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Looking to set up a small group of 3-3.5 rated players to play doubles team rotation around 6 players. I have a court in Pinole that is free from 7am to 93am every weekend. Anyone interested?
Tags: asian, doubles, el, hercules, pinole, players, practice, sobrante, team
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80s -Laguna- Mens grey polyester and cotton, nylon brief lined totally 80s swim trunks with elastic/tie off waistline, red seam piping and right hip -Laguna- patch accented flap top, button secured cargo pocket. Shorts have small spot of light discoloration along right hip, should lessen with additional treatment.
Sorry, this item has SOLD. View other Mens 1980's Totally Shorts - Swim
30Waist to 34Waist
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Approx Shipping Weight 0.45 lbs.
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subset: commoncrawl


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The small villa Schloss Fuschel was owned by the foreign minister of Nazi Germany. Near the house, Joachim von Ribbentrop hid several pounds of gold coins which were recovered. Two iron boxes with over $10,000 face value in gold coins were found here after the war by a local resident. More treasure may be secreted here. High in the mountains in the area known as Ausseerland billions of dollars worth of World War II German treasure is known to have been hidden, a great deal of it said to be sunken in the icy waters of mountain lakes. In 1946, American intelligence agents found a page torn from a Nazi financial ledger listing a single cache hidden somewhere in Austria: $166,000,000 in Swiss francs, $299,000,000 in American dollars, $31,000,000,000 in gold, $3,000,000 in diamonds, $93,000,000 in stamp collections and objects of art and $5,500,000,000 in narcotics...a total value of a fantastic $37,000,000,000. So far as is known, this tremendous treasure hoard has never been found.
American fighter planes shot down a German Junker 88 on May 5, 1945 which was carrying Hitler's last mail delivery together with gold and platinum ingots. It fell on a glacier in the Alps and is said to be lying under the clear waters of Lake Atter in the Salzburg region. It has not been seen since that day.500,000,000 gold francs in Nazi-era treasure lies hidden in the area of Aussee, 37 miles from Salzburg and at the southwestern tip of two mountain lakes which are 6 miles long and traversed by a stream which is a tributary of the traun. In July of 1959, German technicians working with ultrasonic depth finders and underwater television cameras pinpointed 16 cases in Lake Toplitz in Austria at a depth of between 38 and 44 fathoms. Several of these were brought up and found to contain perfect forgeries of British sterling notes to the value of 8,500,000 pounds. From the Nazi masters of counterfeiting, it was the major trump card for "operation Bernhardt" calculated to upset the Allied economy. Ingots of solid gold lie alongside the other watertight containers according to reliable sources, as well as additional counterfeit currency.
. Hitler's treasure of the Third Reich was dumped into Lake Toplitz near the Devil's Trashcan in the Styrian Alps. The cache includes billions in gold, gems and other valuables in addition to secret records of the Nazi party-all encased in waterproof caches. William Canaris, the Nazi intelligence chief until he fell during the 1944 General's Plot against Hitler, is supposed to have buried a hoard of treasure in the Aussee. Supposedly, it is cached in one of the mountain caves here, and contains Persian rugs, tapestries and a huge store of narcotics worth millions. On Christmas day, 1944, Gestapo chief Ernst Kaltenbrunner arrived at Alt Aussee and rented a house. Near there he buried a large number of treasure caches, including 100 pounds of gold coins, hundreds of thousands of American dollars, several chests of diamonds and other gems and a large collection of rare and priceless stamps. Buried in the gardens of the villa Kerry which he rented, American troops found almost $3,000,000 in loot - and no one knows how much more remains.
Want to know more about Slumach and the lost mine of Pitt Lake. Listen to an mp3 of a prospector who took gold from the lost mine of Pitt lake. A Nazi war treasure containing thirty-six cases of German spoils lies buried in the vicinity of Lend.A Nazi war treasure containing thirty-six cases of German spoils lies buried in the vicinity of Lend. A dying Nazi SS officer from Germany on his deathbed told of a World War II hoard worth $92,000,000 in gold bullion and gems, looted frorn the Hungarian National Bank in Budapest. Trying to take a boat loaded with the chests of gems and ingots to the safety of Vienna via the Danube River, the party was attacked by fighter planes. The treasure was jettisoned overboard in the shallower water near the mouth of the March River. The cache lies in thick mud in Austria, just 100 yards from the Czechoslavakian border.
It is no idle statement that when the Third Reich began to crumble in 1945, many German fanatics went about their task as advised by Hitler in December of 1944: the hiding of vast Nazi riches for future use by Fourth Reich posterity. The statement that the bulk of this huge treasure hoard came from concentration camp inmates seems to be a safe bet...that billions of dollars worth of jewelry, gold, and money was taken from the hapless Nazi victims is a gruesome, but true, fact of history.
The British army was retreating from the Nazis who had invaded Greece with 15 divisions and 900 aircraft in April of 1941 through the mountains of Thessalonika. Among the units was a truck carrying three grey boxes and two larger cases in which were packed the British Army's payroll as well as a large quantity of gold sovereigns and bullion which was entrusted to the army for evacuation by Greek banks in Thessalonike. The truck left the main column to try and cut across the mountains to the coast where Allied warships were waiting to evacuate them, but the party became trapped and they buried the treasure in a cave near Mount Siniatsikon near Kozani. They then closed the cave entrance using hand grenades. The treasure, valued today at over $2,500,000, remains buried
The mountain village of San Oreste lies north of Rome and rests at the base of Monte Soratte. The mountain is honeycombed with mine shafts. On May 3, 1944, Nazi SS troops went to Monte Sorrate and in a rock-hewn vault deep within one of its tunnels, hid a fortune worth $72,000,000. The cache consisted of 60 tons of gold bullion siezed by the Germans from the National Bank of Italy, plus a huge amount of jewelry looted by the Nazis from Rome's Jewish community. After depositing the treasure deep in the mountain, they then buried it under thousands of tons of rock with a huge explosion. The lone survivor of this burial escaped only to be sought out and killed later on. Numerous treasure expeditions have sought this hoard without success
A World War II Nazi treasure cache, consisting of: chests containing gold, jewels and three oil paintings by the artist Van Dyck, and valued at more than 500,000,000 francs are secreted on one of the islands of the Marquessas Archipelago in the Pacific Ocean. The German submarine U-435 lies sunken offshore of the treasure location
In a wooded forest called Mauervald, during World War II, the German SS buried thousands of land mines throughout the area. Somewhere in this maze was the secret entrance to the Wolfschanze, or Wolf's Den, the eastern front headquarters of Adolph Hitler. It is said that there is a secret "bank" in this region where an immense Nazi treasure of immense value still lies hidden containing gold, diamonds, rubies, emeralds, sapphires, platinum - loot from thousands of churches, museums and banks in every occupied country and vast riches accumulated from millions of concentration camp victims. The secret underground city also is said to have included a mint.
Nazi Ufos And technology Sent To A British Columbia Underground UFO Base
If you would like lost treasure leads for your part of the world please send an email request. Email:
Prospecting and Treasure Hunting in British Columbia


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Gronkowski Participates in First Full-Team Drills
(FOXBOROUGH, Mass.) -- For the first time this preseason, the New England Patriots watched as Tom Brady connected with Rob Gronkowski for a touchdown pass during practice Monday afternoon. It was the first time Gronkowski had participated in full-team drills since having offseason surgery to repair a torn ACL.
"It's definitely huge to get it going again," said Gronkowski. "I've been working with Tom since I've been out here, but we haven't been doing it vs. the defense or anything. So it was good to be out there and 'Boom!' it was just like it was never missed before."
Gronkowski has said that he plans to play all 16 games this season after playing a combined 18 games the last two seasons. There was no full contact for Gronkowski, but rather some minor hitting that included having the ball stripped from him by rookie corner Malcolm Butler.
Gronkowski, 25, has been participating in some drills since the start of camp on July 24 and is planning to suit up for week one. However, there has been no word on if he will play in one of New England's final two preseason games.
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Copyright 2014 ABC News Radio


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31st Annual Westover Invitational
October 06, 2012 @ Robert Cross Middle School in Albany, GA
Hosted by Westover High School Timing/Results: Fast Feet Timing Services
Registration Closed - View Your EntriesAdditional Information
31st Annual Westover Invitational Meet InfoRegistration help:
Note that these instructions are on the US Portal and you will have to return to your state site to actually find your team and enter the meet.
All entries and fees must be received by Wednesday, October 3rd.
All ENTRIES and FEES must be received by this date or there will be
an extra charge of $20.00 per team and $5.00 if entering just
individual runners. Please make your checks out to Westover Cross Country Westover High School 2600 Partridge Lane Albany, Ga. 31707 Att: Harley Calhoun. If you have any questions, please feel free to call me at 229-938-7954.
The entry fee is $80.00 for a Varsity Girls Team and $80.00 for a Varsity Boys Team. It is $20.00 per runner if you are not entering a full team (5 runners). If you are entering both a Varsity Girls and Boys Team, then your total fee will be $140.00. B-Team and Middle School Runners are free granted you have entered either the Girls or Boys Varsity Races.


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Posted on 31 December 2012.
I just could not write because there was nothing more to say, at least for a day or two, about the phony debt and deficit crisis. The president caved again. And the story will go on and on and on…sadly.
