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Education
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 No Time To Waste: Programs to Reduce Teen Pregnancy Among Middle School-Aged Youth
inter- course. Family Planning Perspectives, 28(1): 19–24. Meschke, L. L., Zweig, J. M., Barber, B. L., & Eccles, J. S. (2000). Demographic, biological, psy- chological, and social predictors of the timing of first intercourse. Journal of Resear...
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inter- course. Family Planning Perspectives, 28(1): 19–24. Meschke, L. L., Zweig, J. M., Barber, B. L., & Eccles, J. S. (2000). Demographic, biological, psy- chological, and social predictors of the timing of first intercourse. Journal of Research on Adolescence, 10(3): 315–338. Miller, B. C. (1998). Families matter: A research synthesis of family influences on adolescent pregnancy. Washington, DC: The National Campaign to Prevent Teenage Pregnancy. Moore, K. A., Morrison, D. R., & Glei, D. A. (1995). Welfare
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http://www.thenationalcampaign.org/resources/pdf/pubs/No_Time.pdf#page=17
www.thenationalcampaign.org/resources/pdf/pubs/No_Time.pdf#page=17
inter- course. Family Planning Perspectives, 28(1): 19–24. Meschke, L. L., Zweig, J. M., Barber, B. L., & Eccles, J. S. (2000). Demographic, <span class="highlight">biological</span>, psy- chological, <span class="highlight">and</span> social predictors <span class="highlight">of</span> the timing <span class="highlight">of</span> first intercourse. <span class="highlight">Journal</span> <span class="highlight">of</span> <span class="highlight">Research</span> on Adolescence, 10(3): 315–338. Miller, B. C. (1998). Families matter: A <span class="highlight">research</span> synthesis <span class="highlight">of</span> family influences on adolescent pregnancy. Washington, DC: The National Campaign to Prevent Teenage Pregnancy. Moore, K. A., Morrison, D. R., & Glei, D. A. (1995). Welfare
Journal of Constitutional Law
electronic media. The Journal has a relationship with the National Constitution Center and has an interdisciplinary relationship with Penn’s Political Science Department, School of Social Work, the Medical School, and the Wharton School. From this site...
Inventor Profiles: Charles Page
circuit breaker and a small reciprocating electro-magnetic engine. Having left the medical field, he worked as a patent examiner from 1841 to 1852 and from 1861 until his death. During that period, he also served as a professor at Columbian College (George Washington University)...
Emory University School of Medicine
million patient visits a year. The school's long-term strengths in patient care and research include heart, stroke, cancer, eye, transplants, Parkinson's, and infectious disease; areas targeted for growth include genetics, vaccines, and neurosciences. Early History When...
Student Mobility and Academic Achievement. ERIC Digest
substantial body of research suggests that students may be affected psychologically, socially, and academically from changing schools, the impact of mobility depends on such factors as the number of school changes, when they occur, the reason for the changes, an...
Keeping the Faith: The Role of Religion and Faith Communities in Preventing Teen Pregnancy...
B.C., & Olson, T.D. (1988). Sexual atti- tudes and behavior of high school students in rela- tion to background and contextual factors. Journal of Sex Research, 24, 194-200. *Moore, K.A., Manlove, J., Glei, D.A., & Morrison, D.R. (1998). Non-marital...
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B.C., & Olson, T.D. (1988). Sexual atti- tudes and behavior of high school students in rela- tion to background and contextual factors. Journal of Sex Research, 24, 194-200. *Moore, K.A., Manlove, J., Glei, D.A., & Morrison, D.R. (1998). Non-marital school-age motherhood: Family, individual, and school characteristics. Journal of Adolescent Research, 13, 433-457. *Mott, F.L., Fondell, M.M., Hu, P.N., Kowaleski- Jones, L., & Menaghan, E.G. (1996). The determi- nants of first sex by age 14 in a high-risk
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http://www.thenationalcampaign.org/resources/pdf/pubs/KeepingFaith_FINAL.pdf#page=87
www.thenationalcampaign.org/resources/pdf/pubs/KeepingFaith_FINAL.pdf#pag...
B.C., & Olson, T.D. (1988). Sexual atti- tudes <span class="highlight">and</span> behavior <span class="highlight">of</span> high school students in rela- tion to background <span class="highlight">and</span> contextual factors. <span class="highlight">Journal</span> <span class="highlight">of</span> Sex <span class="highlight">Research</span>, 24, 194-200. *Moore, K.A., Manlove, J., Glei, D.A., & Morrison, D.R. (1998). Non-marital school-age motherhood: Family, individual, <span class="highlight">and</span> school characteristics. <span class="highlight">Journal</span> <span class="highlight">of</span> Adolescent <span class="highlight">Research</span>, 13, 433-457. *Mott, F.L., Fondell, M.M., Hu, P.N., Kowaleski- Jones, L., & Menaghan, E.G. (1996). The determi- nants <span class="highlight">of</span> first sex by age 14 in a high-risk
New Georgia Encyclopedia: Emory University School of Medicine
patient visits a year. The school's long-term strengths in patient care and research include heart, stroke, cancer, eye, transplants, Parkinson's, and infectious disease; areas targeted for growth include genetics, vaccines, and neurosciences. Early History When Atlanta...
STATE BOARD OF EDUCATION
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. M...
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Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the Journal of the West and the Journal of Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=7
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years <span class="highlight">and</span> social studies department chair for 13 years. Dr. McBride has published articles in the <span class="highlight">Journal</span> <span class="highlight">of</span> the West <span class="highlight">and</span> the <span class="highlight">Journal</span> <span class="highlight">of</span> Arizona History <span class="highlight">and</span> is a speaker with the Arizona Humanities Council specializing in mining <span class="highlight">and</span> mine labor. He is the
K-12 Reading
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 3-5 Page 33 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 6-8 Page 49 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 9-12 Page 65 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
K-12
R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home...
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R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including picture and written
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
R.10.K.6 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span>/log which demonstrates appropriate comprehension skills, including picture <span class="highlight">and</span> written responses R.10.K.7 Select familiar books to read from a variety <span class="highlight">of</span> sources, including classroom, home, <span class="highlight">and</span> school library R.10.1.8 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span> which demonstrates appropriate comprehension skills, including picture <span class="highlight">and</span> written
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