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This TAP presents seven papers submitted to the 2004 National Rural Alcohol and Drug Abuse Network (NRADAN) Awards for Excellence. Each paper describes effective and innovative models of treatment and prevention services in rural populations. This publication seeks to promote and showcase research addressing the unique and special challenges of providing treatment services to individual in rural areas and their families. The first place paper, "Creating and Sustaining an Adult Drug Court: Avoiding Burial in Grant's Tomb," (Glade F. Roper and Dee S. Owens) describes the effectiveness of a self-funded drug court in Tulare County, California; lessons learned; and disadvantages and advantages of the self-funded approach. The second place paper, "Empower for Recovery: An Innovative Approach to Assist Sustained Recovery in Rural Iowa," (Deborah K. Rohlfs) describes the effectiveness of a strength-and homebased substance abuse treatment and recovery support program in rural Iowa, as well as the challenges, problems, and solutions related to program implementation. The third place paper, "Delivering a Maternal Substance Abuse Intervention Program along the Rural Route," (Trudee Ettlinger) describes the development and effectiveness of an indicated-level substance abuse prevention program for lower income mothers living in rural Vermont, as well as the lessons learned and recommendations for improving implementation. "Socio-Demographic Profiles and Treatment Outcomes of Methamphetamine Abusers in Rural and Urban Areas" (Kazi A. Ahmed, and Careema Yusuf), is the fourth paper, and compares methamphetamine abusers in rural and urban areas, specifically their socio-demographic characteristics, actual use behavior, and drug use and nondrug treatment outcomes. " An Environmental Scan of Faith-Based and Community Reentry Services in Johnson County, Iowa" (Janet C. Hartman, Stephan Arndt, Kristina Barber, and Thomas Wassink) is fifth in the series, and focuses on community corrections, substance abuse treatment providers and faith-based organizations supporting reentry clients. Sixth in this group of papers, " Substance Abuse among Rural and Very Rural Drug Users at Treatment Entry" (Marlies L. Schoeneberger, Carl G. Leukefeld, Matthew L. Hiller, and Michael Townsend) examines the demographic distinction between rural and very rural drug users. Implications are discussed and recommendations are presented for substance abuse treatment providers and policymakers. The seventh and final paper, "Making the Addiction Severity Index User Friendly: An Electronic Display of Client Outcomes Using Shareware" (James E. Sorensen, James Elzey, and Faith Stuart), attacked a root problem in the use of outcome instruments: the inability to conveniently summarize and display client outcomes. Each paper provides references. "Resources on Rural Substance Abuse Issues" provides descriptions of programs, and contact information. (Contains 14 tables and 1 figure.)

This document consists of papers that received recognition in a competition sponsored by the Center for Substance Abuse Treatment and the National Rural Institute on Alcohol and Drug Abuse. The competition sought to focus attention on problems in providing treatment and prevention services for drug and alcohol problems in rural areas. The papers address a wide array of issues and populations, from schoolchildren to alcohol-dependent adults to criminal offenders. The introductory paper entitled, "Bringing Excellence to Rural and Frontier America: Advocacy for Substance Abuse Services in the 1990s" (Susan L. Becker) suggests what local and state programs can do to help overcome the barriers that interfere with gaining support from policymakers. The first- and second-place award papers are respectively entitled "Adult and Adolescent Community Correctional Services Program" (William S. Tanner) and "The Upper Peninsula Teen Leadership Program: Marquette-Alger Intermediate School District" (Dee Lindenberger). Third-place award papers include: (1) "You Can't Get There from Here: The Choice/Skyward Experience" (Rachel Cyr Henderson, Susan F. Long); (2) "School Teacher's Role in a School-Community Alcohol Intervention Program" (Ian M. Newman and others); (3) "Challenges in Rurally Based Alcohol and Drug Abuse Treatment Services" (James A. Armstrong); (4) "Issues in Providing Alcohol and Drug Abuse Services in Rural/Frontier Counties of California" (Kenneth R. Fleming); (5) "Building Community-Based Abuse Prevention Coalitions" (Jim Meek); (6) "Cultural Diversity As a Positive Force in the Treatment of Native American Alcohol and Other Drug Abuse" (Anne Muldoon); (7) "Transitional Recovery" (Larry R. Seybold); and (8) "Project TEA: Iowa State Penitentiary Substance Abuse Program" (Robert E. Schneider and others). (LP)

Papers from the World Summit of Ministers of Health on Programmes for AIDS Prevention in this book include: (1) "Global AIDS: Epidemiology, Impact, Projections, Global Strategy," (Jonathan Mann); (2) "Modes of Transmission: The Basis for Prevention Strategies," (Donald Acheson); (3) "National AIDS Information Programme in France," (Alain Pompidou); (4) "Planning AIDS Education for the Public in Uganda," (Samuel Okware); (5) "Brazil's Educational Programme on AIDS Prevention," (Lair Guerra de Macedo Rodrigues); (6) "Preventing AIDS through General Public Education: Experience from the United Kingdom," (Spencer Hagard); (7) "Messages Addressed to Women as a Target Audience, " (Peggy Clarke); (8) "Adolescents: Knowledge, Attitudes, Practice," (Lone de Neegaard); (9) "Developing Materials for Culture Groups," (Grace Smallwood); (10) "AIDS Prevention in the Netherlands: Intravenous Drug Users as a Target Group," (Hans Moerkerk); (11) "Reaching the Target Population: Female Prostitutes," (Elizabeth Ngugi); (12) "The Hot Rubber Story," (Roger Staub); (13) "Counselling before HIV Testing," (Benjamin Harris); (14) "Counselling after HIV Testing," (Gloria Ornelas Hall); (15) "Counselling of Persons with AIDS," (David Miller); (16) "Knowledge and Fear among Health Workers: The San Francisco Experience," (Paul A. Volberding); (17) "Health Workers, the Community, and AIDS," (Mafama Omba Ngandu); and (18) "Ensuring Safe Injection Procedures," (Nilton Arnt). Introductions, overviews, and opening and closing addresses are included. (ABL)

