Environmental Health Afterschool Club Curriculum

    ERIC Educational Resources Information Center

    Hundal, Savreen; Levin, Daniel M.; Keselman, Alla

    2014-01-01

    This paper addresses the impact of teachers' beliefs about argumentation and their community of practice framed views of teaching on co-designing an environmental health afterschool club curriculum with researchers. Our team collaborated with a group of four middle school teachers, asking them to co-design a club that would facilitate (1)…

  4. Impact of Policy Environment Characteristics on Physical Activity and Sedentary Behaviors of Children Attending Afterschool Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Huberty, Jennifer; Beighle, Aaron; Moore, Justin B.; Webster, Collin; Ajja, Rahma; Weaver, Glenn

    2013-01-01

    State and national organizations recently developed policies focused on increasing physical activity (PA) in afterschool programs (ASPs). These policies emphasize "activity friendly" environment characteristics that, when present, should lead to higher levels of PA and reduce the amount of time children spend sedentary during an ASP.…

  5. Defining Standards and Policies for Promoting Physical Activity in Afterschool Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Wallner, Megan; Beighle, Aaron

    2010-01-01

    Background: National guidelines exist that define "quality" afterschool programs (3-6 pm, ASP). No widely adopted national standards/policies exist, however, for ASP providers for the promotion of physical activity (PA). To address this gap, state-level ASP organizations have developed or adopted standards/policies related to PA. The extent to…

  6. A Conceptual Model for Training After-School Program Staffers to Promote Physical Activity and Nutrition

    ERIC Educational Resources Information Center

    Weaver, Robert Glenn; Beets, Michael W.; Webster, Collin; Beighle, Aaron; Huberty, Jennifer

    2012-01-01

    Background: After-school programs (ASPs, 3 pm to 6 pm) have been called upon to increase the amount of daily physical activity children accumulate and improve the nutritional quality of the snacks served. To this end, state and national physical activity and nutrition (PAaN) policies have been proposed. Frontline staff who directly interact with…

  7. Blog-Based Support for Preservice Teachers in an Afterschool Tutoring Program

    ERIC Educational Resources Information Center

    Ro, Jennifer Moon; Magiera, Kathleen; Gradel, Kathleen; Simmons, Rhea

    2013-01-01

    This article reports on findings from a study that explored blogging (a web-based log) as a tool for literacy graduate students to deliver support to preservice teachers who were working in an afterschool intervention program. Its effectiveness is compared to the use of an online literacy instructional module. Analyses of the discussions in nine…

  8. Implementing a Structured Reading Program in an Afterschool Setting: Problems and Potential Solutions

    ERIC Educational Resources Information Center

    Hartry, Ardice; Fitzgerald, Robert; Porter, Kristie

    2008-01-01

    In this article, Ardice Hartry, Robert Fitzgerald, and Kristie Porter present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of…

  9. Hanging Out: Community-Based After-School Programs for Children.

    ERIC Educational Resources Information Center

    Garner, Ruth, Ed.

    Noting the major changes in mothers' work lives and the significance that out-of-home care arrangements take on in children's lives, this book is a collection of accounts of what children do after school, both outside and inside after-school centers. The centers described are in differing communities, with differing values and differing ways of…

  10. Collaborating in the Community: Fostering Identity and Creative Expression in an Afterschool Program

    ERIC Educational Resources Information Center

    Cavendish, Leslie M.; Vess, Sarah F.; Li-Barber, Kirsten

    2016-01-01

    Nationwide budget cuts have forced many public school systems to significantly reduce opportunities for engaging in creative arts in the classroom despite the fact that such programs are associated with positive child outcomes. To address this deficit, we developed and executed the "Afterschool Creative Expression Program" (ASCEP) and…

  11. After-School Programs for Early Adolescents: A Path for Building Resiliency.

    ERIC Educational Resources Information Center

    O'Connor, Susan

    2001-01-01

    Explores some of the approaches used in one after-school program operating in seven sites in Massachusetts to provide an environment and build individual traits that lead to resilience in early adolescents. Describes four categories of voluntary activity clubs: the arts, including drama, photography, and dance; practical skills, including cooking,…

  12. Gaining Ground: Supporting English Learners through After-School Literacy Programming

    ERIC Educational Resources Information Center

    Goldsmith, Julie; Jucovy, Linda; Arbreton, Amy

    2008-01-01

    This brief presents findings that demonstrate a relationship between key approaches in Communities Organizing to Advance learning (CORAL), an eight-year, $58 million after-school initiative of The James Irvine Foundation, and the academic progress of English learners. Reported findings include: (1) Children who participated in CORAL fit the…

  13. After-School Toolkit: Tips, Techniques and Templates for Improving Program Quality

    ERIC Educational Resources Information Center

    Gutierrez, Nora; Bradshaw, Molly; Furano, Kathryn

    2008-01-01

    This toolkit offers program managers a hands-on guide for implementing quality programming in the after-school hours. The kit includes tools and techniques that increased the quality of literacy programming and helped improve student reading gains in the Communities Organizing Resources to Advance Learning (CORAL) initiative of The James Irvine…

  14. Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

    ERIC Educational Resources Information Center

    Arbreton, Amy; Sheldon, Jessica; Bradshaw, Molly; Goldsmith, Julie

    2008-01-01

    This report presents outcomes from Public/Private Ventures research on CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation. Findings described in the report demonstrate the relationship between high-quality literacy programming and academic gains and underscore the potential role that quality programs may play…

  15. Moving beyond Attendance: Lessons Learned from Assessing Engagement in Afterschool Contexts

    ERIC Educational Resources Information Center

    Fredricks, Jennifer A.; Bohnert, Amy M.; Burdette, Kimberly

    2014-01-01

    Youth engagement is the least researched, but potentially most important, aspect of participation in afterschool programs. The level of youth engagement can vary across programs, across youth within a program, and within individual youth over time. Engagement is important for both recruiting and retaining participants, and has been associated with…

  16. Physical and Social-Motivational Contextual Correlates of Youth Physical Activity in Underresourced Afterschool Programs

    ERIC Educational Resources Information Center

    Zarrett, Nicole; Sorensen, Carl; Cook, Brittany Skiles

    2015-01-01

    Afterschool programs (ASPs) have become increasingly recognized as a key context to support youth daily physical activity (PA) accrual. The purpose of the present study was to assess the physical and social-motivational climate characteristics of ASPs associated with youth PA, and variations in contextual correlates of PA by youth sex. Systematic…

  17. Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

    ERIC Educational Resources Information Center

    Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

    2014-01-01

    This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

  18. Effectiveness of an Afterschool-Based Aggression Management Program for Elementary Students

    ERIC Educational Resources Information Center

    Staecker, Emma; Puett, Eli; Afrassiab, Shayda; Ketcherside, Miranda; Azim, Sabiya; Rhodes, Darson; Wang, Anna

    2016-01-01

    A school-community partnership team implemented an aggression management curriculum in an afterschool program as an early-intervention strategy at the upper elementary level. Although statistically significant differences in physical or psychological aggression were not found, the partnership team gained a better understanding of evidence-based…

  19. Creating Healthier Afterschool Environments in the Healthy Eating Active Communities Program

    ERIC Educational Resources Information Center

    Hinkle, Arnell J.; Yoshida, Sallie

    2014-01-01

    Afterschool programs in California have the potential to play a major role in obesity prevention given that they serve close to a million low-income children. A five-year initiative called the Healthy Eating Active Communities (HEAC) was funded in 2005 by the California Endowment to demonstrate that disparities related to childhood obesity and…

  20. Comparative Effectiveness of After-School Programs to Increase Physical Activity

    PubMed Central

    Gesell, Sabina B.; Sommer, Evan C.; Lambert, E. Warren; Vides de Andrade, Ana Regina; Davis, Lauren; Beech, Bettina M.; Mitchell, Stephanie J.; Neloms, Stevon; Ryan, Colleen K.

    2013-01-01

    Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program. Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention. Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7). Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P < .001). Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points. Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program. PMID:23984052

  1. Advantages of Gardening as a Form of Physical Activity in an After-School Program

    ERIC Educational Resources Information Center

    Phelps, Joshua; Hermann, Janice R.; Parker, Stephany P.; Denney, Barbara

    2010-01-01

    Children who normally abstain from physical activity may view gardening as a viable non-competitive alternative. The study reported here evaluated the effect of an Oklahoma Cooperative Extension Service after-school gardening program on self-reported physical activity level of children in 3rd through 5th grade using the ACTIVITY self-report…

  2. Learning How: After-School Occupational Skills Training for High School Youth

    ERIC Educational Resources Information Center

    Sabato, Ann S.

    1973-01-01

    The best salesmen for New York City's After-School Occupational Skills Program are the students themselves, who have obtained valuable work experience, skill development, and in many cases good jobs as a result of the training received from the program in a very large number of different work areas. (SA)

  3. Parents' and Children's Perceptions of the Keep It Moving! After-School Physical Activity Program

    ERIC Educational Resources Information Center

    Behrens, Timothy K.; Wegner, Rebekah L.; Miller, Daniel J.; Liebert, Mina L.; Smith, Jennifer Howard

    2015-01-01

    After-school PA programs have been used as an outlet to help children increase PA levels. To attract children and their parents, it is important to understand perceptions about programs. With child and parent input, researchers and practitioners will better be able to increase PA with activities the children enjoy and encourage increased PA. A…

  4. Emotional Engagement, Social Interactions, and the Development of an Afterschool Game Design Curriculum

    ERIC Educational Resources Information Center

    Kwah, Helen; Milne, Catherine; Tsai, Tzuchi; Goldman, Ricki; Plass, Jan L.

    2016-01-01

    This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins' (Interaction ritual…

  5. Children's After-School Physical Activity Participation in Hong Kong: Does Family Socioeconomic Status Matter?

    ERIC Educational Resources Information Center

    Cheung, Peggy PY

    2017-01-01

    Objective: This study aimed to examine the association between parental socioeconomic status (SES) and children's physical activity (PA) behaviour during after-school hours. Design: Cross-sectional study. Methods: Participants included 663 schoolchildren (aged between 10 and 13 years) and their parents from nine primary schools in Hong Kong.…

  6. Whole Grains and Food Fun in an After-School Program

    ERIC Educational Resources Information Center

    Gilboy, Mary Beth

    2009-01-01

    Programs in community-based, after-school settings are ideal to teach children about healthy eating. Objectives: After completing this Whole Grains & Food Fun lesson, children will be able to: (1) list at least two benefits of eating more whole grains, (2) demonstrate skills involved in child-friendly, basic food preparation, and (3) choose a…

  7. Corporation for National and Community Service: Funding Opportunities for Afterschool. Funding Note

    ERIC Educational Resources Information Center

    Stelow, Shawn

    2009-01-01

    This Funding Note focuses on finding funding opportunities for afterschool through the Corporation for National and Community Service (CNCS), the federal agency charged with fostering civic engagement for citizens of all ages through service and volunteering. CNCS's mission includes: (1) Providing support to volunteer organizations which provide…

  8. Salty or Sweet? Nutritional Quality, Consumption, and Cost of Snacks Served in Afterschool Programs

    ERIC Educational Resources Information Center

    Beets, Michael W.; Weaver, Robert G.; Tilley, Falon; Turner-McGrievy, Gabrielle; Huberty, Jennifer; Ward, Dianne S.; Freedman, Darcy A.

