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Positive youth development merits state investment.
Author(s): David Campbell, UC Davis, Kali Trzesniewski, UC Davis, Keith C. Nathaniel, UCCE Los Angeles County, Richard P. Enfield, UCCE San Luis Obispo County, Nancy Erbstein, UC DavisResearch over the last 30 years has borne out the value of positive youth development (PYD), resulting in a major shift in youth development research (Lerner and Benson 2003). Before this shift, researchers, scholars and practitioners developed youth-serving programs and institutions mainly on a deficit model: They considered high-risk youth behaviors and problems to be the focus of their work (Lerner et al. 2011). Youth were problems to be managed, and this mind-set generated strategies oriented toward intervening after the fact rather than prevention. In today's research environment, however, youth are increasingly considered community assets to be developed and nurtured (Damon 2004; Irby et al. 2001).
Research suggests that far too many California youth are not thriving. Approximately one out of six 16- to 24-year-olds in California is out of school and out of work (Benner et al. 2010; Lamming et al. 2006; Sum 2003). Each year, about 100,000 California youth reach graduating age but do not graduate from high school (Taylor and Rumberger 2010). These youth have a higher unemployment rate, lower lifetime earnings and a greater likelihood to be the target of public expenditures for health, welfare and criminal justice services (London and Erbstein 2011). Promotion of healthy pathways to college, work and community engagement is of urgent concern, not only for the youth and their immediate families and communities but for California as it seeks to replace an aging workforce, sustain a vibrant democracy and remain competitive in the global economy.
Researchers increasingly view young people as community assets to be nurtured, rather than focusing on high-risk youth behaviors and interventions after the fact. Above, 4-H state ambassadors at Point Bonita orientation build their competence and connection skills through group problem solving. [Graphic omitted]
What is positive youth development?
Drawing on the work of Hamilton (1999), Lerner et al. (2011) describe a three-part conception of PYD as a developmental process, a philosophy or approach to youth programming, and situations in which youth programs and youth-serving organizations foster the healthy development of youth. Here we identify the characteristics held in common by positive youth development programs that are effective in helping youth develop competence in many areas of life, including social connections (i.e., access to people, institutions and networks), personal character, confidence and the ability to care and to contribute to society (Gomez and Ang 2007). Although they are critically important, strategies to support these programs via systems change within schools, juvenile justice, health-care and social welfare institutions are beyond the scope of this review (Pittman 1991, 2000).
Guiding frameworks and principles
Scholars have used a number of research-derived youth development frameworks to describe the needs of youth and guide the development of PYD programs. As summarized by Heck and Subramaniam (2009), these frameworks include the assets model of the Search Institute (Benson et al. 2006; Oman et al. 2002; Theokas et al. 2005), the four essential elements framework promoted by the national and state 4-H Youth Development Program (Kress 2003; Peterson et al. 2001), the five (sometimes six) C's of positive youth development (Lerner 1995; Lerner et al. 2000; Pittman et al. 2000; Roth and Brooks-Gunn 2003) and the Thrive framework (Heck et al. 2010; Thrive Foundation for Youth 2010). While these frameworks have some notable differences, both in their terminology and in the extensiveness of their lists of critical youth competencies, they have much in common. Heck and Subramaniam (2009, 21) identify six key developmental competencies common to them all.
Mastery and competence.
All of the PYD frameworks emphasize skill building, with a shared focus on skills for learning and academic success and skills relevant to crafts, arts, sports, work, management of emotions, and building and sustaining relationships. Through success in developing personal skills, youth increase their confidence and establish a foundation for developing other competencies. For example, the 35 life skills promoted in 4-H programs have been used to develop successful initiatives and as a framework for evaluations of other youth programs (Heck and Subramaniam 2009; Hendricks 1996). Taylor-Powell and Calvert (2006) found that the 4-H Arts and Communication program in Wisconsin improved participating youth's general sense of competence.
Independence and confidence.
Youth need to be able to differentiate themselves from others, and they need the confidence to exercise that independence in a variety of settings and situations, including those that are complex or difficult. Confidence indicates self-esteem and positive identity (Roth and Brooks-Gunn 2003) as well as resiliency (Benard 1991, 1993, 2004). Benard (1993, 44) notes that resilient youth have 'the ability to bounce back successfully despite exposure to severe risks.' Her research links this capacity to certain attributes that allow youth to overcome adversity and stress. These attributes include social competence, problem-solving skills, autonomy and a sense of purpose and future. Resilient children tend to be good learners and good problem solvers (Masten et al. 1990).
Generosity, caring and compassion.
The PYD frameworks stress the need to nurture character and a strong sense of personal values, which lead to empathy and caring for others. The frameworks recognize that individual development cannot be divorced from the relationships, social contexts and public settings in which young people find themselves. In a survey of 6,000 youth, grades 6 through 12, Scales et al. (2000) found 'helping others' to be strongly related to the presence of developmental assets as identified in the Search Institute framework, particularly time spent in one's religious community and time spent in youth programs. Phelps et al. (2009) validated caring (defined as feeling sorry for the sadness of others) as a key developmental asset.
Initiative and purpose.
Healthy youth have an increased capacity to initiate work and to act on the world. They can sustain self-motivation as they direct their attention and action toward achievement of a challenging goal (Larson 2000, 170). With a sense of purpose, youth are possessed of a deep reason, a sense of inspiration or meaning that motivates them to learn and achieve. Research shows that youth with a sense of purpose have more-positive developmental outcomes (Damon 2004). One source of purpose can be spiritual growth. Shaped both within and outside of religious traditions, spiritual growth is often an important driver in the search for meaning in life (Benson et al. 2003). Another source of purpose highlighted by researchers and practitioners of social justice youth development is the desire to improve conditions for one's family and community (Ginwright and James 2002).
Involvement and contribution.
Youth need meaningful ways to contribute within their home, school, organizations and civic institutions. Surveys of youth participating in PYD programs characterize their ability to contribute as highly significant (Alberts et al. 2006). As Campbell and Erbstein (2012) note:
… engagement can deepen civic commitment, extend social capital, create meaningful relationships with adults, foster self-esteem and identity development, and build a sense of self and collective efficacy (Hughes and Curnan 2000; Irby et al. 2001; Gambone et al. 2006).
Ginwright and Cammarota (2007, 694) highlight the transformative power of a 'critical civic praxis,' a strategy for putting social theory into practice. It can give our most marginalized youth populations access to the networks, ideas and experiences that build individual and collective capacity to foster equitable opportunities and outcomes.
Through animal science projects, 4-H members gain a greater sense of purpose, which leads to improved contributions to their communities. Above, a 4-H member at a spring exposition, San Mateo County fairgrounds. [Graphic omitted]
Belonging and connections.
All of the frameworks discussed here point to the importance of positive, supportive relationships with peers and adults, whether family members, teachers, mentors or other adults. Supportive relationships help create a sense of appropriate boundaries and expectations while enhancing feelings of personal safety and development of a positive identity. Programs and activities that support social skill acquisition and relationship building can result in improvements in both academic achievement and self-perception (Durlak et al. 2007).
Hensley et al. (2007) found that with increased involvement in 4-H, a youth's sense of belonging increased. As Russell and Van Campen (2011) argue, many mainstream youth programs such as the Boy Scouts and YMCA do a much better job of providing connections for middle-class youth, traditional families and dominant cultural groups than they do in reaching more marginal populations such as immigrant youth, young people growing up in low-income households or lesbian, gay, bisexual or transgender (LGBT) youth.
As 4-H members become more competent and confident working with their animals, they are introduced to basic practices in veterinary medicine. [Graphic omitted]
One strategy to increase belonging and connection for a greater diversity of young people is to build upon ethnic and cultural networks, youth culture and knowledge within communities (Burciaga and Erbstein 2010; Yosso 2005). For example, drawing on the Chicana/Chicano tradition of community art workshops (Jackson 2009), the Department of Chicana/o Studies at UC Davis has collaborated with the Yolo County Housing Authority to launch Taller Arte del Nuevo Amanecer (TANA). This studio engages youth living in nearby subsidized housing and beyond, documenting their experience and hopes through silk-screen printing and mural painting, providing access to new skills and a safe space for community building. (See http://ucdavismagazine.ucdavis.edu/issues/su10/drawing_on_culture.html.)
