FSCA NEWS

Click here to apply for the 2008 Sprint Ahead for Education Grant Program.

Through the Sprint Ahead for Education grant program, the Sprint Foundation will award grants to school districts and individual schools to fund the purchase of resource materials, supplies, equipment and software that facilitates and encourages character education among K-12 students. With a national reach, the program is open to all US public schools (K-12) and US public school districts.

The Sprint Ahead for Education Grant program will accept applications for Character Education programs that promote youth leadership, youth volunteerism, school pride and a positive school culture. Examples of programs that the Sprint Foundation will fund include:

• Costs associated with hosting a youth leadership conference
• Character education teacher training and character education support resources
• Direct project related costs for community service/service learning programs
• School improvement projects that serve to enhance and build school pride

District level grants are available for programs ranging from $10,000 to $25,000.
School level grants are available for programs ranging from $500-$5,000.

http://www.sprint.com/citizenship/education/sprintahead/

Sam Fawks, a math teacher at Harlan Elementary School in Wilmington, Del., has combined your parents' flashcards with the allure of Bruce Lee's flying fists and flashy kicks, reports the Associated Press. Fawks created the Belting Out the Facts program, which gives students "belts" for their wrists and lockers once they conquer increasingly difficult math problems. The program began with his sixth-grade class last year, but school administrators saw it succeed and expanded it throughout the school. Sensei Fawks, as he is known around the halls, has created different sets of small flashcards organized by difficulty level and the color of belt each student is seeking. Once students think they have mastered the concepts necessary to get the next belt, they must achieve a 93 percent score on a five-minute test to pass. By the time students get to the blue belt level, which is the mid-point, they must complete random algebra questions. "Last year, it was really boring doing just flash cards. Now you get pumped," said nine-year-old Joshua Sanchez.
http://www.examiner.com/a-1296609~Math_teacher_inspired_by_martial_arts_revises_teaching_style.html

Here is a link to the Senate education budget released yesterday: http://www.flsenate.gov/data/committees/Senate/meeting_packets/EA.pdf.
 
Budget Notes:
Total budget for $21.5 billion for 2008-09 ($12 billion in state budget plus $9.5 billion local effort).
Reduction of ($883.6) million in recurring general revenue. Added $41.9 million in education enhancement trust fund.
Pre K -12 Education Summary:

• FEFP- The 2008-09 FEFP is $18.5 billion, or $7.011 per student. This is a reduction of ($298.1) million, or -1.59%. The per student reduction is ($115.91), or -1.63%.
• Voluntary Pre-Kindergarten (VPK)- No reduction s for VPK program funding, with $343.7 million provided. Student enrollment growth results in a base student allocation of $2,572 (down form $2.677) a -3.9% reduction.
• School lunch- were not reduced to maintain federal matching funds.
• State Board of Education – All categories reduced at least -10% in GR. Assessment and evaluation GR reduced by ($13.3) million, or -28.4%. the funds freed up by this reduction are used to partially restore two priority programs , A++ (3.2 million ), and reading grants ($10 million).
• Florida Schools of Excellence - $500,000 provided to continue operations.
• All other programs and categories are reduced by -5.1%.
• No new programs created or funded.

Request for Applications (RFA) No. SM-08-014
Posting on Grants.gov: March 20, 2008
Receipt Date: April 25, 2008
Announcement Type: Initial

The Substance Abuse and Mental Health Services Administration (SAMHSA) announces the availability of funds to expand/enhance grant activities funded under the Cooperative Agreement for the Suicide Prevention Resource Center (SPRC) grant announcement.

The purpose of SPRC is to provide prevention support, training, and resources to assist organizations and individuals to develop suicide prevention programs, interventions, and policies, and to advance the National Strategy for Suicide Prevention (NSSP).

