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October 6, 2012: 109 adults simultaneously threw their heads back and shouted "I discovered!" at the top of their lungs. Slightly mangled bright-green paper helicopters littered the floor. The class was six minutes into a daylong journey of discovery, during which this group of volunteer trainers would learn to facilitate a curriculum that uses inquiry-based science to teach youth development concepts. What would it take to increase the number of youth-serving volunteers who can competently lead science, technology, engineering, and math (STEM) activities? This question has guided the authors work in the Inquiry in the Community project, launched in 2008. Along with Girl Scout staff colleagues and many dedicated volunteers, the authors have created a system for embedding inquiry-based science into a youth development organization. They achieved this goal by training staff and volunteers on inquiry facilitation techniques and then building support networks to reinforce these new skills. When co-author Stephanie was accepted into the National Afterschool Matters STEM Practitioner Fellowship, the authors decided to use the action research component of the fellowship to dive deeper into a facet of Inquiry of the Community they hadn't yet been able to investigate: the experience of volunteers participating in the project's train-the-trainer program. The lessons learned in the resulting action-research project can apply to other train-the-trainer efforts in afterschool and youth development. Stephanie takes over the story in this article to describe how she and co-author Jen Sorensen implemented the program and how Stephanie's action research examined the volunteers' experience.

Established in 1950, the Association for University and College Counseling Center Directors (AUCCCD) is an international organization comprising universities and colleges (https://www.aucccd.org). AUCCCD members are the higher education leaders for student mental health. Our members represent a wide range of professional disciplines, public and private institutions, and a range of institutional student enrollment sizes. This white paper: (a) provides a historical background on counseling and mental health services on college campuses; (b) argues that, based on current research, there is no single organizational structure that is optimal; (c) makes recommendations about factors to consider when making decisions about the counseling center that are based on specific campus needs and resources rather than a preferred organizational structure; and (d) advocates for a collaborative care model regardless of organizational structure.

Current academic and industry discussions regarding systems development project approaches increasingly focus on agile development and/or DevOps, as these approaches are seen as more modern, streamlined, flexible, and, therefore, effective as compared to traditional plan-driven approaches. This extends to the current pedagogy for teaching systems analysis and design (SA&D). However, overemphasizing agile and DevOps neglects broader dimensions that are essential for planning and executing enterprise-level systems projects. Thus, a dilemma may arise: do we teach agile and DevOps techniques that may be inadequate for enterprise-level projects or do we teach the wider range of plan-driven skills and techniques that may conflict with the tenets and benefits of agile and DevOps? In this paper, we advocate for resolving this dilemma by adopting a generalized process framework that both fully supports enterprise-level projects but can also be selectively scaled back toward increased agility for smaller, less complex projects. In its full realization, this framework combines extensive project planning and up-front requirements with iterative delivery -- an increasingly popular approach today for enterprise projects. In scaling back toward agile, the framework carefully accounts for system, environment, and team characteristics. Further, the model emphasizes issues frequently underemphasized by agile approaches, including the use of external software such as commercial-off-the-shelf (COTS), Software-as-a-Service (SaaS), and open source products and components; the need for business-oriented project planning and justification; and support for change management to ensure successful system adoption. The framework thereby flexibly accommodates the full range of activities that software projects must support to be successful.

This white paper provides an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. This paper is organized chronologically to reflect the typical educational timeline for students in the United States, and we focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a four-year college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter. It is our hope that this paper will provide an impetus to action and will serve as a guide for future directions for collective research efforts on the critical issues regarding the education of Latino students in the 21st century. [Additional assistance in the writing of this report was provided by Rachel Adler, Ian Blood, Jeremy Burrus, Nicole DiCrecchio, Diane Elliott, and Susanne Miller.]

Background: Study of frailty in adults with intellectual and developmental disabilities (IDD) is relatively new. To build the body of literature, an international consensus statement on how to support adults with IDD as they become frail was developed based on fictional cases. This study examined the face validity and applicability of the consensus statement to real-world care planning. Method: Twenty-three care plans for adults with IDD who were classified along the frailty continuum were reviewed. Documented goals, actions and outcomes were coded according to the consensus statement's principles and recommendations. Results: The recommendations 'Improvement and maintenance are viable goals' and 'Intersectoral collaboration is needed' were documented the most often. Attention to the needs of formal and informal caregivers was mentioned the least often in care plans. Conclusions: This study provides some support for the face validity of the consensus statement and its applicability to supporting adults with IDD who are frail.