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Volume 16 - Article 9 | Pages 249-286
Cohabitation, nonmarital childbearing, and the marriage process
Date received: | 29 May 2006 |
Date published: | 20 Apr 2007 |
Word count: | 7019 |
Keywords: | cohabitation, family, marriage, nonmarital fertility, pregnancy intention status, unobserved heterogeneity |
DOI: | 10.4054/DemRes.2007.16.9 |
Past work on the relationship between cohabitation and childbearing shows that cohabitation increases fertility compared to being single, and does so more for intended than unintended births. Most work in this area, however, does not address concerns that fertility and union formation are joint processes, and that failing to account for the joint nature of these decisions can bias estimates of cohabitation on childbearing. For example, cohabitors may be more likely to plan births because they see cohabitation as an acceptable context for childbearing; alternatively, they may be more likely to marry than their single counterparts.
In this paper, I use a modeling approach that accounts for the stable, unobserved characteristics of women common to nonmarital fertility and union formation as a way of estimating the effect of cohabitation on nonmarital fertility net of cohabitors' potentially greater likelihood of marriage. I distinguish between intended and unintended fertility to better understand variation in the perceived acceptability of cohabitation as a setting for childbearing. I find that accounting for unmeasured heterogeneity reduces the estimated effect of cohabitation on intended childbearing outside of marriage by up to 50%, depending on race/ethnicity.
These results speak to cohabitation's evolving place in the family system, suggesting that cohabitation may be a step on the way to marriage for some, but an end in itself for others.
Author's Affiliation
Kelly Musick - University of Southern California, United States of America
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Volume 31 - Article 34 | Keywords: cohabitation, family, marriage
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Cited References: 90
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BHS wins in familiar fashion against Forrest City
It all looked very familiar, and it was a good look for the Batesville Lady Pioneers.
In a game that lacked rhythm, but had plenty of pace, the Lady Pioneers ran past the Forrest City Lady 75-41 in a 5A-East District high school basketball game in Pioneer Gym.
On Feb. 1, in another run, press and shoot affair, the Lady Pioneers won 60-42.
In that game, the Lady Pioneers took 64 shots and hit 24. In Pioneer Gym they took 60 and hit 30. You've got to figure they would have taken more shots in Batesville, but the sportsmanship clock ran the entire fourth quarter. -
Archarcharch wins Oaklawn's SW Stakes
HOT SPRINGS (AP) — Archarcharch found his kick on the home stretch this time around.
The colt won the $250,000 Southwest Stakes at Oaklawn Park on Monday, making a successful return run on the same track he faded at last month.
Archarcharch finished fourth in the Smarty Jones Stakes on Jan. 17 at Oaklawn. That followed a win in the Sugar Bowl Stakes in New Orleans in December. -
Basketball in town tonight
Forrest City Lady Mustangs (1-11, 5A-East District; 5-20, overall) vs. Batesville Lady Pioneers (8-4, 15-9), Pioneer Gym, 6
Lengthy drought dooms Lyon men
JACKSON, Tenn. — The No. 14 Union Bulldogs took advantage of Lyon's poor shooting and won a TranSouth Athletic Conference basketball game 73-40 here Monday night.
Lyon trailed 9-2 early, rallied to knot it at 16-16, and then watched as Union scored 15 unanswered points. The Bulldogs led 34-20 at halftime. -
Lady Pioneer leads way in state indoor track meet
Batesville's Natalie Meinzer recorded the best finish among Guard-circulation area athletes at the State Indoor Track and Field Meet at the University of Arkansas in Fayetteville this past weekend.
Competing in the large school division (Class 7A-5A), the junior finished fourth in the 1,600-meter run in a time of 5 minutes, 26.12 seconds. Springdale Har-Ber's Valerie Reina won in 5:19.61.
Meinzer placed seventh in the 3,200 with a time of 12:08.51. Reina won in 11:38.63. -
No. 1 Union rallies past Lyon
JACKSON, Tenn. — An 11-2 head start wasn't enough for the Lyon College women as they fell to No. 1 Union 65-44 in a TranSouth Athletic Conference basketball game here Monday night.
Lyon senior K.K. Hodges collected 15 points and 11 rebounds for her seventh double-double of the season.
Union, which has been ranked No. 1 in every poll since October of 2007, rallied from the early deficit and led 32-22 at halftime. Lyon got no closer than eight points the rest of the way. -
Tech sweeps Batesville in 5A-East District games
PARAGOULD — The home teams swept Batesville in 5A-East District high school basketball games here Friday.
The Greene County Tech Lady Eagles solidified their hold on the district's second seed into the Class 5A State Tournament with a 62-40 thrashing of the Lady Pioneers, and the Eagles kept their playoff hopes alive with a 65-44 decision over the Pioneers. -
Framed, autographed photos added to Hog Bash 2011 event
Framed autographed pictures of the 1965 Arkansas Razorbacks national championship team and of Coach Bobby Petrino and quarterback Ryan Mallett will be auctioned off at the Hog Bash 2011 event set for Tuesday night, Dr. Robert Carter announced.
The national championship photo is autographed by Frank Broyles, former coach and athletic director. The other is autographed by Petrino and Mallett.
The annual event is to begin at 6 in the Batesville High School cafeteria. Petrino and Chuck Barrett, "voice of the Razorbacks," are to speak during the dinner. -
T-wolves, Junior Cavewomen win tournament titles
Two Guard circulation-area teams won district tournament basketball championships over the weekend, and one completed an unbeaten season while doing so.
The Cave City Junior Cavewomen pulled off the perfection with a 34-29 victory over the Southside Junior Lady Southerners in a weather-delayed 4A-2 District Tournament championship game in Clinton on Saturday.
Later that evening in Newark, the Cedar Ridge Timberwolves collected the 2A-2 District Tournament title with a 64-36 clobbering of the Cotter Warriors. -
Bayne, 20, provides another wild finish at crazy Daytona 500
DAYTONA BEACH, Fla. (AP) — Leading on the final lap of the Daytona 500, a pack of veterans baring down on his bumper, Trevor Bayne didn't panic.
He figured it would be a cool story to tell someday, how he led a lap in NASCAR's biggest show.
Somebody, maybe Tony Stewart, would pass him any moment and Bayne would dutifully push him to the win.
But the pack never came. Nobody ever passed him, and with one smooth block of Carl Edwards, Bayne pulled off a stunning upset.
Unlikely? Absolutely.
Unworthy? He sure thought so.
Unbelievable? That's Daytona for you. -
Scots outscore opponents 45-7
The Lyon Scots softball season got off to a good start as they went 4-0 in the Lyon College Invitational Tournament over the weekend, outscoring their opponents 45-7.
On Saturday, Tara Mitchell and Cassie White each picked up shutout victories. Mitchell (2-0) was the victor in the first game over Hannibal-LaGrange (Mo.), 4-0. The junior completed all seven innings, giving up six hits. -
ASU announces 2010 fall graduation list
JONESBORO — Arkansas State University in Jonesboro held its 2010 fall commencement ceremony Dec. 18 in the Convocation Center. Interim Chancellor Dr. Dan Howard conferred degrees upon almost 1,000 graduates.
Brigadier General Joseph Caravalho Jr., a well-decorated surgeon and the Commanding General of Brooke Army Medical Clinic/Southern Regional Medical Command at Fort Sam Houston, Texas, was the featured speaker.
In addition to the 997-member graduating class, 90 students received associate degrees from the institution. Area graduates include:


text:
Mental, emotional, and behavioral (MEB) disorders among young people, as well as the development of positive health, should be considered in the framework of the individual and contextual characteristics that shape their lives, as well as the risk and protective factors that are expressed in those contexts. This chapter begins by outlining a developmental framework for discussion of risk and protective factors that are central to interventions to promote healthy development and prevent MEB disorders.
The conceptualization and assessment of positive aspects of development, referred to as developmental competencies, are examined as the scientific underpinnings for research on promotion of mental health. The chapter goes on to discuss research on risk factors and protective factors for MEB disorders, with attention given both to factors associated with multiple disorders and to the multiple factors associated with specific disorders. The emphasis is on identifying the implications of findings from this research for the design and evaluation of developmentally appropriate preventive interventions. Specific interventions targeting particular developmental stages are discussed in more detail in Chapter 6, and interventions targeting specific disorders as well as those designed to promote mental health are discussed in Chapter 7.
Prevention and promotion for young people involve interventions to alter developmental processes. That makes it important for the field to be
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OCR for page 71
Using a Developmental Framework
to Guide Prevention and Promotion
ental, emotional, and behavioral (MEB) disorders among young
people, as well as the development of positive health, should be
considered in the framework of the individual and contextual
characteristics that shape their lives, as well as the risk and protective fac-
tors that are expressed in those contexts. This chapter begins by outlining a
developmental framework for discussion of risk and protective factors that
are central to interventions to promote healthy development and prevent
MEB disorders.
The conceptualization and assessment of positive aspects of develop-
ment, referred to as developmental competencies, are examined as the
scientific underpinnings for research on promotion of mental health. The
chapter goes on to discuss research on risk factors and protective factors
for MEB disorders, with attention given both to factors associated with
multiple disorders and to the multiple factors associated with specific dis-
orders. The emphasis is on identifying the implications of findings from
this research for the design and evaluation of developmentally appropriate
preventive interventions. Specific interventions targeting particular develop-
mental stages are discussed in more detail in Chapter 6, and interventions
targeting specific disorders as well as those designed to promote mental
health are discussed in Chapter 7.