Download the Complete Announcement No. SM-08-014:

Download RFA in Adobe PDF Format (219 KB)

http://www.eurekalert.org/pub_releases/2008-03/sfri-cwb031908.php

Public release date: 25-Mar-2008

Contact: Andrea Browning
abrowning@srcd.org
202-289-7905
Society for Research in Child Development

Children who bully also have problems with other relationships

Students who bully others tend to have difficulties with other relationships, such as those with friends and parents. Targeting those relationships, as well as the problems children who bully have with aggression and morality, may offer ideas for intervention and prevention.

Those are the findings of a new study that was conducted by scientists at York University and Queens University. It appears in the March/April 2008 issue of the journal Child Development.

The researchers looked at 871 students (466 girls and 405 boys) for seven years from ages 10 to 18. Each year, they asked the children questions about their involvement in bullying or victimizing behavior, their relationships, and other positive and negative behaviors.

Bullying is a behavior that most children engage in at some point during their school years, according to the study. Almost a tenth (9.9 percent) of the students said they engaged in consistently high levels of bullying from elementary through high school. Some 13.4 percent said they bullied at relatively high levels in elementary school but dropped to almost no bullying by the end of high school. Some 35.1 percent of the children said they bullied peers at moderate levels. And 41.6 percent almost never reported bullying across the adolescent years.

The study also found that children who bullied tended to be aggressive and lacking in a moral compass and they experienced a lot of conflict in their relationships with their parents. In addition, their relationships with friends also were marked by a lot of conflict, and they tended to associate with others who bullied.

The findings provide clear direction for prevention of persistent bullying problems, according to Debra Pepler, Distinguished Research Professor of Psychology at York University and Senior Associate Scientist at the Hospital for Sick Children. Pepler, who is the study’s lead author, calls bullying “a relationship problem.”

“Interventions must focus on the children who bully, with attention to their aggressive behavior problems, social skills, and social problem-solving skills. A focus on the child alone is not sufficient. Bullying is a relationship problem that requires relationship solutions by focusing on the bullying children’s strained relationships with parents and risky relationships with peers,” according to Pepler. “By providing intensive and ongoing support starting in the elementary school years to this small group of youth who persistently bully, it may be possible to promote healthy relationships and prevent their ‘career path’ of bullying that leads to numerous social-emotional and relationship problems in adolescence and adulthood.”

###

Summarized from Child Development, Vol. 79, Issue 2, Developing Trajectories of Bullying and Associated Factors by Pepler, D, Jiang, D (York University), Craig, W (Queens University), and Connolly, J (York University). Copyright 2008 The Society for Research in Child Development, Inc. All rights reserved.

http://www.eurekalert.org/pub_releases/2008-03/uom-wdk032608.php

Public release date: 26-Mar-2008

Contact: Diane Swanbrow
swanbrow@umich.edu
734-647-9069
University of Michigan

Why don't kids walk to school anymore?

ANN ARBOR, Mich.---Maybe when we were their age, we walked five miles to school, rain or shine. So why don't most children today walk or bike to school?

It's not necessarily because they're spoiled, lazy or over scheduled. According to a University of Michigan researcher, concerns about safety are the main reason that less than 13 percent of U.S. children walked or biked to school in 2004, compared to more than 50 percent who did so in 1969.

"These concerns are strongly linked to the kind of physical environment children navigate between home and school," said Byoung-Suk Kweon, an environmental and landscape architecture researcher at the U-M Institute for Social Research (ISR).

"The greener the route, the more likely it is that children will walk and bike."

Using Geographic Information System (GIS) data combined with a survey of 186 parents of 5th through 8th grade students, Kweon found that parents were most concerned about the speed and volume of traffic students would encounter en route to school; the possibility of crime; and the weather.

"In Texas, where we lived when I conducted this study, our sons did not walk to school because we lived too far away," said Kweon, who is also affiliated with the U-M School of Natural Resources and Environment. In general, she found, children who walk to school usually live less than three-quarters of a mile away.

"In Ann Arbor, they do walk to school. We have a 27 degree rule. If it's colder than that, we drive them; if it's warmer than that, they walk."