There is great variety in the numerous mathematical lesson ideas that can arise from browsing through the newspaper. Since they depict recent, topical material that is constantly changing, newspapers provide an endless supply of new ideas with each new day. In this article, the author provides numerous suggestions as to how the newspaper can be used in mathematical lesson planning.

This research examines how using a paper versus mobile calendar influences everyday planning and plan fulfillment behavior. Consumers are rapidly moving from paper to mobile calendars for convenience, but this research shows that doing so may lead individuals to be less successful in effectively developing and implementing their plans. In three studies, we demonstrate that compared with mobile calendar users, paper calendar users develop higher-quality plans and are more successful in plan fulfillment. We provide evidence that this happens because paper calendar users take a broader, big-picture perspective during planning, which also leads to higher-quality plan development and a greater likelihood of plan fulfillment. When mobile calendar users use a mode that also provides a broader perspective, their plan quality increases. [ABSTRACT FROM AUTHOR]

This case study discusses an assessment project in which a rubric was used to evaluate information literacy (IL) skills as reflected in undergraduate students' research papers. Subsequent analysis sought relationships between the students' IL skills and their contact with the library through various channels. The project proved far longer and more complex than expected and yielded inconclusive results. We reflect on what went wrong and highlight lessons learned in the process. Special attention is paid to issues of project management and statistical analysis, which proved crucial stumbling blocks in the effort to conduct a meaningful authentic assessment.

This study is an attempt to examine science teachers' views on Argumentation-Based Science Learning (ABSL) and the activities they have prepared. The study employed a qualitative case study method. The working group consisted of 5 science teachers who work in secondary schools affiliated with the Ministry of National Education in Turkey and who have master's degree. This study deployed the "Semi-structured Preliminary Interview Form", "The Evaluation Rubric related to the Activities Based on Argumentation-Based Science Learning " and "Semi-structured Final Interview Form". Content analysis and descriptive analysis were used during data analysis. The results revealed that the teachers' perceptions towards ABSL before the implementation were mostly grounded on giving opinions and argumentation. Four teachers did not use ABSL in lessons before and they did not prepare any activities. On analyzing the activities prepared by the teachers through use of ABSL, all the teachers were identified to consider grade level, unit, subject area, learning outcome and associating them with daily life while preparing the activities. The teachers were also determined to use concept cartoons, competing theories with stories, and experiment design techniques in the activity papers. Besides, the Toulmin argumentation model steps were taken into consideration in the activity papers. Concerning the analysis of last interview data, teachers' perceptions towards ABSL were found to be opinions, claims, opposing ideas and arguments. The teachers also indicated that they avoided creating misconceptions and that they took into account the student and grade levels in the ABSL activities. In addition, the teachers noted that preparing the activity is time-consuming and unsuitable for every subject. This study is paramount in terms of giving information to teachers and pre-service teachers related to the teachers' views on ABSL and how they have prepared ABSL activities.

The Kaye Bock Student Paper Award is given to the author of the paper that is both an outstanding example of scholarship and exemplifies Kaye’s commitment to underrepresented issues or peoples. The award in named in loving memory of Kaye Bock to honor her unbounded concern for and commitment to graduate students in the Department of City and Regional Planning. It is also intended as an expression of gratitude from the Berkeley Planning Journal to Kaye for her critical and caring support of the journal during our first two decades of publication. The winner is chosen by the editorial board of each volume of the Berkeley Planning Journal. The Kaye Bock Student Award Paper Award is accompanied by a $250 cash gift.

