Marine Protected Areas: Smart Investments in Ocean Health

Expanding ocean protection could return an increase in jobs, resources and services that far outweigh the costs, according to an analysis of new research commissioned by WWF on marine protected areas. The analysis comes months before governments make critical decisions that will direct the fate of the ocean for generations to come.The analysis shows that every dollar invested to create marine protected areas – commonly known as MPAs – is expected to be at least tripled in benefits returned through factors like employment, coastal protection, and fisheries.The new analysis is based on a WWF-commissioned study produced by Amsterdam's VU University, modelling MPA expansion at both the 10 per cent and 30 per cent target levels. The report found that increased protection of critical habitats could result in net benefits of between US$490 billion and US$920 billion accruing over the period 2015-2050. WWF recommends 30 per cent global coverage of MPAs by 2030 in order to secure the most complete benefits for people and the ocean

Long-Term Outcomes of Low-Achieving Third Grade Readers

Research shows that students who demonstrate low reading achievement in 3rd grade have trouble catching back up to grade level and being successful in school, compared to their peers who demonstrate early proficiency (Fiester 2010; Hernandez 2011; Juel 1988). This report seeks to investigate what happens to Arkansas public school students who demonstrate low achievement in reading in 3rd grade. Reading scores from three cohorts of students are followed from 3rd grade until high school, beginning with data from the 2008-09 school year and continuing through 2016-17. We examine the demographic characteristics of the low-achieving group, assess the extent to which these low-performers catch up by high school, and we highlight the subgroups of students who make the most progress in catching up to their higher achieving peers. This report is structured around two main research questions

Long-Term Outcomes of Low-Achieving Third Grade Readers

Research shows that students who demonstrate low reading achievement in 3rd grade have trouble catching back up to grade level and being successful in school, compared to their peers who demonstrate early proficiency (Fiester 2010; Hernandez 2011; Juel 1988). This report seeks to investigate what happens to Arkansas public school students who demonstrate low achievement in reading in 3rd grade. Reading scores from three cohorts of students are followed from 3rd grade until high school, beginning with data from the 2008-09 school year and continuing through 2016-17

Care staff intentions to support adults with an intellectual disability to engage in physical activity: An application of the Theory of Planned Behaviour

Researchers suggest that people with an intellectual disability (ID) undertake less physical activity than the general population and many rely, to some extent, on others to help them to access activities. The Theory of Planned Behaviour (TPB) model was previously found to significantly predict the intention of care staff to facilitate a healthy diet in those they supported. The present study examined whether the TPB was useful in predicting the intentions of 78 Scottish care staff to support people with ID to engage in physical activity. Regression analyses indicated that perceived behavioural control was the most significant predictor of both care staff intention to facilitate physical activity and reported physical activity levels of the people they supported. Attitudes significantly predicted care staff intention to support physical activity, but this intention was not itself significantly predictive of reported activity levels. Increasing carers' sense of control over their ability to support clients' physical activity may be more effective in increasing physical activity than changing their attitudes towards promoting activit

Academic Outcomes for English Language Learners in Arkansas Better Chance Public Pre-K

Analyses of large-scale public pre-Kindergarten programs in several U.S. states suggest that students with limited English proficiency differentially benefit from such pre-K programs, compared to their English-proficient peers. This analysis describes long-term outcomes of Arkansas public school students who participate in the Arkansas Better Chance (ABC) pre-K program. Specifically, we are interested in subgroup outcomes for students with limited English proficiency. We analyze three cohorts of students, those enrolling in Kindergarten in Arkansas public schools in the fall of 2011, 2012, and 2013. We identify whether students in each Kindergarten class attended ABC or not, and we follow their academic outcomes through fifth grade. We describe math and reading standardized test scores and incidence of exiting English Language Learner (ELL) programs, and we report the differences in outcomes between demographically similar students who attended ABC and those who did not

Early Access: Elementary School Outcomes for Arkansas Better Chance Public Pre-Kindergarten Participants