PYD program results
There are many types of youth-serving entities that offer PYD programs, including government agencies, universities and schools, nonprofit organizations, faith-related institutions and ethnic networks. Backed with public funding and operating through the auspices of land-grant universities, the 4-H Youth Development Program is among the most long-standing of them. It creates a safe environment where adults and youth can work together on meaningful, inquiry-based learning. Another example is the nonprofit Boys and Girls Clubs of America, which solicits grants and donations to further its mission of providing a safe place for youth to learn, grow and experience ongoing relationships with caring adult professionals.
Thousands of churches and faith-related nonprofits across the nation offer youth programs such as tutoring, spiritual exploration, camping, crafts, career exploration and community service. Still other programs engage youth in exploring and celebrating their cultural identity or defining community challenges and getting organized to create meaningful community change (Campbell and Erbstein 2012).
Study approach.
Our first question was whether these PYD programs result in positive outcomes for youth. For this analysis, we reviewed a wide variety of peer-reviewed publications from the past two decades that used formal evaluation data to track the effects of PYD programs. Within this growing body of literature, we paid particular attention to metareviews that synthesized the findings of previous studies and to individual longitudinal studies with large sample sizes.
After-school programs that promote personal and social skills result in improved test scores and grades -- even more than programs focusing on academics alone. 4-H helps young people discover the things that give them joy, energy and passion for making the world a better place. [Graphic omitted]
Because this article aims to provide a concise literature review that identifies promising policy and program directions, we will not provide a detailed accounting of the methodological strengths and limits of individual studies. However, several general caveats regarding the literature should be noted. While many studies provide evidence of a relationship between PYD programs and beneficial youth outcomes, this relationship is not present in all cases. When such effects are found, they range widely in magnitude across different studies. The relationships discussed are stronger in high-quality programs. (We discuss what constitutes a high-quality program below.)
Overall, the findings tend to reflect correlational rather than causal relationships. Many studies do not control for self-selection into programs or exposure to PYD support in families and communities, and that makes it difficult to distinguish the outcomes that flow from informal efforts by parents, peers and communities from outcomes that can be created in structured youth programs. Also, many PYD programs have not been formally evaluated, and existing evaluations often have not disaggregated youth experience by demographic, cultural and geographic characteristics to assess whether the outcomes are consistent across different populations and places.
Despite these caveats, there is strong evidence that high-quality youth programs can have positive and significant effects. Support for PYD in a young person's life is positively associated with three outcomes of particular public significance:
* Improved school achievement and graduation rates.
* Decreased incidence of risk behaviors.
* Increased sense of personal efficacy and empathy.
Improved school achievement, graduation.
Research shows a strong correlation between involvement in PYD programs and improved academic achievement (Gomez and Ang 2007; Guest and Sneider 2003). Indeed, Meltzer et al. (2006) found that the length of time spent in PYD programs during childhood and adolescence predicted positive outcomes during adulthood, including increased high school graduation rates and improved college attendance.
A qualitative review of 161 PYD programs found that school achievement and attachment were improved among participants (Catalano et al. 2004). Also, strong evidence from a recent meta-analysis of studies that employed experimental designs indicates that participation in after-school programs that promote personal and social skills has resulted in increased achievement test scores, grades, school attendance and school bonding, when compared to control conditions (Durlak et al. 2010). Impressively, the overall increase in achievement gained by participating in these social-emotional learning programs was larger than is typically found for programs that focus only on academics.
Decreased incidence of risk behaviors.
Many researchers have found correlations between PYD and the prevention of self-destructive behaviors (Beets et al. 2009; Benson 1997; Benson and Pittman 2001; Benson and Scales 2009; Benson et al. 1998; Benson et al. 2006; Catalano et al. 2004; Goldschmidt et al. 2007; Hawkins et al. 2009; Oman et al. 2002; Tebes et al. 2007; Weissberg and Utne O'Brien 2004). A formal meta-analysis of rigorous evaluations found that after-school programs promoting personal and social skills were effective in reducing problem behaviors and drug use (Durlak et al. 2010). Other research has linked PYD to a reduction in potentially dangerous sexual activity, including early or frequent sexual intercourse, multiple sexual partners, not using birth control and failing to protect against sexually transmitted diseases (Catalano et al. 2004; Gavin et al. 2009; Gloppen et al. 2010; Sieving et al. 2011; Weissberg and Utne O'Brien 2004).
Increased efficacy and empathy.
Multiple studies have found that PYD programs promote positive personal traits and relationships, built on both self-assertive and self-regulative efficacy and empathy (Anderson et al. 2007; Catalano et al. 2004; Roth and Brooks-Gunn 2003). Higher levels of key PYD indicators predict greater contributions to family and community (Lerner et al. 2008). And meta-analytic findings show that after-school programs promoting personal and social skills improved self-esteem and self-efficacy and increased positive interactions with others (Durlak et al. 2010).
High-quality programs
The achievement of these outcomes across a wide range of programmatic settings is indicative of the payoffs the public might expect from high-quality PYD programs. However, the degree to which these outcomes may be evident in any given program or community setting appears to depend on program quality. To bring about the desired outcomes for youth, a program must embody specific key characteristics.
The most exhaustive review of the literature on this topic remains the National Research Council's report of the Committee on Community-Level Programs for Youth (NRC/IOM 2002). The authors identified eight characteristics of positive developmental settings (see pp. 9-10 of report): physical and psychological safety, appropriate structure, supportive relationships, opportunities to belong, positive social norms, support for efficacy and mattering, opportunities for skill building, and integration of family, school and community efforts. The study notes that these features work in synergistic ways, such that 'programs with more features are likely to provide better supports for young people's positive development' (2002, 8).
Scientific inquiry is a primary educational practice in 4-H, which builds youth competence and love of learning. Above, participants in a National Youth Science Day activity at San Mateo County's 4-H World of Water workshop. [Graphic omitted]
In their meta-analysis, Durlak et al. (2010) categorized successful interventions as following sequential, active, focused and explicit (SAFE) practices that are structured and youth focused. These practices include sequential activities linked over several days rather than unstructured, drop-in opportunities; active involvement of youth rather than passive reception of messages from adults; focus on personal or social skills (achieved by setting aside time and elements of the program to work on those skills) and explicit identification of skills youth are expected to develop. Durlak et al. found that programs that included SAFE practices had stronger outcomes than programs that did not. In fact, all of the outcomes (personal, behavioral and academic) were significantly improved for SAFE programs, and none of the outcomes were significantly improved for non-SAFE programs.
At a National Youth Science Day at San Mateo County's 4-H World of Water workshop, members improve their competence in understanding science. 4-H programming helps address the critical need for more scientists and engineers in the workforce. [Graphic omitted]
Drawing on more than a dozen after-school program evaluations, Huang and Dietel (2011) and colleagues at the UCLA Center for Research on Evaluation, Standards, and Student Testing developed a model that posits five key components of effective after-school programs: clear and rigorous goals, experienced leadership that sets high expectations, staff with longevity at the site, programs that align with school goals and evaluation that uses both formative and summative methods. (Formative assessment assists the leader in forming lessons based on the progress of student understanding, while summative assessment comes at the end and summarizes what the student has learned.)
Recent years have seen a proliferation of program quality assessment tools, which provide one way to summarize key research findings and provide guidance on program design and management. A review of these tools by the Forum on Youth Investment finds that there is a common core of concerns: relationships, environment, engagement, social norms, skill-building opportunities and routines and structures (Yohalem et al. 2009). Some tools also look in more detail at participation, management, staffing and community linkages as important variables.
Researchers at the Weikart Center for Youth Program Quality focus their efforts on improving instructional practices at the point of service by means of a structured approach to assessment. Their research (Smith et al. 2012) identifies four important domains of quality practice:
* Safety (physical and emotional).
