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The transition from school to adulthood is a pivotal time in the lives of all students. For a student with Autism Spectrum Disorder (ASD), change of any kind can be challenging, and a transition as momentous as this can seem especially daunting. Thoughtful planning, sound information, and open communication will help parents support young adults and their transition team to create a solid transition plan that leads to success. It is the goal of this guide to support families with this process. This guide is written for parents and guardians of autistic individuals who are preparing to transition into adulthood. This guide is divided into seven chapters: (1) Agency Help/Legal Information; (2) Transition Plan; (3) Student-Centered Transition Planning; (4) Vocation and Employment; (5) Postsecondary Education; (6) Life Skills; and (7) Looking Ahead. [This report received support from the Embassy of the State of Qatar in the United States and Lori Lapin Jones PLLC. For the first edition, see ED508625.]

This guide prominently engages the voices of people on the autism spectrum as well as highly qualified professionals to provide information and tips vital to promoting success in higher education for people on the autism spectrum in three major areas: transition to higher education, attending college, and, finally, transitioning out of college into employment. It begins by highlighting differences between high school and college, and covers many other topics, such as establishing routines to achieve success, managing academic demands, working with the office supporting students with disabilities to address any issues, effective self-advocacy and disclosure, and understanding the ins, outs, and unspoken rules of social interaction on a college campus. Getting along with roommates, dating, and safe sexuality, as well as tips on paying for school through savings, earnings, scholarships, and loans are other areas addressed. In preparation for transition out of college into the adult world of work, the guide provides useful information on seeking, obtaining, and keeping a job, which will be useful for employment both while still in school and after graduation.

Problem: Sexual identity and sex of sexual contacts can both be used to identify sexual minority youth. Significant health disparities exist between sexual minority and nonsexual minority youth. However, not enough is known about health-related behaviors that contribute to negative health outcomes among sexual minority youth and how the prevalence of these health-related behaviors compare with the prevalence of health-related behaviors among nonsexual minorities. Reporting Period: September 2014-December 2015. Description of the System: The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-related behaviors among youth and young adults: 1) behaviors that contribute to unintentional injuries and violence; 2) tobacco use; 3) alcohol and other drug use; 4) sexual behaviors related to unintended pregnancy and sexually transmitted infections, including human immunodeficiency virus infection; 5) unhealthy dietary behaviors; and 6) physical inactivity. In addition, YRBSS monitors the prevalence of obesity and asthma and other priority health-related behaviors. YRBSS includes a national school-based Youth Risk Behavior Survey (YRBS) conducted by CDC and state and large urban school district school-based YRBSs conducted by state and local education and health agencies. For the 2015 YRBSS cycle, a question to ascertain sexual identity and a question to ascertain sex of sexual contacts was added for the first time to the national YRBS questionnaire and to the standard YRBS questionnaire used by the states and large urban school districts as a starting point for their YRBS questionnaires. This report summarizes results for 118 health-related behaviors plus obesity, overweight, and asthma by sexual identity and sex of sexual contacts from the 2015 national survey, 25 state surveys, and 19 large urban school district surveys conducted among students in grades 9-12. Results: Across the 18 violence-related risk behaviors nationwide, the prevalence of 16 was higher among gay, lesbian, and bisexual students than heterosexual students and the prevalence of 15 was higher among students who had sexual contact with only the same sex or with both sexes than students who had sexual contact with only the opposite sex. Across the 13 tobacco use-related risk behaviors, the prevalence of 11 was higher among gay, lesbian, and bisexual students than heterosexual students and the prevalence of 10 was higher among students who had sexual contact with only the same sex or with both sexes than students who had sexual contact with only the opposite sex. Similarly, across the 19 alcohol or other drug use-related risk behaviors, the prevalence of 18 was higher among gay, lesbian, and bisexual students than heterosexual students and the prevalence of 17 was higher among students who had sexual contact with only the same sex or with both sexes than students who had sexual contact with only the opposite sex. This pattern also was evident across the six sexual risk behaviors. The prevalence of five of these behaviors was higher among gay, lesbian, and bisexual students than heterosexual students and the prevalence of four was higher among students who had sexual contact with only the same sex or with both sexes than students who had sexual contact with only the opposite sex. No clear pattern of differences emerged for birth control use, dietary behaviors, and physical activity. Interpretation: The majority of sexual minority students cope with the transition from childhood through adolescence to adulthood successfully and become healthy and productive adults. However, this report documents that sexual minority students have a higher prevalence of many health-risk behaviors compared with nonsexual minority students. Public Health Action: To reduce the disparities in health-risk behaviors among sexual minority students, it is important to raise awareness of the problem; facilitate access to education, health care, and evidence-based interventions designed to address priority health-risk behaviors among sexual minority youth; and continue to implement YRBSS at the national, state, and large urban school district levels to document and monitor the effect of broad policy and programmatic interventions on the health-related behaviors of sexual minority youth.