Prevention and promotion for young people involve interventions to
alter developmental processes. That makes it important for the field to be
OCR for page 71
grounded in a conceptual framework that reflects a developmental perspec-
tive. Four key features of a developmental framework are important as a
basis for prevention and promotion: (1) age-related patterns of competence
and disorder, (2) multiple contexts, (3) developmental tasks, and (4) interac-
tions among biological, psychological, and social factors (Masten, Faden,
et al., 2008; Cicchetti and Toth, 1992; Kellam and Rebok, 1992; Sameroff
and Feise, 1990).
Age-Related Patterns of Competence and Disorder
Understanding the age-related patterns of disorder and competence
is essential for developing interventions for prevention and promotion.
Healthy human development is characterized by age-related changes in cog-
nitive, emotional, and behavioral abilities, which are sometimes described
in terms of developmental milestones or accomplishment of developmental
tasks (discussed in further detail below). The period from conception to
about age 5 represents a particularly significant stage of development dur-
ing which changes occur at a pace greater than other stages of a young
person's life and the opportunity to establish a foundation for future devel-
opment is greatest (National Research Council and Institute of Medicine,
2000; see also Chapter 5). Developmental competencies established in one
stage of a young person's life course establish the foundation for future
competencies as young people face new challenges and opportunities. Ado-
lescence introduces significant new biological and social factors that affect
developmental competencies, particularly related to behavioral decision
making. A solid foundation of developmental competencies is essential as
a young person assumes adult roles and the potential to influence the next
generation of young people.
The age at which disorders appear also varies. For example, a national
survey on the lifetime prevalence of mental disorders in the United States
indicates that the median age of onset is earlier for anxiety disorders
(age 11) and impulse control disorders1 (age 11) than for substance use
disorders (age 20) and mood disorders (age 30) (Kessler, Berglund, et al.,
2005). The majority of adults report the onset of their disorder by age 24
(Kessler, Berglund, et al., 2005), and evidence suggests that initial symptoms
appear 2-4 years prior to onset of a full-blown disorder (see Chapter 2).
Other studies also indicate that early onset of symptoms is associated with
greater risk of adult disorders, including substance abuse and conduct dis-
order (Kellam, Ling, et al., 1998; Gregory, Caspi, et al., 2007).
1 Includesintermittent explosive disorder, oppositional defiant disorder, conduct disorder,
and attention deficit hyperactivity disorder.
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Selectiv e Case Identification
Un iv ersal Treatment:
Prevention Known
Health Promotion with Long-term
/ Positive Treatment and
Development After Care
Ho me Unit
School Facility
Neighborhood Treatment
Agency Program
Primary Outpatient
Care Mental
Clinic Health
FIGURE 4-1 An ecodevelopmental model of prevention.
SOURCE: Adapted from Weisz, Sandler, et-1.eps
Fig4 al. (2005).
Multiple Contexts
Development occurs in nested contexts of family, school, neighbor-
hood, and the larger culture (Bronfenbrenner, 1979). Therefore, interven-
tions can occur in a range of settings and in multiple contexts. As illustrated
in Figure 4-1, the range of intervention approaches includes promotion
of healthy development, prevention of MEB disorders, and treatment of
individuals who are experiencing disorders (the outer semicircle). These
interventions occur in an ecological framework of human development in
which the individual is nested within micro-systems that are in turn nested
within a larger community and cultural (including linguistic) context (the
central concentric circles). The ecological perspective is widely accepted
OCR for page 71
in the study of mental health, developmental psychopathology (Masten,
Faden, et al., 2008), and prevention science (Kellam and Rebok, 1992;
Weisz, Sandler, et al., 2005).
Developmental Tasks
Individuals encounter specific expectations for behavior in a given
social context. These expectations have been referred to as social task
demands or developmental tasks (Kellam and Rebok, 1992; Masten, Burt,
and Coatsworth, 2006). Developmental tasks change across phases of
development and may also differ by culture, gender, and historical period.
Success or failure in meeting these developmental tasks is judged by natural
raters (e.g., parents, teachers) as well as by young people themselves. Suc-
cess with one developmental task can have serious consequences for success
or difficulty in others and for the development of later problems and dis-
orders. Developmental competence, discussed below, is strongly influenced
by the concept of developmental tasks.
Interactions Among Biological, Psychological, and Social Factors
How young people develop—whether they develop mental, emotional,
or behavioral problems or experience healthy development—is a function of
complex interactions among genetic and other biological processes (discussed
in more detail in Chapter 5), individual psychological processes, and mul-
tiple levels of social contexts. Although the precise biopsychosocial processes
leading to most disorders are not fully understood, considerable progress has
been made in identifying the risk factors and protective factors that predict
increased or decreased likelihood of developing disorders. Understanding the
pathways of development enables prevention researchers to identify oppor-
tunities to change pathological developmental trajectories.
Mental health promotion includes efforts to enhance individuals' ability
to achieve developmentally appropriate tasks (developmental competence)
and a positive sense of self-esteem, mastery, well-being, and social inclusion
and to strengthen their ability to cope with adversity. Understanding the
reciprocal pathways by which failures of competence contribute to psycho-
pathology and by which psychopathology undermines healthy development
(Masten, Burt, and Coatsworth, 2005) is needed to design promotion
activities aimed at strengthening developmental competencies.
Research on mental health promotion is not as fully developed as that
OCR for page 71
on prevention, but progress has been made in defining key concepts and
describing biopsychosocial pathways that influence positive development.
Important opportunities exist for research to make rapid advances, particu-
larly to improve understanding of how genetic and environmental factors
influence developmental pathways (National Research Council and Institute
of Medicine, 2000, p. 13).
The discussion that follows focuses on competence or the achieve-
ment of developmentally appropriate tasks, which the committee contends
should form the basis for mental health promotion research and interven-
tion, and characteristics of healthy development as young people progress
from infancy through young adulthood that can be used to operationalize
Defining Competence
Masten and colleagues define competence as "a family of constructs
related to the capacity or motivation for, process of, or outcomes of effective
adaptation in the environment, often inferred from a track record of effec-
tiveness in age-salient developmental tasks and always embedded in devel-
opmental, cultural and historical context" (Masten, Burt, and Coatsworth,
2006, p. 704). Similarly, Kellam, Branch, and colleagues (1975) conceptual-
ize competence from a life-course social field perspective, in which the indi-
vidual must adapt to new tasks in different social fields (e.g., family, school,
peers) at each phase of development. Positive youth development can be
viewed as the facilitation of competence during adolescence. Based on a
comprehensive review of youth development programs and meetings of
experts, Catalano, Berglund, and colleagues (2004) identified multiple goals
of programs designed to promote positive youth development: promote
bonding; foster resilience; promote social, emotional, cognitive, behavioral,
and moral competence; foster self-determination, spirituality, self-efficacy,
clear and positive identity, belief in the future and prosocial norms; and
provide recognition for positive behavior and prosocial involvement.
The committee uses the term "developmental competencies" to refer
to young people's ability to accomplish a broad range of social, emotional,
cognitive, moral, and behavioral tasks at various developmental stages.
Acquisition of competence in these areas requires young people to adapt to
the demands of salient social contexts and to attain a positive sense of iden-
tity, efficacy, and well-being. We note, however, that while there is increasing
interest in understanding and promoting these positive aspects of develop-
ment (e.g., Commission on Positive Youth Development, 2005), research in
this area is at a relatively early stage. At the same time, research is beginning
to identify factors that affect success or failure in accomplishing specific
developmental tasks and the relationship to later development of problems
OCR for page 71
or health. For example, various causal models of the links between conduct
and academic competence have been developed (e.g., see Hinshaw, 1992).
One longitudinal study of a community cohort of 205 children assessed
three dimensions of competence in childhood (academic, social, and con-
duct) and five dimensions of competence in late adolescence (academic,
social, conduct, job, and romantic) (Project Competence; Masten, Burt,
and Coatsworth, 2006). Conduct competence (following rules in salient
social contexts) in childhood proved to be more likely to lead to academic
competence in adolescence than the reverse pathway (see Hinshaw, 1992,
for a discussion of alternative causal models of the links between conduct
and academic competence). Masten and colleagues proposed the concept
of developmental cascades to refer to the process by which competence
and problems become linked across time. Illustratively, their study found
externalizing, or primarily behavioral, problems (e.g., conduct disorder,
oppositional defiant disorder) in childhood leads to lower academic com-
petence in adolescence, which in turn leads to increased internalizing, or
primarily emotional, problems (e.g., anxiety, depression) in young adult-
hood (Masten, Roisman, et al., 2005).
In another study of 1,438 adolescents in two urban, high-poverty
public schools in Baltimore and New York (Seidman and Pedersen, 2003),
competence was conceptualized as the interaction of the individual with
several social contexts: peer, athletic, academic, religious, employment, and
cultural. Nine different profiles of engagement with these contexts emerged
and showed differing associations with indicators of positive mental health
(self-esteem) and mental health problems (depression and delinquency).
Youth who were positively engaged in two or more settings had higher
self-esteem and lower depression. However, high engagement in athletic
contexts along with low engagement in cultural or academic contexts was
associated with high rates of delinquency. These authors propose that
studying homogeneous at-risk populations can identify diverse profiles of
competence (positive or negative) that might be obscured by studying more
heterogeneous populations or by studying each aspect of competence sepa-
rately (Seidman and Pedersen, 2003). Werner and Smith (1982, 1992), in a
series of classic studies of youth at high risk on the island of Hawaii, also
argue that the resources a child needs to successfully develop vary by devel-
opmental stage. Early in life, a close relationship with the primary caregiver
is crucially important, whereas in adolescence, the presence of mentors and
opportunities in school and the neighborhood are crucial.