    2015-01-01

    Background: Snacks served in afterschool programs (ASPs, 3-6?pm) represent an important opportunity to promote healthy eating. ASP policies suggest a fruit/vegetable is served daily, while sugar-sweetened foods/beverages and artificially flavored snacks are eliminated. Limited information exists on the types of snacks served in ASPs, if snacks…

  9. Impact of After-School Nutrition Workshops in a Public Library Setting

    ERIC Educational Resources Information Center

    Freedman, Marjorie R.; Nickell, Audrey

    2010-01-01

    Objective: To determine if after-school nutrition workshops conducted in public libraries were related to lasting changes in food choice. Methods: "Snack Smart" workshops, based on Social Cognitive Theory, were conducted in 8 branch libraries (49 ethnically diverse children, ages 9 to 14) to assess changes in consumption of targeted food items by…

  10. California Standards Test Scores and Attendance Rates in an Afterschool Program

    ERIC Educational Resources Information Center

    Diamond, Sandra M.

    2013-01-01

    The Problem: The purpose of this study was to investigate whether or not there were any statistically significant differences in the Mathematics California Standard Test scores and attendance rates for African American and Latina high school girls who participated in an afterschool program. Method: A quasi-experimental design was conducted with…

  11. Exciting Young Students in Grades K-8 about STEM through an Afterschool Robotics Challenge

    ERIC Educational Resources Information Center

    Karp, Tanja; Maloney, Patricia

    2013-01-01

    In this paper, we describe the successful implementation of an afterschool LEGO robotics program for elementary and middle school students that is annually offered by the Whitacre College of Engineering at Texas Tech University. Three events are held on campus: the kickoff, a trial run, and the competition, spread over a period of eight weeks. In…

  12. Fidelity in After-School Program Intervention Research: A Systematic Review

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Peters, Kristen E.; Vaughn, Michael G.; Sarteschi, Christine M.

    2014-01-01

    Over the past 2 decades, the number of after-school programs (ASP) and the number of students attending ASPs has markedly increased. Although several reviews and meta-analyses have examined the outcomes of ASPs, ASP intervention study reviews have not specifically examined intervention fidelity. Establishing intervention fidelity is critically…

  13. After-School Program Implementation in Urban Environments: Increasing Engagement among Adolescent Youth

    ERIC Educational Resources Information Center

    Pelcher, Allison; Rajan, Sonali

    2016-01-01

    Background: After-school programs (ASPs) play a crucial role in supplementing the present school day. However, implementing ASPs in the urban environment and among adolescents (grades 6-12) poses unique challenges. The purpose of this study was to conduct a systematic literature review to identify evidence-based barriers and facilitators to…

  14. Afterschool Program Participation and the Development of Child Obesity and Peer Acceptance

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

    2005-01-01

    This longitudinal study assessed the role of afterschool program (ASP) participation in the development of child obesity and peer acceptance in a sample of 439 children. Most participants lived in poverty and were Hispanic or African American. Measurements of height and weight determined obesity status and peer acceptance was assessed through…

  15. Effects of Participation in after-School Programs for Middle School Students: A Randomized Trial

    ERIC Educational Resources Information Center

    Gottfredson, Denise; Cross, Amanda Brown; Wilson, Denise; Rorie, Melissa; Connell, Nadine

    2010-01-01

    This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly…

  16. The Development of After-School Program Educators through University-Community Partnerships

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.; Levine, Mark D.; Hinga, Briana

    2010-01-01

    Participation in after-school programs (ASPs) "can" positively affect the development of young people. However, "whether" ASPs are beneficial depends on program quality. Although many factors influence the quality of a program, the competencies of adult staff who lead ASPs are a critical determinant. Unfortunately, ASP staff…

  17. After-School Program Engagement: Links to Child Competence and Program Quality and Content

    ERIC Educational Resources Information Center

    Mahoney, Joseph L; Parente, Maria E.; Lord, Heather

    2007-01-01

    This 2-year study assessed program-level differences in after-school program (ASP) engagement in relation to child competencies (effectance motivation, social competence, school grades) and program quality and content. Participants were 141 children (M age = 8.4 years) who attended 9 ASPs in an urban, disadvantaged city in the United States.…

  18. Urban High School Students' Experiences in an Afterschool College Readiness Program

    ERIC Educational Resources Information Center

    Parikh, Sejal B.

    2013-01-01

    This transcendental phenomenological investigation examined urban students' experiences in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), an afterschool college readiness program. The federally funded program provides low-income and minority students information and access to services that lead to increased…

  19. Youth and Lifelong Education: After-School Programmes as a Vital Component of Lifelong Education Infrastructure

    ERIC Educational Resources Information Center

    Lauzon, Allan C.

    2013-01-01

    This paper argues that after-school programmes need to be considered an essential part of lifelong learning infrastructure, particularly in light of the dominance of the economic discourse in both lifelong learning literature and the initial schooling literature. The paper, which is based upon existing literature, begins by providing an overview…

  20. Interpersonal and Intrapersonal Factors Associated with Autonomous Motivation in Adolescents' After-School Activities

    ERIC Educational Resources Information Center

    Beiswenger, Krista L.; Grolnick, Wendy S.

    2010-01-01

    This study explored interpersonal and intrapersonal factors associated with the level of autonomous motivation adolescents experience for their after-school activities. A total of 142 seventh-grade adolescents completed measures of peer relatedness, autonomy within friendships, mother and father autonomy support, perceived activity competence,…

  1. Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

    2016-01-01

    The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

  2. Successful University & School Partnerships: Social Studies Clubs in Elementary Afterschool Programs

    ERIC Educational Resources Information Center

    Gieselmann, Sharon

    2008-01-01

    The University of Evansville (UE) is a small liberal arts college in southern Indiana. Through a unique four-year partnership between UE's School of Education and Dexter Elementary School, powerful social studies activities are delivered by preservice teachers to inner-city schoolchildren. The purpose of the afterschool social studies club…

  3. Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California

    ERIC Educational Resources Information Center

    Pastor, Ana Maria Relano

    2008-01-01

    This article looks at the competing language ideologies that preschool children negotiate in "Mi Clase Magica" (MCM), a Spanish-English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and "tareas" (homework) activities.…

  4. Incorporating Environmental Education into an Urban After-School Program in New York City

    ERIC Educational Resources Information Center

    Bruyere, Brett L.; Wesson, Mark; Teel, Tara

    2012-01-01

    This study examines the integration of environmental education (EE) into an after-school program in the Bronx borough of New York City. In this qualitative case study, focus group interviews were conducted to first determine parent and educator interest in and barriers to participation in nature programs and incorporation of EE into curriculum.…

  5. Academics After-School Style: Informal, Experiential Approaches to Learning, with Flexibility Built in, Are Ideal

    ERIC Educational Resources Information Center

    Weisburd, Claudia

    2005-01-01

    Many adults today consider the hours after school to be an opportunity for students to squeeze in a little more help with schoolwork. For most children, though, that final bell rings freedom. The last thing they want is more school, and faced with an after-school program that looks like an extension of their school day, they'll opt out.…

  6. The Quest for Quality in Afterschool Science: The Development and Application of a New Tool

    ERIC Educational Resources Information Center

    Papazian, Anahit Evoyan; Noam, Gil Gabriel; Shah, Ashima Mathur; Rufo-McCormick, Caitlin

    2013-01-01

    Growing evidence shows that participation in out-of-school time (OST) activities positively supports youth development in general. However, simply participating in a self-identified STEM program is not sufficient. Youth will benefit more if they participate in "quality" afterschool programs. Therefore, a common understanding of quality…

  7. Youth Historians in Harlem: An After-School Blueprint for History Engagement through the Historical Process

    ERIC Educational Resources Information Center

    Goldenberg, Barry M.

    2016-01-01

    This manuscript, written with the educator in mind, describes the Youth Historians in Harlem (YHH) program, a twenty-week after-school history program that engaged urban students in history by immersing them in aspects of the historical process. Throughout the program, a group of Black male high school students were apprenticed as historical…

  8. Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens

    ERIC Educational Resources Information Center

    Metz, Rachel A.; Goldsmith, Julie; Arbreton, Amy J. A.

    2008-01-01

    Successfully navigating early adolescence depends, in large part, on the availability of safe and engaging activities and supportive relationships with adults, yet many preteens have limited access to positive supports and opportunities such as high-quality after-school programs that could put them on a path to success. Funders, policymakers and…

  9. Municipal Leadership for Afterschool: Citywide Approaches Spreading across the Country. Executive Summary

    ERIC Educational Resources Information Center

    Spooner, Bela Shah

    2011-01-01

    This executive summary presents the broadest look yet at a growing trend in America's cities: the emergence of city-led efforts to build comprehensive afterschool and out-of-school time (OST) systems that meet the needs of children and youth in their communities. Mayors and other municipal officials who have demonstrated leadership in this area…

  10. City Strategies to Engage Older Youth in Afterschool Programs. Strategy Guide

    ERIC Educational Resources Information Center

    Russell, Lane; Deich, Sharon; Padgette, Heather Clapp; Cox, Amy

    2012-01-01

    A wide body of research shows that consistent participation in high-quality afterschool and summer programs, also called out-of-school time or OST, provides substantial benefits to children and youth and their communities. Youth are more prone to engage in juvenile delinquency, substance abuse and other risky behaviors after 3:00 p.m. if there are…

  11. Effectiveness and Spillover of an After-School Health Promotion Program for Hispanic Elementary School Children

    PubMed Central

    Koehly, Laura; Pederson, Rockie; Morera, Osvaldo

    2011-01-01

    Objectives. We evaluated the effectiveness and spillover of an after-school health education and physical activity program among Hispanic elementary school children. Methods. In fall 2008, students in third through fifth grades in 6 schools in El Paso, Texas (n = 901), were randomized to intervention (n = 292 participants) or control (n = 354) classrooms (4 unknown). Intervention classrooms also contained a spillover group (n = 251) that did not join the after-school program but that completed measurements and surveys. The intervention was a 12-week culturally tailored after-school program meeting twice a week. Four-month outcomes were body mass index, aerobic capacity, and dietary intentions and knowledge. We calculated intervention exposure as the proportion of after-school participants per classroom. Results. Intervention exposure predicted lower body mass index (P = .045), higher aerobic capacity (P = .012), and greater intentions to eat healthy (P = .046) for the classroom at follow-up. Intervention effectiveness increased with increasing proportions of intervention participants in a classroom. Nonparticipants who had classroom contact with program participants experienced health improvements that could reduce their risk of obesity. Conclusions. Spillover of beneficial intervention effects to nonparticipants is a valuable public health benefit and should be part of program impact assessments. PMID:21852659

  12. Learning Everywhere: Afterschool and Summer Programs for Youth. Satellite Town Meeting #71 (June 20, 2000). [Videotape].

