Chamine exposes how your mind is sabotaging you and keeping your from achieving your true potential. He shows you how to take concrete steps to unleash the vast, untapped powers of your mind.
The Chesapeake Bay Program was created in 1983 when Maryland, Pennsylvania, Virginia, D.C., the Chesapeake Bay Comm., and the EPA agreed to establish a partnership to restore the Bay. The partnership¿s most recent agreement, ¿Chesapeake 2000,¿ sets out 4 broad goals to guide the restoration effort through 2010. This testimony summarizes the findings of an Oct. 2005 report on: (1) the extent to which measures for assessing restoration progress had been established; (2) the extent to which program reports clearly and accurately described the Bay¿s health; (3) how much funding was provided for the effort for FY 1995 to 2004; and (4) how effectively the effort was being coordinated and managed. Charts and tables.
The first volume of this SpringerBrief presents a series of papers compiled from a conference about how after-school programs may be implemented to promote positive youth development (PYD) hosted by Youth-Nex, the University of Virginia Center to Promote Effective Youth Development. This volume reviews the importance of after-school programs for PYD and discusses key components of effective after-school programs. It also discusses issues related to the evaluation and measurement of quality in after-school programs. In addition, the brief presents suggestions for how researchers, policy makers, and practitioners can move the field forward and maximize the potential of after-school time and programs for promoting positive youth development for children and adolescents. Topics featured in this brief include: The history of the relationship between after-school programs and positive youth development. Specific features of programs that are important for advancing positive youth development. Issues in and approaches to measuring quality in after-school programs. The Quality, Engagement, Skills, Transfer (QuEST) model and its use for measuring effective after-school programs. A case study evaluation of the Girls on the Run program. After-School Programs to Promote Positive Youth Development, Volume 1, is a must-have resource for policy makers and related professionals, graduate students, and researchers in child and school psychology, family studies, public health, social work, law/criminal justice, and sociology.
Committee Serial No. 3. Considers H.R. 15856, a revised version of H.R. 15086; pt. 3: Continuation of hearings on H.R. 15086 (subsequently replaced by H.R. 15856), to authorize NASA funding for FY69. Focuses on progress of lunar and other planetary exploration programs of the Office of Space Science and Applications; pt. 4: Focuses on progress of technological utilization, and data tracking acquisition programs of the Office of Advanced Research and Technology; Index: Index to hearings considering H.R. 15086, (subsequently replaced by H.R. 15856), to authorize NASA funding for FY69.
Community Organizing provides new insight into an important national challenge how to stimulate the formation of genuinely community-based organizations and effective citizen action in neighborhoods that have not spawned these efforts spontaneously. Since Robert Putnam′s identification of the role of social capital in regional governance and economic development, there has been a virtual industry of interest and action created around the implications of his findings for the development of low-income communities. Yet, there remains a paucity of detailed empirical effort testing and refining his ideas. This book attempts to fill this gap. Community Organizing distills lessons from a national demonstration program that employed a novel approach to community organizing consensus organizing. Consensus organizing enhances social capital, building both stronger internal ties and capacity in low-income communities and fostering new relations (bridges) between residents of low-income communities and larger metropolitan area support communities. Using evaluation research and detailed comparative study of community development activity in three diverse demonstration sites, Ross Gittell and Avis Vidal identify key elements of building social capital, which strongly affect community development: comprehension of community development, credibility of effort and participants, confidence, competence, and constructive critiques of efforts. Other elements are more relevant to program management and implementation and include communication among participants, congruence of program effort, management of inherent contradiction, and adjusting implementation to reflect local context. This book describes the limits and promise of building social capital and will be of interest to community development students and professionals.