Characteristics of Healthy Development
Although there are no universally accepted taxonomy or agreed-on
measures of positive mental health, several groups have attempted to inte-
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grate research and theory on healthy development at different developmen-
tal stages. Table 4-1 summarizes findings related to individual, family, and
school and community characteristics that facilitate healthy development
from reviews that the committee considers to be particularly informative.
These factors differ across developmental periods and across individual,
family, and school and community contexts.
For a guide to factors relevant during infancy and early childhood,
the committee looked to the influential report From Neurons to Neighbor-
hoods: The Science of Early Childhood Development (National Research
Council and Institute of Medicine, 2000). Healthy accomplishment of the
developmental tasks at these ages—such as secure attachment, emotional
regulation, executive functioning, and appropriate conduct—is associated
with both positive development and prevention of mental, emotional,
and behavioral problems over the long term. The report highlighted the
influence of families' socioeconomic resources on healthy development,
suggesting that promotion (and prevention) research should include con-
sideration of the influence of poverty on children's caregivers and their
physical environment.
The committee drew from several sources on positive development dur-
ing middle childhood. Masten and Coatsworth (1995) assessed competent
functioning in middle childhood in terms of successfully accomplishing
developmental tasks, such as academic achievement, following rules for
appropriate behavior, and developing positive peer relations. Resilience, or
the ability to adapt to life stressors, is a widely accepted aspect of positive
development (Catalano, Berglund, et al., 2002; Commission on Positive
Youth Development, 2005; Masten, Burt, and Coatsworth, 2005). The
Rochester Child Resilience Project identified characteristics of the child and
of the family that are associated with resilience for urban children experi-
encing chronic family stress (Wyman, 2003).
The school is also a social context that can promote the accomplishment
of the developmental tasks of academic achievement, rule compliance, and
the development of peer relations, as described by Masten and Coatsworth
(1995). Aspects of the school context identified by Smith, Swisher, and col-
leagues (2004) as promoting children's developmental competencies include
teacher behavior, pedagogy, organizational characteristics of the school, and
family-school relations.
A major review of community programs to promote positive outcomes
for adolescent development identified four domains of individual-level
assets: physical health, intellectual development, psychological and emo-
tional development, and social development (National Research Council
and Institute of Medicine, 2002). The review also identified features of
positive developmental settings, which the committee sees as relevant both
for the family and for school and the community. Some of these include
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TABLE 4-1 Factors That Affect Healthy Development
Individual Family School and Community
Infancy and NRC and IOM (2000) NRC and IOM (2000) NRC and IOM (2000)
Early Self-regulation Healthy physical environment Availability of high-quality child care
Childhood -Attention regulation -Adequate prenatal and postnatal health -Nurturance
-Appropriate emotional inhibitions and care -Support for early learning
expression -Adequate prenatal and postnatal -Access to supplemental services, such as
-Early mastery and intrinsic motivation nutrition feeding, screening for vision and hearing,
-Executive functioning, planning, and support for working parents
problem solving Nurturing relationships with caregiver -Stable secure attachment to child care
-Secure attachment including: provider
-Reliable support and discipline from -Low ratio of caregivers to children
Communication and learning caregiver -Regulatory systems that support high
-Functional language -Responsiveness quality of care
-School attendance and appropriate -Protection from harms and fears
conduct -Affection
-Opportunities to resolve conflict
Making friends and getting along with -Support for development of new skills
peers -Reciprocal interactions
-Initiating interactions and appropriate -Experience of being respected
conduct -Stability and consistency in caregiver
-Understanding of self and others' relationship
Socioeconomic resources for the family
Adequate birth weight -Adequate income
-Ability to provide adequate nutrition,
child care, safe housing, health care
-Higher parental education
-Cognitive stimulation in the home
-Parental low economic stress
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Middle Masten and Coatsworth (1995) Wyman (2003) Smith, Boutte, et al. (2004)
Childhood -Learning to read and write a language -Time in emotionally responsive Features of school environment that are
-Learning basic mathematics interactions with children associated with positive development
-Attending and behaving appropriately -Consistent discipline -Positive teacher expectancies
at school -Language-based rather than physically -Perceived teacher support
-Following rules for behavior at home, based discipline -Effective classroom management
school, public places -Extended family support -Positive partnering between school and
-Getting along with peers in school -Parental resources, including positive family
-Making friends with peers personal efficacy, adaptive coping, self- -Culturally relevant pedagogy
views high on potency and life -School policies and practices to reduce
Wyman (2003) satisfaction bullying
-Empathy and acceptance of other -High academic standards, strong
children's emotional expressiveness leadership, concrete strategies to promote
-Preference for prosocial solutions to achievement, assessment of goal
interpersonal problems achievement, and positive involvement of
-Realistic control attributions families
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TABLE 4-1 Continued
Individual Family School and Community
Adolescence NRC and IOM (2002) NRC and IOM (2002) NRC and IOM (2002)
Positive development in adolescence Features of positive developmental Features of positive developmental settings
-Physical development (good health settings -Physical and psychological safety
habits, good health risk management -Physical and psychological safety -Appropriate structure (limits, rules,
skills) -Appropriate structure (limits, rules, monitoring, predictability)
-Intellectual development (life, school, monitoring, predictability) -Supportive relationships
vocational skills; critical and rational -Supportive relationships -Opportunities to belong (sociocultural
thinking; cultural knowledge and -Opportunities to belong (sociocultural identity formation, inclusion, etc.)
competence) identity formation, inclusion, etc.) -Positive social norms (expectations,
-Psychological and emotional (self- -Positive social norms (expectations, values)
esteem and self-regulation; coping, values) -Support for efficacy and mattering
responsibility, problem solving; -Support for efficacy and mattering -Opportunities for skill building
motivation and achievement; morality -Opportunities for skill building -Integration of family, school, and
and values) -Integration of family, school, and community efforts
-Social development (connectedness to community efforts
peers, family, community; attachment to
Young Arnett (2000) Arnett (2000) Arnett (2000)
Adulthood Identity exploration in love, work, and Balance of autonomy and relatedness to Opportunity for exploration in work and
world view family school
Subjective sense of adult status in self-
sufficiency, making independent Masten, Obradovic, and Burt (2006) Masten, Obradovic, and Burt (2006)
decisions, becoming financially Autonomy (behavioral and emotional) Connectedness to adults outside the family
Masten, Obradovic, and Burt (2006)
Future orientation/achievement
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physical and psychological safety, supportive relationships, and positive
social norms (National Research Council and Institute of Medicine, 2002).
However, the committee notes the review's caveat that additional research
is needed to more firmly establish whether these features of positive devel-
opmental settings "are the most important features of community programs
for youth" (National Research Council and Institute of Medicine, 2002,
p. 13).
Arnett (2000) describes the period of the late teens and early 20s as
a distinct developmental period in industrialized societies, which he refers
to as "emerging adulthood."2 In these societies, a major demographic
shift toward later marriage and parenthood is leaving young adulthood as
an age of great variability and exploration in all aspects of life, including
where people live, go to school, and work. The developmental tasks of this
period are to explore identity in love, work, and world view (e.g., values);
to obtain a broad range of life experiences; and to move toward making
commitments around which to structure adult life (Arnett, 2000). This
work on early adult development continues the tradition of others (e.g.,
Erikson, 1968; Levinson, 1978) and illustrates the important influence on
developmental tasks of modern economic and social conditions in indus-
trialized societies.
Preventive interventions for young people are intended to avert mental,
emotional, and behavioral problems throughout the life span. These inter-
ventions must be shaped by developmental and contextual considerations,
many of which change as children progress from infancy into young adult-
hood. To develop effective interventions, it is essential to understand both
how developmental and contextual factors at younger ages influence out-
comes at older ages and how to influence those factors. The concept of risk
and protective factors is central to framing and interpreting the research
needed to develop and evaluate interventions.
Defining Risk and Protective Factors
Kraemer, Kazdin, and colleagues (1997) define a risk factor as a mea-
surable characteristic of a subject that precedes and is associated with an
outcome. Risk factors can occur at multiple levels, including biological,
psychological, family, community, and cultural levels. They differentiate
2 The committee uses the term "young adulthood" to be more descriptive and to cut across
different theoretical approaches.
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Family Dysfunction and Disruption. With the family as the primary setting
for child development from birth through childhood and adolescence, it is
not surprising that dysfunction in family relations, particularly parent–child
relations, is associated with multiple mental, emotional, and behavioral
problems, including those described above. Many risk factors (e.g., pov-
erty, parental mental illness) influence mental, emotional, and behavioral
problems and disorders through their effects on parent–child relations
(Grant, Compas, et al., 2003; Riley, Valdez, et al., 2008). The discussion
here focuses on two broad categories of risk factors that are related to dys-
functional family relations and that provide opportunities for preventive
intervention: child maltreatment, which represents the extreme manifesta-
tion of family dysfunction, and disruptions in family structure, which create
serious challenges to healthy family functioning.
Child Maltreatment. Maltreatment of children by primary caregivers is
one of the most potent risk factors for mental, emotional, and behavioral
problems, and it has been found to be associated with other serious risk
factors, such as poverty and parental mental illness. Protective factors
include children's positive relationship with an alternative caregiver, posi-
tive and reciprocal friendships, and higher internal control beliefs (Bolger
and Patterson, 2003).
The prevalence of child maltreatment in the United States is unclear.
