Indo-Pacific Bottlenose Dolphin Assessment Workshop Report

A workshop on the assessment of Indo-Pacific bottlenose dolphins (Tursiops aduncus), with the Solomon Islands as a case study, took place from 21-23 August 2008 in Apia, Samoa. It was planned and organized under the auspices of the Cetacean Specialist Group and attended by 19 invited participants from eight countries. Financial support was provided by WWF (International), The Ocean Conservancy, Animal Welfare Institute, Humane Society of the United States, Whale and Dolphin Conservation Society, U.S. Marine Mammal Commission and U.S. National Oceanic and Atmospheric Administration. The workshop was hosted by the Secretariat of the Pacific Regional Environment Program (SPREP). Live-capture, holding in captivity and export of Indo-Pacific bottlenose dolphins from the Solomon Islands began in 2003. These activities stimulated global interest and generated concern about the potential conservation implications. The IUCN Global Plan of Action for the Conservation of Cetaceans had stated that as a general principle, small cetaceans should not be captured or removed from a wild population unless that specific population has been assessed and shown capable of sustaining the removals. A principal goal of the present workshop was to elaborate on the elements of an assessment that would meet this standard. Participants noted that an assessment involving delineation of stock boundaries, abundance, reproductive potential, mortality and trend cannot necessarily be achieved quickly or inexpensively.

Annual Report of Nebraska's Reading First

Thi report summarizes the results of the first year of the Reading First Initiative in Nebraska. Results show that teachers and schools have made a real effort to change. Student performance in the earlier grades has shown great promise for the following years, however, growth in fluency and comprehension in grades 2 and 3 were not as impressive and require additional attention. Overall, students make at least a year’s progress in most schools and most demographic groups. Schools can make much better use of the data they were collecting and need further direction in this area The assessment results were triangulated by observations in the classrooms, interviews, and teacher responses to professional development- teachers know how to teach PA and the alphabetic principle but were still struggling with: finding time and effective strategies for fluency training teaching comprehension strategies teaching self monitoring. Growing gaps for SPED, Ethnic minorities, and ELL students suggest an emphasis on the secondary and tertiary levels of intervention in the schools.