Problem: Priority health-risk behaviors contribute to the leading causes of morbidity and mortality among youth and adults. Population-based data on these behaviors at the national, state, and local levels can help monitor the effectiveness of public health interventions designed to protect and promote the health of youth nationwide. Reporting Period Covered: September 2014-December 2015. Description of the System: The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health behaviors among youth and young adults: 1) behaviors that contribute to unintentional injuries and violence; 2) tobacco use; 3) alcohol and other drug use; 4) sexual behaviors related to unintended pregnancy and sexually transmitted infections (STIs), including human immunodeficiency virus (HIV) infection; 5) unhealthy dietary behaviors; and 6) physical inactivity. In addition, YRBSS monitors the prevalence of obesity and asthma and other priority health behaviors. YRBSS includes a national school-based Youth Risk Behavior Survey (YRBS) conducted by CDC and state and large urban school district school-based YRBSs conducted by state and local education and health agencies. This report summarizes results for 118 health behaviors plus obesity, overweight, and asthma from the 2015 national survey, 37 state surveys, and 19 large urban school district surveys conducted among students in grades 9-12. Results: Results from the 2015 national YRBS indicated that many high school students are engaged in priority health-risk behaviors associated with the leading causes of death among persons aged 10-24 years in the United States. During the 30 days before the survey, 41.5% of high school students nationwide among the 61.3% who drove a car or other vehicle during the 30 days before the survey had texted or e-mailed while driving, 32.8% had drunk alcohol, and 21.7% had used marijuana. During the 12 months before the survey, 15.5% had been electronically bullied, 20.2% had been bullied on school property, and 8.6% had attempted suicide. Many high school students are engaged in sexual risk behaviors related to unintended pregnancies and STIs, including HIV infection. Nationwide, 41.2% of students had ever had sexual intercourse, 30.1% had had sexual intercourse during the 3 months before the survey (i.e., currently sexually active), and 11.5% had had sexual intercourse with four or more persons during their life. Among currently sexually active students, 56.9% had used a condom during their last sexual intercourse. Results from the 2015 national YRBS also indicated many high school students are engaged in behaviors associated with chronic diseases, such as cardiovascular disease, cancer, and diabetes. During the 30 days before the survey, 10.8% of high school students had smoked cigarettes and 7.3% had used smokeless tobacco. During the 7 days before the survey, 5.2% of high school students had not eaten fruit or drunk 100% fruit juices and 6.7% had not eaten vegetables. More than one third (41.7%) had played video or computer games or used a computer for something that was not school work for 3 or more hours per day on an average school day and 14.3% had not participated in at least 60 minutes of any kind of physical activity that increased their heart rate and made them breathe hard on at least 1 day during the 7 days before the survey. Further, 13.9% had obesity and 16.0% were overweight. Interpretation: Many high school students engage in behaviors that place them at risk for the leading causes of morbidity and mortality. The prevalence of most health behaviors varies by sex, race/ethnicity, and grade and across states and large urban school districts. Long-term temporal changes also have occurred. Since the earliest year of data collection, the prevalence of most health-risk behaviors has decreased (e.g., riding with a driver who had been drinking alcohol, physical fighting, current cigarette use, current alcohol use, and current sexual activity), but the prevalence of other behaviors and health outcomes has not changed (e.g., suicide attempts treated by a doctor or nurse, smokeless tobacco use, having ever used marijuana, and attending physical education classes) or has increased (e.g., having not gone to school because of safety concerns, obesity, overweight, not eating vegetables, and not drinking milk). Monitoring emerging risk behaviors (e.g., texting and driving, bullying, and electronic vapor product use) is important to understand how they might vary over time. Public Health Action: YRBSS data are used widely to compare the prevalence of health behaviors among subpopulations of students; assess trends in health behaviors over time; monitor progress toward achieving 21 national health objectives for "Healthy People 2020" and one of the 26 leading health indicators; provide comparable state and large urban school district data; and help develop and evaluate school and community policies, programs, and practices designed to decrease health-risk behaviors and improve health outcomes among youth.

The National Association for Sport and Physical Education's (NASPE) Fitness Education Project team gathered insights from professionals across the country who have worked on national and state physical education standards and district curriculum materials; from content and pedagogy specialists; and from current literature to provide what follows: a comprehensive Instructional Framework for Fitness Education in Physical Education (IFFEPE). The purpose of IFFEPE is to suggest what students should understand and be able to do at specific grade levels, focusing on helping students adopt a healthy lifestyle during the PreK to 16th years of education. The development of the IFFEPE assumes that a health-enhancing level of physical fitness is attainable for all students through regular engagement in moderate to vigorous physical activity, regardless of gender, age, ethnicity or cultural background. The IFFEPE is designed for all students. The content included in the IFFEPE was developed holistically; all areas are important and should be included in fitness education. Overall, this proposed IFFEPE should be integrated into an existing physical education curriculum with full or partial lessons that address the identified fitness content at individual grade levels.

