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.
Since 1983, the states of MD, PA, and VA.; D. C.; the Chesapeake Bay Comm.; and the EPA have partnered to protect and restore the deteriorated Chesapeake Bay ecosystem. The partners established the Chesapeake Bay Program to manage and coordinate a variety of restoration activities and in their most recent agreement, ¿Chesapeake 2000,¿ they established 102 commitments for the Chesapeake Bay to be achieved by 2010. In Oct. 2005, a report was issued which reviewed the mgmt., coordination, and reporting mechanisms used by the Bay Program, and recommended that the Bay Program take 6 actions. This report assesses the progress that the Bay Program has made in implementing these recommendations. Illus.
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.
Essential strategies for school trustees and superintendents. Addressing the urgent challenges of school leadership in our divided, post-pandemic landscape, The Governance Core 2.0 is an essential guide for school trustees and superintendents dedicated to making a meaningful difference in their districts. Davis Campbell, Michael Fullan, and Babs Kavanaugh provide useful tools and techniques to improve local governance culture, emphasizing the importance of collaboration between board members, district leaders, and school staff to support the success and wellbeing of every student. This thoroughly updated edition is now structured around three pillars–Governance Mindset, Governance Culture, and Governance Infrastructure–providing a comprehensive framework that addresses the core principles and responsibilities of effective school governance. Additional features include: Practical strategies for fostering collaboration, onboarding new trustees, and leading transformative change in a school district New real-world examples of effective board governance A board planning calendar and self-evaluation tools A new "Suggestions for Implementation" section to support the application of lessons from the book Offering guidance on developing a shared moral imperative and systems thinking and establishing clear norms and protocols, this book is a necessary resource for both new and experienced trustees, superintendents, and district leaders.