In her study, Kweon found that children use sidewalks, not bike lanes, when they ride to school. "Parents may be concerned about the safety of bike lanes, and they may be telling their children to ride on the sidewalk because it's safer," she said. "We may need to re-think how to place bike lanes in school walk zones."

To learn more about how the physical environment influences parents' perceptions of safety and their willingness to allow their children walk or bike to school, Kweon and colleagues conducted a series of laboratory-based simulation studies, testing six different pedestrian environments.

"It's very important for parents that there be a separation or buffer between traffic and the sidewalk," she said. "They are much more willing to let their children walk when this buffer is at least eight feet wide, and when there are also trees in this area." Trees not only provide shade, but also serve as a sort of vertical barrier between sidewalk and street.

Although improving the physical environment reduces parents' concerns for their children's safety, Kweon found that the social environment---especially the likelihood of crime---strongly affects parental perceptions of safety as well. Kweon hopes to conduct a related study in Detroit to examine how the intersection of social and physical factors influences the likelihood that children will walk to school.

By identifying environmental elements conducive to walking and biking to school, Kweon hopes her research may help improve children's physical health and reduce the incidence of childhood obesity, especially prevalent among minority children.

"Walking or biking to school helps children develop an early habit of engaging in physical activity, and that can lead to a healthier and more active and healthier population," she said.

###

Kweon's study was supported by a grant from the U.S. Department of Transportation and from the Southwest Region University Transportation Center in College Station, Texas.

Established in 1948, the University of Michigan Institute for Social Research (ISR) is among the world's oldest academic survey research organizations, and a world leader in the development and application of social science methodology. ISR conducts some of the most widely-cited studies in the nation, including the Reuters/University of Michigan Surveys of Consumers, the American National Election Studies, the Monitoring the Future Study, the Panel Study of Income Dynamics, the Health and Retirement Study, and the National Survey of Black Americans. ISR researchers also collaborate with social scientists in more than 60 nations on the World Values Surveys and other projects, and the Institute has established formal ties with universities in Poland, China and South Africa. ISR is also home to the Inter-University Consortium for Political and Social Research (ICPSR), the world's largest computerized social science data archive. Visit the ISR web site at www.isr.umich.edu for more information.

Katie was only 15 when she met 22-year old John in an Internet chat room. Katie and John immediately began emailing each other several times a day. Before long, Katie was convinced they were in love.

A few weeks into the relationship, John told Katie that he was ready to meet her in person. While Katie was eager to spend time with her “boyfriend”, Katie’s parents were horrified by the idea of John coming to their home.

Katie’s father, concerned that Katie might leave home to be with John against her parent’s wishes, went to the police for help. An officer gave him a copy of the MISSING game and suggested that the family play it together.

After playing the MISSING game, Katie realized for herself that John was not a friend, but a child predator. Katie’s family notified the police of their suspicions and shortly afterward the San Francisco Police Department discovered that John was the primary suspect in the rape of a 13-year old girl. The younger girl had also met John in an Internet chat room. Without a doubt, John was planning for Katie to be his next victim.

Katie turned over all of the gifts, letters and computer files she had from John. She also appeared at John’s trial to present testimony about the method he used to try to seduce her — not surprisingly it was the same method he had used with his 13-year old victim. With Katie’s supporting evidence, John was sentenced to twenty years in prison.

MISSING reached Katie at her own level and caused her to re-evaluate her relationship with John in time to prevent disaster.

Ambassador to Youth

Katie is now the Ambassador to Youth for Web Wise Kids. She shares her powerful first-hand testimony with other young teens and parents to let them know that what happened to her and her family can also happen to them. She is sought after for television, radio and print interviews and has testified before state congressional hearings. Please contact us if you are interested in scheduling her speak.

http://www.webwisekids.org/index.asp?page=katiesStory

Ever trip over an unfamiliar acronym in an educational report, such as CogAT or ASVAB? We have, and we work here. :-)

So, to help you, and us, understand the all of these educational acronyms, we have created an Acronym Glossary. More than 300 acronyms in use throughout WCPSS are defined and presented in alphabetical order.