Schools play a critical role in improving the dietary and physical activity behaviors of students. Schools can create an environment supportive of students' efforts to eat healthily and be active by implementing policies and practices that support healthy eating and regular physical activity and by providing opportunities for students to learn about and practice these behaviors. The Centers for Disease Control and Prevention (CDC) synthesized research and best practices related to promoting healthy eating and physical activity in schools, culminating in nine guidelines. These guidelines were informed by the "Dietary Guidelines for Americans", the "Physical Activity Guidelines for Americans," and the "Healthy People 2020" objectives related to healthy eating and physical activity among children and adolescents, including associated school objectives. The guidelines serve as the foundation for developing, implementing, and evaluating school-based healthy eating and physical activity policies and practices for students. Each of the nine guidelines is accompanied by a set of implementation strategies developed to help schools work toward achieving each guideline. Although the ultimate goal is to implement all nine guidelines included in this document, not every strategy will be appropriate for every school, and some schools, due to resource limitations, might need to implement the guidelines incrementally. [For the full report, "School Health Guidelines to Promote Healthy Eating and Physical Activity. Morbidity and Mortality Weekly Report. Recommendations and Reports. Volume 60, Number 5," see ED524258.]

The Every Child Matters (ECM) agenda was introduced in the UK, as a policy aiming to improve child outcomes along five broad areas. The categories are Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution and Achieve Economic Wellbeing. The objective therefore, is to move beyond the traditional focus on child academic outcomes, to improve the wellbeing of children in the UK. From a policy perspective, there is a need to understand the mechanism through which the wide range of child ECM outcomes form. This report evaluates the role of families in driving the ECM outcomes of their children. Specifically, we analyse the intergenerational transmission of ECM outcomes between parents and children. We take the approach of analysing correlations across generations in a wide set of outcomes--the broadest set of variables studied to date. Existing studies of intergenerational correlations across generations tend to focus on outcomes such as earnings, and consequently very little is known about how healthiness, safety and enjoyment of school are correlated across generations. We contribute towards this literature by extending the scope of child outcomes. (Contains 3 tables and 4 footnotes.)

Studies show that childhood obesity has reached epidemic proportions in the United States. Today, more than 23 million American children--or nearly one in every three--are overweight or obese. If childhood obesity is left unaddressed, a generation of individuals could face health, social, and economic challenges that promise to stress government at all levels. With comprehensive and coordinated initiatives, governors are uniquely positioned to prevent childhood obesity by harnessing the power of the executive office and the collective efforts of multiple stakeholders throughout the state. The National Governors Association (NGA) Center for Best Practices convened the "Shaping a Healthier Generation Advisory Council" in response to the need for innovative and actionable childhood obesity prevention strategies for governors to implement in their states. This report, based on the Council's work, aims to offer direction to governors and other policymakers who want to craft children's health policies that prevent obesity and advance the well-being of families. (Contains 6 tables, 3 figures, and 194 notes.)

This publication contains Arizona public schools' academic standards for grade 2. The contents of this document include the following: (1) The Arts Standard 2006--Grade 2; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4) Reading Standard Articulated by Grade Level 2003--Grade 2; (5) Writing Standard Articulated by Grade Level 2004--Grade 2; (6) Language Arts Standards 1996--Foundations (Grades 1-3), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7)Mathematics Standard Articulated by Grade Level 2008--Grade 2; (8) Science Standard Articulated by Grade Level 2004--Grade 2; (9) Social Studies Standard Articulated by Grade Level 2006--Grade 2; (10) Technology Standards 2000--Foundations (Grades 1-3); and (11) Workplace Skills Standards 1997--Foundations (Grades 1-3).

This version of "Guide of Ideas for Planning and Implementing Intergenerational Projects," written in Spanish, is for all professionals that are or wish to be enrolled in the development of intergenerational activities. This "Guide" is the main product of the Project MATES--Mainstreaming Intergenerational Solidarity, co-financed by the Lifelong Learning Programme from the European Commission, as a Grundtvig Accompanying Measures Project. With a Preface of Professor Alexander Kalache, former WHO Director, the writing of the "Guide" has been made by three authors: Alan Hatton-Yeo (UK), Iris Marreel (DE) and Teresa Almeida Pinto (PT). It presents 37 examples of projects, a brief road map to implement Intergenerational Practices and an extensive list of recommendations and ideas on how to move forward and insert the intergenerational solidarity concept, in all fields of life. Further information: VIDA--Intergenerational Valorisation and Active Development Association; MATES website: www.matesproject.eu; email: vida@viver.org. (Contains a bibliography.) [Abstract revised to meet ERIC guidelines. This document was produced by Association VIDA. Co-authors include: Maria Waser, Andy Limacher, Monica Duaigues, Michael LaFond, Gill Clarke, Davide Di Pietro, and Jan Schmolling. For the English translation of this document, see ED507349.]