* Support (welcoming setting, conflict resolution, active learning, skill building, etc.).
* Interaction (peer group interaction and community building).
* Engagement (higher-order choice, planning and reflection).
Limits in current research.
As Heck and Subramaniam (2009) conclude, relatively little literature addresses how race, class, ethnicity or other demographic characteristics impact the ability of youth development programs to achieve positive outcomes. We add to this list the lack of attention to the ways in which place or regional geography matters. Universal frameworks are useful, but they have a tendency to downplay or ignore the need to tailor youth programs to particular situations or populations. As Campbell and Erbstein (2012) note:
An important segment of the literature argues against universal, one-size-fits-all approaches and in favor of tailoring initiatives to the circumstances of particular disadvantaged, and typically underrepresented, youth populations and communities.
Emerging research (Russell and Van Campen 2011) seeks to identify qualities held in common by programs that effectively serve populations marginalized on the basis of race or ethnicity, socioeconomic status, immigration status, language background or sexual orientation. Some research suggests particular efficacy for community engagement strategies that explicitly help youth identify and act upon the root causes of challenging community conditions (Erbstein 2010; Ginwright et al. 2006). These are seen in programs that connect young people with what Ricardo Stanton-Salazar (2011) describes as empowerment agents and programs that attend to cultural and organizational factors that might be limiting the participation of underrepresented populations (Erbstein 2010; Romero et al. 2010; Russell and Van Campen 2011).
An example of a project that addresses the circumstances of disadvantaged youth is an effort funded by UC Agriculture and Natural Resources (ANR) to extend indices of youth well-being and vulnerability in California (see sidebar below). The aim is to produce accurate, compelling and actionable data at the community scale, by targeting resources to neighborhoods or subpopulations that have a particular need for support.
Costs and benefits
We also need better data to assess the costs and benefits of investing in PYD programs. The available data suggests that the economic rationale is potentially strong, but more supporting evidence is needed. Some progress is being made in developing this data. One strand of research documents the costs of running high-quality youth programs (Grossman et al. 2009), so that policymakers can estimate the scope of investment required. Another strand estimates the costs to society of failure to make sufficient youth investments.
Using estimates developed by Belfield and Levin (2007a, 2007b), researchers at UC Davis calculated that the approximately 9,000 students in the nine-county Sacramento capitol region who leave high school without graduating each year represent a combined loss of nearly $215 million in wages and purchasing power, while adding $480 million to state and local tax burdens for services and more than $1 billion to the federal budget for services (Benner et al. 2010; London and Erbstein 2011). Likewise, teen births are not only associated with a higher likelihood of becoming a high school dropout, they also directly impact public expenditures: 'In the United States, the annual cost of teen pregnancies from lost tax revenues, public assistance, child health care, foster care, and involvement with the criminal justice system was estimated to be $9.1 billion in 2004' (Geraghty 2010).
Substance abuse rates also impact public expenditures both directly and by reducing graduation rates. Currently, California faces a crisis, with more youth and adults in need of substance abuse treatment than there are available facilities (Geraghty 2010, 45-46). PYD programs hold promise in reducing the demand for treatment services, reducing societal costs.
State policy: Two action steps
While more and better data is needed, the work to date suggests that if PYD programs and strategies were to take deeper root and every young person had access to high-quality opportunities, many economic and social benefits could accrue to society. The research we have reviewed suggests two important foundational action steps toward building a state policy infrastructure that promotes youth development.
Data gathering.
First, we need to build a data-gathering infrastructure to ensure that state policy-making is well informed. For example, we need to strengthen local administration of the California Healthy Kids Survey (CHKS), the only routinely collected source of data about youth development in California. The move to a statewide sampling strategy has eliminated capacity to generate localized assessments of youth well-being and access to support. Conversely, protecting and further developing CHKS, and linking it to broader individual tracking of student data, would enable even more robust analyses. The state might also invest in Youth Impact Assessments (a way of tracking the impact of various policies on youth outcomes), perhaps as part of broader Health Impact Assessments, which many communities are beginning to conduct as part of a community vitality strategy (Schmidt and Coffey 2010).
A key part of the data-gathering infrastructure is evaluation capacity building, to ensure that state investments are targeted to high-quality programs and services. California is promoting youth development in school, after-school and nonschool settings through a variety of current or pending state programs:
* State-funded after-school programs under Proposition 49 (The After School Education and Safety Program Act of 2002).
* The California Department of Education's Education and Safety Program.
* California Friday Night Live Partnership programs of the California Department of Public Health.
* Violence and gang prevention programs.
* Bullying prevention programs.
* School climate and safety programs.
Rigorous program evaluations are needed to determine the effectiveness of these programs. UC ANR, for example, is evaluating the implementation of 4-H Thrive in after-school settings to gain new data on the program's efficacy and develop ways to strengthen it (see sidebar below).
The list of intended outcomes that have been the focus of evaluations should be expanded. Education and risk behavior, which have been the primary concerns, have clear economic and policy implications, but other outcomes such as civic engagement and social capital are also pivotal in youth, community and broader U.S. societal well-being. As noted by Campbell and Erbstein (2012), 'Young people are a powerful -- if often untapped -- resource in promoting community change that benefits children, youth and families.'
Putnam's (2000) national survey found that states with high social capital -- that is, where residents trust one another and join organizations and socialize with friends, and so on -- are states where children are more likely to thrive. More research is needed to document the impact of these outcomes on individuals and society and to show how they can be improved through PYD programs. One such study, by UC ANR, is seeking evidence that investments in high-quality positive youth development programs might create higher levels of community social capital (see sidebar below) (Emery and Flora 2006; Emery et al. 2006; Enfield and Owens 2009).
Measurable goals.
Once a data-gathering infrastructure is in place, the state can begin to set measurable goals for youth outcomes, the second necessary action step. A national study estimates that only 9% of youth are currently receiving a high level of support for acquiring key developmental capacities, suggesting significant room for improvement in both the scope and quality of youth programming (Scales et al. 2011, 272). National data also shows that approximately 68% of youth are in some youth development program or youth activity, but only 35% of these programs and activities have high-quality features linked to the most positive outcomes (Scales et al. 2011, 274). It might be particularly useful to increase the overall percentage of youth who are constructively engaged as active participants in their own learning, both in and outside of school and ensure equitable outcomes across subpopulations and places.
In developing a state policy framework and particular policies, it will be useful to draw on the work of organizations such as the Forum for Youth Investment, which promotes information sharing among states and localities across the nation. While it hasn't been the focus of this article, their work and that of many other researchers suggests the need to look carefully at how our youth-serving institutions (schools, probation departments, hospitals and health-care providers, parks and recreation programs, social welfare, public housing, etc.) can align practices with PYD research, and how community and regional planning can facilitate all young people's access to developmentally supportive environments. Similar findings emerged in a Sacramento-region analysis of the relationship between youth well-being and regional vitality and sustainability (London and Erbstein 2011).
Looking forward
As we face the next two decades of transformational change, nurturing the healthy development of youth is critical to the future of the state and nation. Drawing from previously published peer-reviewed empirical research and literature reviews, our research points to two foundational steps needed to build state policies and infrastructure that promote youth development: improvement of data systems and setting broad youth policy goals at the state level. The need for positive pathways to adulthood is immediate and urgent, and critical to our future prosperity and democracy. As it has for the past century, UC Cooperative Extension's county-based 4-H Youth Development Program will continue to address this challenge by implementing programs at the cutting edge of youth development knowledge and practice.
