The purpose of the Eliminating the Achievement Gapis to provide a resource for scholars and students into many of the most salient issues, trends, and factors that are most effective in reducing the achievement gap. Eliminating the Achievement Gap is particularly unique because it will: 1) utilize a meta-analysis to determine what factors contribute the most to reducing the achievement gap and 2) examine potential achievement gap reducing variables from across disciplines. These disciplines include education, sociology, economics, family science, psychology, public policy, and educational psychology. The second emphasis is largely based on the meta-analysis, because the results of the meta-analysis indicate that the best way to completely eliminate the achievement gap is to initiate a multidisciplinary approach to the achievement gap. It is the intention of this book to make scholars, educators, policymakers, parents, and the general public more aware of the factors that best bridge the achievement gap, so that they can take major steps to implementing comprehensive and multidisciplinary efforts. The more such efforts are inaugurated, the more the achievement gap will be reduced. The nine chapters of this book are therefore divided into four parts to reflect this extent of this comprehensive approach.

For more than a decade, ad hoc wireless networks have galvanized the interest and sparked the imagination of researchers. Such networks consist of a set of nodes equipped with wireless interfaces and they are designed to form self-organizing and spontaneous networks. They are usually multi-hop in nature, collectively forwarding and processing data to accomplish an application task. In addition, their topologies can be highly dynamic due to the potential mobility of the nodes. All these properties, in isolation and combination, pose a plethora of research challenges as well as new application opportunities. The International Conference on Ad-Hoc Networks and Wireless (ADHOC-NOW) serves as one of the premier venues for researchers and industrial practitioners to exchange ideas in this exciting area. Following previous ADHOC-NOW conferences in Murcia, Spain (2009), Sophia Antipolis, France (2008), Morelia, Mexico (2007), Ottawa, Canada (2006), Cancun, Mexico (2005), Vancouver, Canada (2004), Mo- real, Canada (2003), and Toronto, Canada (2002), the ninth ADHOC-NOW conf- ence took place at the University of Alberta in Edmonton, Canada, during August 20–22, 2010. As the capital city of the Province of Alberta, Edmonton is a cultural, governmental, and educational center and offers year-round world-class f- tivals, including the Edmonton International Fringe Theatre Festival. Edmonton is also home to North America's largest indoor shopping mall, the West Edmonton Mall. The summer in Edmonton is particularly joyful and has mild temperature and long, sunny daytime.

Navigate barriers and take actional steps toward equity The principles of Cultural Proficiency have guided our drive toward equitable schools for decades. Leaders who apply this framework to scrutinize the beliefs and practices that have caused disproportionate harm to children of color and other marginalized students are frequently left with the question: "Now What?" Using their unique insights and life experiences as Latina superintendents, the authors of Now What? Confronting Uncomfortable Truths About Inequity in Schools present a guide to navigating barriers, managing differences, and creating an actionable equity plan. Readers will find: a "What Next" guide for leaders at all levels to leverage Cultural Proficiency a Culturally Proficient Leadership Rubric for promoting growth an 8-Step Process to help educators gauge status and progress of their equity plan a discussion of the impact of COVID-19 on educational transformation, as well as heightened awareness of injustice, including the Black Lives Matter movement and mistreatment of immigrant children and families Cultural Proficiency begins with us. By focusing on our beliefs and biases, and taking actionable steps, we can become more proficient at eliminating barriers.

An incisive, up-to-date, and comprehensive treatment of effective health promotion programs In the newly revised Third Edition of Health Promotion Programs: From Theory to Practice, health and behavior experts Drs. Carl I. Fertman and Melissa Grim deliver a robust exploration of the history and rapid evolution of health promotion programs over the last three decades. The authors describe knowledge advances in health and behavior that have impacted the planning, support, and implementation of health promotion programs. With thoroughly updated content, statistics, data, figures, and tables, the book discusses new resources, programs, and initiatives begun since the publication of the Second Edition in 2016. "Key Terms" and "For Practice and Discussion Questions" have been revised, and the authors promote the use of health theory by providing the reader with suggestions, models, boxes, and templates. A renewed focus on health equity and social justice permeates much of the book, and two significant health promotion and education events- the HESPA ll study and Healthy People 2030- are discussed at length. Readers will also find: A thorough introduction to health promotion programs, including the historical context of health promotion, settings and stakeholders for health promotion programs, advisory boards, and technology disruption and opportunities for health promotion. Comprehensive explorations of health equity and social justice, including dicussions of vulnerable and underserved population groups, racial and ethnic disparities in health and minority group engagement. Practical discussions of theory in health promotion programs, including foundational theories and health promotion program planning models. In-depth examinations of health promotion program planning, including needs assessments and program support. Perfect for undergraduate and graduate students studying public health, health administration, nursing, and medical research, Health Promotion Programs: From Theory to Practice is also ideal for medical students seeking a one-stop resource on foundational concepts and cutting-edge developments in health promotion programs.

West and Central African nations face major obstacles to achieving the Millennium Development Goal of cutting poverty and hunger in half by 2015, not least among them the fragile state of their agriculture. Although most regional economies depend on agriculture for employment, national income, and export revenues, farm productivity tends to be low, owing to relatively little use of chemical fertilizers, improved seeds, and other modern technologies. Yield Gaps and Potential Agricultural Growth in West and Central Africa responds to this problem by identifying potential areas of growth in the agricultural and livestock sectors. Using data on the soil, water availability, and weather in different parts of West and Central Africa, the authors find significant gaps in different locations between the potential and actual yield of various agricultural products. They then use an economywide multimarket model to simulate the future economic effects of closing these yield gaps. In coastal nations, crops such as cassava, cereals, and yams have the greatest yield gaps, whereas, in the Sahel, livestock, rice, coarse grains and oilseeds (groundnuts) have more room for growth. Although identifying these yield gaps does not guarantee that they can be closed, it does provide a focus for development efforts in the region. The authors conclude, moreover, that if such efforts involve transnational cooperation in agricultural research, marketing, and other areas, they could produce significant benefits across West and Central Africa. This study's findings will be of interest to policymakers, researchers, and others concerned with African development.

"In this book the authors summarize the evolution of policy under Title I, review previous evaluations of its effects on achievement, and present new evidence based on national data on math and reading test scores to assess recent experience under the program. The authors conclude that Title I has failed to produce any significant increase in test scores or to narrow achievement gaps between the scores of low- and high-income students and schools."--Jacket.