Early Childhood Care and Development (ECCD) directors are crucial for sustainable quality ECCD centre management, leading to a focus on efficient 21st-century practices. Planning principles are essential for managing the complexity of early childhood education services. This paper aimed to explore how ECCD directors plan management activities in their centres in Ghana. The study was conducted in sixteen ECCD centres located in five metropolitan and municipal districts within the Greater Accra Region of Ghana. The study involved 20 participants, including directors/head teachers and board members, selected using a purposive sampling strategy. Data were collected through interviews and document reviews. Although evidence from the study showed that ECCD directors put much effort into managing their centres, the study found that ECCD directors experience various challenges concerning applying the basic management principle of planning at their centres. In this article, the authors contend that planning is a crucial management function that sets achievable goals in line with the ECCD centre's vision and provides direction for actions to achieve ECCD goals. In addressing the identified challenges, the researchers developed a systems-based planning framework to guide directors in their planning roles at the ECCD centres. [Note: The page range (125-138) shown on the PDF is incorrect. The correct page range is 125-137.]

Although scholars have discussed in depth about the evaluation content and the construction of evaluation index system of emergency management and crisis management, a unified and standardized interpretation of system construction concepts and empirical research on the performance evaluation of urban emergency management is still lacking. In view of this, this paper is based on the theory of the crisis life cycle, with the four phases of urban emergency management and the content of the task as a clue, constructed a performance evaluation index system containing 12 primary indicators and 44 secondary indicators, and centered on the emergency management work situation of S city. The study reveals that emergency management underperforms in S city, with a score of 5.948, qualifying as the "defined level". The "prevention and preparedness stage" receives poor evaluation, indicating a significant bias for crisis response instead of prevention. The report suggests the improvement of emergency material stockpile planning, the formation of grassroots emergency response teams, the emergency management publicity, and special emergency drill plans, etc., with a view to providing reference for city managers to comprehensively review and evaluate the emergency management system, and to promote the construction of a more systematic, complete and scientific urban emergency management system.

Abstract Background Identifying critical life transitions in people’s physical activity behaviors may illuminate the most opportune intervention apertures for chronic disease prevention. A substantive evidence base now indicates that parenthood is one of these critical transition points for physical activity decline. This study will examine whether a brief theory-based intervention can prevent a decline in physical activity among new parents over 6 months following intervention. This study protocol represents the first dyad-based physical activity initiative in the parenthood literature involving both mothers and fathers; prior research has focused on only mothers or only fathers (albeit limited), and has shown only short-term changes in physical activity. This study will be investigating whether a theory-based physical activity intervention can maintain or improve moderate to vigorous intensity physical activity measured via accelerometry of new parents over a 6 month period following intervention compared to a control group. Methods This study is a 6-month longitudinal randomized controlled trial. Parents are measured at baseline (2 months postpartum) with two assessment points at 6 weeks (3.5 months postpartum) and 3 months (5 months postpartum) and a final follow-up assessment at 6 months (8 months postpartum). The content of the theory-based intervention was derived from the results of our prior longitudinal trial of new parents using an adapted theory of planned behavior framework to predict changes in physical activity. Results A total of 152 couples have been recruited to date. Sixteen couples dropped out after baseline and a total of 88 couples have completed their 6-month measures. Discussion If the intervention proves successful, couple-based physical activity promotion efforts among parents could be a promising avenue to pursue to help mitigate the declines of physical activity levels during parenthood. These findings could inform public health materials and practitioners. Trial registration This trial has been registered with the Clinical Trials Registry maintained by the National Library of Medicine at the National Institutes of Health on April 19, 2014. The registration ID is NCT02290808 .

The COVID-19 pandemic ushered in a new era of technological tools that were used by language teachers to develop their students' English language skills. As a result of the sudden shift to online instruction, teachers at the Science, Technology, Engineering, Arts and Mathematics Academy middle school had little time to prepare and had limited resources to deliver an innovative curriculum. However, when schools returned to in-person learning and when COVID-19 relief funds were allocated to the school site to purchase new technology, these teachers gained access to more technology in their classrooms than ever before. This paper describes how teachers at this site leveraged the technological tools to achieve two goals: making the curriculum comprehensible and engaging for English learners to raise assessment scores; and using the technology to connect with their students. To achieve these goals, teachers were taught how to coalesce their tools in three ways: translating texts; digitizing their paper-based lessons; and "mirroring" input from their tablet computers to a larger screen. During an eight-week training, teachers implemented these innovations in their classrooms, reported their successes and reflected on their practice. This paper describes how four teachers used these tools inside their classrooms for innovative English language instruction.