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Hamilton SF. A three-part definition of youth development 1999. Ithaca, NY:Cornell University School of Human Ecology. Unpublished ms
Hawkins JD, Oesterle S, Brown EC, et al. Results of a Type 2 translational research trial to prevent adolescent drug use and delinquency: A test of Communities That Care. Arch Pediat Adol Med 2009. 163(9):789-98. 10.1001/archpediatrics.2009.141
Heck KE, Subramaniam A. Youth Development Frameworks 2009. 4-H Center for Youth Development Monograph. UC Davis. www.ca4h.org/files/29164.pdf
Heck KE, Subramaniam A, Carlos R. The Step-It-Up-2-Thrive Theory of Change 2010. 4-H Center for Youth Development Monograph. UC Davis. www.thrivefoundation.org/Thrive%20Monograph%202010.pdf
Hendricks PA. Targeting Life Skills Model 1996. Ames, IA:Iowa State University Extension. www.extension.iastate.edu/4h/explore/lifeskills.htm
Hensley ST, Place NT, Jordan JC, Israel GD. Quality 4-H youth development program: Belonging. J Extension 2007. 45(5) www.joe.org/joe/2007october/a8.php
Huang D, Dietel R. Making Afterschool Programs Better 2011. UC Los Angeles:National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Policy Brief No. 11 www.cse.ucla.edu/products/policy/huang_MAPB_v5.pdf
Hughes DM, Curnan SP. Community youth development: A framework for action. Community Youth Dev J 2000. 1(1):7-11.
Irby M, Ferber T, Pittman K, et al. Youth Action: Youth Contributing to Communities, Communities Supporting Youth 2001. Takoma Park, MD:The Forum for Youth Investment, International Youth Foundation. www.forumfyi.org/files/YouthAction.pdf
Jackson CF. Chicana and Chicano Art: ProtestArte 2009. Tucson, AZ:University of Arizona Press.
Kress C. The circle of courage in practice: The 4-H Club study. Reclaim Child Youth 2003. 12(1):27.
Lamming J, Lemp C, Campbell D, et al. The Workforce Investment Act and California Youth: Implementing Local Youth Councils and Youth Programs 2006. Fourth Interim Report, Evaluation of California's Workforce Development System. California Communities Program, UC Davis, Department of Human and Community Development. http://ucanr.org/sites/UC_CCP/files/125928.pdf
Larson RW. Toward a theory of positive youth development. Am Psychol 2000. 35(1):170-83. 10.1037/0003-066X.55.1.170
Lerner RM. American Youth in Crisis 1995. Thousand Oaks, CA:Sage Publications.
Lerner RM, Benson PL. Developmental Assets and Asset-Building Communities: Implications for Research, Policy, and Practice 2003. Boston, MA:Kluwer Academic Publishers. 10.1007/978-1-4615-0091-9
Lerner RM, Fisher CB, Weinberg RA. Toward a science for and of the people: Promoting civil society through the application of developmental science. Child Dev 2000. 71(1):11-20. 10.1111/1467-8624.00113
Lerner RM, Lerner JV, Lewin-Bizan S, et al. Positive youth development: Processes, programs, and problematics. J Youth Dev 2011. 6(3):40-65.
Lerner RM, Lerner JV, Phelps E, et al. The Positive Development of Youth. The 4-H Study of Positive Youth Development: Report of the Findings from the First Four Waves of Data Collection: 2002-2006 2008. Medford, MA:Tufts University.
London J, Erbstein N, et al. Healthy Youth/Healthy Regions: Informing Action for the Nine-County Capital Region and Its Youth 2011. UC Davis:Center for Regional Change.
Masten AS, Best KM, Garmezy N. Resilience and development: Contributions from the study of children who overcome adversity. Dev Psychopathol 1990. 2:425-44. 10.1017/S0954579400005812
Meltzer IJ, Fitzgibbon JJ, Leahy PJ, Petsko KE. Youth development program: Lasting impact. Clin Pediatr 2006. 45(7):655-60. 10.1177/0009922806291019
[NRC/IOM] National Research Council and Institute of Medicine. Community Programs to Promote Youth Development 2002. Washington, DC:National Academies Press.
Oman RF, Vesely SK, McLeroy KR, et al. Reliability and validity of the Youth Asset Survey (YAS). J Adolescent Health 2002. 31(3):247-55. 10.1016/S1054-139X(02)00363-4
Peterson B, Gerhard G, Hunter K, et al. Prepared and Engaged Youth Serve American Communities: The National 4-H Assessment Project 2001. Washington, DC:National 4-H Headquarters. www.ca4h.org/files/13698.pdf
Phelps E, Zimmerman S, Warren AEA, et al. The structure and developmental course of positive youth development (PYD) in early adolescence: Implications for theory and practice. J Appl Dev Psychol 2009. 30(5):571-84. 10.1016/j.appdev.2009.06.003
Pittman KJ. Promoting Youth Development: Strengthening the Role of Youth Serving and Community Organizations 1991. Washington, DC:Center for Youth Development and Policy Research, Academy for Educational Development. www.servicelearning.org/library/resource/3350
Pittman KJ. Balancing the equation: Communities supporting youth, youth supporting communities. Community Youth Dev J 2000. 1:33-6.
Pittman KJ, Irby M, Ferber T. Unfinished business: Further reflections on a decade of promising youth development 2000. Takoma Park, MD:The Forum for Youth Investment. www.ppv.org/ppv/publications/assets/74_sup/ydv_1.pdf
Putnam RD. Bowling Alone: The Collapse and Revival of American Community 2000. New York:Simon and Schuster.
Romero M, London J, Erbstein N. Opportunities and Challenges for Youth Civic Engagement 2010. Center for Regional Change. Healthy Youth/Healthy Regions Working Paper UC Davis. http://regionalchange.ucdavis.edu/projects/completed-projects/hyhr_reports/ES_Youth-CivicEngagement_062111.pdf
Roth JL, Brooks-Gunn J. Youth development programs: Risk, prevention and policy. J Adolescent Health 2003. 32:170-82. 10.1016/S1054-139X(02)00421-4
Russell ST, Van Campen K. Diversity and inclusion in youth development: What we can learn from marginalized young people. J Youth Dev 2011. 6(3):95-108.
Scales P, Benson P, Leffert N, Blyth DA. Contribution of developmental assets to the prediction of thriving among adolescents. Appl Dev Sci 2000. 4(1):27-46. 10.1207/S1532480XADS0401_3
Scales PD, Benson PL, Roehlkepartain EC. Adolescent thriving: The role of sparks, relationships, and empowerment. J Youth Adolescence 2011. 40:263-77. 10.1007/s10964-010-9578-6
Schmidt M, Coffey J. Change in sight: Child well-being as a policy development framework. Big Ideas: Game-Changers for Children www.firstfocus.net/library/reports/change-in-sight-child-well-being-as-a-policy-development-framework 2010. Washington DC:First Focus.
Sieving RE, Bernat DH, Resnick MD, et al. A clinic-based youth development program to reduce sexual risk behaviors among adolescent girls: Prime Time pilot study. Health Promot Practice 2011. 12(3) 10.1177/1524839910386011
Smith C, Akiva T, Sugar S, et al. Continuous Quality Improvement in Afterschool Settings: Impact Findings from the Youth Program Quality Intervention Study 2012. Washington, DC:The Forum for Youth Investment. www.cypq.org/sites/cypq.org/files/publications/YPQI%20Study%20Full%20Report.pdf
Stanton-Salazar RD. A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Youth Soc 2011. 43(3):1066-109. 10.1177/0044118X10382877
Sum A. Leaving Young Workers Behind 2003. National League of Cities, Institute for Youth, Education, and Families.