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    Schools and communities are finding new ways to provide students with quality learning opportunities outside the traditional school day. Statistics reveal that as many as 5 million children may be left alone at home each week while parents work. Before- and afterschool programs, summer learning activities, and mentoring and tutoring efforts are…

  13. Should Rey Mysterio Drink Gatorade? Cultural Competence in Afterschool STEM Programming

    ERIC Educational Resources Information Center

    Ciechanowski, Kathryn; Bottoms, SueAnn; Fonseca, Ana Lucia; St. Clair, Tyler

    2015-01-01

    Creating a space for learning science outside the traditional classroom shifts the expectations for both educators and children. In the classroom, both groups have preconceived notions of their roles and of what classroom science looks like. In the hybrid space of afterschool, students and educators are free to explore alternative ways of teaching…

  14. Join the AMICUS Club!: Increasing High Schoolers' Social Skills in an After-School Program.

    ERIC Educational Resources Information Center

    Sodac, David G.

    1997-01-01

    This article describes a high school club for students with and without disabilities that was established to promote constructive social relationships through an after-school club format and to develop students' self-confidence, social acceptance, and peer interaction opportunities. The membership, meetings, officers, and activities of the club…

  15. After-School as Intermediary Space: Theory and Typology of Partnerships

    ERIC Educational Resources Information Center

    Noam, Gil G.; Tillinger, Jodi Rosenbaum

    2004-01-01

    People live in an era of partnering--of joining institutional forces to accomplish complex societal changes. Whether it is the local YMCA that works with a school to serve children during the afterschool hours, a university connecting with its surrounding community, or a city government convening funders and businesses, they are moving into…

  16. After-School Programs in Public Elementary Schools: First Look. NCES 2009-043

    ERIC Educational Resources Information Center

    Parsad, Basmat; Lewis, Laurie

    2009-01-01

    How school-age children spend their time after school is a topic of interest among educators, policymakers, researchers, and parents. Many parents choose to have their children attend after-school programs, which may provide services such as academic instruction, cultural enrichment, safe places to stay, and adult supervision for children. This…

  17. Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls

    ERIC Educational Resources Information Center

    Koch, Melissa; Gorges, Torie; Penuel, William R.

    2012-01-01

    "Co-design"--including youth development staff along with curriculum designers--is the key to developing an effective program that is both scalable and sustainable. This article describes Build IT, a two-year afterschool and summer curriculum designed to help middle school girls develop fluency in information technology (IT), interest in…

  18. Tryon Trekkers: An Evaluation of a STEM Based Afterschool Program for At-Risk Youth

    NASA Astrophysics Data System (ADS)

    Eckels Anderson, Chessa

    This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science topics? The study collected information about the participants' affective experiences during the intervention using structured and ethnographic observations and semi-structured interviews. Observations and interviews were coded and analyzed to find patterns in participants' responses. Three participant profiles were developed using the structured observations and ethnographic observations to provide an in depth understanding of the participant experience. The study also assessed the participants' abilities to apply conceptual understanding of the program's science topics by integrating an application of conceptual knowledge task into the curriculum. This task in the form of a participant project was assessed using an adapted version of the Portland Metro STEM Partnership's Application of Conceptual Knowledge Rubric. Results in the study showed that participants demonstrated self-efficacy, a sense of belonging and engagement during the program. Over half of the participants in the study demonstrated a proficient understanding of program concepts. Overall, this holistic afterschool program demonstrated that specific instructional practices and a multi-modal science curriculum helped to support the social and emotional needs of at-risk children.

  19. A mobile care system with alert mechanism.

    PubMed

    Lee, Ren-Guey; Chen, Kuei-Chien; Hsiao, Chun-Chieh; Tseng, Chwan-Lu

    2007-09-01

    Hypertension and arrhythmia are chronic diseases, which can be effectively prevented and controlled only if the physiological parameters of the patient are constantly monitored, along with the full support of the health education and professional medical care. In this paper, a role-based intelligent mobile care system with alert mechanism in chronic care environment is proposed and implemented. The roles in our system include patients, physicians, nurses, and healthcare providers. Each of the roles represents a person that uses a mobile device such as a mobile phone to communicate with the server setup in the care center such that he or she can go around without restrictions. For commercial mobile phones with Bluetooth communication capability attached to chronic patients, we have developed physiological signal recognition algorithms that were implemented and built-in in the mobile phone without affecting its original communication functions. It is thus possible to integrate several front-end mobile care devices with Bluetooth communication capability to extract patients' various physiological parameters [such as blood pressure, pulse, saturation of haemoglobin (SpO2), and electrocardiogram (ECG)], to monitor multiple physiological signals without space limit, and to upload important or abnormal physiological information to healthcare center for storage and analysis or transmit the information to physicians and healthcare providers for further processing. Thus, the physiological signal extraction devices only have to deal with signal extraction and wireless transmission. Since they do not have to do signal processing, their form factor can be further reduced to reach the goal of microminiaturization and power saving. An alert management mechanism has been included in back-end healthcare center to initiate various strategies for automatic emergency alerts after receiving emergency messages or after automatically recognizing emergency messages. Within the time

  20. The ANTARES telescope neutrino alert system

    NASA Astrophysics Data System (ADS)

    Ageron, M.; Aguilar, J. A.; Al Samarai, I.; Albert, A.; André, M.; Anghinolfi, M.; Anton, G.; Anvar, S.; Ardid, M.; Assis Jesus, A. C.; Astraatmadja, T.; Aubert, J.-J.; Baret, B.; Basa, S.; Bertin, V.; Biagi, S.; Bigi, A.; Bigongiari, C.; Bogazzi, C.; Bou-Cabo, M.; Bouhou, B.; Bouwhuis, M. C.; Brunner, J.; Busto, J.; Camarena, F.; Capone, A.; Cârloganu, C.; Carminati, G.; Carr, J.; Cecchini, S.; Charif, Z.; Charvis, Ph.; Chiarusi, T.; Circella, M.; Coniglione, R.; Costantini, H.; Coyle, P.; Curtil, C.; Decowski, M. P.; Dekeyser, I.; Deschamps, A.; Distefano, C.; Donzaud, C.; Dornic, D.; Dorosti, Q.; Drouhin, D.; Eberl, T.; Emanuele, U.; Enzenhöfer, A.; Ernenwein, J.-P.; Escoffier, S.; Fermani, P.; Ferri, M.; Flaminio, V.; Folger, F.; Fritsch, U.; Fuda, J.-L.; Galatà, S.; Gay, P.; Giacomelli, G.; Giordano, V.; Gómez-González, J. P.; Graf, K.; Guillard, G.; Halladjian, G.; Hallewell, G.; van Haren, H.; Hartman, J.; Heijboer, A. J.; Hello, Y.; Hernández-Rey, J. J.; Herold, B.; Hößl, J.; Hsu, C. C.; de Jong, M.; Kadler, M.; Kalekin, O.; Kappes, A.; Katz, U.; Kavatsyuk, O.; Kooijman, P.; Kopper, C.; Kouchner, A.; Kreykenbohm, I.; Kulikovskiy, V.; Lahmann, R.; Lamare, P.; Larosa, G.; Lattuada, D.; Lefèvre, D.; Lim, G.; Lo Presti, D.; Loehner, H.; Loucatos, S.; Mangano, S.; Marcelin, M.; Margiotta, A.; Martínez-Mora, J. A.; Meli, A.; Montaruli, T.; Moscoso, L.; Motz, H.; Neff, M.; Nezri, E.; Palioselitis, D.; Păvălaş, G. E.; Payet, K.; Payre, P.; Petrovic, J.; Piattelli, P.; Picot-Clemente, N.; Popa, V.; Pradier, T.; Presani, E.; Racca, C.; Reed, C.; Richardt, C.; Richter, R.; Rivière, C.; Robert, A.; Roensch, K.; Rostovtsev, A.; Ruiz-Rivas, J.; Rujoiu, M.; Russo, G. V.; Salesa, F.; Sapienza, P.; Schöck, F.; Schuller, J.-P.; Schüssler, F.; Shanidze, R.; Simeone, F.; Spies, A.; Spurio, M.; Steijger, J. J. M.; Stolarczyk, Th.; Sánchez-Losa, A.; Taiuti, M.; Tamburini, C.; Toscano, S.; Vallage, B.; van Elewyck, V.; Vannoni, G.; Vecchi, M.; Vernin, P.; Wijnker, G.; Wilms, J.; de Wolf, E.; Yepes, H.; Zaborov, D.; Zornoza, J. D.; Zúñiga, J.

    2012-03-01

    The ANTARES telescope has the capability to detect neutrinos produced in astrophysical transient sources. Potential sources include gamma-ray bursts, core collapse supernovae, and flaring active galactic nuclei. To enhance the sensitivity of ANTARES to such sources, a new detection method based on coincident observations of neutrinos and optical signals has been developed. A fast online muon track reconstruction is used to trigger a network of small automatic optical telescopes. Such alerts are generated for special events, such as two or more neutrinos, coincident in time and direction, or single neutrinos of very high energy.

  1. ToxAlerts: A Web Server of Structural Alerts for Toxic Chemicals and Compounds with Potential Adverse Reactions

    PubMed Central

    2012-01-01

    The article presents a Web-based platform for collecting and storing toxicological structural alerts from literature and for virtual screening of chemical libraries to flag potentially toxic chemicals and compounds that can cause adverse side effects. An alert is uniquely identified by a SMARTS template, a toxicological endpoint, and a publication where the alert was described. Additionally, the system allows storing complementary information such as name, comments, and mechanism of action, as well as other data. Most importantly, the platform can be easily used for fast virtual screening of large chemical datasets, focused libraries, or newly designed compounds against the toxicological alerts, providing a detailed profile of the chemicals grouped by structural alerts and endpoints. Such a facility can be used for decision making regarding whether a compound should be tested experimentally, validated with available QSAR models, or eliminated from consideration altogether. The alert-based screening can also be helpful for an easier interpretation of more complex QSAR models. The system is publicly accessible and tightly integrated with the Online Chemical Modeling Environment (OCHEM, http://ochem.eu). The system is open and expandable: any registered OCHEM user can introduce new alerts, browse, edit alerts introduced by other users, and virtually screen his/her data sets against all or selected alerts. The user sets being passed through the structural alerts can be used at OCHEM for other typical tasks: exporting in a wide variety of formats, development of QSAR models, additional filtering by other criteria, etc. The database already contains almost 600 structural alerts for such endpoints as mutagenicity, carcinogenicity, skin sensitization, compounds that undergo metabolic activation, and compounds that form reactive metabolites and, thus, can cause adverse reactions. The ToxAlerts platform is accessible on the Web at http://ochem.eu/alerts, and it is constantly

  2. Description of the AILS Alerting Algorithm

    NASA Technical Reports Server (NTRS)

    Samanant, Paul; Jackson, Mike

    2000-01-01

    This document provides a complete description of the Airborne Information for Lateral Spacing (AILS) alerting algorithms. The purpose of AILS is to provide separation assurance between aircraft during simultaneous approaches to closely spaced parallel runways. AILS will allow independent approaches to be flown in such situations where dependent approaches were previously required (typically under Instrument Meteorological Conditions (IMC)). This is achieved by providing multiple levels of alerting for pairs of aircraft that are in parallel approach situations. This document#s scope is comprehensive and covers everything from general overviews, definitions, and concepts down to algorithmic elements and equations. The entire algorithm is presented in complete and detailed pseudo-code format. This can be used by software programmers to program AILS into a software language. Additional supporting information is provided in the form of coordinate frame definitions, data requirements, calling requirements as well as all necessary pre-processing and post-processing requirements. This is important and required information for the implementation of AILS into an analysis, a simulation, or a real-time system.

