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To identify key trends in college student volunteering and to understand their implications for growing volunteering among college students, the Corporation has produced a new report, titled "College Students Helping America," the most comprehensive national report ever conducted on college student volunteering in the United States. The report analyzes data collected from 2002 to 2005 as part of the Current Population Survey (CPS), a comprehensive and scientifically rigorous survey of 60,000 American households conducted by the U.S. Census Bureau and the Bureau of Labor Statistics. It concludes that college student volunteering increased by approximately 20 percent between 2002 and 2005, as students have become involved in helping their communities. The report presents data on student volunteering and volunteers in an easily accessible format that will be useful to people--whether experienced researchers, policy makers, or just concerned citizens--interested in learning more about volunteering in the states. The report includes a state-by-state ranking of college student volunteering. Specific findings in the report include: (1) Since September 2001, the overall percent of college students who volunteer has increased from 27.1 percent to 30.2 percent, exceeding the volunteer rate for the general adult population of 28.8 percent; (2) Tutoring and mentoring youth (26.6 and 23.8 percent, respectively) are the most common volunteer activities among college student volunteers; (3) 39.2 percent of black college students mentor when they volunteer, compared to 22.3 percent of white college students; (4) Between 2003 and 2005, college students followed the national trend in volunteering, with females (33 percent) volunteering at a higher rate than males (26.8 percent), and whites (32 percent) volunteering at a higher rate than students of other races and ethnicities (23.6 percent); (5) College students were twice as likely to volunteer as individuals of the same age who are not enrolled in an institution of higher education (30.2 percent and 15.1 percent, respectively); (6) While 23.4 percent of college student volunteers serve with religious organizations, 34.8 percent of the general adult volunteer population serves through such organizations; (7) Students who work 1 to 10 hours per week part-time (46.4 percent) are more likely to volunteer than those who do not work at all (29.8 percent); (8) Volunteering rates decline substantially as college students work more hours--Students who work 31 to 35 hours and 36 to 40 hours volunteer at rates of 22.8 percent and 23.2 percent, respectively; and (9) College student volunteers (27%) are more likely to be episodic volunteers (volunteering fewer than two weeks per year with their main organization) than the general adult volunteer population (23.4%). Nevertheless, 44.1 percent of college student volunteers also engage in regular volunteering (volunteering 12 or more weeks per year with their main organization). (Contains 5 tables, 10 figures, and 47 endnotes.)

This guide facilitates and promotes awareness, appreciation, and knowledge of North Dakota's wetland resources. It is an interdisciplinary wetland activity guide for kindergarten through 12th grade teachers. It was developed specifically for North Dakota educators by North Dakota education and natural resource professionals about North Dakota's wetland resources. This guide integrates the curriculum goals for science, social studies, geography, mathematics, North Dakota studies, English/language arts, and art. Each activity contains abstract reference information about intended age level, subject area, duration, group size, teaching settings, skills, North Dakota curriculum references, and key vocabulary. Information is provided about intended learning outcomes, rationale for the activity, necessary student prior knowledge, background information, list of materials needed to conduct the activity, step-by-step procedures, activity extensions, evaluation methods, and material reference information. The appendices contain a list of skills, North Dakota curriculum frameworks reference list, information about North Dakota agencies and organizations associated with wetlands conservation, and information about major wetland protection efforts. Also includes a glossary. (AIM)

This guide was designed to encourage and assist groups to incorporate youth into their alcohol and other drug prevention and education programs. It provides a step-by-step approach to planning and implementing a program in which young people make a significant contribution to reducing or preventing alcohol and other drug use among youth in high-risk situations. The guide is presented in loose-leaf notebook form, with index tabs dividing its six chapters. Chapter I discusses developing program-related agency policies, hiring a program coordinator, and creating a program budget. Chapter II focuses on how to develop program goals, objectives, tasks, and an appropriate evaluation strategy. Chapter III discusses how to prepare agency staff for youth participation, including retirement and screening of youth volunteers, preparation for the training of peer leaders, supervision and retention of volunteers, and involving parents in the program. Chapter IV presents a detailed outline of a 42-hour training curriculum for all youth volunteers. Chapter V presents detailed information on program structure and training for youth in specialized roles such as hotline volunteer, member of an agency's board of directors, provider of peer education through drama, peer counselor, and educator in a shelter and in a school. Chapter VI describes national and community-based agencies that support alcohol and drug prevention and intervention services for youth in high-risk situations and lists relevant videos, curricula, and educational materials. (ABL)