Taylor L, Rumberger RW. A More Accurate Measure of California's Dropout Rate. Statistical Brief 13 2010. UC Santa Barbara:California Dropout Research Project. http://toped.svefoundation.org/wp-content/uploads/2010/12/Dropouts-method-Rumberger120810.pdf
Taylor-Powell E, Calvert M. Wisconsin 4-H Youth Development Arts and Communication Program Evaluation 2006. Madison:University of Wisconsin Extension. Final report www.uwex.edu/ces/pdande/evaluation/pdf/AC-finalreport.pdf
Tebes JK, Feinn R, Vanderploeg JJ, et al. Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. J Adolescent Health 2007. 41(3):219-20. 10.1016/j.jadohealth.2007.02.016
Theokas C, Almerigi JB, Lerner RM, et al. Conceptualizing and modeling individual and ecological components of thriving in early adolescence. J Early Adolescence 2005. 25(1):113-43. 10.1177/0272431604272460
Thrive Foundation for Youth. Step-It-Up-2-Thrive Theory of Change 2010. www.thrivefoundation.org/stepitup.html
Weissberg RP, Utne O'Brien M. What works in school-based social and emotional learning programs for positive youth development. Ann Am Acad Polit SS 2004. 591:86-97. 10.1177/0002716203260093
Yohalem N, Wilson-Ahlstrom A, Fischer S, Shinn M. Measuring Youth Program Quality: A Guide to Assessment Tools 2009. 2nd ed. The Forum for Youth Investment Washington, DC. www.forumfyi.org/files/MeasuringYouthProgramQuality_2ndEd.pdf
Yosso TJ. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethn Educ 2005. 8(1):69-91. 10.1080/1361332052000341006
Author Affiliation(s):
D. Campbell is Community Studies Specialist, Department of Human Ecology, UC Davis; K. Trzesniewski is Associate Director of Research for the Statewide 4-H Youth Development Program and Associate Specialist in Cooperative Extension, Department of Human Ecology, UC Davis; K.C. Nathaniel is County Director and 4-H Youth Development Advisor, UCCE Los Angeles County; R.P. Enfield is County Director and 4-H Youth Development Advisor, UCCE San Luis Obispo County; N. Erbstein is Assistant Research Scientist, Department of Human Ecology, UC Davis.
Author Note(s):
The authors would like to acknowledge the research assistance of Ramona Carlos, Katherine Heck and Aarti Subramaniam, on whose collective work we have drawn extensively.
Putting youth on the map
Californians want -- and need -- the state's youth to thrive, not merely survive or face fewer problems. But how to tell whether our young people are doing well? To answer this question the Center for Regional Change and UC Cooperative Extension are partnering to create and disseminate a Youth Well-Being Index.
The index provides scores ranging from 0% to 100% for study areas across the state that are defined by the boundaries of California school districts. The scores take into account measures of teenagers' physical and emotional health, educational outcomes, social relationships and community contexts. The composite scores and associated data are reported in a series of color-coded maps.
Another measure, the Youth Vulnerability Index (with associated maps), identifies places where young people might suffer from a lack of support for their well-being. This index measures the relative rates at which youth in each California census tract experience conditions that are associated with inadequate support: school dropout/push-out rates, foster care referral, teen pregnancy and very low household income.
Indices, maps, downloadable data and links to other relevant data sources are available online at www.pyom.ucdavis.edu.
The website features a recorded webinar that gives an overview of the analysis behind the indices, information on navigating the site and ideas about how to use these resources.
Reader Opinion
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Author: | Campbell, David; Trzesniewski, Kali; Nathaniel, Keith C.; Enfield, Richard P.; Erbstein, Nancy |
Publication: | California Agriculture |
Article Type: | Report |
Geographic Code: | 1U9CA |
Date: | Jan 1, 2013 |
Words: | 7790 |
Previous Article: | Integrating local agriculture into nutrition programs can benefit children's health. |
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Wes's Baby Addy Update
Today is the Day! By the time you read this we will be in the hospital preparing for the arrival of my daughter. I could not be more excited and blessed.
I would like to say thanks to all of you for all of your advise and suggestions for my growing family

subset: commoncrawl


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Brain injury - concussion - discharge; Traumatic brain injury - concussion - discharge; Closed head injury - concussion - discharge
Getting better from a concussion takes days to weeks or even months. You may be irritable, have trouble concentrating, or be unable to remember things. You may also have headaches, dizziness, or blurry vision. These problems will likely recover slowly. You may want to get help from family or friends for making important decisions.
You may use acetaminophen (Tylenol) for a headache. DO NOT use aspirin, ibuprofen (Motrin or Advil), naproxen, or other non-steroidal anti-inflammatory drugs.
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You may want to keep your diet light if you have nausea and vomiting. Drink fluids to stay hydrated.
Have an adult stay with you for the first 12 to 24 hours after you are home from the emergency room.
DO NOT drink alcohol until you have fully recovered. Alcohol may slow down how quickly you recover and increase your chance of another injury. It can also make it harder to make decisions.
As long as symptoms are present, avoid sports activities, operating machines, being overly active, doing physical labor. Ask your doctor when you can return to your activities.
If you participate in sports, a doctor will need to check you before go back to playing.
Make sure friends, co-workers, and family members know about your recent injury.
Let your family, co-workers, and friends know that you may be more tired, withdrawn, easily upset, or confused. Also tell them that you, may have a hard time with tasks that require remembering or concentrating, and may have mild headaches and less tolerance for noise.
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Giza CC, Kutcher JS, Ashwal S, et al. Summary of evidence-based guideline update: Evaluation and management of concussion in sports: Report of the Guideline Development Subcommittee of the American Academy of Neurology. Neurology. 2013;80:2250-2257. PMID: 23508730 Available at: www.ncbi.nlm.nih.gov/pubmed/23508730 .
Heegaard WG, Biros MH. Head Injury. In: Marx JA, Hockberger RS, Walls RM, et al., eds. Rosen's Emergency Medicine: Concepts and Clinical Practice. 8th ed. Philadelphia, PA: Elsevier Mosby; 2013:chap 41.
Tator CH. Concussions and their consequences: current diagnosis, management and prevention. CMAJ. 2013;185:975-979. PMID: 23877672 Available at: www.ncbi.nlm.nih.gov/pubmed/23877672 .
Joseph V. Campellone, MD, Department of Neurology, Cooper University Hospital, Camden, NJ. Review provided by VeriMed Healthcare Network. Also reviewed by David Zieve, MD, MHA, Isla Ogilvie, PhD, and the A.D.A.M. Editorial team.
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Chicago Blackhawks (14-7-3)
@Los Angeles Kings (11-8-4)
Saturday, November 26
STAPLES Center
Attendance: 18,118
Los Angeles, CA (Sports Network) - Corey Crawford made 26 saves to help Chicago take a 2-1 win over Los Angeles.
Andrew Brunette and Jonathan Toews each had a goal for the Blackhawks, who closed out six-game road trip with a mark of 3-3-0.
Jarret Stoll scored the lone goal for the Kings, who have lost three of four. Jonathan Quick stopped 25 shots in the loss.
"Holding them to two goals is good, but scoring just one goal is not good," said Los Angeles head coach Terry Murray. "We need to be much better getting the puck to the net. We had four or five good looks and it's just not going in."
Brunette got Chicago on the board just 3:08 into the game when his wraparound from the right side got past Quick.
The second period saw Los Angeles tie the game at the 12:02 mark when Stoll's wrister from the right circle hit off the glove of Crawford and went in.
Toews, though, gave Chicago the lead back with 3:22 to play in the second as Viktor Stalberg's wrister from the high slot hit off the backboards and Toews was able to snap it home from the left side.
"You can't ask for anything easier than that," said Toews on his goal. "It bounced off the wall and I was there to put it in. In some ways this was our best game on the trip. All around we played a good game."
Crawford made the lead hold with 10 saves in the final frame.