  3. Sleepiness and alertness in American industries

    SciTech Connect

    Coleman, R.M.; Dillingham, J.; Dement, W.C.

    1989-01-01

    Recent evidence that industrial accidents may be caused in part by shiftworkers' lack of alertness has caused growing concern at the US Nuclear Regulatory Commission and within the scientific community. The purpose of the study reported in this paper was threefold: (1) Is sleepiness on the job specific to utility plants (2) Are performance and safety problems caused by sleepiness specific to utility plants (3) Are specific shift schedules associated with a higher prevalence of sleepiness Findings indicate sleepiness on the job among shiftworkers is a widespread problem, not limited to the nuclear power industry. The most common solution in American industry is to overstaff each shift and discipline sleeping employees. Results show this is not effective. A more proactive solution is recommended including some of the following: (1) Provide employees education to assist adjustment to shiftwork. (2) Design and implement shift schedules that are more compatible with human physiological capabilities. (3) Allow officially sanctioned napping on shift as is done in Japan. (4) Divide 6-, 8-, or 12-h shifts into smaller blocks of 2 to 3 h of primary duty. (5) make the environment where employees work more conductive to alertness. (6) Develop a firehouse type of schedule where some employees sleep throughout the night, but are awakened if operational problems arise. (7) Provide incentives to employees to adjust their life style to the night shift and reward them with time off.

  4. Increasing Specificity of Correlate Research: Exploring Correlates of Children’s Lunchtime and After-School Physical Activity

    PubMed Central

    Stanley, Rebecca M.; Ridley, Kate; Olds, Timothy S.; Dollman, James

    2014-01-01

    Background The lunchtime and after-school contexts are critical windows in a school day for children to be physically active. While numerous studies have investigated correlates of children’s habitual physical activity, few have explored correlates of physical activity occurring at lunchtime and after-school from a social-ecological perspective. Exploring correlates that influence physical activity occurring in specific contexts can potentially improve the prediction and understanding of physical activity. Using a context-specific approach, this study investigated correlates of children’s lunchtime and after-school physical activity. Methods Cross-sectional data were collected from 423 South Australian children aged 10.0–13.9 years (200 boys; 223 girls) attending 10 different schools. Lunchtime and after-school physical activity was assessed using accelerometers. Correlates were assessed using purposely developed context-specific questionnaires. Correlated Component Regression analysis was conducted to derive correlates of context-specific physical activity and determine the variance explained by prediction equations. Results The model of boys’ lunchtime physical activity contained 6 correlates and explained 25% of the variance. For girls, the model explained 17% variance from 9 correlates. Enjoyment of walking during lunchtime was the strongest correlate for both boys and girls. Boys’ and girls’ after-school physical activity models explained 20% variance from 14 correlates and 7% variance from the single item correlate, “I do an organised sport or activity after-school because it gets you fit”, respectively. Conclusions Increasing specificity of correlate research has enabled the identification of unique features of, and a more in-depth interpretation of, lunchtime and after-school physical activity behaviour and is a potential strategy for advancing the physical activity correlate research field. The findings of this study could be used to inform

  5. Pilot Non-Conformance to Alerting System Commands

    NASA Technical Reports Server (NTRS)

    Pritchett, Amy R.; Hansman, R. John

    1997-01-01

    Instances of pilot non-conformance to alerting system commands have been identified in previous studies. Pilot non-conformance changes the final behavior of the system, and therefore may reduce actual performance from that anticipated. A simulator study has examined pilot non-conformance, using the task of collision avoidance during closely spaced parallel approaches as a case study. Consonance between the display and the alerting system was found to significantly improve subject agreement with automatic alerts. Based on these results, a more general discussion of the factors involved in pilot conformance is given, and design guidelines for alerting systems are given.

  6. Computational Approach to Structural Alerts: Furans, Phenols, Nitroaromatics, and Thiophenes.

    PubMed

    Dang, Na Le; Hughes, Tyler B; Miller, Grover P; Swamidass, S Joshua

    2017-03-14

    Structural alerts are commonly used in drug discovery to identify molecules likely to form reactive metabolites and thereby become toxic. Unfortunately, as useful as structural alerts are, they do not effectively model if, when, and why metabolism renders safe molecules toxic. Toxicity due to a specific structural alert is highly conditional, depending on the metabolism of the alert, the reactivity of its metabolites, dosage, and competing detoxification pathways. A systems approach, which explicitly models these pathways, could more effectively assess the toxicity risk of drug candidates. In this study, we demonstrated that mathematical models of P450 metabolism can predict the context-specific probability that a structural alert will be bioactivated in a given molecule. This study focuses on the furan, phenol, nitroaromatic, and thiophene alerts. Each of these structural alerts can produce reactive metabolites through certain metabolic pathways but not always. We tested whether our metabolism modeling approach, XenoSite, can predict when a given molecule's alerts will be bioactivated. Specifically, we used models of epoxidation, quinone formation, reduction, and sulfur-oxidation to predict the bioactivation of furan-, phenol-, nitroaromatic-, and thiophene-containing drugs. Our models separated bioactivated and not-bioactivated furan-, phenol-, nitroaromatic-, and thiophene-containing drugs with AUC performances of 100%, 73%, 93%, and 88%, respectively. Metabolism models accurately predict whether alerts are bioactivated and thus serve as a practical approach to improve the interpretability and usefulness of structural alerts. We expect that this same computational approach can be extended to most other structural alerts and later integrated into toxicity risk models. This advance is one necessary step toward our long-term goal of building comprehensive metabolic models of bioactivation and detoxification to guide assessment and design of new therapeutic

  7. Visual cues keep treatment team alert.

    PubMed

    2014-09-01

    At Good Samaritan Medical Center in West Palm Beach, FL, a throughput initiative that uses colored magnets to indicate anticipated discharges has cut emergency department holding time and increased the number of discharges by 2 p.m. The charge nurse, case manager, and discharge planner meet daily, make their best clinical guess about the patient's discharge and place a red, yellow, or green magnet on a white board at the nurses station. When team members pass the board, they are alerted to anticipated discharges and know to make patients with a green magnet a priority. The case managers and nurses write the expected discharge on a white board in the patient rooms and initiate a discussion with patients and family members to prepare them for discharge.

  8. NAPS as an Alertness Management Strategy

    NASA Technical Reports Server (NTRS)

    Rosekind, Mark R.; Smith, Roy M.; Miller, Donna L.; Co, Elizabeth L.; Gregory, Kevin B.; Gander, Philippa H.; Lebacqz, J. Victor

    2001-01-01

    Today, 24-hour operations are necessary to meet the demands of our society and the requirements of our industrialized global economy. These around-the-clock demands pose unique physiological challenges for the humans who remain central to safe and productive operations. Optimal alertness and performance are critical factors that are increasingly challenged by unusual, extended, or changing work/rest schedules. Technological advancements and automated systems can exacerbate the challenges faced by the human factor in these environments. Shift work, transportation demands, and continuous operations engender sleep loss and circadian disruption. Both of these physiological factors can lead to increased sleepiness, decreased performance, and a reduced margin of safety. These factors can increase vulnerability to incidents and accidents in operational settings. The consequences can have both societal effects (e.g., major destructive accidents such as Three Mile Island, Exxon Valdez, Bhopal) and personal effects (e.g., an accident driving home after a night shift).

  9. Skylab short-lived event alert program

    NASA Technical Reports Server (NTRS)

    Citron, R. A.

    1974-01-01

    During the three manned Skylab missions, the Center for Short-Lived Phenomena (CSLP) reported a total of 39 significant events to the Johnson Space Center (JSC) as part of the Skylab Short-Lived Event Alert Program. The telegraphed daily status reports included the names and locations of the events, the track number and revolution number during which the event could be observed, the time (GMT) to within plus or minus 2 sec when Skylab was closest to the event area, and the light condition (daylight or darkness) at that time and place. The messages sent to JSC during the Skylab 4 mission also included information pertaining to ground-truth studies and observations being conducted on the events. Photographic priorities were assigned for each event.

  10. Minuteman III Cost Per Alert Hour Analysis

    DTIC Science & Technology

    2012-03-22

    directly contribute to war fighting capabilities; rather they are more a function of our foreign policy. The Marines implemented many ABC...leWirc 11,314,000 S4,7SO 3,942,000 164.250 Sponsor: AFNWC/LG AFC AIG C PAH Model DLR:; + Cun~·unwbles + Per:;unm:l A/ert HQUTS Cost Per Alert Hou r...t.Jll! l5,7at_.tl l I C!,IIU l ! OSD C AIG C PAH Model Bas@:donOffic@: ofSf:cr@:t aryofO@:f @:ns@: Cost A nalysis lmp rov@:mol’:nt Gro u p f l

  11. The effects of alerting signals in masked priming

    PubMed Central

    Fischer, Rico; Plessow, Franziska; Kiesel, Andrea

    2013-01-01

    Alerting signals often serve to reduce temporal uncertainty by predicting the time of stimulus onset. The resulting response time benefits have often been explained by facilitated translation of stimulus codes into response codes on the basis of established stimulus-response (S-R) links. In paradigms of masked S-R priming alerting signals also modulate response activation processes triggered by subliminally presented prime stimuli. In the present study we tested whether facilitation of visuo-motor translation processes due to alerting signals critically depends on established S-R links. Alerting signals resulted in significantly enhanced masked priming effects for masked prime stimuli that included and that did not include established S-R links (i.e., target vs. novel primes). Yet, the alerting-priming interaction was more pronounced for target than for novel primes. These results suggest that effects of alerting signals on masked priming are especially evident when S-R links between prime and target exist. At the same time, an alerting-priming interaction also for novel primes suggests that alerting signals also facilitate stimulus-response translation processes when masked prime stimuli provide action-trigger conditions in terms of programmed S-R links. PMID:23882248

  12. Good "Geofences" Make Good Neighbors in Age of Mobile Alerts

    ERIC Educational Resources Information Center

    Bender, Jim

    2013-01-01

    For every institution of higher education, the safety and protection of its campus community is of primary importance. Recent events have shown an increase in campus crime, assaults and even a tragic loss of life. Apps such as Ping4alerts! allow campuses to send hyperlocal smartphone alerts related to public safety, school closings, local events,…

  13. Silver Alerts and the Problem of Missing Adults with Dementia

    ERIC Educational Resources Information Center

    Carr, Dawn; Muschert, Glenn W.; Kinney, Jennifer; Robbins, Emily; Petonito, Gina; Manning, Lydia; Brown, J. Scott

    2010-01-01

    In the months following the introduction of the National AMBER (America's Missing: Broadcast Emergency Response) Alert plan used to locate missing and abducted children, Silver Alert programs began to emerge. These programs use the same infrastructure and approach to find a different missing population, cognitively impaired older adults. By late…

  14. 12 CFR 1022.121 - Active duty alerts.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 12 Banks and Banking 8 2012-01-01 2012-01-01 false Active duty alerts. 1022.121 Section 1022.121 Banks and Banking BUREAU OF CONSUMER FINANCIAL PROTECTION FAIR CREDIT REPORTING (REGULATION V) Duties of Consumer Reporting Agencies Regarding Identity Theft § 1022.121 Active duty alerts. (a) Duration....