This collection of 19 papers offers an Australian perspective on behavior management and behavior change of children and youth with emotional and/or behavior problems. Papers are presented in two sections: national and regional perspectives, and programs and strategies for different contexts. Titles and authors include: "An Evaluation of Strategies and Methods for Addressing Problems of Peer Abuse in Schools" (Ken Rigby); "Meeting the Needs of Adolescents with Conduct Disorders" (Robert Conway); "Suspension Support for Children and Youth with Behaviour Problems" (Jean Jenkin); "Behaviour Problems: School Exclusions and School Non-Attendance" (David Evans and John Gardner); "Skillstreaming in Early Childhood" (Wendy Brown and Susanna Richardson); "Stop and Think Learning: Motivating Learning in Social Groups and Individuals" (Lindy Petersen); "Using Non-Aversive Strategies in the Classroom" (Barbara Ryan); "Prolific Partnership: In Praise of Parent Participation" (Nicklin Team); "Pathways for Change" (Maureen Gilbert and Mary McInnes); "RAPT Reviewed: Education in a Wider Context" (RAPT Team); "Out of the Bush, into the Wilderness" (Ray Handley); "Operation Flinders: New Horizons" (Pamela Murray-White); "From Early Intervention to Successful Mainschool Reintegration: The Farm School Experience" (Leigh Deckert); "Responding to Gambits that Children Use To Disrupt Classrooms" (Jerry Olsen); "Solution Focused Interventions in Schools" (Stephen Cornelissen and Sean Rafferty); "Past, Present, Future: Review and Reform Program: The Power of Evidence" (Janice Flaherty); "Boys and Relationships: A Developmental Strategy for Violence Prevention" (David Shores and Jenny Kernich); "Using Art and Craft To Effect Change with Difficult Kids" (Mary Jackson); "Peer Mediation: In a Primary School" (Angela Heuchan and Glenda Young). (Some papers contain references.) (JDD)

This report discusses the existence and prevention of major health and safety risks for children in day care and makes recommendations for the Federal Interagency Day Care requirements (FIDCR) concerning health and safety. Section I describes varying concepts of risk related to probability and to possibility of adverse events, and discusses assumptions about risk made by insurance, legal and lay sources. Section II presents evidence which delineates the major risks to health and safety of young children, in terms of both frequency of incidence and potential severity of outcome. Risks discussed include motor vehicle and pedestrian accidents, fires and burns, falls, suffocation and ingestion, drowning, infectious disease, malnutrition, dental disease, lead absorption, hearing loss, developmental and speech disabilities, allergies, vision problems and genetically transmitted disease. Section III discusses four internal program characteristics and four outside resources which help prevent or minimize risks described in section II. Later sections survey current health and safety practices in day care, discuss three options for a federal role in minimizing risks, and offer recommendations pertaining to federal regulation and areas for further research. (Author/CM)

The article deals with the application of microbicides in the pulp and paper industry. It describes how microorganisms can interfere with papermaking. It details the problems faced by the paper industry due to microorganisms. It describes the four main groups of microorganisms that colonise papermaking systems and their significance. The main applications of the non oxidising biocides that are widely used for microbiological control in papermaking are also detailed.

A March 1980 Systems and Procedures Exchange Center (SPEC) survey on preservation indicated that more than half the Association of Research Libraries (ARL) membership were operating some type of active preservation program. This kit on basic preservation procedures contains policy statements, guidelines, and procedural instructions (many illustrated) on: (1) shelving and handling materials (Illinois University, New England Document Conservation Center, Cornell University, Columbia University, University of Kansas--2 documents, and the New York Public Library); (2) protective treatment of library materials (Stanford University--3 documents, Southern Illinois University, Newberry Library--2 documents, Ohio Historical Society, and American Philosophical Society); (3) preserving information through reproduction (Stanford University, Yale University--3 documents, and the New York Public Library); and (4) preservation decision-making (the New York Public Library--3 documents, University of California-Berkeley, Stanford University, and Yale University). The concise summary that introduces the kit identifies factors contributing to the rapid rise of preservation awareness among those responsible for all types of library collections and discusses methods for developing new programs. (THC)

Findings from a March 1980 Systems and Procedures Exchange Center (SPEC) survey on preservation indicated that more than one-fourth of the members of the Association of Research Libraries (ARL) had written disaster plans, and many other plans were in preparation. This SPEC kit on preparing for emergencies and disasters comprises excerpts from committee reports, manuals, plans, and case histories; and includes documents on" (1) disaster preparedness, (Cornell University, Yale University, Stanford University, and University of Rochester); (2) protecting people and property, (Northwestern University, John Crerar Library, Cornell University, and University of Houston); (3) salvaging library materials, (New York Public Library, McMaster University, University of California-Riverside, and the National Library of Medicine); and (4) three case studies: "The Memorial Day Steam Cleaning" (Northwestern University), "Report on the July 11, 1976 Flood" (Cornell University), and an excerpt from "The Stanford-Lockheed Meyer Library Flood Report" (Stanford University). The concise summary that introduces the kit covers steps involved in preparing a plan and cites several published resources available to guide those responsible for the development of plans or salvage efforts. (THC)

In a March 1980 Systems and Procedures Exchange Center (SPEC) survey on preservation activities in Association of Research Libraries (ARL) member institutions, 40 libraries reported having conducted a formal preservation study or needs assessment, 28 had adopted planning or policy documents, and 58 reported operating an active preservation program with an average of three staff members assigned full or part-time to preservation/conservation functions. Another 19 members intended to implement such a program within 5 years. This kit on planning for preservation of library materials contains 17 documents: (1) initial planning reports and recommendations from University of Notre Dame, University of Virginia, University of Wisconsin-Madison, University of Kansas, Arizona State University, Duke University, University of Utah, and Western Council of State Libraries; (2) program and policy statements from University of Connecticut, Boston University, Brown University, Stanford University, and Southern Illinois University; and (3) historical perspectives from the National Library of Canada, the Library of Congress, Yale University Library, and Columbia University. The concise summary that introduces the collection briefly discusses current concerns and planning efforts, and tools and trends for the future. (THC)