Stephane Auger, Mike Leggo
Lonnie Cameron, Shane Heyer


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PlayStation 3
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Thanks for your time --- A true hero seeks neither fame or fortune... only the courage which he needs to fight. | |
Personally, to avoid being lost, just wait till Black Flag. They are usually 10-12 hours minus side quests. --- Nothing is True, Everything is Permitted I shall forever hate the name......Crimson Viper | |
If you want to 100% them it will take 20-30 hours. Skip Revelations. You might even want to skip AC1 and read a plot summary/YouTube it. --- PSN: s1l3nt_x_cha0s GT: xziT4L3NTZx *slips of cliff* | |
Is there a reason why i should skip revelations? --- A true hero seeks neither fame or fortune... only the courage which he needs to fight. | |
Devilslicer posted... Is there a reason why i should skip revelations? Some people don't like it or feel like it adds enough to the series. But don't skip it. Revelations is quite good. Just skip the first one. It can literally be summed up in 5 minutes, which they do at the beginning of 2, which is one of the best improvements over a previous game in recent memory. --- 3DS Friend Code: 0619-3902-4035 Pokemon White Friend Code:0433-9592-2992 | |
Just play AC2 and skip the rest. It was the only good game in the entire series. | |
Uh...play all of them. You have plenty of time. Assassins Creed- awesome when it came out. Still is. People who don't like it didn't buy it when it first came out and played the second one first. Plus the main character is important to the story and is mentioned in every other game. My personal favorite of the series. Assassins Creed 2- awesome as well. Does everything a sequel should do and then some. Assassins Creed Brotherhood- good. Interesting little tidbits added. Nice setting. Assassins Creed Revelations- good as well. This is where the games get stale. Not much added to make it feel new. Characters are good and story is good. Especially certain parts. Wraps up the story of the main characters from AC1 and 2. Assassins Creed 3- very rushed, but for a plot reason. Still fun nonetheless. A little different. It'll keep you interested. --- Official Vanitas of the Kingdom Hearts 3 board. PSN: PhantomOfVanitas | |
He's trying to get into the series. Telling him things like "just play AC2" or "skip revelations" won't let him experience what the series is about. I think you should try them all but obviously don't buy them all at once in case you don't like the games. Definitely don't play them out of order either. --- http://www.gamefaqs.com/boards/615804-the-elder-scrolls-v-skyrim/64275451 - Skyrim Level 81 Guide | |
evidpeed RKO_ON_RAW I will take both of your advices and start from the beginning and just buy the first game for now --- A true hero seeks neither fame or fortune... only the courage which he needs to fight. | |
There's definitely enough time to go through all the main games before IV, but I think you might burn yourself out on the series. If you want the story recap, there's always this. http://www.ign.com/videos/2012/10/26/assassins-creed-in-5-minutes --- PSN: Arcjo Stomping goombas, kicking turtle shells, and eating mushrooms since 1984 |
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Mon-Fri: 7am-1am EST / Sat-Sun: 7am-11pm EST
If you placed an order on ApplianceHelp.com the order is still valid and you can check on its status and make changes here on PartSelect.com. Click here for more details.
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This part provides protection for the compressor motor against excessive current and excessive temperature use.


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5 Brilliant monitor at a brilliant pricePosted: 05/12/2010I have had my monitor for a year now and wow what a beast. Brilliant colours and arrives already set up (all I have done is turn down the brightness slightly). Loads of inputs. The HDMI input is not only a quick and easy way of getting audio and video from the PC but also a nice easy way of connecting to my sky HD box via an HDMI switch box. And yes one year later it's 30 quid cheaper......go and order one now.....You won't regret it!
Sony VAIO NR38 E / Pentium Dual Core T2390 1.86GHz / 2GB / 160GB / 15.4'' / DVD-SM / Vista Home Premium / Laptop / Notebook / Silver Computing
4 Almost!Posted: 25/10/2008Great laptop, great price....shame about the oprating system.If I could buy this with WINXP on it I would buy it right now!


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BlackBerry hungry for rivals' mobile market share
PUBLISHED: 02 Jul 2013 00:06:00 | UPDATED: 03 Jul 2013 09:18:17PUBLISHED: 01 Jul 2013 PRINT EDITION: 02 Jul 2013Matthew Ball, managing director of BlackBerry in Australia and New Zealand, with the long-awaited Q10 phone. Photo: Rob Homer
Paul Smith
The local boss of struggling smartphone pioneer BlackBerry says the company has not given up the hope of challenging Apple and Google's Android in the mobile market share stakes.
However, he says growth in other areas of the business has started to take on more importance as the long-awaited Australian launch of its Q10 keyboard smartphone arrives.
The comments come despite quarterly global numbers released on Friday night, which alarmed investors with an unexpected loss and lack of detail about sales of phones running on its new BlackBerry 10 operating system.
From this week, Australian customers will be able to get their hands on BlackBerry's Q10 handsets, which promises to boost sales because it is the first of the new range of BB10 phones to sport the company's trademark physical keyboard.
Australia and New Zealand managing director Matthew Ball said the launch was a critical step in an ongoing renaissance for the company, which has taken a hammering in recent years due to the dominance of the iPhone and phones running Google's Android.
Mr Ball said the launch of its Z10 touch screen phone at the end of March had started to change the narrative around the company, with speculation about the death of BlackBerry abating and local market share starting to rise again.
"When we launched the Z10 globally, that was our landmark transition from our previous operating system; that launch was what really announced that we were back in the game, and the Q10 launch is critical as it is leapfrogging that and is the next key beat for us in that story," Mr Ball said.
"For the quarter that just ended we tripled our [Australian] market share, which is by no means a small feat with a brand new platform. We are attracting people from other platforms like iOS and Android and also converting existing BlackBerry users from old devices."
Quarterly figures show loss
The launch will take on more importance in the light of quarterly earnings figures released on Friday, which sent shares plummeting by 28 per cent.
BlackBerry reported a loss from continuing operations of $US67 million, or 13¢ a share, on revenue of $US3.1 billion, whereas the market had been expecting a profit of 6¢ a share, on revenue of $US3.36 billion.
The company also cited the need for increased investment in a competitive environment as the reason for an expected operating loss this quarter.
BlackBerry will not yet break out sales numbers for devices running on BB10. Its operating system has received many positive reviews, but concerns remain that it will fails make a significant dent in the marketplace.
Between them, Apple's iOS and Android have 92.3 per cent of the global smartphone market, according to research firm IDC's latest numbers. BlackBerry has been jostling with Microsoft for third spot – a position Mr Ball said BlackBerry has a firm hold on – however IDC's numbers showed Windows Phone crept past BlackBerry for third place in the first quarter.
"I have an aggressive but realistic target to end this financial year from a market share perspective. I can't disclose that, but it is significant," Mr Ball said.
"I don't think any company sits comfortably as third platform, our aspiration is larger than that.
"I have respect for Microsoft as an organisation, they continue to show strong growth in most segments that they operate in, but as well as having majority share in the enterprise mobility space . . . we have a number of elements that to be frank, Microsoft doesn't have."
These areas are related to security and the ability for businesses to manage a fleet of BlackBerry phones in a more scalable way to other devices.
Telsyte analyst Foad Fadaghi said the Q10 was a natural upgrade for those businesses that had previously standardised on the BlackBerry platform.
"Many business users that are issued Blackberrys prefer keyboard input due to habit, tactile feedback and email-intensive nature of their roles," Mr Fadaghi said. "As Blackberry has never been a leading consumer smartphone brand in Australia, it has managed to maintain its single-figure market share through a small loyal base and a minor boost from the new models. Blackberry's fortunes lie in markets where it's a household brand, like Indonesia, and in its mobile device management (MDM) offerings where it has a strong existing user base."
BlackBerry Messenger on Android and Apple
Making itself a key player in the broader mobile computing space is a strategy that has been flagged by BlackBerry chief executive Thorsten Heins.
This means that it wants its services and platforms to become de facto standards regardless of whether users are using them on BlackBerry devices or not. Earlier this year Mr Heins shocked some long-time company watchers by flagging plans to let its BlackBerry Messenger platform run on Apple and Android devices.
It had always been seen as a big drawcard for someone to buy a BlackBerry, but he is willing to sacrifice some sales in order to have people communicating on BlackBerry platforms.
This push was highlighted last week with a company announcement that its BlackBerry Enterprise Service 10 MDM offering would now allow Android and iPhone users to use the BlackBerry Secure Work Space system to separate work documents from personal documents on their smartphones.
Mr Ball said BlackBerry Enterprise Service in Australia was performing very strongly, and that the company revival story he pushes was evident in the widespread interest in its next generation offerings.
"We have doubled our enterprise sales team in the last six months . . . From our top 200 enterprise customers, we have over 90 per cent either in adoption or technical trials with the new platform and the BlackBerry Enterprise Service 10, including one of the Big Four banks," he said.
He said the new Q10 was expected to add a fresh local growth option, with some touch screen users coming back to BlackBerry, after deserting.
He said that 97 per cent of the local smartphone market now comprised touch screen phones, with BlackBerry dominating the final 3 per cent.