In addition, we've made it possible for people adding items to the WCPSS Website create pop-up definitions of acronyms to their documents, to make looking up unfamiliar acronyms as quick and painless as possible.

School boards, principals and superintendents have a vital role to play in the emotional health of youngsters. That’s why the Florida Statewide Office of Suicide Prevention, under the Office of Gov. Charlie Crist, has engaged the Dept. of Education to better inform education policymakers of the link between mental health and academics. Check out the first issue of Well Aware, a new policy bulletin for Florida school leaders.

http://www.fldoe.org/commissioner/aware/

Our Children
The February/March issue of the National PTA's Our Children magazine addresses the varied aspects of father and other male involvement in education in four articles. From general male involvement to more specific Latino father involvement in the PTA, the articles discuss the unique challenges that schools and men face in becoming involved as well as suggestions for overcoming those challenges.
http://www.pta.org/pr_magazine_issue_details_1202944159484.html

The What Works Clearinghouse (WWC), a central and trusted source of scientific evidence for what works in education, has released a new report in the area of dropout prevention. Find out how the WWC rated JOBSTART, an alternative education and training program. JOBSTART is designed to improve the economic prospects of young, disadvantaged high school dropouts. For a complete listing of all dropout interventions the WWC has reviewed, please visit this website:

http://ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=06

Visit www.PublicSchoolInisghts.org, an inspiring new website that presents a fresh, 21^st-century vision for public schools, with real examples of what is working in all kinds of public schools and districts.  See how public schools—maybe even yours—are pursuing imaginative strategies to help students succeed.  Hear insights from extraordinary people on public education’s front lines, listen to interviews with leading thinkers, and tell your story about success in your own public school or district.

 PublicSchoolInsights.org is hosted by the Learning First Alliance, a partnership of 18 major national education associations, including ASCA, that represent over 10 million dedicated educators, parents and education policymakers."

Do Something believes that young people have the power to make a difference. It is the aim of the organization to inspire, support and celebrate a generation of doers: people who see the need to do something, believe in their ability to get it done, and then take action. DoSomething.org is a community where young people learn, listen, speak, vote, volunteer, ask questions, and take action to make the world a better place. Online resources include a youth-led clubs program, weekly grant opportunities, a project posting forum, nation-wide campaigns, and easy searches for local volunteer opportunities. Guide your students to www.dosomething.org and help them find their something! For more information, please contact Melanie Stevenson, mstevenson@dosomething.org (212)254-2390 ex.233.

ED Announces Grants for Advanced Placement Tests: Secretary of Education Margaret Spellings announced the award of $11 million in grants to 39 states to help them pay the fees for Advanced Placement (AP) tests for low-income students. The program aims to encourage low-income students to take AP or International Baccalaureate (IB) tests and obtain college credit for high school courses, reducing the time and cost required to complete a postsecondary degree. According to the department, the grants complement the president's FY 2009 budget request to increase funding for AP and IB programs to $70 million to "help prepare more educators to teach these challenging classes and encourage more students from high-need schools to take and pass AP courses and tests." To view a list of the 39 states receiving awards visit: http://www.ed.gov/news/pressreleases/2008/03/03172008a.html

Hello Everyone,

I wanted to let you know that the deadline to apply for the Typical or Troubled grant program has been extended until April 4.  The application process is not complicated, and I would encourage you to look at this for your school or district.  The content of the program is good, and through the grant, school districts receive ample funding to deliver the content of the program to staff. Community organizations, high schools and school districts are eligible to receive funding.

Typical or Troubled?™ is an educational program, designed for school personnel (teachers, coaches school counselors, etc…) to raise their awareness of mental disorders in teens. The program focuses on promoting the importance of early recognition and treatment, recognizing the early warning signs of mental health problems, and encouraging action and appropriate referral to a mental health professional.