This version of "Guide of Ideas for Planning and Implementing Intergenerational Projects," written in Portuguese, is for all professionals that are or wish to be enrolled in the development of intergenerational activities. This "Guide" is the main product of the Project MATES--Mainstreaming Intergenerational Solidarity, co-financed by the Lifelong Learning Programme from the European Commission, as a Grundtvig Accompanying Measures Project. With a Preface of Professor Alexander Kalache, former WHO Director, the writing of the "Guide" has been made by three authors: Alan Hatton-Yeo (UK), Iris Marreel (DE) and Teresa Almeida Pinto (PT). It presents 37 examples of projects, a brief road map to implement Intergenerational Practices and an extensive list of recommendations and ideas on how to move forward and insert the intergenerational solidarity concept, in all fields of life. Further information: VIDA--Intergenerational Valorisation and Active Development Association; MATES website: www.matesproject.eu; email: vida@viver.org. (Contains a bibliography.) [Abstract revised to meet ERIC guidelines. This document was produced by Association VIDA. Co-authors include: Maria Waser, Andy Limacher, Monica Duaigues, Michael LaFond, Gill Clarke, Davide Di Pietro, and Jan Schmolling. For the English translation of this document, see ED507349.]

"Guide of Ideas for Planning and Implementing Intergenerational Projects," is for all professionals that are or wish to be enrolled in the development of intergenerational activities. This "Guide" is the main product of the Project MATES--Mainstreaming Intergenerational Solidarity, co-financed by the Lifelong Learning Programme from the European Commission, as a Grundtvig Accompanying Measures Project. With a Preface of Professor Alexander Kalache, former WHO Director, the writing of the "Guide" has been made by three authors: Alan Hatton-Yeo (UK), Iris Marreel (DE) and Teresa Almeida Pinto (PT). It presents 37 examples of projects, a brief road map to implement Intergenerational Practices and an extensive list of recommendations and ideas on how to move forward and insert the intergenerational solidarity concept, in all fields of life. Further information: VIDA--Intergenerational Valorisation and Active Development Association; MATES website: www.matesproject.eu; email: vida@viver.org. (Contains a bibliography.) [This document was produced by Association VIDA. Co-authors include: Maria Waser, Andy Limacher, Monica Duaigues, Michael LaFond, Gill Clarke, Davide Di Pietro, and Jan Schmolling. For the Potuguese version of this Guide, see ED507358. For the Spanish version of this Guide, see ED507360.]

To monitor priority health-risk behaviors among youth and young adults, the Centers for Disease Control and Prevention (CDC) developed the Youth Risk Behavior Surveillance System (YRBSS). The YRBSS includes national, state, territorial, and local school-based surveys of high school students in grades 9-12. In addition, some states, territories, and cities conduct a school-based Youth Risk Behavior Survey (YRBS) among middle school students. In 2005, four U.S. territories (Commonwealth of the Northern Mariana Islands [CNMI], Palau, Guam, and Commonwealth of Puerto Rico) conducted a YRBS among students in grades 9-12, and three territories (CNMI, Palau, and Guam) conducted a YRBS among students in grades 6-8. This report summarizes data from three territories with weighted high school data (CNMI, Palau, and Puerto Rico) and from two territories with weighted middle school data (CNMI and Palau). Surveys that had a census or a scientifically selected sample of students, appropriate documentation, and an overall response rate of 60% or more were weighted. Although Guam conducted both a middle school and a high school YRBS, it did not obtain weighted data. Therefore, the unweighted data from Guam are omitted from this report. All the surveys were conducted during spring 2005. Puerto Rico, CNMI, and Republic of Palau are all U.S. territories. For the purpose of this report, they are divided into two groups: Pacific Island territories and Puerto Rico. CNMI and Palau share similar culture and demographics, while Puerto Rico has more commonalities with the United States than it does with the Pacific Island territories. Thus, in the discussion section, CNMI and Palau data are compared, while Puerto Rico and the United States are compared. Adults and adolescents in the Pacific Islands encounter a double burden of disease, facing both communicable diseases such as tuberculosis and malaria and chronic diseases such as cardiovascular diseases and diabetes. Puerto Ricans are more at risk for chronic diseases than communicable diseases. Although human immunodeficiency virus (HIV) infection is one of the leading causes of mortality for Puerto Rican adults aged 40-44 years, cardiovascular diseases (representing 29% of all deaths) are the leading cause of death for this population. The health issues that contribute to the burden faced by CMNI, Palau, and Puerto Rico are causally related to the modifiable risk behaviors measured by the YRBSS: unintentional injuries and violence; tobacco use; alcohol and other drug use; sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases (STDs), including HIV infection; unhealthy dietary behaviors; and physical inactivity. The data in this report provide a glimpse, not only at the current burden faced by the youth of CNMI, Palau, and Puerto Rico, but also at the burden they will face as adults. (Contains 1 figure and 141 tables.)