"My expectation is that we will grow category share and probably shift the balance, rather than just playing within that 3 per cent," Mr Ball said.
"With Q10 and further products will launch in the QWERTY form factor category, I think we will grow share and expand the category out."
The Australian Financial Review
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Topics | Technology /Corporate & Government IT , Technology /Consumer Electronics |


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I stayed at Claridge House as part of a weekend retreat. It was peaceful, calming, comfortable and homely and the food was excellent. The bedrooms were spacious and bright. The gardens were pretty. I was slightly sad to leave after the wekend and return to the hustle and bustle but I left feeling rested.
- Official Description (provided by the hotel):
- Claridge House is a Quaker centre for healing, rest and renewal, associated with the Friends Fellowship of Healing. It is situated in the small Surrey village of Dormansland, and stands in about two acres of beautiful gardens with many fine trees. The house is over 150 years old and was bought by the Fellowship in 1953, but is now run as a separate charity. ... more less


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Visit Sinaki eBooks Blog Sinaki eBooks !
Junior Assistant vacancies under the Office of the Chief Engineer, Water Resources Department, Guwahati
Posted by SINAKI on Wednesday, June 12, 2013. North East - No comments
Govt. Job Site Dedicated to NORTH EAST STATES of INDIA
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Harper Woods
Published April 26, 2013
By April Lehmbeck firstname.lastname@example.com
Police tracked down three men at a home in the 19900 block of Lancaster after shots were fired in the area at about 1:30 p.m. April 25, according to police information.
Harper Woods police officers in the area heard two gunshots, and calls started coming into 911 about gunshots heard in that area, as well.
After locating the home where the shots were heard, officers set up a perimeter while nearby public safety officers from the Grosse Pointes arrived to assist.
"Officers were unable to make contact and the Eastern Wayne Special Response Team (EWSRT) was activated to assist," Harper Woods Police Chief James Burke stated in a Nixle.com release.
After the special response team made contact, the suspects surrendered and were held without bond.
Safety precautions were taken with local schools.
"Due to the proximity of numerous schools to the incident location, both Harper Woods and Grosse Pointe school districts and several charter schools were placed in lockdown for the safety of our kids," Burke stated. "No injuries were reported."
St. Clair Shores
Yarn needed
St. Clair Shores Senior Center
February 12, 2015 to March 26, 2015 -
West Bloomfield
Story Stretchers
West Bloomfield Main Library
March 04, 2015


text:
(KMOV) -- A 9-1-1 dispatcher uttered an expletive after realizing her mistake. She sent firefighters to the right address, but the wrong town. Now, a Florissant family is looking for answers.
Their home was severely damaged on Friday after an error was made by a dispatcher at Central County Emergency 9-1-1. That agency dispatches for 34 fire and EMT organizations in Jefferson, Franklin and St. Louis Counties.
"It comes down to a veteran dispatcher who simply made a mistake," said Director Mike Turner.
He told New 4, the dispatcher did not follow policy when it comes to duplicate addresses.
There are thousands of duplicates throughout the counties they serve. Still errors like this, Turner said, are very rare.
They'll now be putting additional safeguards in place to make sure something it doesn't happen again.


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3 - Pk. Quaker Boy® Old Boss Hen Turkey Call
Item # WX2-130506
- Google+
This item cannot ship via any of our Next Day or Second Day express delivery methods.
- Details & Specs
3 - Pk. Quaker Boy® Old Boss Hen Turkey Call. Beginner or expert, it's a proven winner in the woods!
Each Call has a precisely matched reed thickness and tension to offer you the best variety of feel and tone quality!
Whether you're green or a veteran turkey hunter, this trophy-tracking trio will give you the accuracy and versatility you need! Made in the USA.
Get your 3-Pk. ONLINE today!
- Reviews
3 - Pk. Quaker Boy Old Boss Hen Turkey Call is rated out of 5 by 1.Rated 5 out of 5 by JOE from GREAT Turkey calls! We have purchased many over the years from you're company. My Sons are looking foward to another Spring Turkey season... I keep them both busy all yar long !!! Thanks again Guide !!!Date published: 2011-02-23
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Flextone® Scarface Glass Turkey Call
Buyer's Club $44.99 Non-Members $49.99


text:
Quick View LEGO® Super Heroes Gorilla Grodd goes Bananas… by LEGO® In stock online $59.95 Gorilla Grodd is causing havoc in Gotham City as he seeks his morning banana fix! The gigantic gorilla is leaping on the truck, sending crates of bananas flying and almost breaking the vehicle in half. Hurry to save the terrified driver with Batman™ and his awesome Bat-Mech. Launch a triple LEGO®… See Details $59.95 was $59.95
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05-04-2001 Comments (0)
Amino AcidsInjectionPhysostigmine Salicylate
Targeted Genetics says that preclinical trials involving recombinantadeno-associated virus vectors as…
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A trial subscription will give you access to the latest news on The Pharma Letter for 7 days, in order to evaluate the paid service.


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Palatin Technologies CEO Discusses F3Q2011 Results - Earnings Call Transcript
On today's call, we'll be providing updates on product programs and financial results. Again, Steve Wills will provide an update on the fiscal third quarter financial results. Steve?
Steve Wills
Thank you, Carl, and good morning, everyone. Regarding the financial update, Palatin's net loss for the quarter ended March 31, 2011, was $3.8 million or $0.17 per basic and diluted share, compared to a net loss of $2 million or $0.20 per basic and diluted share for the quarter ended March 31, 2010. The increase in net loss for the quarter ended March 31, 2011, compared to the net loss for the same period last fiscal year was primarily due to a decrease in revenue recognized under our collaboration agreements with AstraZeneca as a result of the successful completion of the research collaboration portion of the agreements in January 2010 and secondarily, to a non-cash non-operating expense of $1.3 million, which represents the increase in the estimated fair value of a warrant liability recorded on the balance sheet in connection with our previously announced underwritten public offering, which resulted in net proceeds of $21.1 million. In connection with this underwritten public offering, a portion of the warrants issued in March, 2011 require that the company seek stockholder authorization to increase Palatin's authorized common stock and are therefore, classified as a liability at their estimated current fair value on our balance sheet as of March 31, 2011.
Warrants that are classified as a liability are revalued at each reporting date until the classification as a liability changes.
On May 11, 2011, at our Annual Meeting, the stockholders approved an increase in authorized common stock from 40 million shares to 100 million shares, providing sufficient available and authorized common stock to permit exercise of all Series B warrants. Accordingly, these warrants seek to be classified as a liability and will not be reported or revalued at any subsequent reporting date after May 11, 2011. In essence, the amount classified as liability will be reclassified to the equity section of our balance sheet during the quarter ended June 30, 2011. In addition to the approval to increase Palatin's authorized common stock, the following proposals were submitted to and approved at our Annual Stockholders Meeting on May 11.Check Out Our Best Services for Investors
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CDW Interview Questions in Shelton, CT
Interview Experience
Interview Experience
Getting an Interview
Getting an Interview
Interview Difficulty
Interviews for Top Jobs at CDW
- Account Manager (90)
- Inside Sales Account Manager (34)
- Corporate Account Manager (7)
- Sales Account Manager (5)
- Sales Manager (5)
- Project Manager (4)
- Account Manager Small Business (3)
- Network Engineer (3)
- Product Manager (3)
- Inside Sales- Account Manager (3)
- Field Account Representative (2)
- Sales Operations Supervisor (2)
- Talent Acquisition - Recruiter (2)
- Program Manager (2)
- Business Analyst (2)
- Project Coordinator (2)
- Human Resources (2)
- Senior Recruiter (2)
- Helpdesk Specialist (2)
- Field Account Executive Intern (2)
- Configuration Technician (2)
- Inside Sales Representative (2)
- Senior Project Manager (2)
- Account Executive (2)
- Analyst (1)
- Inside Sales (1)
- Solution Architect (1)
- Software Sales Manager (1)
- Recruiter (1)
- Senior Financial Analyst (1)
1 person found this helpful
Application DetailsI applied through an employee referral. The process took 2 weeks – interviewed at CDW in April 2012.