One estimate places it at 1.2 percent of children in 2004 (National Child
Abuse Data System). Hussey, Chang, and Kotch (2006) report that 11.8
percent of adolescents report physical neglect, 28.4 percent report physi-
cal assault by a parent or caregiver, and 4.5 percent report sexual abuse
by a parent or caregiver sometime before they reached the sixth grade.
In the National Longitudinal Study of Adolescent Health (Add Health),
which includes a nationally representative sample of adolescents, each form
of maltreatment was associated with multiple health problems, includ-
ing depression, substance use, violence, obesity, and poor physical health
(Hussey, Chang, and Kotch, 2006). The majority of these associations
remained significant after controlling for such demographic variables as
family income, age, gender, ethnicity, parent education, region, and immi-
grant generation (Hussey, Chang, and Kotch, 2006).
In a recent empirical examination in the National Comorbidity Study
(Molnar, Buka, and Kessler, 2001), one of the largest and most meth-
odologically sound studies, childhood sexual abuse was reported by
13.5 percent of the women and 2.5 percent of the men. Significant asso-
ciations were found with 14 mood, anxiety, and substance abuse disorders
among women and 5 disorders among men. The analysis controlled for
other adversities, including divorced parents, parental psychopathology,
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parental verbal and physical abuse, parental substance use problems, and
having dependents for women.
The lifetime rate of depression was 19.2 percent for those with no child-
hood sexual abuse and 39.3 percent for those who had experienced abuse
(odds ratio = 1.8; Molnar, Buka, and Kessler, 2001). Rates of dysthymia,
mania, and posttraumatic stress disorder were also significantly higher for
sexually abused women but not for men. The impact of childhood sexual
abuse was especially strong for those who had no other adversities; their
odds for depression were 3.8 (95 percent confidence interval). For those who
reported 5 or more adversities, the odds of depression were 1.7 (95 percent
confidence level). There was some evidence that chronic sexual abuse led to
higher rates of some disorders (Molnar, Buka, and Kessler, 2001).
Parental psychopathology, especially among mothers, was the most sig-
nificant family adversity associated with abuse (Molnar, Buka, and Kessler,
2001) and warrants further investigation. However, finding high rates of
disorder with abuse but no other risk factors emphasizes the importance
of the negative effects of abuse. The persistence of negative effects of child
maltreatment is seen in studies that assess functioning across periods of
development. For example, the Virginia Longitudinal Study of Child Mal-
treatment found that of 107 maltreated children who were followed from
middle childhood through early adolescence, fewer that 5 percent were
functioning well consistently over time (Bolger and Patterson, 2003).
Understanding the factors that influence the linkage between child
maltreatment and problem outcomes starts by distinguishing different levels
of abuse. In particular, abuse that starts early and is chronic is linked with
pervasive and persistent problems across domains of functioning. Children
abused in infancy show difficulties in areas that include affect regulation
(e.g., high negative affect, blunted affect), hypervigilance, emotional lability,
disruptions in their attachment relations, and self-system deficits (e.g., more
negative self-representations) (Ialongo, Rogosch, et al., 2006).
The most effective approach to reducing the effects of maltreatment is
to prevent its occurrence. Because of the pervasive mental, emotional, and
behavioral problems for which maltreated children are at risk, programs
that prevent abuse have the potential to avert multiple disorders and pro-
mote healthy development across multiple domains of functioning. There is
evidence, for example, that a home visiting program for economically poor,
single parents has been effective in reducing the occurrence of child abuse
(Olds, 2006; see Box 6-1) and that a population-level approach to strength-
ening parenting reduces rates of abuse in the community (Prinz, Sanders, et
al., 2009). Interventions are also aimed at mitigating the impact of abuse
after it has occurred. Several randomized trials with maltreated children
demonstrated that infant and preschool psychotherapy and a home visiting
program were successful in markedly reducing rates of insecure attachment
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(Ialongo, Rogosch, et al., 2006). Other program models have demonstrated
success to improve maltreated children's relationships with foster parents
(Fisher, Gunnar, et al., 2000) and with well-functioning peers (Fantuzzo,
Sutton-Smith, et al., 1996).
Family Disruption. Family disruption can occur for many reasons, includ-
ing separation or divorce, the death of a parent, and incarceration of
a parent. The committee focused on parental divorce and bereavement
because they have been the subject both of considerable research and of
preventive trials.
The rate of divorce in the United States increased from the 1950s
through the 1970s and then stabilized or decreased somewhat over the fol-
lowing decades (Bramlett and Mosher, 2002; U.S. Census Bureau, 2005).
However, the official divorce rate underestimates the rate of marital disrup-
tion, which may occur as separations that do not become divorces or as
disruptions of households with unmarried parents (Bramlett and Mosher,
2002). It is estimated that 34 percent of children in the United States will
experience parental divorce before reaching age 16 (Bumpass and Lu,
2000). Children can experience a wide range of other stressors following
divorce, such as loss of time with one or more parents, continuing interpa-
rental conflict, and parental depression (Amato, 2000). Evidence suggests
that effective child coping or interpretation of these stressors, quality of
parenting received from both parents, and level of interparental conflict
is related to postdivorce adjustment (e.g., Kelly and Emery, 2003; Sandler,
Tein, et al., 2000).
Death of a parent (i.e., parental bereavement) occurs to 3.5 percent of
U.S. children before age 18 (U.S. Social Security Administration, 2000). The
effect of parental death on surviving children rises to national concern par-
ticularly when rates increase due to such national disasters as the terrorist
attacks of September 11, 2001, war, and such epidemics as HIV.
Following parental divorce, children are at increased risk for mul-
tiple mental, emotional, and behavioral problems, including physical health
problems, elevated levels of alcohol and drug use, premarital childbearing,
receiving mental health services, and dropping out of school (Troxel and
Matthews, 2004; Furstenberg and Teitler, 1994; Hoffmann and Johnson,
1998; Goldscheider and Goldscheider, 1993; Hetherington, 1999). Meta-
analyses of studies conducted through the 1990s have shown that problems
have not decreased (Amato and Keith, 1991a; Amato, 2001). McLanahan's
(1999) analysis of 10 national probability samples revealed school dropout
rates of 31 percent and teen birth rates of 33 percent for adolescents in
divorced families versus 13 and 11 percent, respectively, for adolescents in
nondivorced families. Adults who were exposed to parental divorce as chil-
dren have been found to be more likely to divorce and to have an increased
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risk for mental, emotional, and behavioral problems, including clinical levels
of mental health problems, substance abuse, and mental health service use
(Chase-Lansdale, Cherlin, and Kiernan, 1995; Kessler, Davis, and Kindler,
1997; Maekikyroe, Sauvola, et al., 1998; Rodgers, Power, and Hope, 1997;
Zill, Morrison, and Coiro, 1993; Amato, 1996).
Children who experience parental bereavement appear more likely to
experience mental, emotional, and behavioral problems, such as depres-
sion, posttraumatic stress disorder, and elevated mental health problems
for up to two years following the death (Worden and Silverman, 1996;
Geresten, Beals, and Kallgren, 1991). These risks appear to remain after
controlling for other risk factors, such as mental disorder of the deceased
parent (Melhem, Walker, et al., 2008). Research has shown mixed findings
concerning the mental, emotional, and behavioral problems of bereaved
children when they reach adulthood (Kessler, Davis, and Kindler, 1997).
However, two prospective longitudinal studies supported increased risk of
depression in adult women who experienced parental bereavement as chil-
dren (Reinherz, Giaconia, et al., 1999; Maier and Lachman, 2000).
Although family disruption is associated with multiple MEB disorders
and problems, the majority of children who experience these major stress-
ors adapt well. The most consistent predictive factors are interparental
conflict and the quality of parenting by both the mother and the father
(Kelly and Emery, 2003; Amato and Keith, 1991b). Parent–child relations
that are characterized by warmth, positive communication and supportive-
ness, and high levels of consistent and appropriate discipline have consis-
tently been related to better outcomes following divorce (Kelly and Emery,
2003; Amato and Keith, 1991b). High-quality parenting from both the
custodial parent (usually the mother) and the noncustodial parent (usually
the father) is related to lower levels of child internalizing and externalizing
problems (King and Sobolewski, 2006). But interparental conflict is one of
the most damaging stressors for children from divorced families. Conflict
often precedes the divorce and is associated with lasting child problems
following the divorce (Block, Block, and Gjerde, 1988). In some families,
conflict continues long after divorce, which is particularly destructive when
children are caught in the middle (Buchanan, Maccoby, and Dornbusch,
1991). Recent research has found that high-quality parenting from both
parents related to lower child mental health problems even in the presence
of high interparental conflict (Sandler, Miles, et al., 2008).
Several factors have been found to influence outcomes for children
who experience parental bereavement. Among parentally bereaved children
who had signed up for an intervention program, four factors distinguished
bereaved children who had clinical levels of mental health problems from
those who did not: positive parenting by the surviving caregiver, lower
mental health problems of the surviving parent, the coping efficacy of
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the child, and children's appraisals of how much recent stressful events
threatened their well-being (Lin, Sandler, et al., 2004). Other factors, such
as coping efficacy, control beliefs, postbereavement stressful events, and
children's fears that they will be abandoned by the surviving caregiver,
have been associated with mental health outcomes for bereaved children
(Wolchik, Tein, et al., 2006).