  15. 12 CFR 1022.121 - Active duty alerts.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 12 Banks and Banking 8 2013-01-01 2013-01-01 false Active duty alerts. 1022.121 Section 1022.121 Banks and Banking BUREAU OF CONSUMER FINANCIAL PROTECTION FAIR CREDIT REPORTING (REGULATION V) Duties of Consumer Reporting Agencies Regarding Identity Theft § 1022.121 Active duty alerts. (a) Duration....

  16. 12 CFR 1022.121 - Active duty alerts.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 12 Banks and Banking 8 2014-01-01 2014-01-01 false Active duty alerts. 1022.121 Section 1022.121 Banks and Banking BUREAU OF CONSUMER FINANCIAL PROTECTION FAIR CREDIT REPORTING (REGULATION V) Duties of Consumer Reporting Agencies Regarding Identity Theft § 1022.121 Active duty alerts. (a) Duration....

  17. An Evaluation of Alert Services: Quantity versus Quality

    ERIC Educational Resources Information Center

    Zandian, Fatemeh; Riahinia, Nosrat; Azimi, Ali; Poursalehi, Nastaran

    2010-01-01

    Purpose: Online information vendors currently offer a variety of additional services; among these are alert services which present requested information on recent publications to registered users. This paper aims to investigate a variety of alert services provided by four online information vendors. Design/methodology/approach: A comparison of the…

  18. Delivering Alert Messages to Members of a Work Force

    NASA Technical Reports Server (NTRS)

    Loftis, Julia; Nickens, Stephanie; Pell, Melissa; Pell, Vince

    2008-01-01

    Global Alert Resolution Network (GARNET) is a software system for delivering emergency alerts as well as less-urgent messages to members of the Goddard Space Flight Center work force via an intranet or the Internet, and can be adapted to similar use in other large organizations.

  19. ERCMExpress. Volume 2, Issue 4

    ERIC Educational Resources Information Center

    US Department of Education, 2006

    2006-01-01

    This issue of ERCMExpress alerts readers of the All-Hazard NOAA weather radio (NWR) network upgrade. In 2004, The National Oceanic and Atmospheric Administration NOAA and the U.S. Department of Homeland Security (DHS) collaborated to enable DHS to disseminate homeland security-related information over the NWR network. DHS's goal was to produce an…

  20. Sleep and Alertness Management IV: Effects of Alertness Enhancers Caffeine and Modafinil on Performance in Marmosets

    DTIC Science & Technology

    2007-03-01

    IV: Effects of F +31 15 284 39 91 Info-DenV@tno.nl alertness enhancers caffeine and modafinil on performance in marmosets Date March 2007 Author(s...modafinil op taakverrichting in marmosets 4Wfysieke aspecten centraal staan. Het Resultaten en conclusies onderzoek is uitdrukkelijk wiet gericht op de Beide...modafinil op taakverrichting in marmosets Cotc en * *aprifrai vermnoeidheid en taakverrichting uit te Onvoldoende rust kan vermoeidheid, stellen of te

  1. Free afterschool program for at-risk African American children: findings and lessons.

    PubMed

    Wofford, Linda; Froeber, Deanna; Clinton, Barbara; Ruchman, Eileen

    2013-01-01

    A promising afterschool intervention to increase health knowledge and influence choices to reduce risks related to type II diabetes in school-aged, low-income, African American youth is described. Researchers used a community-based program called CASTLES (Communities and Students Together for Learning Enhanced Service). Repeated measures were used to test the effect of the afterschool program on exercise and nutrition. Forty-six children participated in this free program. Significant results demonstrated decreased consumption of sugar-sweetened beverages and screen time and increased exercise and health knowledge. Communities interested in influencing behaviors related to childhood obesity should develop strong community-based programs, such as the CASTLES model, incorporating nutrition information and structured physical activity.

  2. Preparing Students for Middle School Through After-School STEM Activities

    NASA Astrophysics Data System (ADS)

    Moreno, Nancy P.; Tharp, Barbara Z.; Vogt, Gregory; Newell, Alana D.; Burnett, Christopher A.

    2016-12-01

    The middle school years are a crucial time for cultivating students' interest in and preparedness for future STEM careers. However, not all middle school children are provided opportunities to engage, learn and achieve in STEM subject areas. Engineering, in particular, is neglected in these grades because it usually is not part of science or mathematics curricula. This study investigates the effectiveness of an engineering-integrated STEM curriculum designed for use in an after-school environment. The inquiry-based activities comprising the unit, Think Like an Astronaut, were intended to introduce students to STEM careers—specifically engineering and aerospace engineering—and enhance their skills and knowledge applicable related to typical middle school science objectives. Results of a field test with a diverse population of 5th grade students in nine schools revealed that Think Like an Astronaut lessons are appropriate for an after-school environment, and may potentially help increase students' STEM-related content knowledge and skills.

  3. Alert Messaging in the CMS Distributed Workflow System

    NASA Astrophysics Data System (ADS)

    Maxa, Zdenek

    2012-12-01

    WMAgent is the core component of the CMS workload management system. One of the features of this job managing platform is a configurable messaging system aimed at generating, distributing and processing alerts: short messages describing a given alert-worthy information or pathological condition. Apart from the framework's sub-components running within the WMAgent instances, there is a stand-alone application collecting alerts from all WMAgent instances running across the CMS distributed computing environment. The alert framework has a versatile design that allows for receiving alert messages also from other CMS production applications, such as PhEDEx data transfer manager. We present implementation details of the system, including its Python implementation using ZeroMQ, CouchDB message storage and future visions as well as operational experiences. Inter-operation with monitoring platforms such as Dashboard or Lemon is described.

  4. Why, When, and How To Use Evaluation: Experts Speak Out. Issues and Opportunities in Out-of-School Time Evaluation.

    ERIC Educational Resources Information Center

    Weiss, Heather B.; Little, Priscilla M. D.

    Noting that the disappointing findings of the first-year evaluation of the 21st-Century Community Learning Centers (21st CCLC) after-school program were offered as a rationale for a requested decrease in funding in President Bush's fiscal year 2004 education budget, this report compiles expert commentary on methodological issues in that evaluation…

  5. Developing Evidence-Based Interventions for Deployment into School Settings: A Case Example Highlighting Key Issues of Efficacy and Effectiveness

    ERIC Educational Resources Information Center

    Langberg, Joshua M.; Smith, Bradley H.

    2006-01-01

    This paper describes the development of an after-school program for middle-school students that simultaneously addressed issues of efficacy and effectiveness in an effort to create an evidence-based intervention (EBI) that can be implemented in school settings. The topics highlighted in this case example are intended to address the growing concern…

  6. Distributed Pedestrian Detection Alerts Based on Data Fusion with Accurate Localization

    PubMed Central

    García, Fernando; Jiménez, Felipe; Anaya, José Javier; Armingol, José María; Naranjo, José Eugenio; de la Escalera, Arturo

    2013-01-01

    Among Advanced Driver Assistance Systems (ADAS) pedestrian detection is a common issue due to the vulnerability of pedestrians in the event of accidents. In the present work, a novel approach for pedestrian detection based on data fusion is presented. Data fusion helps to overcome the limitations inherent to each detection system (computer vision and laser scanner) and provides accurate and trustable tracking of any pedestrian movement. The application is complemented by an efficient communication protocol, able to alert vehicles in the surroundings by a fast and reliable communication. The combination of a powerful location, based on a GPS with inertial measurement, and accurate obstacle localization based on data fusion has allowed locating the detected pedestrians with high accuracy. Tests proved the viability of the detection system and the efficiency of the communication, even at long distances. By the use of the alert communication, dangerous situations such as occlusions or misdetections can be avoided. PMID:24008284

  7. Distributed pedestrian detection alerts based on data fusion with accurate localization.

    PubMed

    García, Fernando; Jiménez, Felipe; Anaya, José Javier; Armingol, José María; Naranjo, José Eugenio; de la Escalera, Arturo

    2013-09-04

    Among Advanced Driver Assistance Systems (ADAS) pedestrian detection is a common issue due to the vulnerability of pedestrians in the event of accidents. In the present work, a novel approach for pedestrian detection based on data fusion is presented. Data fusion helps to overcome the limitations inherent to each detection system (computer vision and laser scanner) and provides accurate and trustable tracking of any pedestrian movement. The application is complemented by an efficient communication protocol, able to alert vehicles in the surroundings by a fast and reliable communication. The combination of a powerful location, based on a GPS with inertial measurement, and accurate obstacle localization based on data fusion has allowed locating the detected pedestrians with high accuracy. Tests proved the viability of the detection system and the efficiency of the communication, even at long distances. By the use of the alert communication, dangerous situations such as occlusions or misdetections can be avoided.

  8. After-School Spaces: Looking for Learning in All the Right Places

    NASA Astrophysics Data System (ADS)

    Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A.

    2016-06-01

    After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might youth learn in engineering design-based after-school settings? Traditional assessments often fail to capture the ways youth learn in informal settings, and deep science understandings are notoriously difficult to measure. In this study, we examined three after-school settings where 65 youth were learning science through engineering design challenges. In this informal setting, we examined storyboards, social networking forum (SNF) chat logs, videos of whole-class interactions, interviews with groups and single participants, and traditional multiple-choice pre- and posttest results. As we looked for evidence of learning, we found that the social networking forum was rich with data. Interviews were even more informative, much more so than traditional pencil and paper multiple-choice tests. We found that different kinds of elicitation strategies adopted by site leaders and facilitators played an important role in the ways youth constructed knowledge. These elicitation strategies also helped us find evidence of learning. Based on findings, future iterations of the curricula will involve tighter integration of social networking forums, continued use of videotaped interviews for data collection, an increased focus on training site leaders and facilitators in elicitation strategies, and more open-ended pencil and paper assessments in order to facilitate the process of looking for learning.

  9. Power-Up: A Collaborative After-School Program to Prevent Obesity in African American Children

    PubMed Central

    Choudhry, Shahid; McClinton-Powell, Lori; Solomon, Marla; Davis, Dawnavan; Lipton, Rebecca; Darukhanavala, Amy; Steenes, Althera; Selvaraj, Kavitha; Gielissen, Katherine; Love, Lorne; Salahuddin, Renee; Embil, Frank K.; Huo, Dezheng; Chin, Marshall H.; Quinn, Michael T.; Burnet, Deborah L.