This booklet contains games and activities that can be photocopied for classroom use. Activities include Wetland Terminology, Putting on the Map, Erosional Forces, Water in...Water out, Who Lives Here?, Wetlands in Disguise, Dichotomous Plant Game, Algae Survey, Conducting an Algal Survey, Water Quality Indicators Guide, Farming Wetlands, Wetlands Jeopardy, and Wetland Hop. (JRH)

Teachers can use professional development portfolios to facilitate learning and improve classroom practice. The article offers a history and description of professional development portfolios, sharing how teachers have used them and examining the influence of professional development portfolios on teachers as learners. Implications for staff development design are noted. (SM)

Designed for college freshman composition classes, this guide describes a writing assignment for teaching students to write a formal review of a favorite children's book. The book analysis worksheet serves as a springboard for questions and a vehicle for teaching persuasive discourse, the business of publishing, the organization of libraries, the commercial role of bookstores, and the criteria that make a book appropriate for readers of a particular age range. A guide for critiquing the book reviews is provided for peer evaluation. Finally, an essay evaluation scale covering ideas, organization, vocabulary, sentence structure, punctuation and mechanics, and spelling outlines the criteria for grading the revised version of the book review. (SRT)

Describes an experiment designed to help understand the effect of the curvature of the laboratory equipment support (cylindrical rod instead of knife-edge) on the frequency of oscillation of pendula. (ZWH)

We explore several problems associated with persistent data structures, deriving our motivation from problems left open by Driscoll, Sarnak, Sleator and Tarjan in [15]. We exhibit simple methods to completely eliminate amortization from one of the data structures of Driscoll et. al.. We show new methods for making some data structures, including disjoint-set union-find, partially persistent in optimal time and space. We discuss some motivations for eliminating amortization from data structures in general, and explore a family of "pebble" games associated with eliminating amortization from data structures in general and from persistent data structures in particular. One relevant version of this pebble game shows that randomization may be a useful tool for elimination of amortization. The

Under the Normalization Assumption on the algorithms, the labeling problem has a lower bound Ω(nlog n). This is proved by a mechanism dividing the label intervals into a list of collections whose corresponding costs are bounded from below by a suitably chosen function.

We explore several problems associated with persistent data structures, deriving our motivation from problems left open by Driscoll, Sarnak, Sleator and Tarjan in [15]. We exhibit simple methods to completely eliminate amortization from one of the data structures of Driscoll et. al.. We show new methods for making some data structures, including disjoint-set union-find, partially persistent in optimal time and space. We discuss some motivations for eliminating amortization from data structures in general, and explore a family of "pebble" games associated with eliminating amortization from data structures in general and from persistent data structures in particular. One relevant version of this pebble game shows that randomization may be a useful tool for elimination of amortization. The

Under the Normalization Assumption on the algorithms, the labeling problem has a lower bound Ω(nlog n). This is proved by a mechanism dividing the label intervals into a list of collections whose corresponding costs are bounded from below by a suitably chosen function.

Erschien zuerst als Jur. Diss., Göttingen 1753, Autopsie nach Ex. der ULB Sachsen-Anhalt, Vorlageform des Erscheinungsvermerks: Goettingae, Apvd Victor. Bossigel, MDCCLIV.

Erschien zuerst als Jur. Diss., Göttingen 1753, Autopsie nach Ex. der ULB Sachsen-Anhalt, Vorlageform des Erscheinungsvermerks: Goettingae, Apvd Victor. Bossigel, MDCCLIV.