This research monograph is based on papers from a technical review meeting of the same name, held April 26-27, 1994. It provides information about the special nature or context of rural communities that might impact patterns of drug and alcohol consumption and delivery of prevention and treatment services; health, social, and economic consequences of substance abuse; and special needs of rural subpopulations. Many papers include a focus on youth. The selected papers are: "Introduction: Drug and Alcohol Abuse in Rural America" (Zili Sloboda, Eric Rosenquist, Jan Howard); "The Social Context of Substance Abuse: A Developmental Perspective" (Rand D. Conger); "The Special Nature of Rural America" (Rand D. Conger); "Drug and Alcohol Use among Youth in Rural Communities" (Ruth W. Edwards); "Traffic and Illegal Production of Drugs in Rural America" (Patrick J. O'Dea, Barbara Murphy, Cecilia Balzer); "Risk and Protective Factors for Drug Use among Rural American Youth" (E. R. Oetting, R. W. Edwards, K. Kelly, F. Beauvais); "Introduction: [Health, Social, and Economic Consequences]" (Gayle M. Boyd); "Health Consequences of Alcohol Use in Rural America" (Gene H. Brody, Eileen Neubaum, Gayle M. Boyd, Mary Dufour); "Health Consequences of Rural Illicit Drug Use: Questions without Answers" (Dennis G. Fisher, Henry H. Cagle, Dawn C. Davis, Andrea M. Fenaughty, Theresa Kuhrt-Hunstiger, Susan R. Fison); "Social and Economic Consequences of Rural Alcohol Use" (Kelly J. Kelleher, James M. Robbins); "The Economic and Social Costs of Drug Abuse among the Rural Population" (Joseph F. Donnermeyer); "Introduction: Interventions and Services" (Elizabeth B. Robertson); "The Prevention of Alcohol Use by Rural Youth" (Carol N. D'Onofrio); "A Drug Abuse Prevention Strategy for Rural America" (Anthony Biglan, Terry Duncan, A. Blair Irvine, Dennis Ary, Keith Smolkowski, Lisa James); "In Living Context: An Interdisciplinary Approach to Rethinking Rural Prevention" (Gordon Karim); "Introduction to Mental Health Service Delivery in Rural Areas" (Elizabeth B. Robertson); "Mental Health Service Delivery in Rural Areas: Organizational and Clinical Issues" (Morton O. Wagenfeld, J. Dennis Murray, Dennis F. Mohatt, Jeanne C. DeBruyn); "Introduction: Drug Abuse among Rural Ethnic and Migrant Populations" (Lula A. Beatty); "Alcohol and Drug Abuse by Migrant Farmworkers: Past Research and Future Priorities" (James M. Watson); "Culturally Competent Substance Abuse Prevention Research among Rural Native American Communities" (Jerry Stubben); "Substance Abuse in Rural African-American Populations" (Marvin P. Dawkins, Mary M. Williams); and "Drug and Alcohol Use among Rural Mexican-Americans" (Felipe G. Castro, Sara Gutierres). (Each paper contains references.) (SV)

The phenomenon of street children is a growing concern in South Africa. The Human Sciences Research Council and the South African Department of Health and Population Development organized a networking conference in November 1993 as a step toward developing, on a partnership basis, guidelines for policy and strategies in the best interests of street children. Experts on various aspects of the problem presented short papers that became the basis of the small group discussions that were the core of the conference proceedings. This document contains summaries of the six conference papers, the feedback from the different groups, and the resolutions of the working conference. Working groups discussed the following topics: (1) the needs and rights of street children; (2) coordination of services; (3) policy guidelines and existing legislation; (4) public and private partnerships for street children; (5) outreach programs and the role of the outreach worker; (6) assessment of street children; (7) preparing street children for employment through education and training; (8) aftercare; and (9) community awareness and participation, including prevention strategies. Conference participants agreed that a multifaceted approach to the problems of street children is required. An appendix provides a directory of organizations and individuals involved with street children. (Contains 1 diagram.) (SLD)

Eight papers presented at a March 1993 conference address the role of education in systems of care for children's mental health. Papers have the following titles and authors: (1) "Interagency Collaboration through a School-Based Wraparound Approach: A Systems Analysis Summary of Project WRAP" (Lucille Eber and Carol Stieper); (2) "Baseline Findings from a Study Focusing on the Mental Health of Children in Three Demonstration Project Sites in Texas: The School of the Future Project" (Scott S. Keir et al.); (3) "The City Lights Primary Prevention and Early Intervention Demonstration Project" (Bert L'Homme et al.); (4) "Attitudes of Regular Teachers and Administrators toward Mainstreaming (Inclusion)" (Claudia S. Greene); (5) "Perceptions and Experiences of Special Educators Regarding the Inclusion of Students with Emotional Behavioral Disturbances" (Linda T. Inatsuka et al.); (6) "Perceptions of Students Experiencing Emotional Behavioral Disorders and Their Peers Regarding Inclusive Classrooms" (Karen Topper et al.); (7) "Perceptions of Regular Educators Regarding the Inclusion of Students with Emotional Behavior Disorders" (Ruth Walker Hamilton et al.); and (8) "Perceptions of Parents Regarding Their Involvement and Experience with Collaborative Educational Teams for Students with Emotional Behavior Disorders" (Julie Welkowitz et al.). Individual papers contain references. (DB)