This occasional paper is intended to serve as a supplement to the larger annual volume, "Monitoring the Future National Survey Results on Drug Use, 1975-2006: Volume I: Secondary School Students." This supplement contains the graphic presentation of the trends in drug use for various demographic subgroups, namely those defined by gender, college plans, region of the country, population density, education level of the parents, and racial and ethnic identification. It presents trend data for 12th-grade respondents from 1975, the first year nationally representative samples of high school seniors were obtained. Data are also presented on 8th- and 10th-grade students from 1991, the first year they were added. Two appendixes from the larger volume are included for the convenience of the reader. Appendix D contains the numerical information upon which these graphs are based. Appendix B contains detailed information of the demographic categories being used. (Contains 108 tables and 252 figures.) [For "Monitoring the Future Occasional Paper Paper 66," see ED508289. For "Monitoring the Future: National Survey Results on Drug Use, 1975-2006: Volume I: Secondary School Students," see ED498428.]

A course in Exercise Physiology is a common requirement among undergraduate students preparing for a career in physical education, adult fitness, or athletic training. Often, such courses are taught to an assortment of students from a variety of disciplines (Van Donselaar & Leslie, 1990) with an emphasis on physiological principles applied to adults. This creates a substantial challenge to the instructor in devising course materials and experiences that will meet the needs of each student, particularly for teacher education students who will be working primarily with children. The intent of this document is to specifically address and raise the awareness of the needs of students in a teacher preparation track, defining suggested minimum competencies for those students pursuing a career in physical education. A list of additional resources is provided.

Alberta Education has prepared this school handbook to help teachers and administrators select age-appropriate activities that can be done almost anytime and anywhere. The Daily Physical Activity (DPA) school handbook is designed to provide information, ideas and inspiration for developing a successful DPA plan. The handbook is divided into four sections. The first section, Introduction, explains the importance of DPA and presents an overview of the handbook. The second section, Teachers, includes information on considering the needs of students, female students and physical activity, planning for implementation, linking cross-curricular outcomes, involving parents/guardians in the community, active living with staff, and walking ideas and information. Section 3 is about physical activities. It includes an index of physical activities and provides sample activities for classroom or small space areas, gym or open space areas, outdoors, and whole school and large group activities. Section 4 is for administrators and considers support for DPA, promising practices, developing a DPA implementation plan, monitoring the plan and tips on encouraging staff physical activity. The last section contains appendices with various blackline masters for teacher planning and reflection, student self-monitoring, activity and background information, and developing a DPA implementation plan. A bibliography is provided. (Contains 17 footnotes and 30 appendices.) [This publication was produced by Alberta Education. Abstract modified to meet ERIC guidelines.]

This Technical Assistance Paper offers guidance to programs regarding the implementation of the "Head Start Program Performance Standards" on child health and developmental services, child health and safety, and child nutrition. The paper examines how physical health influences children's development and how child health and development are integrated with parent engagement, community support, and systems planning. The paper also discusses how Head Start programs can promote a culture of healthy lifestyles in every classroom and home so that young children will embrace lifelong healthy practices. Finally, the paper explores specific health-related concerns of many Head Start programs, including establishing a medical and dental home, promoting oral health, addressing obesity and physical activity, and embracing cultural considerations in health. A list of selected Head Start resources is also provided.

In the Child Nutrition and WIC Reauthorization Act of 2004, PL 105-268, the U.S. Congress established a new requirement for all local agencies with a federally funded National School Lunch program. The local agencies are required to develop and implement wellness policies that address nutrition and physical activity by the start of the 2006-07 school year. In response to this requirement the South Dakota Department of Education (SDDOE) convened a work group consisting of health, physical activity, nutrition, and education professionals representing a variety of organizations, plus students and parents, to develop a wellness policy for local agencies. The model wellness policy developed by SDDOE meets the new federal requirement. It is based on science, research, and existing practices from exemplary states and local school districts around the country. The first priority of the work group was to promote children's health and well-being; however, feasibility of policy implementation was also considered. Components of this model include nutrition education, physical activity, and other school-based activities (i.e., eating environment, timing of recess, vending machines).

To monitor priority health-risk behaviors among youth and young adults, the Centers for Disease Control and Prevention developed the Youth Risk Behavior Surveillance System (YRBSS). The YRBSS includes national, state, territory, and local school-based surveys of high school students in grades 9-12. In addition, some states, territories, and cities conduct a school-based Youth Risk Behavior Survey (YRBS) among middle school students. In 2003, five Pacific Island territories conducted a YRBS among students in grades 9-12 and three territories conducted a YRBS among students in grades 6-8. Adults and adolescents living in the Pacific Island territories encounter both the communicable diseases found in developing countries and the chronic diseases associated with developed countries. Overall, the leading causes of death for the region are coronary heart disease, cancer, suicide, and accidents. Health issues among adults include tobacco and substance abuse, tuberculosis, and sexually transmitted diseases. In addition, the World Health Organization reports a high prevalence of obesity (up to 70% in some areas) among adults. Consequently, diabetes is an increasingly prevalent public health problem in the Pacific Island region. Among adolescents, substantial morbidity, mortality, and social problems result from suicide, substance abuse, violence, pregnancy, and sexually transmitted diseases. This report summarizes data from three territories (Commonwealth of the Northern Mariana Islands, Republic of the Marshall Islands, and Republic of Palau) with weighted high school data and from two territories (Commonwealth of the Northern Mariana Islands and Republic of Palau) with weighted middle school data. Two additional territories (American Samoa and Guam) conducted a YRBS among high school students but did not obtain weighted data, and one territory (Guam) conducted a YRBS among middle school students but did not obtain weighted data. All the surveys were conducted during spring 2003. Data from territories with unweighted data are not included in this report. (Contains 136 tables.)