Interview DetailsVery thorough, did a great job trying to see how I fit in. They really wanted to challenge you with compelling questions, at the same time they spelled how what is expected along with what you will be rewarded with. Although, it was a little intimidating at first, the challenge is worth the rewards.
Interview Questions- What if someone's price was better not matter what, how would you get them to still buy from you. View Answer
Negotiation DetailsOffers from company, salary, benefits, perks.Accepted OfferDifficult Interview - Application Details
The process took 2 days – interviewed at CDW in July 2011.
Interview DetailsBe prepared to have to answer behavioral and hypothetical questions. Things like describe a time you face objection, what happened, how did you handle it, and what was the outcome. Phone interview is set up mainly to screen people out. Then you are sent in for an in person interview.
Interview Questions- What was a time you faced objection? Answer Question
Accepted OfferPositive ExperienceAverage Interview


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Why does Lockergnome require its members to "go to Gravatar.com & create a account, in order to use a Personal-Avatar?" Offering Gravatar as an option, is at best "A wasteful idea". Making members use it, "Is Down-Right Pushy" and I don't like it. Why can't we just upload a picture directly from our PC like millions of other websites accross the net allow us to do? Who made this terrible decision and why? What was the motivation behind it? These are the questions I'd ask. Thanks for any help and or direction. Xxx
This question is marked "community wiki".
asked Jul 17 '12 at 16:00 Xproject187 Zbob750 Duplicate Question >> http://lockergnome.net/questions/28089/is-there-a-way-to-get-an-avatar-other-than-using-gravatar-com
(Jul 17 '12 at 16:09)
More of a related question^^^
(Jul 17 '12 at 19:08)
Unfortunetly, how this service was designed, it uses Gravitar. But Garvitar is used by all of wordpress blogs and many services. answered Jul 17 '12 at 16:24 kevin ♦♦ Thanks Kevin, I'd agree "Unfortunately" is rite. And in my opinion so is unnessecary,but then again I'm no blogger.
(Jul 17 '12 at 18:42)
Do you comment on blogs, that is another place where gravatar comes in.
(Jul 17 '12 at 22:49)
kevinlockergnome ♦♦
Sorry I didn' reaize you had asked me a question. My answer is No,I do not post on bloggs. I really don't even know what one is.
(Nov 11 '12 at 17:28)
Was this Reply to me ??? be cause if it was , First you are very wrong I was not and did not insult you with my answer nor was it intended to, nor did I question if you were american you need to read my answer(s) again .. I am not sure what you attitude is about or your anger what ever how ever your Opinion of gravatar is certainly yours as wrong as it may be .. your main gripe about it is that it is not mobile that could not be less true gravatar is a cloud based service that works based on your email you use the same email all the time your gravatar image and bio automatically shows up in any blogs message boards and such you register to just like using Facebook or twitter open ID only rather then being attached to a social ID its connected to your email address and it is a 100% free service .. besides working as a service for ones avatar and bio on WordPress, many many many game services , disqus message boards hoot suite get-hub stack overflow and dozens of other platforms and services it links everyone to all your social connections in one place from Facebook, twitter, g +, LinkedIn , flicker and yes it would link people to your Photobucket account as well that long link you typed out with your picture .. your objections to locker-gnome and gravatar are simply both unfounded your information about it totally incorrect , and just for the record I am far from hiding here behind the key board at all my Life is pretty much an open book all my info is right out there nothing faked or made up and has been here online since the late 70's if you search me on Google by my user name or real name or my domain your will find several million or more returns about me I am fairly well known in the online community from Auctions, E-Commerce , Technology , Music, Broadcasting ect .. Just for the record gravatar does everything OpenID Does and more for websites and webhost and site owner and it does it for free unlike open ID which has a very steep Price tag and its open source .. answered Nov 11 '12 at 22:44 jadtechnic |
To be really honest, I forgot I had setup a Gravatar account in the past, until I signed up here... But it did make the registration easier ;) answered Jul 17 '12 at 16:50 TheDutchGuy |
Lockergnome.net requires users to go to Gravitar.com to create a Avatar because Lockergnome.net runs on OSQA and that is how OSQA designs the website. There isn't much that can be done. It really isn't that big a deal just set it up and forget it. That's what I did. answered Jul 17 '12 at 19:11 TheTechDude Ok, your probaly rite,thanks for the reply
(Nov 11 '12 at 17:32)
gravtar is a great service I think more site should require its use one thing about it is it give you a central location for an avatar and a bio page there is no reason t5o have to type the story of your life over and over a million times :) update and change one place as needed done .. answered Jul 17 '12 at 23:20 jadtechnic I've never typed in my bio & stats a million times . As a relative noob, learned to save em to a .txt document. If & when I need em, I copy & paste it. U really think more sites should make people use this type of service, huh?
(Jul 18 '12 at 01:28)
1.Both, the Canned Answer I got to my "Gravatar-Question" &2."The Avatar Issue" itself, are a real drag.Gravatar probably is quick,easy. However,when compounded by Issue #3. The "No Mobile" Issue well the Cons definitely stack up. But U know what? Despite the 3Cons,"I was" still willing to over-look LockerGnome's inconveniences. Till today,that is. When I realized that even-though I was a registered member of LockerGnome for over 2 years". I still couldn't Vote on a post, I disagreed with. That was it ! "Con #4". I had to admit,"LockerGnome's not just an inconvenience". But denying it's members the option to vote, & thats straight censorship & a Con I'm not willing to over-look. As such U may delete my post. But if so,it'll validate why this is one American who "must leave this "Draconian Taco Stand". Xxx.
(Jul 18 '12 at 04:24)
Thanks for the quick answers. I was just wondering why ? Cuz to me it all seems so redundent, with Photobucket & now Gravatar. It's like evryones getting into the act. Heck,pretty soon I'm guna need a special account,Just to hold my cookies or somethin answered Jul 17 '12 at 18:34 Xproject187 |
what does being American if that is even really the case have to do with your question or personal problem ??? answered Jul 18 '12 at 08:59 jadtechnic |
I just happened by this place after quite a lengthy self-imposed absence & as soon as I logged in I got this popup,that said I was awarded something or other. I thought,cool let me go check it out & for the "fist time ever",I saw your reply to my (Draconian Taco Stand-Gravitar post) & thats when it hit me Bamm ! See I'd forgtten I told myself I'd never come back here,but I'd never read your post before so I read on & You know what? I soon realized,you were insulting me. You asked what my being American had to do with my post or problem ? Dude,I used the statment (As an American) in regards to the fact that I was denied the rite to vote on a post. So in answer to your question "thats what it had to do with being American". You mention my having a personal problem.Dude,I posted a question in a forum,that leaves it far from personal. But in retrospect it sure looks as if you had one with me. I mean outa the blue you start minimizing my question & insuting me. You basicly called me a Liar,when You question the validity of my saying I was American,Dude I'm as Ameican as one can humanly get. I'm an American Indan,born & raised in Cal all my life & the number of gennerations that my family's been here go so far back that we were here before those Pilgrims showed up. So yeah you kinda stuck your foot in your mouth on that one. Look if for some reson you still wana doubt my American Heritage or the fact that I'm American Indian,then take a good look at my pictue & see the Warrior that would surely check anyone who ever talked to me in person the way you did while hiding behind your keyboard. Stay the cool helpfull person you've been. Your friend Xproject187 http://s137.beta.photobucket.com/user/Xproject187/media/Me/Me.jpg.html answered Nov 11 '12 at 17:10 Xproject187 |


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Man Utd v Leeds
Manchester United veterans Gary Neville (groin) and Paul Scholes (hip) are set to return after overcoming injury.Nemanja Vidic and Wes Brown should play in central defence with Wayne Rooney looking for his season's 16th goal. Leeds are without suspended defender Leigh Bromby and on-loan Max Gradel, who is cup-tied, with Jason Crowe one option as a replacement. Jonny Howson returns to the starting line-up with Jermain Beckford and Luciano Becchio set to start up front. Leeds United manage.... read more
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