Compiled in this volume are summaries of the knowledge base on prevention of alcohol and other drug use and mental disorders in children and adolescents. The papers address risk factors, preventive interventions, conceptual and methodological issues, epidemiology, identification, service delivery and treatment, research, and professional training. After an introduction by Irving Philips, papers with the following titles and authors are presented: "Commentary: The Integration of Problem and Prevention Perspectives: Mental Disorders Associated with Alcohol and Drug Use" (Morton M. Silverman); "Conceptual Issues in Prevention" (Arnold J. Sameroff and Barbara H. Fiese); "The Prevention of Child and Adolescent Disorders: From Theory to Research" (Raymond P. Lorion and others);"Prevention Programming as Organizational Reinvention: From Research to Implementation" (Richard H. Price and Raymond P. Lorion); "Public Policy: Risk Factor or Remedy?" (Leon Eisenberg); "Psychiatric Disorder in Parents as a Risk Factor for Children" (Michael Rutter); "Risks for Maladjustment Associated with Chronic Illness in Childhood" (I. Barry Pless and Terence M. Nolan); "Prevention of Psychiatric Morbidity in Children after Disaster" (Robert S. Pynoos and Kathi Nader); "Conduct Disorder: Risk Factors and Prevention" (D. R. Offord); "Prevention of Alcohol and Drug Abuse: A Critical Review of Risk Factors and Prevention Strategies" (Karol L. Kumpfer); "Prevention Issues in Youth Suicide" (David Shaffer and others); "Prevention of Learning Disorders" (Archie A. Silver and Rosa A. Hagin); "Prevention of Psychiatric Disorders in Children and Adolescents: A Summary of Findings and Recommendations from Project Prevention" (David Shaffer). Reference lists follow each chapter. (JDD)

This set of papers is one part of the United States Department of Education's effort to establish a research agenda for drug use. It consists of a foreword and 10 papers that examine issues of drug abuse, students, and schools. It presents different views on the drug abuse problem in order to affect research on schools, drugs, and drug education. The foreword, "Rethinking Drug Abuse, Students, and Schools" (Leslie J. Silverman), discusses the timing and rationale of the Department of Education's project on new research perspectives on preventing student drug abuse, and highlights seven themes that emerge from the 10 papers. Although the papers are presented in their entirety, each is individually abstracted in a separate section to illustrate the basic researchable ideas of the authors. The papers are: (1) "Drug Abuse and Adolescence" (Joseph Adelson); (2) "Families, Adolescents, and Drugs: A Review and Interpretation of the Research Literature" (Allan C. Carlson); (3) "Drugs, Peer Groups, and School Communities" (Nathan Glazer); (4) "Reducing Drug Use in America: A Perspective, a Strategy, and Some Promising Approaches" (Lloyd D. Johnston); (5) "Historical Perspectives on Youth and Drugs" (Joseph F. Kett); (6) "The Legal System and School Efforts to Combat Drug Abuse" (Henry Lufler, Jr.); (7) "What We Can Learn From the First Opiate-Cocaine Epidemic" (David F. Musto); (8) "Schools and Drugs: Educational Partnership as a Remedy for the School Drug Problem" (David S. Seeley); (9) "Drugs and Children" (Benjamin J. Stein); and (10) "Competing with the Drug Curriculum in American Schools" (Jackson Toby). Biographical summaries of the authors are appended. (NB)

North Carolina Family Impact Seminars (NCFIS) include annual seminars, briefing reports and follow-up activities designed specifically for state policymakers, including legislators and legislative staff, the governor and executive branch staff, and state agency representatives. The Center for Child and Family Policy at Duke University convenes the seminars. With materials made publicly available on the Center's website following each seminar, the reach of NCFIS extends to a wide range of organizations and individuals including state and local government officials, leaders of nonprofit agencies, and scholars from Duke and other institutions of higher education. The seminars provide objective, nonpartisan, solution-based research on a topic of current concern to state policymakers. The seminars address how policies and practices impact children and families. Each year, topic selection is guided by legislators and legislative staff based on their concerns and those of their colleagues and constituents, as well as their knowledge of what is likely to be addressed during current and future legislative sessions. Through NCFIS, research, information and insight related to policy, practice and programs are presented in two ways: (1) By experts who present and interact with stakeholders at the seminar; and (2) Through briefing materials produced for the seminar. This report, "Preventing Childhood Obesity: Policy and Practice Strategies for North Carolina," was prepared for the 2011 North Carolina Family Impact Seminar. The report focuses on ways in which farming and early childhood education communities can collaborate to combat obesity among young children. It addresses a number of the issues raised in the 2010 "North Carolina Enhanced Nutrition Standards for Child Care: Final Report to the General Assembly." This report includes the following briefs: (1) Causes and consequences of childhood obesity: What the research says (Maeve Gearing); (2) The childhood obesity problem in North Carolina and why focusing on the youngest children makes sense (Kelly Evans and Joel Rosch); (3) Farm to school and farm to child care: Summary of policies and programs (Jeannine Sato and Jenni Owen); (4) Farm to preschool and preschool garden strategies to combat early childhood obesity (Sara Benjamin Neelon and Kelly Evans); and (5) Policy approaches that support farm to preschool and preschool garden strategies for preventing early childhood obesity (Sara Benjamin Neelon and Joel Rosch). Appended are: (1) Organizational Resources; (2) Glossary of Relevant Terms; (3) Relevant Acronyms; (4) NC Department of Health and Human Services April 2011 Press Release; and (5) Annotated Bibliography. Individual briefs contain endnotes.