    2013-01-01

    Background Schools represent a key potential venue for addressing childhood obesity. Objective To assess the feasibility of Power-Up, an after-school program to decrease obesity risk among African American children, using community-based participatory research (CBPR) principles. Methods Teachers led 14 weekly nutrition and physical activity sessions during after-school care at the Woodlawn Community School on Chicago’s South Side. Forty African American children ages 5 to 12 participated; their 28 parents discussed similar topics weekly at pickup time, and families practiced relevant skills at home. Pre- and post-intervention anthropometrics, blood pressure, dietary measures, and health knowledge and beliefs for children and parents were compared in univariate analysis. Results At baseline, 26% of children were overweight; 28% were obese. Post-intervention, mean body mass index (BMI) z scores decreased from 1.05 to 0.81 (p < .0001). Changes were more pronounced for overweight (−0.206 z-score units) than for obese children (−0.062 z-score units; p = .01). Girls decreased their combined prevalence of overweight/obesity from 52% to 46%; prevalence across these categories did not change for boys. The prevalence of healthful attitudes rose, including plans to “eat more foods that are good for you” (77% to 90%; p = .027) and “planning to try some new sports” (80% to 88%; p = .007). Conclusion Children in the Power-Up program reduced mean BMI z scores significantly. The after-school venue proved feasible. The use of CBPR principles helped to integrate Power-Up into school activities and contributed to likelihood of sustainability. Engaging parents effectively in the after-school time frame proved challenging; additional strate gies to engage parents are under development. Plans are underway to evaluate this intervention through a randomized study. PMID:22616204

  10. Strategies to Increase After-School Program Staff Skills to Promote Healthy Eating and Physical Activity.

    PubMed

    Weaver, R Glenn; Beets, Michael W; Beighle, Aaron; Webster, Collin; Huberty, Jennifer; Moore, Justin B

    2016-01-01

    Standards targeting children's healthy eating and physical activity (HEPA) in after-school programs call for staff to display or refrain from HEPA-promoting or -discouraging behaviors that are linked to children's HEPA. This study evaluated strategies to align staff behaviors with HEPA Standards. Staff at four after-school programs serving approximately 500 children participated in professional development training from January 2012 to May 2013. Site leaders also attended workshops and received technical support during the same time frame. Changes in staff behaviors were evaluated using the System for Observing Staff Promotion of Activity and Nutrition in a pre- (fall 2011) multiple-post (spring 2012, fall 2012, and spring 2013), no-control group study design. A total of 8,949 scans were completed across the four measurement periods. Of the 19 behaviors measured, 14 changed in the appropriate direction. For example, staff engaging in physical activity with children increased from 27% to 40% of scans and staff eating unhealthy foods decreased from 56% to 14% of days. Ongoing training and technical assistance can have a measureable impact on staff behaviors linked to child-level HEPA outcomes. Future research should explore the feasibility of disseminating ongoing trainings to after-school program staff on a large scale.

  11. 76 FR 62321 - Airworthiness Directives; Aviation Communication & Surveillance Systems (ACSS) Traffic Alert and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-07

    ... Communication & Surveillance Systems (ACSS) Traffic Alert and Collision Avoidance System (TCAS) Units AGENCY... certain Aviation Communication & Surveillance Systems (ACSS) traffic alert and collision avoidance system...) traffic alert and collision avoidance system (TCAS) units with part numbers identified in ACSS...

  12. Women's safety alerts in maternity care: is speaking up enough?

    PubMed

    Rance, Susanna; McCourt, Christine; Rayment, Juliet; Mackintosh, Nicola; Carter, Wendy; Watson, Kylie; Sandall, Jane

    2013-04-01

    Patients' contributions to safety include speaking up about their perceptions of being at risk. Previous studies have found that dismissive responses from staff discouraged patients from speaking up. A Care Quality Commission investigation of a maternity service where serious incidents occurred found evidence that women had routinely been ignored and left alone in labour. Women using antenatal services hesitated to raise concerns that they felt staff might consider irrelevant. The Birthplace in England programme, which investigated the quality and safety of different places of birth for 'low-risk' women, included a qualitative organisational case study in four NHS Trusts. The authors collected documentary, observational and interview data from March to December 2010 including interviews with 58 postnatal women. A framework approach was combined with inductive analysis using NVivo8 software. Speaking up, defined as insistent and vehement communication when faced with failure by staff to listen and respond, was an unexpected finding mentioned in half the women's interviews. Fourteen women reported raising alerts about safety issues they felt to be urgent. The presence of a partner or relative was a facilitating factor for speaking up. Several women described distress and harm that ensued from staff failing to listen. Women are speaking up, but this is not enough: organisation-focused efforts are required to improve staff response. Further research is needed in maternity services and in acute and general healthcare on the effectiveness of safety-promoting interventions, including real-time patient feedback, patient toolkits and patient-activated rapid response calls.

  13. Changing adolescent propensities to use drugs: results from Project ALERT.

    PubMed

    Ellickson, P L; Bell, R M; Harrison, E R

    1993-01-01

    Do successful drug prevention programs suppress the risk factors they were intended to modify? This paper addresses that issue for Project ALERT, a school-based program for seventh and eighth graders that has been shown to curb both cigarette and marijuana use. Evaluated with over 4,000 students in an experimental test that included 30 diverse California and Oregon schools, the curriculum seeks to help young people develop both the motivation to avoid drugs and the skills they need to resist pro-drug pressures. Using regression analyses, we examine the program's impact on the intervening (cognitive) variables hypothesized to affect actual use: adolescent beliefs in their ability to resist, perceived consequences of use, normative perceptions about peer use and tolerance of drugs, and expectations of future use. The analysis depicts program effects for perceptions linked to each target substance (alcohol, cigarettes, and marijuana), across all students and for those at different levels of risk for future use. Results show that the curriculum successfully dampened cognitive risk factors from each of the above categories for both cigarettes and marijuana, indicating that social influence programs can mitigate a broad range of beliefs associated with the propensity to use drugs. However, it had a limited impact on beliefs about alcohol, the most widely used and socially accepted of the three drugs. Implications for drug prevention programs and practitioners are discussed.

  14. Enfoque en las horas despues del dia en escuela para la prevencion de violencia (Focus on After-School Time for Violence Prevention). ERIC Digest.

    ERIC Educational Resources Information Center

    Patten, Peggy; Robertson, Anne S.

    Perhaps 8 million children spend the after-school hours at home alone. In the absence of adult supervision, many of these youth are likely to engage in delinquent or other high-risk activities. This Spanish-language digest reveals research that suggests after-school programs can help to prevent youths from engaging in these activities in two ways:…

  15. Recruiting and Retaining Older African American and Hispanic Boys in After-School Programs: What We Know and What We Still Need to Learn. GroundWork

    ERIC Educational Resources Information Center

    Kauh, Tina J.

    2010-01-01

    With funding from the Collaborative for Building After-School Systems (CBASS)--through support from The Atlantic Philanthropies--Public/Private Ventures (P/PV) conducted a small study to begin identifying promising strategies currently used by after-school programs to recruit and retain middle- and high-school-aged African American and Hispanic…

  16. Giving a Second Chance: An After-School Programme in a Shanty Town Interacted with Parent Type: Lessons from a Randomized Trial

    ERIC Educational Resources Information Center

    Cid, Alejandro

    2014-01-01

    This paper evaluates the role that an after-school may play in the educational outcomes of children living in poor suburbs. Previous evaluations have focused on average effects, with mixed findings. A possible explanation of these inconclusive findings is that after-school programmes may have heterogeneous effects. Our hypothesis is that the…

  17. Processing electrophysiological signals for the monitoring of alertness

    NASA Technical Reports Server (NTRS)

    Lai, D. C.

    1974-01-01

    Mathematical techniques are described for processing EEG signals associated with varying states of alertness. Fast algorithms for implementing real-time computations of alertness estimates were developed. A realization of the phase-distortionless digital filter is presented which approaches real-time filtering and a transform for EEG signals. This transform provides information for the alertness estimates and can be performed in real time. A statistical test for stationarity in EEG signals is being developed that will provide a method for determining the duration of the EEG signals necessary for estimating the short-time power or energy spectra for nonstationary analysis of EEG signals.

  18. Real-time alerts and reminders using information systems.

    PubMed

    Wanderer, Jonathan P; Sandberg, Warren S; Ehrenfeld, Jesse M

    2011-09-01

    Adoption of information systems throughout the hospital environment has enabled the development of real-time physiologic alerts and clinician reminder systems. These clinical tools can be made available through the deployment of anesthesia information management systems (AIMS). Creating usable alert systems requires understanding of technical considerations. Various successful implementations are reviewed, encompassing cost reduction, improved revenue capture, timely antibiotic administration, and postoperative nausea and vomiting prophylaxis. Challenges to the widespread use of real-time alerts and reminders include AIMS adoption rates and the difficulty in choosing appropriate areas and approaches for information systems support.

  19. The global outbreak alert and response network.

    PubMed

    Mackenzie, John S; Drury, Patrick; Arthur, Ray R; Ryan, Michael J; Grein, Thomas; Slattery, Raphael; Suri, Sameera; Domingo, Christine Tiffany; Bejtullahu, Armand

    2014-01-01

    The Global Outbreak Alert and Response Network (GOARN) was established in 2000 as a network of technical institutions, research institutes, universities, international health organisations and technical networks willing to contribute and participate in internationally coordinated responses to infectious disease outbreaks. It reflected a recognition of the need to strengthen and coordinate rapid mobilisation of experts in responding to international outbreaks and to overcome the sometimes chaotic and fragmented operations characterising previous responses. The network partners agreed that the World Health Organization would coordinate the network and provide a secretariat, which would also function as the operational support team. The network has evolved to comprise 153 institutions/technical partners and 37 additional networks, the latter encompassing a further 355 members and has been directly involved in 137 missions to 79 countries, territories or areas. Future challenges will include supporting countries to achieve the capacity to detect and respond to outbreaks of international concern, as required by the International Health Regulations (2005). GOARN's increasing regional focus and expanding geographic composition will be central to meeting these challenges. The paper summarises some of network's achievements over the past 13 years and presents some of the future challenges.

  20. Seismicity alert probabilities at Parkfield, California, revisited

    USGS Publications Warehouse

    Michael, A.J.; Jones, L.M.

    1998-01-01

    For a decade, the US Geological Survey has used the Parkfield Earthquake Prediction Experiment scenario document to estimate the probability that earthquakes observed on the San Andreas fault near Parkfield will turn out to be foreshocks followed by the expected magnitude six mainshock. During this time, we have learned much about the seismogenic process at Parkfield, about the long-term probability of the Parkfield mainshock, and about the estimation of these types of probabilities. The probabilities for potential foreshocks at Parkfield are reexamined and revised in light of these advances. As part of this process, we have confirmed both the rate of foreshocks before strike-slip earthquakes in the San Andreas physiographic province and the uniform distribution of foreshocks with magnitude proposed by earlier studies. Compared to the earlier assessment, these new estimates of the long-term probability of the Parkfield mainshock are lower, our estimate of the rate of background seismicity is higher, and we find that the assumption that foreshocks at Parkfield occur in a unique way is not statistically significant at the 95% confidence level. While the exact numbers vary depending on the assumptions that are made, the new alert probabilities are lower than previously estimated. Considering the various assumptions and the statistical uncertainties in the input parameters, we also compute a plausible range for the probabilities. The range is large, partly due to the extra knowledge that exists for the Parkfield segment, making us question the usefulness of these numbers.