Public pre-Kindergarten programs are frequently promoted as promising early interventions for at-risk students, as they can equip 3- and 4-year-olds with the cognitive, behavioral, and social skills necessary for success in Kindergarten and beyond. The Arkansas Better Chance (ABC) program provides low-income and at-risk Arkansas students with tuition-free pre-K opportunities in school districts across the state. The current analysis describes the 3rd and 5th grade outcomes of students who enroll in ABC pre-K programs in Arkansas public schools. In an attempt to understand how well these programs are serving students, we follow four cohorts of program participants through elementary school, and we compare their math and reading achievement test scores to those of similar peers who did not attend ABC programs. We find ABC pre-K participants are more likely to fall into demographic groups that are considered at-risk for low academic performance, and that ABC students outperform similar peers on math and reading achievement tests in 3rd grade in three of four cohorts. These findings suggest that this program has the potential to set students up for lasting academic success

Pilot Study of a Computer Program to Promote Social Skills in Children with Autism Spectrum Disorder

Social skills in autism spectrum disorders (ASD) have been targeted in a number of ways including the use of various software programs. This pilot study compared one simulation-based program to traditional therapy as a means to teach social skills to children with ASD. Participants included 8 males, ages 6 years to 13 years old with a diagnosis of ASD. Participants engaged in the simulation-based program (intervention group) or traditional speech therapy (control group) for a six-week period. The Pragmatic Language Skills Inventory (PLSI) was administered before and at the conclusion of the program to measure changes in social skills for both groups. Results indicated a significant group by time interaction. For Classroom Interaction and Personal Interaction items, those in the intervention group performed significantly higher post-test than those in the control group. The findings from this pilot study indicate that a computer-based program may prove beneficial for targeting social skills in the ASD population. Future research could include further examination of social skills programming by comparing traditional speech therapy methods and computer-based social skills programs with a larger participant pool

Long-Term Outcomes of Low Achieving Third Grade Readers

This brief examines long-term academic outcomes for students who demonstrate low reading achievement in third grade. Following three cohorts of students from third grade through early high school, we find that students who are behind in third grade are unlikely to ever read proficiently. Economically disadvantaged students, Black students, and male students demonstrate less improvement in reading achievement over time than other types of students

Improving Decisions with Biodiversity and Ecosystem Services Information: A Theory-based Practical Context Diagnostic for Conservation

The Millennium Ecosystem Assessment – the most comprehensive assessment to date of the status and trends of Earth’s ecological systems – warned us that 60% of the benefits nature provides to people (‘ecosystem services’) are being degraded or used unsustainably. This triggered widespread efforts, by research groups, conservation organizations and think tanks, to design and use ecosystem services assessments and tools around the world. These efforts aim to integrate the ‘value of nature’ in decision-making, policies, business operations and ultimately to change society’s development trajectory to be sustainable.Yet, recent studies point out that not all new tools and scientific knowledge on ecosystem services are effectively used as a basis for decision and action leading to positive social and environmental outcomes. To create change, new scientific and expert knowledge, even when worrying, robust and empirically grounded, is not enough. It needs to be mobilized by leaders and change agents – researchers, conservation NGO practitioners, motivated policy makers or business – who use the information systems and knowledge as part of a strategy of communication, advocacy and action.Context matters. A good understanding of the context for biodiversity and ecosystem services approaches often determines whether a project has impact or not. Such understanding can be gathered quickly and easily using ‘context diagnostic1’ tools. These can be used by practitioners who are agents of change in real world situations.This report introduces such a context diagnostic tool for conservation and Biodiversity and Ecosystem Services Assessment and Valuation (BESAV) practitioners. The tool includes five approaches based on well-established social science theories. Each approach gives a contrasting perspective and raises a set of thought-provoking questions on social, organizational, institutional and political aspects of context. The tool is illustrated throughout by examples inspired by real- world case studies, gathered through interviews and participatory workshops. The tool can be used at different stages of BESAV projects (scoping, implementation, evaluation and debriefing).We have grounded this context diagnostic method on well-established social science theory to build on their rich insights and empirical studies. The five theories were chosen for their relevance to the management of ecosystems:• institutionalizing treatment of new environmental issues• strategic analysis and strategy development• knowledge and innovation as a lever of change• the mobilization and articulation of multiple values•the well-being of local communities who use the natural environment and the role of institutions and rules in enabling them to do soThese theoretical frameworks can enrich the way practitioners reflect on and understand the dynamics of change that they are part of