The Forum on Microbial Threats (previously named the Forum on Emerging Infections) was created in 1996 in response to a request from the Centers for Disease Control and Prevention (CDC) and the National Institutes of Health (NIH). The goal of the Forum is to provide structured opportunities for representatives from academia, industry, professional and interest groups, and government to examine and discuss scientific and policy issues that are of shared interest and that are specifically related to research and prevention, detection, and management of emerging infectious diseases. In accomplishing this task, the Forum provides the opportunity to foster the exchange of information and ideas, identify areas in need of greater attention, clarify policy issues by enhancing knowledge and identifying points of agreement, and inform decision makers about science and policy issues. The Forum seeks to illuminate issues rather than resolve them directly; hence, it does not provide advice or recommendations on any specific policy initiative pending before any agency or organization. Its strengths are the diversity of its membership and the contributions of individual members expressed throughout the activities of the Forum. Recent increased attention to both United States and international public health systems as well as the medical research and treatment infrastructure has revealed significant deficiencies in their capacity to respond to infectious diseases. Medical and public health professionals may be poorly equipped to detect, diagnose, and treat common infectious diseases as well as those diseases that pose an unexpected threat. The need for the development of domestic and international training programs in the expanding field of emerging and reemerging infectious diseases is well recognized. Well-trained infectious disease professionals form the basis of a strong national healthcare system. The Forum on Emerging Infections (now renamed the Forum on Microbial Threats) convened a 2-day workshop discussion "the subject of this summary" to examine the education and training needs to ensure an adequate infectious diseases workforce. The workshop reviewed trends in research training programs and discussed the requirements for establishing successful educational initiatives and training programs to ensure a competent and prepared workforce for current and future challenges in infectious diseases. Some key disciplines explored as case-study examinations included infectious disease epidemiology, vaccinology, vector biology, and public health laboratorians. The following are appended: (1) Authored Papers; (2) Workshop Agenda; and (3) Forum Member Biographies. The authored papers are as follows: (1) Implications of Restrictions on Foreign Students and Scientists for Infectious Disease Research (Ronald M. Atlas); (2) Training and Sustaining the Public Health Laboratory Workforce--Our First Line of Defense against Infectious Diseases (Scott J. Becker); (3) Who Will Live in the "House of Genomes"? (Tara Acharya, Halla Thorsteinsdóttir, Peter A. Singer, and Abdallah S. Daar); (4) Public Health for All: Workforce Development through an Integrated Approach to Health Care Curricula (Walid El Ansari); (5) Stakeholders' Perceptions of Outcomes in Public Health Educational Partnerships (Walid El Ansari); (6) Health Protection: Communicable Disease, Public Health and Infection Control Educational Programmes--A Case Study from the UK (W. El Ansari and S. Privett); (7) Addressing the Health Workforce Crisis in the Developing World (A. Edward Elmendorf); (8) Ensuring an Adequate Infectious Diseases Physician Response to Emerging Infections (Gary L. Gorby); (9) Addressing the Microbial Threat to Health: Training Ph.D. Scientists to Help Lead the Way (Martha L. Gray); (10) What Kinds of Scientists Do We Need to Train, and How? (Victoria McGovern); (11) Vaccines in the 21st Century (Stanley Plotkin); (12) Schools of Public Health: Meeting the Workforce Challenge of Emerging Infections (Margaret A. Potter); and (13) U.S. Capacity to Confront Emerging Vector-Borne Pathogens (Andrew Spielman). [Individual papers contain references.]

"Education Indicators" are facts and statistics that help to describe a public education system. They are tools which are useful in examining and measuring the effectiveness of the system. Examples include information such as the amount of local funds raised to support local schools, per pupil expenditures, pupil-teacher ratios, and student achievement results. This publication contains a series of indicators which will help interested citizens, policymakers, and legislators understand the many components of the K-12 Maine public education system. This paper is comprised of six categories of indicators: (1) Background Demographics; (2) Enrollment; (3) Staff; (4) Program; (5) Student Performance; and (6) Finance. While the categories have been changed recently from previous editions, the report still contains the same indicators. The "Background Demographics" section provides information on community and societal characteristics of the education environment which may have an impact on student learning. The "Enrollment" section highlights enrollment trends statewide and in some cases by county. The "Staff" section provides characteristics of Teachers and Administrators in schools statewide. The "Program" section provides information on the school district organizational structure and other specific programs within schools that enhance education in Maine. The "Student Performance" section provides a tool to assess the productivity and accomplishments of education in Maine. And finally, the "Finance" section provides financial information relevant to education in Maine. Two appendices are included: (1) Statutory Language for the Maine Education Policy Research Institute; and (2) Related Publications. (Contains 55 tables and 39 figures.)

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers.

This monograph presents highlights from a 2002 forum on school-wide approaches to working with students with challenging behaviors. The forum's focus was on ways to make systemic changes to create school environments that support the use of positive academic and behavioral interventions at the building and classroom levels. The following presentations of keynote speakers are included: (1) "Behavior in the Schools: Issues Related to Students with Challenging Behaviors" (Richard Van Acker); (2) "Accommodations and Modifications for Students with Challenging Behaviors: Collaborating with General Education" (Michael N. Hazelkorn); (3) "Strategic Use of School Personnel: Providing Meaningful Behavioral Supports for Students with Challenging Behaviors and the School Personnel Who Work with Them" (Mary Karen Oudeans); (4) "Managing Kids: Direct Answers for Tricky Issues" (Anthony Moriaty); and (5) "Developing Effective Behavioral Intervention Plans and Positive Behavioral Supports" (Richard Van Acker). Also included are summaries of the following discussion groups and leaders: "Proactive Approaches To Working with Challenging Behaviors: Voices from the Field" (Howard S. Muscott and others); "Improving School Climate: Moving from 'Your Kids' to 'Our Kids'" (Karen Barnest and others); "Practicing an Ethos of Care: Laying a Foundation for School-Wide Proactive Approaches" (Teresa L. Teaff and Cathy Kea); "The Academic/Behavioral Connection: Working Effectively with Students with Challenging Behaviors" (Beverley H. Johns); and "Meeting the Needs of Students with Emotional or Behavioral Disorders through Proactive Approaches" (Mary E. Little). (Individual presentations and discussion summaries contain references.) (DB)