In the United States, nearly two-thirds of all deaths among young people 10-14 years of age result from only five causes: motor-vehicle crashes (22.1%), other unintentional injuries (16.7%), cancer (12.9%), suicide (6.8%), and homicide (4.7%). Leading causes of illness and death in all age groups in the United States are related to the following: behaviors that contribute to unintentional injuries and violence; tobacco use; alcohol and other drug use; sexual behaviors that contribute to unintended pregnancy and STDs, including human immunodeficiency virus (HIV) infection; unhealthy dietary behaviors; and physical inactivity--plus overweight. These behaviors are frequently interrelated and are often established during youth and extend into adulthood. To monitor priority health-risk behaviors among adolescents and young adults in each of these six categories, the Centers for Disease Control and Prevention (CDC) developed the Youth Risk Behavior Surveillance System (YRBSS). The YRBSS includes national, state, and local school-based surveys of high school students in grades 9-12. In addition, some states and cities conduct a school-based Youth Risk Behavior Survey (YRBS) among middle school students. In 2003, eight states and eight cities conducted a middle school YRBS. This report summarizes results from the seven state and six local middle school surveys with weighted data in 2003. Six weighted state surveys and six weighted local surveys were conducted during spring 2003. One weighted state survey was conducted during fall 2003. Data from the one state and one local school-based survey with unweighted data are not included in this report. (Contains 248 tables.)

Four Australian cohorts (born in 1961, 1965, 1970 and 1975) were studied between 1980-2000. The life transitions study focused on these three traditional markers of adulthood: (1) moving out of the parental home; (2) establishing an intimate relationship; and (3) buying a home. Incidence of these transitions was analyzed in terms of their relationship to social background, demographic, and labor market factors. The following was found: (1) those born in 1975, especially the females, moved out of the parental home at older ages than in the other cohorts; (2) geographic location and cultural background were two of the strongest influences on leaving home; (3) people, once over age 21, were marrying less and living in de facto partnerships more; (4) educational attainment had a stronger effect on the likelihood of marriage for females than for males; (5) the higher the educational level the less likely a person was to marry before age 25; (6) people were renting homes longer, especially in the two youngest cohorts; and (7) marital status and employment were the only factors with a consistent influence on the likelihood of home ownership. These were among the conclusions included: (1) public policies that target educational participation and employment do influence the capacity for young people to gain independence and complete various transitions into adulthood; and, (2) policies that inadvertently delay attainment of independence can affect Australians' life satisfaction and well-being. (Ten tables/figures are included. The bibliography lists 23 references. Appended are samples and populations; 7 data tables; and multivariate analyses tables). (AJ)

Regular physical activity, fitness, and exercise are critically important for all people's health and wellbeing. It can reduce morbidity and mortality from many chronic diseases. Despite its well-known benefits, most U.S. adults, and many children, are not active enough to achieve these health benefits. Physical inactivity and related health problems have substantial economic consequences for the health care system. Increasing prevalence of chronic medical conditions and diseases related to physical inactivity relate to costs for preventive, diagnostic, and treatment services and costs associated with the value of lost wages by people unable to work due to illness and disability. Participation in regular physical activity is critical to sustaining good health. At least 30 minutes of moderate activity on at least 5 days per week or 20 minutes of vigorous physical activity at least 3 days per week is important. Regular physical activity can reduce morbidity and mortality from mental health disorders. It is also key to maintaining energy balance and healthy weight. Due to lifestyle and dietary changes, overweight and obesity have reached epidemic proportions. Morbidity and mortality associated with overweight and obesity has increased. Because physical inactivity is a risk factor for many diseases and conditions, making it an integral part of daily life is crucial. (Contains 34 references.) (SM)

Based on Henry David Thoreau's book "Walden," this lesson plan presents activities designed to help students understand that acquisitiveness and simplicity can be opposing life philosophies; and that both philosophies have had notable adherents. The main activity of the lesson involves students researching historical characters (including Thoreau) and participating in an expert panel. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS)

This booklet, which is addressed to middle school and high school students, explains the financial rewards of education beyond high school and ways students can improve their chances of getting into college and finishing a degree. The booklet begins with a brief overview of available postsecondary institutions and degrees and the time typically required to complete each one. The average incomes of high school dropouts, high school graduates, individuals who have earned associate degrees, individuals who have earned bachelor degrees, and individuals with various postgraduate degrees are compared and considered from the standpoint of the types of lifestyles that can generally be supported by the various income levels. The types of courses that improve students' chances of getting into college and finishing a degree are discussed. Alternatives to a four-year college are listed along with the 1999 median annual wages for 14 careers that can be pursued with a two-year associate's degree or postsecondary technical training. The real monetary trade-offs involved in going to college versus going directly to work are explained. Factors such as lost wages, loan debt, the higher wages associated with postsecondary degrees, and the relatively higher growth rates characterizing jobs requiring higher education are considered. (MN)