 Go to http://www.psychfoundation.org/typical_or_troubled.cfm to find out

• Background information on the program
• Application information
• Request for Application (RFA) PDF form -  which must be downloaded
• Selected visuals of the Typical or Troubled? ^TM  PPT training presentation (not the whole presentation)
• FAQs about the grant application process

In addition, the link contains information about the grant process and timeline.  Grant applications must be received at the ASCA office by April 4, 2008. Applicants should send five copies (plus the original) by mail. 

Please share this information with your state members.  Let me know if you have any questions.

Jill Cook, Assistant Director
American School Counselor Association
1101 King Street, Suite 625
Alexandria, VA 22314
703-683-2722
FAX: 703-683-1619
www.schoolcounselor.org

2008

National School Safety Conference and Exposition

(Featuring a Specialty tract for School Resource Officers)

July 28 - August 1, 2008

FORT LAUDERDALE, FLORIDA

HOSTED BY

SCHOOL SAFETY ADVOCACY COUNCIL

www.SCHOOLSAFETY911.com

Visit our Host Resort at

www.FORTLAUDERDALEGRANDE.com

Featuring

Nationally recognized Speakers & Trainers

5-Star water front Property

School Safety Exposition Area

Networking receptions each and every day

Water-Taxi Stop

Close proximity to the Fort Lauderdale International Airport

And MUCH more.....

Register today at

www.schoolsafety911.com

A weekend interview with ...

... Debbie Johnston, a Cape Coral teacher and mother who has tried for three years to convince Florida lawmakers to pass the "The Jeffrey Johnston Stand Up for All Students Act" (SB 790) in honor of her son, who committed suicide in 2005 after being harassed and bullied at school. Johnston spoke with reporter Jeff Solochek about the bill, her son, and her efforts to bring the legislation to the federal level, too. (AP photo, 2006)

Read more …

http://blogs.tampabay.com/schools/2008/03/a-weekend-int-3.html

National Annenberg Survey of Youth [pdf]

http://www.annenbergpublicpolicycenter.org/ProjectDetails.aspx?myId=10

Source: The Scout Report -- March 21, 2008 -- HTML Version

First conducted in 2002, the National Annenberg Survey of Youth (NASY) looked into youth attitudes towards gambling, the stigma of mental illness, and uses of media for both entertainment and information. Under the direction of Dr. Dan Romer, the NASY has continued to produce a number of thoughtful reports over the past several years. Visitors can view said reports on this site, and also look at some of their datasets and press releases. At the bottom of the homepage, visitors will find a chronological list of all these materials. Additionally, they can also click on over to the "Recent News" area to find out the latest information from NASY. Finally, visitors can also sign up to receive their RSS feed.

The Department of Education has issued the following memorandum regarding the Florida's Third Annual Bullying Prevention Conference.  The memorandum may be viewed at:

http://info.fldoe.org/docushare/dsweb/Get/Document-4895/k12-2008-22.pdf

Before becoming a writer, I spent ten years marketing Web-based job posting and resume tools to college career centers. One outcome of this experience is that I gained considerable appreciation for career counselors and guidance counselors at the high school level.

When I was in high school, I visited my guidance counselor to make my class schedule and research colleges. I had some idea of what I wanted before I came into the guidance office, so I probably benefited less than other students who were less certain about their career and educational options, or needed to speak to a counselor to get help on a personal problem.

Read more …

http://www.americanchronicle.com/articles/55798

U.S. Department of Health and Human Services -- State or Tribal Youth Suicide Prevention Grants (Deadline: 4/22/08)
The U.S. Department of Health and Human Services is accepting applications for its State or Tribal Youth Suicide Prevention Grants program. The purpose of the program is to support statewide or tribal youth suicide prevention and early intervention strategies through public-private collaborations among youth-serving entities.