This monograph contains several commissioned papers which attest to the significance of the family perspective in the understanding, treatment, and prevention of drug abuse. Papers discussing the fundamentals of a conceptual framework for the family perspective are followed by a review of theories of family growth and development, structure, function, and dysfunction, including reports of supporting research and case materials. Policy considerations for local treatment programs, state and federal initiatives, and the professional community are discussed. The monograph concludes with conceptual shifts and subsequent proposals that may institutionalize new ways of thinking about dysfunctional behavior. A report of the Office of Program Development and Analysis on the practice of primary prevention in family therapeutic work is included. A recurring theme throughout these papers is the supposition that specific family-related antecedents are associated with specific problematic behavior, that certain generic family factors are associated with dysfunctional behavior, and that investigations of the apparent commonalities would be useful. (Author/NRB)

This book presents 19 papers on child abuse and neglect. A brief introduction by Health and Human Services Secretary, Margaret Heckler is followed by 13 major issue papers: "Combatting Child Abuse and Neglect" by the assistant secretary for Human Development Services, Dorcas R. Hardy; "What Have We Learned about Child Maltreatment" by James Garbarino; "Stop Talking about Child Abuse" by Donna J. Stone and Anne H. Cohn; "Community Involvement in the Prevention of Child Abuse and Neglect" by Peter Coolsen and Joseph Wechsler; "Child Neglect: An Overview" by Aeolian Jackson; "How Widespread is Child Sexual Abuse?" by David Finkelhor; "What We've Learned from Community Responses to Intrafamily Child Sexual Abuse" by Martha M. Kendrick; "Emotional Abuse of Children" by Dorothy Dean;"Overview: The National Center on Child Abuse and Neglect;""Providing Child Protective Services to Culturally Diverse Families" by Roland H. Sneed; "Developmentally Disabled, Abused and Neglected Children" by Mark D. Souther; "The Revolution in Family Law: Confronting Child Abuse" by Howard A. Davidson; and "The Military's Response to Child Abuse and Neglect" by Suzanna Nash. Six papers describing programs and projects that deal with child abuse and neglect are also included. The book concludes with a question and answer section on reporting responsibilities and procedures when one knows of or suspects child abuse and neglect, a list of state names and addresses of child protection agencies, and an annotated bibliography of manuals, reports, and other publications of the National Center on Child Abuse and Neglect that deal with child maltreatment. (KGB)

Twenty-one papers on caring for children with cerebral palsy are organized into four sections, including: (1) cerebral palsy and the interdisciplinary team approach; (2) management of impairments related to cerebral palsy; (3) preventing disability by optimizing function of the child with cerebral palsy; and (4) preventing handicap by creating opportunities for the child with cerebral palsy. The papers are: "Definitions, Etiology, and Epidemiology of Cerebral Palsy" (Louis Pellegrino and John P. Dormans); "Making the Diagnosis of Cerebral Palsy" (Louis Pellegrino and John P. Dormans); "Interdisciplinary Care of the Child with Cerebral Palsy" (Louis Pellegrino and Gretchen Meyer); "Well-Child Care and Health Maintenance" (Louis Pellegrino); "The Management of Spasticity" (Stephanie Ried, Louis Pellegrino, Shirley Albinson-Scull, and John P. Dormans); "Musculoskeletal Impairments: Introduction to the Orthopedics of Cerebral Palsy" (John P. Dormans and Lawson A. Copley); "Orthopedic Approaches to Treatment" (John P. Dormans and Lawson A. Copley); "Gait Analysis in Cerebral Palsy" (Freeman Miller); "Postsurgical Management of Cerebral Palsy" (Sandy McGee, Johanna E. Deitz Curry, and John P. Dormans); "Neurosurgical Treatment of Spasticity" (Ann-Christine Duhaime and Shirley Albinson-Scull); "Nutrition and Feeding" (Peggy S. Eicher); "Promoting Functional Mobility" (Johanna E. Deitz-Curry); "Promoting Function in Daily Living Skills" (Lesley A. Geyer, Lisa A. Kurtz, and Lynette E. Byarm); "Promoting Function: Communication" (Cynthia B. Solot); "Assistive Technology" (Jennifer Rauck Burstein, Mary Lisa Wright-Drechsel, and Audrey Wood); "Orthotic Management" (James S. Walker and Meg Stanger); "The Family" (Symme W. Trachtenberg and Christine F. Rouse); "The School" (Susan K. Effgen); "Public Policy: Disability-Related Legislation" (Linda Hock-Long); "Transitions to Adulthood: The Adult with Cerebral Palsy" (Adadot Hayes); and "Epilogue" (John P. Dormans and Louis Pellegrino). (Individual papers contain references). (DB)

The articles in this collection address various definitions, viewpoints, and treatments for youth at risk and youth offenders. Articles not only examine alternatives to incarceration, but also provide examples of value-forming experiences beneficial to all young people. The articles and authors are: (1) "Introduction" (Anthony Richards); (2) "The Roots of At Risk Behavior" (Brenda Robertson); (3) "Youth At-Risk for Violence and Delinquency: A Metaphor and a Definition" (B. T. McWhirter, J. Jeffries McWhirter); (4) "I'm Okay, You're At Risk: Beyond Ephebiphobia and Toward Research" (Kirk Astroth); (5) "Who Is At Risk: The System or Youth?" (Jason Bocarro); (6) "Partners in Programming: Concordia University Inner City Youth Project" (Lisa Ostiguy, Robert Hopp, Randy Swedburg); (7)"The Black Church and Youth At Risk for Incarceration" (Roger H. Rubin, Andrew Billingsley, Cleopatra Howard Caldwell); (8) "Making the Connection Between Leisure and At-Risk Youth in Today's Society" (James Calloway); (9) "Under Pressure Program: Using Live Theatre To Investigate Adolescents' Attitudes and Behavior Related to Drug and Alcohol Abuse Education and Prevention" (L. Arthur Safer, Carol Gibb Harding); (10) "Adventure Family Therapy: An Innovative Approach Answering the Question of Lasting Change with Adjudicated Youth?" (Michael A. Gass); (11) "Adolescent Female Offenders: Program Parity Is Essential to Meeting Their Needs" (Ilene R. Bergsmann); and (12) "Characteristics of Adventure Programs Valued by Adolescents in Treatment" (Jeffrey P. Witman). (KS)