This report presents data on U.S. births using information from the birth certificates of the 3.96 million births in 1999. Data are presented for maternal demographics (age, live-birth order, race, Hispanic origin, marital status, and educational attainment); maternal characteristics (medical risk factors, weight gain, tobacco use, and alcohol use); pregnant women's medical care utilization (prenatal care, obstetric procedures, labor and delivery complications, birth attendant, and delivery method); and infant characteristics (gestation, birthweight, Apgar score, abnormal conditions, congenital anomalies, and multiple births). Birth and fertility rates are presented by age, live-birth order, race, Hispanic origin, and marital status. Data by mother's state of residence, month and day of birth, sex ratio, and father's age are included. Trends in fertility patterns and maternal and infant characteristics are described. Birth and fertility rates changed little in 1999. Teenage birth rates fell slightly. Rates for women age 20-24 years declined slightly. Rates for women in their late 20s and 30s rose slightly. Number of births to unmarried women, birth rate, and percentage of births to unmarried women rose about 1 percent each. Improvements in prenatal care utilization continued. Percentage of low birthweight was 7.6 percent. Preterm births were 11.8 percent. (SM)

The Department of Health and Human Services, working with other governmental agencies, professional groups, and individuals, has identified general areas of concern for the nation's health. This report explains how physical activity and fitness have been prominent aspects of Healthy People 2010 (HP2010), the national health promotion and disease prevention effort. The two broad goals of HP2010 are to increase the years and quality of healthy life and eliminate health disparities. Of the 13 HP2000 physical activity and fitness objectives, only the worksite fitness programs goal has been met, though 4 objectives show solid gains, indicating that the message about increased physical activity is reaching some segments of the population. Physical activity is listed in HP2010's top 10 health indicators. It also has an effect on other indicators, and it can provide an attractive alternative to other indicators. HP2010 objectives offer opportunities to ensure that physical activity and fitness become part of regular healthy behavioral patterns. HP2010 objectives focus on: physical activity in adults; muscular strength/endurance and flexibility; physical activity in children and adolescents; and access. This report details each objective. (Contains 42 references.) (SM)

This teacher resource focuses on athletic (track and field) skills. It includes various skills and activities that are designed to promote learning opportunities and motivate Alberta (Canada) students to run, jump, and throw. It emphasizes the physical skills that form the basis of the track and field events in the 8th IAAF World Championships in Athletics. This international event will bring together 3,000 athletes and coaches from more than 200 countries as they come to Alberta in August 2001. The resource is intended to support implementation of the new K-12 physical education program of study and to support students' skill development related to running, jumping, and throwing as they correspond to athletic events. (SM)

Arizona's comprehensive health education standards begins with a health rationale for each standard, then details the seven standards: (1) students comprehend concepts related to health promotion and disease prevention; (2) students demonstrate the ability to access accurate health information; (3) students demonstrate the ability to practice health-enhancing behaviors and reduce health risks; (4) students analyze the influences of culture, media, technology, and other factors on health; (5) students demonstrate the ability to use interpersonal skills to enhance health; (6) students demonstrate the ability to use goal setting and decision making skills to enhance health; and (7) students demonstrate the ability to advocate for personal, family, and community health. The seven physical activity standards are: students demonstrate proficiency and achievement of higher order cognitive skills necessary to enhance motor skills; students comprehend basic physical activity principles and concepts; students exhibit a physically active lifestyle; students achieve and maintain a health-enhancing level of physical fitness; students develop self-initiated behaviors that promote effective personal and social interactions in physical activity settings; students demonstrate understanding and respect for difference among people in physical activity settings; and students develop behavioral skills essential to maintaining a physically active lifestyle. (SM)

This guide is intended to assist teachers in Alberta, Canada, implement the prescribed outcomes found in the "Program of Studies for Physical Education, Kindergarten To Grade 12." It is also designed to help students have the opportunities to develop the knowledge, skills, and attitudes necessary to lead an active, healthy life. Four sections present "Program of Studies"; "Planning for Quality Learning Experiences" (meeting student needs, equity and diversity, adapting instruction for students with special needs, instructional strategies, classroom management, creating a safe learning environment, intramural and interschool activities, and program planning); "Assessment, Evaluation and Communication of Student Learning" (including guiding principles); and "Grade-Specific Implementation Assistance." Five appendixes present: program planning templates and examples; sample assessment, evaluation, and communication strategies; resources to support implementation; equipment lists; and icons. A glossary of terms is included. (SM)