  1. The Global Outbreak Alert and Response Network

    PubMed Central

    Mackenzie, John S.; Drury, Patrick; Arthur, Ray R.; Ryan, Michael J.; Grein, Thomas; Slattery, Raphael; Suri, Sameera; Domingo, Christine Tiffany; Bejtullahu, Armand

    2014-01-01

    The Global Outbreak Alert and Response Network (GOARN) was established in 2000 as a network of technical institutions, research institutes, universities, international health organisations and technical networks willing to contribute and participate in internationally coordinated responses to infectious disease outbreaks. It reflected a recognition of the need to strengthen and coordinate rapid mobilisation of experts in responding to international outbreaks and to overcome the sometimes chaotic and fragmented operations characterising previous responses. The network partners agreed that the World Health Organization would coordinate the network and provide a secretariat, which would also function as the operational support team. The network has evolved to comprise 153 institutions/technical partners and 37 additional networks, the latter encompassing a further 355 members and has been directly involved in 137 missions to 79 countries, territories or areas. Future challenges will include supporting countries to achieve the capacity to detect and respond to outbreaks of international concern, as required by the International Health Regulations (2005). GOARN's increasing regional focus and expanding geographic composition will be central to meeting these challenges. The paper summarises some of network's achievements over the past 13 years and presents some of the future challenges. PMID:25186571

  2. Provider and pharmacist responses to warfarin drug–drug interaction alerts: a study of healthcare downstream of CPOE alerts

    PubMed Central

    Boro, Maureen S; Korman, Nancy E; Davoren, J Ben

    2011-01-01

    Objective To categorize the appropriateness of provider and pharmacist responses to warfarin critical drug–drug interaction (cDDI) alerts, assess responses and actions to the cDDI, and determine the occurrence of warfarin adverse drug events (ADE) after alerts. Design An 18-month, retrospective study of acute care admissions at a single Veterans Affairs medical center using computerized provider order entry (CPOE). Measurements Patients included had at least one warfarin cDDI alert. Chart reviews included baseline laboratory values and demographics, provider actions, patient outcomes, and associated factors, including other interacting medications and number of simultaneously processed alerts. Results 137 admissions were included (133 unique patients). Amiodarone, vitamin E in a multivitamin, sulfamethoxazole, and levothyroxine accounted for 75% of warfarin cDDI. Provider responses were clinically appropriate in 19.7% of admissions and pharmacist responses were appropriate in 9.5% of admissions. There were 50 ADE (36.6% of admissions) with warfarin; 80% were rated as having no or mild clinical effect. An increased number of non-critical alerts at the time of the reference cDDI alert was the only variable associated with an inappropriate provider response (p=0.01). Limitations This study was limited by being a retrospective review and the possibility of confounding variables, such as other interacting medications. Conclusion The large number of CPOE alerts may lead to inappropriate responses by providers and pharmacists. The high rate of ADE suggests a need for improved medication management systems for patients on warfarin. This study highlights the possibility of alert fatigue contributing to the high prevalence of inappropriate alert over-ride text responses. PMID:22037888

  3. Crew Factors in Flight Operations XIV: Alertness Management in Regional Flight Operations Education Module

    NASA Technical Reports Server (NTRS)

    Rosekind, Mark R.; Co, Elizabeth L.; Neri, David F.; Oyung, Raymond L.; Mallis, Melissa M.

    2002-01-01

    Regional operations encompass a broad range of pilots and equipment. This module is intended to help all those involved in regional aviation, including pilots, schedulers, dispatchers, maintenance technicians, policy makers, and others, to understand the physiological factors underlying fatigue, how flight operations affect fatigue, and what can be done to counteract fatigue and maximize alertness and performance in their operations. The overall purpose of this module is to promote aviation safety, performance, and productivity. It is intended to meet three specific objectives: (1) to explain the current state of knowledge about the physiological mechanisms underlying fatigue; (2) to demonstrate how this knowledge can be applied to improving flight crew sleep, performance, and alertness; and (3) to offer strategies for alertness management. Aviation Safety Reporting System (ASRS) and National Transportation Safety Board (NISH) reports are used throughout this module to demonstrate that fatigue is a safety issue in the regional operations community. The appendices at the end of this module include the ASRS reports used for the examples contained in this publication, brief introductions to sleep disorders and relaxation techniques, summaries of relevant NASA publications, and a list of general readings on sleep, sleep disorders, and circadian rhythms.

  4. Usability Flaws in Medication Alerting Systems: Impact on Usage and Work System

    PubMed Central

    Ammenwerth, E.; Roehrer, E.; Pelayo, S.; Vasseur, F.; Beuscart-Zéphir, M.-C.

    2015-01-01

    Summary Objectives Previous research has shown that medication alerting systems face usability issues. There has been no previous attempt to systematically explore the consequences of usability flaws in such systems on users (i.e. usage problems) and work systems (i.e. negative outcomes). This paper aims at exploring and synthesizing the consequences of usability flaws in terms of usage problems and negative outcomes on the work system. Methods A secondary analysis of 26 papers included in a prior systematic review of the usability flaws in medication alerting was performed. Usage problems and negative outcomes were extracted and sorted. Links between usability flaws, usage problems, and negative outcomes were also analyzed. Results Poor usability generates a large variety of consequences. It impacts the user from a cognitive, behavioral, emotional, and attitudinal perspective. Ultimately, usability flaws have negative consequences on the workflow, the effectiveness of the technology, the medication management process, and, more importantly, patient safety. Only few complete pathways leading from usability flaws to negative outcomes were identified. Conclusion Usability flaws in medication alerting systems impede users, and ultimately their work system, and negatively impact patient safety. Therefore, the usability dimension may act as a hidden explanatory variable that could explain, at least partly, the (absence of) intended outcomes of new technology. PMID:26123906

  5. Crew Factors in Flight Operations XV: Alertness Management in General Aviation Education Module

    NASA Technical Reports Server (NTRS)

    Rosekind, Mark R.; Co, Elizabeth L.; Neri, David F.; Oyung, Raymond L.; Mallis, Melissa M.; Cannon, Mary M. (Technical Monitor)

    2002-01-01

    Regional operations encompass a broad range of pilots and equipment. This module is intended to help all those involved in regional aviation, including pilots, schedulers, dispatchers, maintenance technicians, policy makers, and others, to understand the physiological factors underlying fatigue, how flight operations affect fatigue, and what can be done to counteract fatigue and maximize alertness and performance in their operations. The overall purpose of this module is to promote aviation safety, performance, and productivity. It is intended to meet three specific objectives: (1) to explain the current state of knowledge about the physiological mechanisms underlying fatigue; (2) to demonstrate how this knowledge can be applied to improving flight crew sleep, performance, and alertness; and (3) to offer strategies for alertness management. Aviation Safety Reporting System (ASRS) and National Transportation Safety Board (NISH) reports are used throughout this module to demonstrate that fatigue is a safety issue in the regional operations community. The appendices at the end of this module include the ASRS reports used for the examples contained in this publication, brief introductions to sleep disorders and relaxation techniques, summaries of relevant NASA publications, and a list of general readings on sleep, sleep disorders, and circadian rhythms.

  6. Pilot Non-Conformance to Alerting System Commands

    NASA Technical Reports Server (NTRS)

    Pritchett, Amy

    1997-01-01

    This research project examined the effects of consonance between cockpit displays and alerting system as a technique to encourage pilots to conform to alerting system commands. An experiment used the task of collision avoidance during closely spaced parallel approaches as a case study, building upon previous experiments which identified instances of non-conformance and conflicts between the alerting criteria preferred by pilots, compared to that used by alerting systems. Using a workstation based, part-task simulator, each of 45 subjects completed 45 experiment runs. In each run, the subjects were told they were flying an approach. Their primary task was to keep their wings level despite turbulence through the use of a sidestick. The sidestick commands did not affect the path of the aircraft, however, so that consistent approach paths were be followed. Their secondary task was to indicate when an aircraft on a parallel approach is blundering towards them, as evidenced by the traffic display. Subjects were asked to press different buttons indicating whether they feel an avoidance maneuver is required by the traffic situation or not. At the completion of each run, subjects were asked to rate their confidence in their decision and, if appropriate, to rate the timeliness of automatic alerts when had been given. Three different automatic alert conditions were tested. The "No Automatic Alerts Given" condition is self-explanatory. In the "Automatic Alerts Based on NTZ Criteria" condition, an automatic alert was given when the NTZ criteria was triggered; this criteria is consistent with subject reactions in other studies, in which subjects were found to react, on average, when the other aircraft was 1350 min to the side of the own aircraft. In the "Automatic Alerts Based on MIT Criteria" condition, an automatic alert was given when the MIT criteria was triggered; this criteria was developed by Carpenter and Kuchar for parallel approaches to have better performance, at the

  7. Chemical Safety Alert: Hazards of Delayed Coker Unit (DCU) Operations

    EPA Pesticide Factsheets

    EPA and OSHA jointly publish this Chemical Safety Alert/Safety and Health Information Bulletin (CSA/SHIB) to increase awareness. DCU is a severe form of thermal cracking requiring high temperatures for long periods, for refining crude oils.

  8. ISS Update: e-Textiles, Alerting Future Astronauts

    NASA Video Gallery

    NASA Public Affairs Officer Lynnette Madison talks with students from the University of Minnesota about wearable technology, or e-textiles, containing visual, tactile and audio sensors to alert fut...

  9. Participatory design for drug-drug interaction alerts.

    PubMed

    Luna, Daniel; Otero, Carlos; Almerares, Alfredo; Stanziola, Enrique; Risk, Marcelo; González Bernaldo de Quirós, Fernán

    2015-01-01

    The utilization of decision support systems, in the point of care, to alert drug-drug interactions has been shown to improve quality of care. Still, the use of these systems has not been as expected, it is believed, because of the difficulties in their knowledge databases; errors in the generation of the alerts and the lack of a suitable design. This study expands on the development of alerts using participatory design techniques based on user centered design process. This work was undertaken in three stages (inquiry, participatory design and usability testing) it showed that the use of these techniques improves satisfaction, effectiveness and efficiency in an alert system for drug-drug interactions, a fact that was evident in specific situations such as the decrease of errors to meet the specified task, the time, the workload optimization and users overall satisfaction in the system.

  10. Connecting Kids to the Universe: Partnering with 4--H Youth Development to Pilot Afterschool Universe in New York

    NASA Astrophysics Data System (ADS)

    Schaff, N.

    2008-11-01

    To offer effective astrophysics outreach education, developmentally appropriate hands-on activities that develop conceptual understanding and create excitement about science and careers are needed. The new NASA Afterschool Universe Program is ideal to enhance astronomy and astrophysics outreach. Afterschool Universe is a comprehensive project that builds a strong conceptual understanding of the Universe beyond the solar system for out-of-school groups at the middle school level. Students at this age are fascinated by mysteries (to them) of the universe, but are introduced primarily to the Solar System in school. We determined that access to materials and training would be essential to successful implementation of Afterschool Universe. Therefore, we secured funding from the Chandra EPO program to develop kits and implement five regional workshops in collaboration with 4--H Youth Development in New York State during 2008, in preparation for the International Year of Astronomy.