This book contains six papers on condom availability programs in the public schools. "Executive Summary" (Stryker, Samuels, and Smith) looks at the consequences of unprotected sex, adolescent condom use, condom promotion and availability, the role of schools, sex education in schools, how school condom programs work, distribution mechanisms, staffing and counseling, parental involvement, funding sources, legal issues, and program evaluation. "A Survey of Condom Programs" (Leitman, Kramer, and Taylor) discusses the findings from a study of superintendents in 299 high-school and middle-school districts on condom availability programs. "The View from Schools: Four Focus Groups" (Greene) discusses the perspectives of four focus groups of urban and nonurban school superintendents and school board members. "Funding and Policy Options" (Brindis) looks at rules affecting public funding and describes several model programs and their funding streams. "Legal Issues" (Solomon) discusses the legal issues regarding condom availability programs in public schools. "Research and Evaluation" (Kirby) looks at findings from previous research and emphasizes the need for both research and evaluation into the effectiveness of condom availability programs in the schools. (NB)

This report focuses on preventing potentially disabling conditions from developing into disabilities and on minimizing the effects of such conditions on a person's productivity and quality of life. It describes disability as a social and public health issue and not just a physical condition. The report begins with an executive summary, an introduction which discusses prevention issues in general and defines concepts, and a list of 27 recommendations. Subsequent chapters discuss: (1) the magnitude and dimensions of disability in the United States; (2) a conceptual approach to disability prevention and use of the tools and principles of epidemiology; (3) major areas of disability (developmental disabilities, injury-related disabilities, chronic diseases and aging, and secondary conditions associated with primary disabling conditions); (4) government and private sector programs concerned with disability prevention; and (5) conclusions and recommendations in the areas of a national program for the prevention of disability, surveillance, research, access to care and preventive services, and professional and public education. Appendixes contain a paper by Saad Z. Nagi titled "Disability Concepts Revisited: Implications for Prevention"; a statement of one committee member dissenting from this majority report of the Committee on a National Agenda for the Prevention of Disabilities; a response to the dissenting statement by committee members; and committee biographies. (Approximately 375 references) (JDD)

This document presents discussions of current research and activities by experts in early intervention and behavior disorders. It offers a range of evidence-based strategies, procedures, and models appropriate for prevention and early intervention programs with young children at risk for emotional and/or behavioral disorders. Following an introductory chapter, chapter 2, "Functional Behavioral Assessment in Early Childhood Settings: A Model for Linking Assessment Information to Intervention" (Carol Ann Davis and Maureen A. Conroy), discusses a systematic method of assessing classroom variables linked to problem behaviors and the development of behavioral support plans. The third chapter is titled "Engaged Supervision To Support Evidence-Based Practices for Young Children with Challenging Behavior" (Philip S. Strain and Gail E. Joseph) and presents supervising strategies that staff can use in early childhood classrooms to decrease challenging behaviors. The fourth chapter, "Evidence-Based Peer Interaction Interventions for Preschool Children" (William H. Brown and others), describes an intervention hierarchy for promoting peer-related social competence. In the fifth chapter, "Reducing Challenging Behaviors in Young Children" (Melissa L. Olive and others), the authors compare effects of parent- and teacher-implemented assessment-based interventions for young children with challenging behaviors. The final chapter, "An Examination of Early Intervention/Prevention Research with Children at Risk of Emotional and Behavioral Disorders" (Peggy P. Hester and others), summarizes critical factors in early intervention/prevention research with children at risk for development of emotional/behavioral disorders. (Contains approximately 100 references.) (DB)

This collection of 10 author-contributed papers addresses various aspects of programming for students with behavioral disorders. Papers have the following titles and authors: (1) "Teacher Ratings of School Survival Skills and Setting Demands" (Bill Bursuck et al.); (2) "Toward Least Restrictive Curriculum for Behaviorally Disordered Adolescents" (Virginia Laycok and Lori Korinek); (3) "An Investigation of Social Networks of Behaviorally Disordered and Normal Adolescents: Implications for Prevention and Intervention" (Rober Gable et al.); (4) "The Personal-Communication Model for Planned Social Development in the Classroom" (James R. Sanders); (5) "The Development of an Interactive Video Rating Scale To Measure Social Skills in Early Adolescents" (Alan Bain); (6) "What Happens after the First Job Placement: Vocational Transitioning among Severely Emotionally Disturbed and Behaviorally Disordered Adolescents" (Judith A. Cook et al.); (7) "Alternative Schools: Alternative Programs or Just Alternative Environments?" (Mary W. Schmidt et al.); (8) "Providing Interagency Mental Health Services to Emotionally/Behaviorally Disordered Students in a Rural Setting" (Barbara E. Bahnson and Ruth M. White); (9) "Parents and Teachers as Self-Evaluation Trainers for Adolescents with Behavioral Disorders" (Susan Rovet Polirstok); and (10) "Teacher Competency Testing: What Teachers of Students with Behavioral Disorders Need To Know" (Roberta S. Ramsey et al.). (DB)