An interesting focus of research has investigated the pathways that
lead from family disruption due to divorce or bereavement, along with
other commonly co-occurring biological and social risk factors, to adult
depression. One analysis of longitudinal data on female twins, siblings, and
unrelated women found support for three pathways to the development of
depression (Kendler, Gardner, and Prescott, 2002). In an internalizing path-
way, genetic risk leads to neuroticism, which in turn leads to early-onset
anxiety disorder, and these three influences each lead to episodes of major
depression. In an externalizing pathway, conduct disorder and substance
misuse lead to depressive disorder. In an adversity pathway, early child-
hood exposure to a disturbed family environment, childhood sexual abuse,
and parental loss lead to low educational attainment, lifetime trauma, and
low social support, which in turn lead to four adult risk factors (mari-
tal problems, difficulties in the past year, dependent stressful events, and
independent stressful events), which in turn lead to an episode of major
depression. All three pathways include contributions from genetic factors
and interconnections among family adversity, externalizing problems, and
later adult adversities.
A prospective longitudinal study, the National Collaborative Perinatal
project, also considered timing in an examination of the association between
family disruption (divorce or separation before age 7), low socioeconomic
status, and residential instability and the onset of adult depression (Gilman,
Kawachi, et al., 2003). The effect of low socioeconomic status in childhood
on depression risk persisted into adulthood, but the effects of family dis-
ruption and residential instability were specific to early-onset depression.
Early-onset depression is of special concern because it carries with it a
poorer prognosis of increased recurrence and, in some studies, more severe
Community and School Risk Factors
Most prevention research has focused on risk and protective factors at
the level of the individual and the family, but there is increasing recogni-
tion that child development is powerfully affected by the broader social
contexts of schools and communities (Boyce, Frank, et al., 1998). Risk
factors, such as victimization, bullying, academic failure, association with
deviant peers, norms and laws favoring antisocial behavior, violence, and
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substance use, are linked primarily with neighborhoods and schools. For
example, poor and ethnic minority children in particular are frequently
exposed to violence in their neighborhoods and schools. Among 900 low-
income, primarily minority adolescents in New York City in 2002-2003,
rates of exposure to violence of various kinds were high: someone offering
or using drugs (70 percent), someone beaten or mugged (51 percent), some-
one being stabbed (17 percent), someone being shot at (14 percent), and
someone being killed (12 percent) (Gershoff, Pedersen, et al., 2004). Many
also reported being the victim of violent acts, such as being asked to sell or
use drugs (35 percent), having their home broken into (18 percent), being
beaten up (13 percent), and being threatened with death (9 percent). Much
of the exposure to violence occurs either at school or on the way to school
(DeVoe, Peter, et al., 2003; Bell and Jenkins, 1991; Richters and Martinez,
1993; Gershoff, Aber, and Raver, 2003).
Exposure to violence is associated with children's development of various
mental health problems, particularly posttraumatic stress disorder, anxiety,
depression, antisocial behavior, and substance use (Jenkins and Bell, 1994;
Gorman-Smith and Tolan, 1998). A reciprocal relation exists between aca-
demic achievement and mental health outcomes, in which mental health
problems adversely affect academic achievement (Adelman and Taylor, 2000),
and poor academic achievement is related to the development of multiple
problem behaviors (e.g., substance abuse, antisocial behavior) as well as teen-
age pregnancy and low occupational attainment (Dryfoos, 1990).
The growing empirical research on characteristics of neighborhoods
and schools that are linked with problem development as well as positive
youth development has implications for the development and evaluation of
prevention and promotion interventions. Gershoff, Aber, and Raver (2003)
propose that another dimension of schools and neighborhoods that may
affect the development of child mental, emotional, and behavioral problems
is the degree to which they provide settings that support healthy develop-
ment. They characterize neighborhood disadvantage as the absence of set-
tings that provide opportunities for healthy child development—settings
for learning (e.g., libraries), social and recreational activities (e.g., parks),
child care, quality schools, health care services, and employment oppor-
tunities. For schools, disadvantage can be assessed as lower per student
spending, a high percentage of children from families in poverty, a higher
number of inexperienced and academically unprepared teachers, a high
student-to-teacher ratio, and school size being either too large or too small.
Each of these characteristics of neighborhoods and schools has been linked
with mental, emotional, and behavioral problems of children. Although
it is difficult to disentangle the causal effects of neighborhood and school
disadvantage from the effects of factors in families and children who live
in disadvantaged neighborhoods, research has found that neighborhood
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disadvantage was associated with higher internalizing and externalizing
problems over and above the genetic contribution (Caspi, Taylor, et al.,
2000) and that an experimental study found that children whose families
were moved from a disadvantaged neighborhood had a lower rate of arrest
for a violent crime than those who remained in a high-poverty neighbor-
hood (Leventhal and Brooks-Gunn, 2003).
Similarly, the strongest environmental association related to schizophre-
nia is urbanicity (Krabbendam and van Os, 2005), although the relation
with social class is also strong. It appears that living in urban environ-
ments during childhood affects later development of schizophrenia, even
if there is a move to less urban environments later in life (Pederson and
Mortensen, 2001). This relationship is therefore not fully explained by
the "drift" hypothesis, in which those who are developing schizophrenia
move to urban settings. There are a few hypotheses that are being pursued
to explain this relationship, including increased stress and discrimination
against minorities, lack of social capital and other resources in impover-
ished communities, and gene–environment interactions.
Another way in which the community influences child development is
through the norms, values, and beliefs of the residents. For example, col-
lective efficacy, a concept developed by Sampson, Raudenbush, and Earls
(1997), refers to "shared beliefs in a neighborhood's conjoint capability for
action to achieve an intended effect, and hence an active sense of engage-
ment on the part of residents." It provides the informal social controls that
counteract antisocial behavior and has been found to be related to levels
of community violence (Sampson, 2001). Peer norms favoring the use of
drugs, antisocial behavior, or belonging to gangs are also powerful neigh-
borhood factors that contribute to problem behaviors.
Hawkins and Catalano (1992) proposed the construct of bonding to
school, community, and family as key in explaining the development of
substance use and antisocial behavior. Positive bonds consist of a positive
relationship, commitment, and belief about what is healthy and ethical
behavior. Positive bonds to a group develop from having the opportunity
to be an active contributor, having the skills to be successful, and receiving
recognition and reinforcement for their behavior.
In school, students' relationships with their peers and teachers and the
social climate in the classroom have a powerful effect on their development
of mental, emotional, and behavioral problems as well as their develop-
ment of age-appropriate competencies. For example, aggregate-level student-
perceived norms favoring substance use, violence, or academic achievement
are related to antisocial behavior. For boys with elevated levels of external-
izing problems, being in a first grade classroom with high aggregate levels of
behavior problems has been found to be associated with a marked increase
in the odds of having serious externalizing problems when they reached the
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sixth grade (Kellam, Ling, et al., 1998). But some teacher characteristics are
related to lower levels of mental, emotional, and behavioral problems for
students. These include using classroom management strategies with a low
level of aggressive behavior, having high expectations for students, and hav-
ing supportive relations with students.
Programs promoting classroom and school procedures that encourage
prosocial behavior, academic achievement, or increased positive bonding to
school have important implications for children's healthy development. For
example, use of a group contingency to promote prosocial behavior in first
grade students has been found to reduce aggressive behavior in first grade
(Dolan, Kellam, et al., 1993) and through middle school (Muthén, Brown,
et al., 2002). The effects persisted with a reduction 13 years later in the
rate of diagnosis of alcohol and illicit drug abuse or dependence (Kellam,
Brown, et al., 2008). Also, for the subgroup of boys who started first grade
with high levels of aggressive behavior, this intervention reduced the rate
of antisocial personality disorder (Petras, Kellam, et al., 2008) and mental
health service use (Poduska, Kellam, et al., 2008).
Structural and policy changes can reduce risk associated with the
transition to senior high school (Seidman, Aber, and French, 2004). This
transition is associated with a decline in academic performance as well as
an increase in delinquency, depression, suicidal thoughts, and substance use.
However, policy changes, such as reduced school size, that create smaller
working units with more supportive relations with teachers and peers have
been shown to reduce this risk (Felner, Brand, et al., 1993).
A voluminous literature has emerged since the 1994 IOM report on
the factors associated with MEB disorders in young people, with a consen-
sus that these factors operate at multiple interrelated levels. Factors both
specific to a given disorder and that provide a more generalized risk for
multiple disorders provide important opportunities for the development
of interventions that modify these factors and explore possible mediating
Conclusion: Research has identified well-established risk and protective
factors for MEB disorders at the individual, family, school, and com-
munity levels that are targets for preventive interventions. However,
the pathways by which these factors influence each other to lead to the
development of disorders are not well understood.
Conclusion: Specific risk and protective factors have been identified for
many of the major disorders, such as specific thinking and behavioral
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patterns for depression or cognitive deficits for schizophrenia. In addi-
tion, nonspecific factors, such as poverty and aversive experiences in
families (e.g., marital conflict, poor parenting), schools (e.g., school
failure, poor peer relations), and communities (e.g., violence), have
been shown to increase the risk for developing most MEB disorders
and problems.
A more recent science base has solidified around the concept of devel-
opmental competencies that could inform the development of future inter-
ventions focused on the promotion of mental, emotional, and behavioral
Conclusion: Interventions designed to prevent MEB disorders and
problems and those designed to promote mental, emotional, and behav-
ioral health both frequently involve directly strengthening children's
competencies and positive mental health or strengthening families,
schools, or communities. However, improved knowledge pertaining to
the conceptualization and assessment of developmental competencies
is needed to better inform interventions.