  11. Maximizing Trust in the Wireless Emergency Alerts (WEA) Service

    DTIC Science & Technology

    2014-02-01

    CMAS). Alert originators (AOs) at emer- gency management agencies ( EMAs ) must trust WEA to deliver alerts to the public in an accurate and timely...that they receive before they will act on them. Clearly, the AOs, the EMAs , and the Federal Emergency Management Agency (FEMA) must all strive to...some factors, such as security, FEMA has requirements that an EMA and its contractors must satisfy. System reliability is a shared responsibility as it

  12. Alert management for home healthcare based on home automation analysis.

    PubMed

    Truong, T T; de Lamotte, F; Diguet, J-Ph; Said-Hocine, F

    2010-01-01

    Rising healthcare for elder and disabled people can be controlled by offering people autonomy at home by means of information technology. In this paper, we present an original and sensorless alert management solution which performs multimedia and home automation service discrimination and extracts highly regular home activities as sensors for alert management. The results of simulation data, based on real context, allow us to evaluate our approach before application to real data.

  13. Performance Assessment of Network Intrusion-Alert Prediction

    DTIC Science & Technology

    2012-09-01

    suspicious ( Albin , 2011). However, if an attack is genuine, the system usually reports the attack only after it has happened since most attacks happen in...we extracted the alert log file to determine whether the tests are detected. Similar experiments were conducted in ( Albin , 2011), which identified...and report. Snort is not able to detect client-side attacks and pcap replay ( Albin , 2011). To reduce the number of “reset outside window” alerts, we

  14. Swift Burst Alert Telescope (BAT) Instrument Response

    NASA Technical Reports Server (NTRS)

    Parsons, A.; Hullinger, D.; Markwardt, C.; Barthelmy, S.; Cummings, J.; Gehrels, N.; Krimm, H.; Tueller, J.; Fenimore, E.; Palmer, D.

    2004-01-01

    The Burst Alert Telescope (BAT), a large coded aperture instrument with a wide field-of-view (FOV), provides the gamma-ray burst triggers and locations for the Swift Gamma-Ray Burst Explorer. In addition to providing this imaging information, BAT will perform a 15 keV - 150 keV all-sky hard x-ray survey based on the serendipitous pointings resulting from the study of gamma-ray bursts and will also monitor the sky for transient hard x-ray sources. For BAT to provide spectral and photometric information for the gamma-ray bursts, the transient sources and the all-sky survey, the BAT instrument response must be determined to an increasingly greater accuracy. In this talk, we describe the BAT instrument response as determined to an accuracy suitable for gamma-ray burst studies. We will also discuss the public data analysis tools developed to calculate the BAT response to sources at different energies and locations in the FOV. The level of accuracy required for the BAT instrument response used for the hard x-ray survey is significantly higher because this response must be used in the iterative clean algorithm for finding fainter sources. Because the bright sources add a lot of coding noise to the BAT sky image, fainter sources can be seen only after the counts due to the bright sources are removed. The better we know the BAT response, the lower the noise in the cleaned spectrum and thus the more sensitive the survey. Since the BAT detector plane consists of 32768 individual, 4 mm square CZT gamma-ray detectors, the most accurate BAT response would include 32768 individual detector response functions to separate mask modulation effects from differences in detector efficiencies! We describe OUT continuing work to improve the accuracy of the BAT instrument response and will present the current results of Monte Carlo simulations as well as BAT ground calibration data.

  15. Real-time monitoring of the human alertness level

    NASA Astrophysics Data System (ADS)

    Alvarez, Robin; del Pozo, Francisco; Hernando, Elena; Gomez, Eduardo; Jimenez, Antonio

    2003-04-01

    Many accidents are associated with a driver or machine operator's alertness level. Drowsiness often develops as a result of repetitive or monotonous tasks, uninterrupted by external stimuli. In order to enhance safety levels, it would be most desirable to monitor the individual's level of attention. In this work, changes in the power spectrum of the electroencephalographic signal (EEG) are associated with the subject's level of attention. This study reports on the initial research carried out in order to answer the following important questions: (i) Does a trend exist in the shape of the power spectrum, which will indicate the state of a subject's alertness state (drowsy, relaxed or alert)? (ii) What points on the cortex are most suitable to detect drowsiness and/or high alertness? (iii) What parameters in the power spectrum are most suitable to establish a workable alertness classification in human subjects? In this work, we answer these questions and combine power spectrum estimation and artificial neural network techniques to create a non-invasive and real - time system able to classify EEG into three levels of attention: High, Relaxed and Drowsiness. The classification is made every 10 seconds o more, a suitable time span for giving an alarm signal if the individual is with insufficient level of alertness. This time span is set by the user. The system was tested on twenty subjects. High and relaxed attention levels were measured in randomise hours of the day and drowsiness attention level was measured in the morning after one night of sleep deprivation.

  16. Wireless Emergency Alerts: Trust Model Technical Report

    DTIC Science & Technology

    2014-02-01

    and collection of the responses. Our choice of Qualtrics as a survey tool was fortuitous. The SEI already possessed a site license of Qualtrics...hours Question responses were on a seven- choice Likert scale:  Definitely Not  Very Probably Not  Probably Not  Maybe  Probably  Very...addresses some of these issues and describes how we decided to handle each issue. Data collection method. We decided to use multiple- choice surveys as

  17. Clinical Decision Support Alert Appropriateness: A Review and Proposal for Improvement

    PubMed Central

    McCoy, Allison B.; Thomas, Eric J.; Krousel-Wood, Marie; Sittig, Dean F.

    2014-01-01

    Background Many healthcare providers are adopting clinical decision support (CDS) systems to improve patient safety and meet meaningful use requirements. Computerized alerts that prompt clinicians about drug-allergy, drug-drug, and drug-disease warnings or provide dosing guidance are most commonly implemented. Alert overrides, which occur when clinicians do not follow the guidance presented by the alert, can hinder improved patient outcomes. Methods We present a review of CDS alerts and describe a proposal to develop novel methods for evaluating and improving CDS alerts that builds upon traditional informatics approaches. Our proposal incorporates previously described models for predicting alert overrides that utilize retrospective chart review to determine which alerts are clinically relevant and which overrides are justifiable. Results Despite increasing implementations of CDS alerts, detailed evaluations rarely occur because of the extensive labor involved in manual chart reviews to determine alert and response appropriateness. Further, most studies have solely evaluated alert overrides that are appropriate or justifiable. Our proposal expands the use of web-based monitoring tools with an interactive dashboard for evaluating CDS alert and response appropriateness that incorporates the predictive models. The dashboard provides 2 views, an alert detail view and a patient detail view, to provide a full history of alerts and help put the patient's events in context. Conclusion The proposed research introduces several innovations to address the challenges and gaps in alert evaluations. This research can transform alert evaluation processes across healthcare settings, leading to improved CDS, reduced alert fatigue, and increased patient safety. PMID:24940129

  18. U.S. Geological Survey's Alert Notification System for Volcanic Activity

    USGS Publications Warehouse

    Gardner, Cynthia A.; Guffanti, Marianne C.

    2006-01-01

    The United States and its territories have about 170 volcanoes that have been active during the past 10,000 years, and most could erupt again in the future. In the past 500 years, 80 U.S. volcanoes have erupted one or more times. About 50 of these recently active volcanoes are monitored, although not all to the same degree. Through its five volcano observatories, the U.S. Geological Survey (USGS) issues information and warnings to the public about volcanic activity. For clarity of warnings during volcanic crises, the USGS has now standardized the alert-notification system used at its observatories.

  19. Successful ShakeAlert Performance for the Napa Quake

    NASA Astrophysics Data System (ADS)

    Allen, R. M.; Given, D. D.; Heaton, T. H.; Vidale, J. E.

    2014-12-01

    ShakeAlert, the demonstration earthquake early warning system, developed by the USGS, UC Berkeley, Caltech, ETH, and the University of Washington, functioned as expected for the August 24, 2014, M6.0 Napa earthquake. The first ShakeAlert was generated by the ElarmS algorithm 5.1 sec after the origin time of the earthquake, and 3.3 sec after the P-wave arrived at the closest station 6.5 km from the epicenter. This initial alert, based on P-wave triggers from four stations, estimated the magnitude to be 5.7. The warning was received at the UC Berkeley Seismological Laboratory 5 seconds before the S-wave and about 10 sec prior to the onset of the strongest shaking. ShakeAlert beta-testers across the San Francisco Bay Area simultaneously received the alert, including the San Francisco 911 center with 8 sec warning, and the BART train system. BART has implemented an automated train-stopping system that was activated (although no trains were running at 3:20 am). With the available network geometry and communications, the blind zone of the first alert had a radius of 16 km. The four stations that contributed to the first alert all encapsulate data into 1-second packets, but the latency in transmitting data to the processing center ranged from 0.27 to 2.62 seconds. If all the stations were to deliver data in 0.27 seconds, then the alert would have been available 2.3 sec sooner and the blind zone would be reduced to about 8 km. This would also mean that the city of Napa would have received about 1 second of warning. The magnitude estimate and event location were accurate from the initial alert onwards. The magnitude estimate did first increase to 5.8 and then dip to 5.4 2.6 sec after the initial alert, stayed at that level for 2 sec, and then returned to 5.7. The final magnitude estimate was 6.0, consistent with the ANSS catalog.

  20. After-school fitness performance is not altered after physical education lessons in adolescent athletes.

    PubMed

    Faigenbaum, Avery D; McFarland, James E; Buchanan, Erin; Ratamess, Nicholas A; Kang, Jie; Hoffman, Jay R

    2010-03-01

    Physical education (PE) provides a unique opportunity for school-age youth to establish health habits, although some young athletes are exempt from PE and others do not participate because of a concern regarding the lingering effects of fatigue on after-school fitness performance. The purpose of this study was to examine the acute effects of different PE lessons on after-school fitness performance in young athletes. Twenty athletes (14-18 years) participated in 3 different PE lessons that consisted of aerobic exercise (AE), resistance training (RT), or basketball skill training (BS). Fitness performance was assessed after-school following each lesson and after a control day without PE. There were no significant differences in flexibility (34.1 +/- 6.5, 34.7 +/- 1.3, 33.5 +/- 7.2, and 33.6 +/- 7.3 cm), vertical jump (46.3 +/- 14.7, 46.2 +/- 13.6, 46.4 +/- 13.4, and 45.6 +/- 14.2 cm), long jump (175.0 +/- 36.4, 174.2 +/- 36.3, 172.7 +/- 35.8, and 171.9 +/- 34.7 cm), medicine ball toss (348.9 +/- 121.8, 342.0 +/- 120.6, 353.9 +/- 123.6, and 348.4 +/- 129.1 cm), proagility shuttle run (5.8 +/- 0.5, 5.7 +/-0.53, 5.8 +/- 0.52, and 5.8 +/- 0.5 seconds), 20-m sprint (3.7 +/- 0.4, 3.7 +/- 0.4, 3.7 +/- 0.3, and 3.7 +/- 0.3 seconds), and 200-m sprint (36.3 +/- 4.7, 35.1 +/- 4.0, 35.9 +/- 5.9, and 35.4 +/- 5.4 seconds) after AE, RT, BS, or the control day, respectively. These findings suggest that an exercise lesson or skill-based PE class will not have an adverse effect on after-school fitness performance in adolescent athletes.