Commissioned papers by a work group on strategies for the prevention of youth suicide are presented in this document. Included are: (1) "The Federal Role in Youth Suicide Research and Programs: The Legacy of Recent History" (Margaret Gerteis and Mark L. Rosenberg); (2) "Estimating the Effectiveness of Interventions to Prevent Youth Suicides: A Report to the Secretary's Task Force on Youth Suicide" (David M. Eddy, Robert L. Wolpert, and Mark L. Rosenberg); (3) "Economic Impact of Youth Suicides and Suicide Attempts" (Milton C. Weinstein and Pedro J. Saturno); (4) "Suicide Attempts in Teen-Aged Medical Patients" (Lee N. Robins); (5) "Suicide Ideation and Attempts: The Epidemiologic Catchment Area Study" (Eve K. Moscicki, Patrick W. O'Carroll, Donald S. Rae, Alec G. Roy, Ben Z. Locke, and Darrell A. Regier); (6) "Developing a Suicide Screening Instrument for Adolescents and Young Adults" (Robert I. Yufit); (7) "Preventive Interventions in the Health and Health-Related Sectors with Potential Relevance for Youth Suicide" (Barbara Starfield); (8) "The Contribution of Social Services to Preventing Youth Suicide" (Jerry Silverman); (9) "Preventing Youth Suicide through Education" (Edward A. Wynne); (10) "Intervention in the Media and Entertainment Sectors To Prevent Suicide" (Alan L. Berman); and (11) "Interventions through Business and Philanthropy To Prevent Youth Suicide" (Wendy Everett Watson and Bobbie Wunsch). (BHK)

Commissioned papers by a work group on prevention and interventions in youth suicide are presented in this document. Included are: (1) "Primary Prevention: A Consideration of General Principles and Findings for the Prevention of Youth Suicide" (Robert Felner); (2) "A Critical Review of Preventive Intervention Efforts in Suicide, with Particular Reference to Youth Suicide" (David Shaffer and K. Bacon); (3) "Overview of Prevention Efforts in Adolescent Suicide" (Betsy S. Comstock, Jane T. Simmons, and Jack L. Franklin); (4) "Community Response to Adolescent Suicide Clusters" (Betsy S. Comstock, Jane T. Simmons, and Jack L. Franklin); (5) "Prevention/Intervention Programs for Suicidal Adolescents" (Jane T. Simmons, Betsy S. Comstock, and Jack L. Franklin); (6) "Characteristics of Suicide Prevention/Intervention Programs: Analysis of a Survey" (Jack L. Franklin, Betsy S. Comstock; Jane T. Simmons, and Mark Mason); (7) "Psychological Autopsies of Youth Suicide" (Robert E. Litman); (8) "Gay Male and Lesbian Youth Suicide" (Paul Gibson); (9) "Issues for Survivors" (Curtis Mitchell); (10) "Prevention of Adolescent Suicide Among American Indian and Alaska Native Peoples" (James W. Thompson); (11) "Suicide Prevention and Intervention among Asian Youth" (Elena S. Yu, Ching-Fu Chang, William T. Liu. and Marilyn Fernandez); (12) "Black Youth Suicide: Literature Review with a Focus on Prevention" (F.M. Baker); (13) "Hispanic Suicide in the Southwest, 1980-82" (Jack C. Smith, James A. Mercy, Mark L. Rosenberg); (14) "The Role of Volunteer Workers in Suicide Prevention Centers" (Barbara P. Wyatt); (15) "Preventing Suicide by Improving the Competency of Caregivers" (Bryan Tanney); (16) "The Samaritans and the Prevention of Youth Suicide" (Richard G. Katzoff); (17) "Evaluation and Management of Suicidal Risk in Chemically Dependent Adolescents" (John E. Meeks); (18) "Overview of Early Detection and Treatment Strategies for Suicidal Behavior in Young People" (Susan J. Blumenthal and David J. Kupfer); (19) "Specific Treatment Modalities for Adolescent Suicide Attempters" (Paul D. Trautman); (20) "Perspectives of Youth on Preventive Intervention Strategies" (Iris M. Bolton); (21) "Mass Media and Youth Suicide Prevention" (Alan L. Berman); (22) "Intervention Strategies: Environmental Risk Reduction for Youth Suicide" (Pamela C. Cantor); and (23) "School-Based Prevention Programs" (Barry D. Garfinkel). (BHK)

This collection of papers begins with a presentation on the role of mass media campaigns in drug abuse prevention, emphasizing the need for skill development and family involvement. The next presentation addresses general and specific influences on health behavior including society, the family, peers, the school, and the individual. A three-dimensional model for health promotion is described. Community prevention projects in heart disease are presented with implications for drug abuse prevention. Research on the interplay of social, personality, and developmental factors is reviewed. The effects of alternative programming as a prevention strategy are given. School/parent group programs and research on their effectiveness are discussed. The values of drug abusers, from the perspective of belief system theory are addressed. Social skills training and educational needs are discussed. The monograph concludes with a summary of the discussions and recommendations of the participants for future research efforts. (BL)

The reduction and prevention of mental retardation and the role of colleges in intervention are addressed in six articles. In "Current Status of Efforts in Prevention of Mental Retardation," Allen C. Crocker includes information on diseases and conditions that contribute to mental retardation. Kermit H. Diggs' article, "Tertiary Prevention: A Challenge to Institutions of Higher Learning," considers the training of professionals to help disabled children and the impact of Public Law 94-142 on tertiary prevention efforts. Additional articles and authors include: "The Role of Universities in Prevention of Mental Retardation and Developmental Disabilities," (Herbert J. Cohen); "Mental Retardation, Other Developmental Disabilities and Their Relation to Criminal Justice System Procedures: Implications for Institutions of Higher Learning" (Ruth W. Diggs); and "Role of Institutions of Higher Education in Prevention and Minimizing the Occurrence of Morbidity, Mortality and Mental Retardation Through Teenage Pregnancy Intervention and Prevention" (Martha M. Conley). "The Role of Institutions of Higher Learning in Preventing and Minimizing the Occurrence of Mental Retardation," is the title of two articles, one by Howard L. Sparks and Peter Mamunes and the other by Helen Bessant-Byrd, Paul B. Mohr, and Elaine P. Witty. (SW)