The ways in which developmental competencies operate in a health-
promoting capacity is less well understood, and additional research is
needed to develop common measures that can be used in intervention
Recommendation 4-1: Research funders led by the National Institutes
of Health, should increase funding for research on the etiology and
development of competencies and healthy functioning of young people,
as well as how healthy functioning protects against the development
of MEB disorders.
Recommendation 4-2: The National Institutes of Health should develop
measures of developmental competencies and positive mental health
across developmental stages that are comparable to measures used for
MEB disorders. These measures should be developed in consultation
with leading research and other key stakeholders and routinely used in
mental health promotion intervention studies.
Current knowledge on the development of MEB disorders among
young people and characteristics of healthy development suggest the need
for multiple lines of inquiry for future preventive intervention research.
OCR for page 71
Recommendation 4-3: Research funders should fund preventive inter-
vention research on (1) risk and protective factors for specific disorders;
(2) risk and protective factors that lead to multiple mental, emotional,
and behavioral problems and disorders; and (3) promotion of indi-
vidual, family, school, and community competencies.
OCR for page 71


text:
Publisher's Description
+Create vast expanses of terrains, add trees, select the best point of view and render hyper-realistic images of your landscapes in moody atmospheres in a few mouse clicks. Vue Pioneer is a great way to learn 3D. It's so easy to use that you'll be composing amazing 3D landscapes in no time. Vue Pioneer is derived from the research e-on software makes for the high-end products it sells to large special effects studios. Vue Pioneer includes free access to the Cornucopia3D community: get help, exchange tips and suggestions with other users, find inspiration by looking at their art, or show your own creations to the world.
What's new in this version:


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How do I automatically assign peer reviews for an Assignment?
Automatically assigning peer reviews will assign students with submissions peer reviews. The best way to do this is through creating or editing an assignment.
Select Assignment
Click the title of the assignment to assign peer reviews. Learn how to create a peer review assignment.
Automatically Assign Peer Reviews
- Click the Require Peer Reviews checkbox.
- Click the Automatically Assign Peer Reviews radio button.
- Decide how many Reviews Per User are needed.
- In the Assign Reviews field, use the calendar icon to select a due date or manually enter the due date for student peer reviews. The assign reviews date must come after the assignment due date. If left blank, Canvas will use the assignment due date as the peer review due date.
Note: When using peer reviews with Groups, it is best practice to manually assign peer reviews to students.
View Assigned Peer Reviews
Canvas will automatically assign a peer review to the student. Assigned peer reviews appear underneath the students name [1]. A check mark [2] indicates a peer review has been completed. A caution triangle [3] indicates a peer review still needs to be completed.
If the student has not submitted the assignment or submits the assignment after the due date [4], the student will not automatically be assigned a peer review and you must manually assign one.


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Notable Quotes
Materialism and Mother Earth
February 01, 2013Recently we received a tip from a fan of ICTMN's Facebook page about a new documentary called Crossroads: Labor Pains of a New Worldview. (You can watch the video here www.crossroadsfilm.com).
As the film proceeded to address many of the environmental, political and monetary pitfalls of the 21st century, one section—featuring environmentalist and activist Annie Leonard, from her own film The Story of Stuff—had particular resonance for us. The quote encapsulates a philosophy that many Native thinkers have pointed to as a major flaw in western society.
To Annie Leonard, it identifies a programmatic, post-World War II shift in the economy by titans of industry that help create today's rampant consumer culture. It is by economist Victor Lebov and we think it bears repeating here:
"Our enormously productive economy… demands that we make consumption our way of life, that we convert the buying and use of goods into rituals, that we seek our spiritual satisfaction, our ego satisfaction in consumption… we need things consumed, burned up, replaced, and discarded at an ever-accelerating rate"
Watch this clip on consumption from Annie Leonard's The Story Stuff:
I Have Been
November 16, 2012I have been to the end of the earth. I have been to the end of the waters. I have been to the end of the sky. I have been to the end of the mountains. I have found none that are not my friends.
The Ground
November 14, 2012The ground on which we stand is sacred ground. It is the blood of our ancestors.
We Must Protect
November 12, 2012We must protect the forests for our children, grandchildren and children yet to be born. We must protect the forests for those who can't speak for themselves such as the birds, animals, fish and trees.
I Have Heard
November 09, 2012I have heard you intend to settle us on a reservation near the mountains. I don't want to settle. I love to roam over the prairies. There I feel free and happy, but when we settle down we grow pale and die.
We Are Going
November 07, 2012We are going by you without fighting if you will let us, but we are going by you anyhow!
Democrats Stoke Unnecessary Fear Over Ryan Budget and Indian Country
November 05, 2012Rep. Tom Cole: Democrats Stoke Unnecessary Fear Over Ryan Budget and Indian Country
By Tom Cole
In their recent letter to Indian Country Today Media Network, Congressmen Ed Markey and Ben Ray Lujan expressed concern that chronically underfunded tribal programs are in jeopardy of damaging further spending reductions. I share these concerns and appreciate their efforts to highlight the unique challenges with which Indian Country struggles.
However, the fears stoked by the House Natural Resources Committee Minority regarding the effects of the Ryan budget simply do not match the reality of the funding actually allocated by the House Appropriations Subcommittee for Interior and Environment on which I serve. The House majority has already been operating under the Ryan budget for two fiscal years, and in each of those years the funds appropriated for Indian country have surpassed both the dollars authorized under the budget framework and the amount requested by President Obama. House-passed appropriations for Indian programs including BIA and IHS have also been higher than final levels negotiated with the Democratically controlled Senate.
The committee report cited by the ranking members claims that BIA's budget would be cut by $375 million and the IHS budget would be cut by $637 million. Fortunately, action in the House of Representatives speaks louder than the words found in the committee report. And action the past two fiscal years has been good for Indian country. In FY12, House-passed BIA funding surpassed the president's request by more than $18.9 million. For IHS, the House-passed legislation included $392.4 million more than FY 11, which was the single highest percentage of any program in the Interior Appropriations bill, and $595 million more than the final funding agreed to by the Senate. For FY13, BIA funding in the bill reported out of the House Appropriations Committee included $36.8 million more than FY 12, which was also $41.4 million more than president's request. IHS fared equally well, with $183.4 million more than FY 12, which was $70.6 million more than the funding requested by President Obama.
Awareness is key. I've accompanied numerous congressional delegations to Native American reservations and seen the eye-opening effects such educational opportunities can have. Members with little prior knowledge of tribal issues come away with a sober and lasting appreciation for the challenges in Indian country, as well as the proven effectiveness and unrealized potential of support programs.
In addition to raising awareness and working to protect critical funding, there are structural changes we can make on a bipartisan basis. Earlier this year, I introduced legislation, H.R. 2362, that would have facilitated foreign investment on tribal lands with not only Turkey but any WTO nation. Unfortunately, the commonsense policy was brought down due in no small part to efforts by my Democratic colleagues to connect the legislation to the centuries old conflicts between Turks, Armenians and Greeks. My legislation had nothing to do with those disagreements and was simply aimed at drawing investments onto tribal lands, but some chose to make a political point rather than help Indian country. While it is critical that Congress appropriate money for tribal programs to help those in need and to meet our trust responsibilities to provide basic services, we could help tribes prosper if members who care about Indian Country will overcome partisan differences to enact policies breaking down barriers to development on tribal lands.
The United States' treaty obligations are not partisan. Honoring our commitments to tribal citizens is not partisan. The work we do in the Appropriations Committee to fund essential tribal programs is not partisan. With a $16 trillion debt and persistently high unemployment, there are certainly no guarantees. Every program is subject to evaluation as we work to avoid fiscal catastrophe. However, the recent track record of the Appropriations Committee is encouraging. The reality is that in the 112th Congress, the House has funded critical programs for Indians while making cuts to other budget items, and we have done so in a bipartisan manner.
While Democrats and Republicans may not agree on the total amount the federal government should spend, there is agreement that we cannot balance any budget on the backs of the first Americans who statistically are the last Americans.
Rep. Tom Cole is a Congressman from Oklahoma.
A Very Great Vision
November 05, 2012A very great vision is needed and the man who has it must follow it as the eagle seeks the deepest blue of the sky.
My Children
October 26, 2012My children, education is the ladder to all our needs. Tell our people to take it.
We Are Living
October 24, 2012We are living in a time when we all need to come together and help one another. The spirits say we need to learn to get along.


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LEGO Club | |
Event Type: Children's Programs Age Group(s): Children & Families Date: 6/28/2014 Start Time: 2:00 PM End Time: 3:30 PM Description: Calling all LEGO fanatics: stop by the libraryĺs LEGO Club to show off your building skills. We provide the building materials, you bring the inspiration. Ages 6-12.
Library: Indian Trails Branch
Location: Auditorium (IT) Presenter: Library staff |


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06-09-2011, 07:38 PM | #437 (permalink) |
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Alright! Good stuff.
***2001-2006 MDX FAQ*** 2002 Subaru Impreza WRX Wagon 2004 MDX Touring - Midnight Blue Pearl |
11-25-2011, 09:48 AM | #438 (permalink) |
Super Moderator
Unlike many who were stuck with turkey comas and relatives that you hate , my fiance and I spent time working on our respective projects. I was outside trying to get the Buick to start for the first time in decades. Over the last couple months I've redone quite a bit of the wiring, rebuilt the starter, complete electrical tune up refresh and oiling up the cylinders and a lot of miscellaneous work. Yesterday I changed the oil. The filter in the canister must have weighed a couple pounds. I cleaned the rest of the sludgy goo out of the canister with gasoline and a screwdriver.