Local Heroes Grants Submitted: 3/17/2008

Bank of America -- Local Heroes Grants

The Bank of America is accepting applications for its Local Heroes grants program to recognize role models serving their neighborhoods.

Award amounts are $5,000 donations to an eligible nonprofit of each recipients’ choice. Eligible applicants are 501(c)(3) public nonprofit organizations based in one of the eligible U.S. markets (see grant program website below).

Deadline: June 27, 2008

Please Note:  The Center for Health and Health Care in Schools (CHHCS) does not administer this funding opportunity.

Contact the Bank of America grant program directly for complete program information and application guidelines:
http://www.cybergrants.com/pls/cybergrants/ao_survey.form?x_gm_id=1499&x_section_id=5108&x_quiz_survey_id=2266.

http://www.healthinschools.org/News-Room/Grant-Alerts/Local-Heroes-Grants.aspx

Join Dr. Russell Sabella on the WGCU talk show “Gulf Coast Live” with Louis Hernandez when they discuss Technology/Internet safety among children:

Wednesday, March 19^th, 2pm-3pm

You can listen to it here in SW Florida on 90.1 or 91.7 FM. or online at http://www.wgcu.org/listen-live.aspx

You can also call in at 1-877-GCU-TALK (1-877-428-8255).

FSCA’s Vision
The Florida School Counselor Association (FSCA) expands the image and influence of professional school counselors through advocacy, leadership, collaboration and systemic change at the state level. FSCA empowers professional school counselors with the knowledge, skills, linkages, and resources to promote student success in the school, the home, the community, and the world.

To join FSCA, visit our website at www.fla-schoolcounselor.org

April 24-25, 2008
Orlando

Florida's 3rd Annual Bullying Prevention Conference, sponsored by the Florida Department of Education, Office of Safe and Drug-Free Schools, will be held April 24-25, 2008, at the Rosen Centre Hotel in Orlando, to raise awareness and provide prevention information and tools about bullying.

Prevention specialists, school guidance counselors, teachers, principals, Safe and Drug-Free Schools Coordinators, school health educators, school psychologists/social workers, School Resource Officers (SROs)/law enforcement, staff development directors, etc., are encouraged to attend. To register, please visit https://www.aceofflorida.org/Register/Register01.cfm?lngEventDateID=238&lngEvent=132.

Thousands of Florida students who need money for college took the first step to getting financial aid at College Goal Sunday during the weekend of Feb. 24, 2008. College Goal Sunday provides opportunities for college-bound students to access millions of dollars in free money for their education. Financial aid experts shared their knowledge during College Goal Sunday, a free statewide event to help students complete the Free Application for Federal Student Aid (FAFSA). This form is required to receive federal and state financial aid for college tuition. Students who successfully submit the FAFSA could receive as much as $10,000 in free money through state and federal need-based financial aid programs. As an added bonus, at least one student attending each College Goal Sunday site walked away with scholarship money in their pockets.

The Florida Department of Education hosted College Goal Sunday at community college and university campuses, high schools, and community centers across the state. The Division of Community Colleges secured a grant from the Lumina Foundation to offer College Goal Sunday with the goal of expanding the program to serve every county in Florida. The number of sites has grown from 28 in year one to 56 in 2008. During the first two years of Florida's College Goal Sunday, nearly 6,000 students took advantage of the once-a-year program to get free expert assistance to complete the complex FAFSA accurately. In this, the third year of the program, 6,600 students received help with the FAFSA, representing a 30 percent increase from 2007, and a 660 percent increase in attendance from 2006.

"Before I heard about College Goal Sunday, I wasn’t sure I could afford college. The experts there answered all of my questions and told me about the average costs for books and tuition," said Cheyenne McGregor. "With the help I received, I got money to attend Florida A&M University where I’m now a freshman in the School of Journalism. I was also excited to win the $500 scholarship drawing."

Students and families who need help completing the FAFSA should contact a college financial aid officer in their community, or log onto www.fldoe.org/collegegoalsunday for more information.