This curriculum guide presents a context for preservice education and/or professional development in education law for teachers. Section 1, "Teacher Liability," discusses "Duty to Supervise,""Providing Reasonable Care,""Duty,""Preventing Student-to-Student Sexual Harassment,""Reporting Child Abuse,""Issuing Permission Slips,""Defense for Liability,""Acting as a Reasonable Person,""Contributory Liability,""Strict Liability," and "Availability of Liability Insurance." Section 2, "Student Rights," focuses on "Freedom of Expression,""Pledge of Allegiance,""Prayer,""Fighting Words,""Student Searches,""Constitutional Due Process,""Family Education Rights to Privacy Act (FERPA)," and "Students with Disabilities: The Right to Appropriate Education." Section 3, "Teacher Rights," discusses "Freedom of Expression (Personal Views)" and "Religious and Political Association." Section 4, "Academic Freedom," includes "Obligation to School District/State Curriculum" and "Use of Supplementary Materials." Section 5, "Teacher Conduct," includes "Language;""Harassment;""Corporal Punishment;""Fair Labor Standards, Hiring, and Promotion Policy;""Medical Policy;""Dress and Grooming;""Lifestyle Choices;""Students with AIDS;""Academic Sanctions;""Sexual Misconduct with Students;""Marriage and Pregnancy;" and "Extracurricular Participation." Section 6, "Teacher Termination," includes "Probationary Teachers" and "Teachers with Tenure." Three appendixes include recommended resources, Lexis-Nexis Academic Universe, and sexual harassment policy in the Lincoln Parish schools. (Contains 9 references.) (SM)

This document provides a framework by which Oklahoma local school districts can develop their curriculum for physical education. Designed for grades K-12, it offers a foundation for appropriate physical education practices linked to the Priority Academic Student Skills (PASS) national standards and benchmarks for each of three goals: motor skill and lifetime activity; health-enhancing activity development; and personal and social skill development. The curriculum is based on developmentally appropriate practices in curriculum content and instruction, with a special emphasis on assessment at each grade level, as well as ideas for use of technology in the physical education setting. The suggested activities and subject integration areas represent a sample of developmentally appropriate activities aligned with each specific goal at each of the different grade levels. For each grade level, the document presents suggested activities and an assessment checklist related to the three goal areas. (SM)

This lesson, one of four stand-alone lessons that examine Australia as an aspect of world history, is designed to teach students about hunter-gatherer societies in the context of Tasmanian Aboriginal culture. Tasmania represents a particularly useful site for the study of hunter-gatherer societies because it is geographically isolated, even from mainland Australia; the Tasmanian Aborigines used a simple tool kit, close to original hunter-gatherer lifestyles; and the hunter-gatherer lifestyle persisted in Tasmania until the arrival of Europeans in the 19th century. The lesson has three parts. In part one, students examine the "material culture" of aboriginal society, the collection of artifacts, known as the Tasmanian tool kit, which were used every day for food gathering, hunting, and carrying. In part two, students explore the connection between geography and lifestyle, using a map to locate available resources and to chart the migration patterns of hypothetical hunter-gatherer groups. In part three, students explore Aboriginal beliefs by examining Tasmanian spiritual concepts and then making their own legends, customs, and art in the Aboriginal style. The lesson contains a teacher introduction, three handouts (with a teacher answer key for the first handout), suggested activities for each part, and follow-up activities. (BT)

This guide is designed to help teachers educate students to be healthier now and in the future. It presents fun, learner-centered activities about nutrition, food, hunger, and food sources. It offers an overview of each section of the Kids Food CyberClub web site, and classroom activities teachers can use to expand on information students will learn by participating in the Web site activities. The guide is organized in a logical sequence, but students should access the sections of the web site in the order they choose. Students are taught lifestyle habits to help them maintain their health and lead a full life. Activities on the web site and corresponding classroom activities develop skills in many subject areas beyond health and nutrition. The guide includes descriptions of each web site section and suggested classroom activities related to the section. Topics include: Finding Your Way on the Kids Food CyberClub Web site; Foods Keep Us Well; USDA Food Guide Pyramid; Rate Your Plate; Choices, Choices, Choices; Grow It Yourself; Books I Love To Read; Your Recipes, Please; Hunger in Our Land; Food Advertising; and Food Facts. Two appendixes offer worksheets for classroom activities and nutrition information for teachers. (SM)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses men's changing roles. It is designed to provide a framework for exploring how differences in language, laws, and ways for participating in the community and differences in the way in which members of a family relate to each other affect men's lives. It also explores some issues relating to men's roles in relation to women outside the family--in the workplace and in community life. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A sample lesson plan begins with a cover sheet with objectives (learners and context, room setup, to bring, to do ahead, media used, and steps). The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: study roles of men and women in the home; analyze potential changes; give advice; and role play positive ways of discussing a problem. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses the different roles of women in the United States. Topics covered include the following: identifying problematic lifestyle differences; defining solutions to such problems; role-playing effective and ineffective ways to address problems; acknowledging role changes necessary for success; identifying conflicting pressures; questioning and weighing traditional and contemporary values; and communicating uncertainties or perspectives on problems. Basic skills addressed include communication skills, thinking skills, personal qualities, using resources, interpersonal skills, using information, and working with systems. The module contains the following: teaching points for the instructor; sample learning activities; a list of 12 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; role-play materials; and pre- and postassessments. (KC)