Here she is showing off her new whitewall And all that hard work finally paid off. Yesterday I celebrated a small victory click the picture to watch the video |
11-20-2012, 12:15 PM | #442 (permalink) |
Super Moderator
The Buick was mechanically done, 3 days before my wedding on July 28. New everything, including interior. Took a year and a half on a shoestring budget, but here's the start and finish......
It taught me a lot of lessons in car restoration, and now I'm ready for the project of a lifetime..... Her name's Christine |
11-20-2012, 01:37 PM | #444 (permalink) |
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Yeah it looks cool. I wish I had the gumption to do something like that. Id be afraid of screwing something up.
NBP/E 2002 MDX Tour/Navi SS, SG, BSM, Front Air Deflector, Philips Xenon 4,100k HID conversion for Lows, Sylvania SilverStar for Fog Lights,04 Spoiler. Finally, Alpine CD/MP3 Changer, Panasonic DVDPKG2 RES, SAM UNIT, rear camera, Alll for my Beautiful, daughter. Installed Wood Steering Wheel. whew. |
11-20-2012, 09:22 PM | #448 (permalink) |
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hahaha! I remember that movie. hey Tim- make sure Christine does not get jealous!. Nice ride.
gotMDX- work a little; play a lot 14 RAM 1500 BigHorn CC 4x4 navi 13 PILOT 4wd Touring Nav-Res tow pkg black steps. EX2100 250hp sportboat with wakeboard tower 07 MDX S/E pkg. tow pkg. chrome steps(sold) |
11-20-2012, 11:14 PM | #449 (permalink) |
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1. 1969 SS Camaro real SS not a clone.
2. 91 Acura Legend sedan jdm spec. 3. 91 Acura Legend sedan drk blue wife's daily. 4. 91 Acura Legend sedan red daily. 5. 92 Acura Legend coupe edm/jdm spec. 6. 93 Acura Legend sedan wife's show car. 7. 94 Acura Legend sedan gold work car. 8. 94 Acura Legend sedan drk green daily. 9. 94 Acura Legend GS 6 speed tribute car! Yea I know but I like legends lol all are drivers. |
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> The point of all of this is that since there are many fairly > simple mechanisms for handling binary data in XML messages, > and they've been in widespread production for a couple of > years now, so I can't agree with the assertion that XML > can't be used with binary data. I think Eliotte is saying that it *shouldnt* be used with binary data, not that it can't be. To take the risk of summarizing the other position: since XML will be used with binary data (wrong or right), let's agree on one or two ways of doing it -- rather than 20. \\ Eugene Kuznetsov \\ email@example.com \\ DataPower Technology, Inc. \\ http://www.datapower.com - XS40 XML Security GatewayReceived on Tuesday, 11 March 2003 15:07:06 UTC
This archive was generated by hypermail 2.3.1 : Tuesday, 6 January 2015 22:01:23 UTC


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The chalice is reflected on Pope Benedict XVI's face during a Holy... Fotografia de notíciasBasílica de São Pedro,Cardeal,Cálice,Espiritualidade,Estado da Cidade do Vaticano,Missa,Novo,Papa,Papa Bento XVI,Ponto Turístico Internacional,Religião,Vaticano,VerticalPhotographer VINCENZO PINTOCollection: AFP 2012 AFPThe chalice is reflected on Pope Benedict XVI's face during a Holy mass with new cardinals on November 25, 2012 at St Peter's basilica at the Vatican. Pope Benedict XVI the day before consecrated six non-European prelates as new members of the College of Cardinals in a development welcomed by critics concerned that the body which will elect the future pope is too Euro-centric. AFP PHOTO / VINCENZO PINTO (Photo credit should read VINCENZO PINTO/AFP/Getty Images)


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Looking for the perfect party assortments for your child's birthday party? For many parents, finding the perfect collection of party favors can be tricky. You know you want to make every child at the party happy, but with everyone liking different types of toys, it can be tricky for parents to purchase the right type and amount of party favors. Rather than take the risk of buying individual toys children may not like, considering buying an assortment pack filled with a variety of different toys and activities. With these assortment packs you receive a variety of different colored and sized toys, making sure you have a large selection of every toy that children could possibly love at your party.
Along with party assortment packs mixed with toys, you can also find a variety of themed toys perfect for kids of all ages. We especially love some of the fun erasers and pencil prize packs, which are perfect for filling up teachers' prize boxes. Best of all, you can even buy many of these assortments in bulk, allowing you to get as many toys as needed to hand out as prizes. With our great prices and constantly changing selection you can easily find the perfect toys for your party at Designed 2B Sweet!
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Any good miami paintball feilds?
Posted 29 March 2011 - 08:40 PM
Posted 04 April 2011 - 01:03 AM
Are there any GOOD paintball feilds in miami? Ive been going to big shots but im not to impressed im looking for a feild with something like xball, any help would be appreciated.
I work over at big shots by tamiami airport and the field is improving, we also just opened a field down in homestead that is going to have 8+ fields and has i think 3 now and their all airball fields so far.
Posted 04 April 2011 - 03:57 PM
Posted 06 April 2011 - 01:31 PM
miami devious practices there
Posted 06 April 2011 - 05:11 PM
Tell them Sebastian the ref Sent you
Posted 07 April 2011 - 02:55 AM
Its open to the public.I think the adress is SW 268th St and 122ave. but i dont know it by heart but if you call they will give it to you and its on the Homestead air reserve park in the back corner.
Tell them Sebastian the ref Sent you
so where spray was before?
Posted 13 April 2011 - 04:03 PM
extreme rage sheridanAre there any GOOD paintball feilds in miami? Ive been going to big shots but im not to impressed im looking for a feild with something like xball, any help would be appreciated.
Posted 17 April 2011 - 07:15 PM
atfl is were its at, great field
miami devious practices there
whats the address and do they have a website?
Posted 30 May 2011 - 04:44 PM
So honestly its what your looking to do, if your bringing your little brother or gf or someone you dont want getting hammered by people with no control on their trigger finger then go to bigshots it is the most newcomer friendly imho. but if you want good competition for a cheap price then headshots is ur best bet.
Edited by amofop, 30 May 2011 - 10:26 PM.
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Goodrich Petroleum Corporation and its subsidiaries (together, "we" or "the Company") is an independent oil and gas company engaged in the exploration, exploitation, development and production of oil and natural gas properties primarily in East Texas and Northwest Louisiana. The geological formations found in East Texas and Northwest Louisiana generally provide multiple pay objectives including: the Haynesville Shale, Cotton Valley, Travis Peak, James and Pettet formations. While we believe all of the various play objectives underlying our properties can be economically developed at higher commodity prices, in the current price environment we are concentrating our development efforts on horizontal drilling in the Haynesville Shale and, to a lesser extent, the Cotton Valley Taylor sand. We continue to aggressively pursue the evaluation and acquisition of prospective acreage, oil and gas drilling opportunities and potential property acquisitions. ... More ...
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California: Do any cities put you through training, which are easiest to get hired?
I am wondering if anyone knows of city fire departments that have their own training programs that they will put new recruits through. For example, I have heard that the Oakland Police have such a program but have not found any cities so far that have a similar program for firefighters.
Secondly, I am wondering which cities in California would be most likely to hire people who are fresh out of the fire academy (assuming that none have their own training programs for recruits), I am from California and have lived here (both northrn and southern) and would like to stay somewhere in the state but I am open to working anywhere in the Bay Area, Southern California and possibly Sacramento / Central Valley area. I would greatly appreciate any advice on this, I figure that the larger cities would be more likely to hire people with less experience but I could be wrong. Thanks
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Considering the frightful weather outside, along with the stress of the holidays, many readers may have missed out on a pair of season finales this week. Don't worry.
Our rundown of reality TV news will get you caught up...
- Brandi M. conquered all on Rock of Love Girls: Charm School. It was quite the underdog story.
- Speidi sort of got married on the fourth season finale of The Hills.
- Plan your 2009 Christmas shopping early: Alex McCord and husband are writing a book.
Are Spencer and Heidi officially married? Who knows? Who cares?
TV Fanatics Love Prime Instant Video


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Castle Rock Spire from low in... | [ Sizes: Orig | Small | Thumb ] | |||
Castle Rock Spire from low in the approach gully to the Regular Route. The easiest approach is up the hillside starting about 50 yards to climbers' right from this gully, and only entering the gully after the boulder camp at the base of the North Arete is reached. Photo by B. Thau. | Image Data
Image ID: 84514 Hits: 1589 Lat/Lon: 36.50230°N / 118.7155°W Object Title: Castle Rock Spire from low in... |


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35 matlibs 3D Studio Max Texture (*.mat) with 33 bitmaps (in resolution from 600x to more than 2300 pixels). Contain those fruits and vegetables: Ananas, Apple, Banana, Cabbage, Coconut, Lemon, Citron, Melon, Nectarine, Orange and Peach.
Put texture(s) *.jpg to folder Maps and file *.mat to folder Matlibs. This folders are in a root folder of program 3ds max.
Created in: 3ds max R3.1
Compatibility: 3ds max R3.x and higher (R4.x)
If a material slot - Displacement is active, and you want to use it, you have to applicate
it to object modify Displacement Approx.. (This is same as bump map but affect to shape of object
and also is exacting to CPU and RAM).
Transparency - Alpha channel.