Clarification Regarding Requirements for Completion of a Middle School Career and Education Planning Course Required by S.1033.4156(1)(a)5, F.S. and Students with Disabilities

The Department of Education has issued the following memorandum regarding the Clarification Regarding Requirements for Completion of a Middle School Career and Education Planning Course Required by S.1033.4156(1)(a)5, F.S. and Students with Disabilities. 

The memorandum may be viewed at:

   http://info.fldoe.org/docushare/dsweb/Get/Document-4901/clarification.pdf

A former teacher has designed a school chair which he claims is impossible to tip backwards.

http://news.bbc.co.uk/1/hi/england/london/7253125.stm

Perspectives in Peer Programs

Call for Manuscripts

Perspectives in Peer Programs (PPP), a peer refereed on-line journal, invites original manuscripts related to peer helping, including peer assisted learning, tutoring, mediation, listening, mentoring, leadership, and ministry. The PPP is published by the National Association of Peer Programs (NAPP).

MANUSCRIPTS ARE ACCEPTED FOR THE FOLLOWING SECTIONS

·   Speakout – These articles provide an opinioned statement/position regarding specific or general aspects of peer helping.

·   Features ‑ These articles are theoretical, philosophical, or research oriented. Manuscripts should contain implications or practical applications for peer helper programs and training.

·   In the Field ‑ These articles focus on practical strategies for peer helpers in the field.

·   Perspectives ‑ These short essays present/describe (without expressing an opinion) an experience of relevance to others involved in peer helping.

·   Media Reviews ‑ These reviews are of current books and other resources (e.g., software, newsletters, etc.) that are of interest to those involved in peer helping.

·   Columns - Consider submitting a column about Ethics and Standards, Research Abstracts, Peer Helping and Technology, Resource Reviews, or Trainer's Corner.

SUBMITTING YOUR PRELIMINARY MANUSCRIPT

·   Do not submit material under consideration by another periodical.

·   Manuscript style and format must conform to the guidelines in the latest edition of the Publication Manual of the American Psychological Association.

·   Double-space all material, including references.  

·   Place the article's title on a separate page accompanying the manuscript. Include the author(s) name(s), contact information, and institutional affiliation(s).

·   On a separate page, include an abstract of no more than 75 words. Place the article title at the top of the page.

·   When applicable, reference should be made to the National Association of Peer Programs Programmatic Standards (http://www.peerprograms.org/publications/publications/standards/).

·   Because manuscripts ordinarily are sent out for a blind, peer review, two or three months may elapse between acknowledgement of receipt of a manuscript and notification of its disposition.

·   Email the package to khall@colled.msstate.edu as a Word document.

PREPARING THE FINAL VERSION

When an article is accepted for publication, the editor will send the author(s) editorial comments. Completing final edits and agreeing to have the manuscript published in PPP signifies the author(s)' release of copyright. Please note that for publication author(s) must:

·   Secure written permission(s) from the copyright holder for reproducing lengthy quotations and for reprinting and/or adapting tables and figures. The author must provide the journal editor a copy of the copyright holder's written permission(s).

·   Place each table and figure on a separate page following the reference section. Final placement of tables and figures is at the discretion of the production editor. Type font should be no smaller than 9 point.

·   Provide the final version in Microsoft Word.

·   Supply figures (graphs, illustrations, line drawings) as camera‑ready art (laser or glossy print or velox) via email in separate TIFF or EPS files.

Please direct any questions to Kimberly R. Hall, PhD by phone (662-325-7116) or via email (khall@colled.msstate.edu).

http://www.eurekalert.org/pub_releases/2008-03/nhla-asp031308.php

Public release date: 13-Mar-2008


Contact: NHLBI Communications Office
NHLBI_news@nhlbi.nih.gov
301-496-4236
NIH/National Heart, Lung and Blood Institute

After-school programs can increase physical activity of adolescent girls