's Executive Director; Mike Mathis, Planning and Management Division Chief; Susan Birchfield, Librarian and other staff who helped in the review and editing which are incorporated into this report. This publication is prepared, printed, and issued by the Oklahoma Water Resources Board. One hundred fifty copies

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for additional protocols in the treaty, especially regarding illicit trade, should hinder the development of tobacco consumption and the expansion of the tobacco industry in developing countries. editorial 53IUHPE – PROMOTION & EDUCATION SUPPLEMENT 4 2005 This special issue on the growing tobacco crisis in Francophone Africa, brings together experience, evidence and the contribution of organisations working on the ground. It represents an essential stage in the development of the IUHPE’s and CDC’s five-year cooperative agreement. Preventing the announced catastrophe for Africa, this is the challenge to which we must respond.

The Tennessee Higher Education Commission is pleased to provide you with the 2015 Request for Proposals (RFP) for the federally funded Improving Teacher Quality Grant Program. This program represents the largest federal initiative for using professional development to improve teaching and learning. As a federal program, it operates under legislation known as the No Child Left Behind Act of 2001 (NCLB). Each proposal must include an “Eligible Partnership ” as defined by the NCLB. The term “eligible partnership ” means an entity that includes: • The division of the institution of higher education that prepares teachers and principals; • A college/school of arts and sciences; and • A high-need local educational agency (LEA). This year, the Commission will sponsor a General Competition that seeks to provide sustained professional development activities in improving elementary and middle school educators ’ mathematical content knowledge in one or more domains, with a focus on the major work of the grade. Approximately 8-10 General Competition projects will be funded for up to $75,000 each and will be twelve months in duration (January 2015-December 2015). A Notice

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In the past few years, nearly ten riverine communities in the Peruvian Amazon, spurred by their own initiative and with help from Minga Perú, a non-governmental organization, have established loudspeakers to amplify their favorite radio broadcasts.ii In April, 2008, when we alighted from the speedboat to enter one of these communities, called San Francisco, we could hear announcements on the loudspeaker echoing all the way to the Marañon Riveriii. The community loudspeaker in San Francisco to amplify radio broadcasts and more A community member noted: “Before the loudspeaker we used to call for peoples’ attention by blowing into bottles, and before that we used animal horns. Today, we use the loudspeaker to call town meetings, gatherings of the madres artesanas (artisan mothers), or to remind people that it is time to feed their buffaloes.” In communities outside of San Francisco that have installed loudspeakers, we learned that the loudspeaker is also used to extend school-based lessons about HIV/AIDS and family violence to everyone in the community. A teacher in one of the communities noted: “Through the loudspeaker, we are addressing sexuality issues and in our schools. Each grade has a

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institute that conducts research and analysis of government policies and the programs and public policy issues that affect low- and middle-income households. The Center is supported by foundations, individual contributions, and publications sales. Board of Directors

A case study of a school district/university partnership for school restructuring is described it this paper. The collaborative effort focused on improving educational quality rather than changing the organizational structure; the goal was to turn all relationships within the school into learning relationships. The partnership focused on the core tasks of teaching and learning and changing thy interaction among teaching professionals. Activities included the cultivation of both formal and informal leadership and the evolution of a new quasi-governance structure--a Change Council composed of district educational representatives who participated in university-led training sessions. The shift to a collaborative focus most strongly affected the role of the principal, who is in the middle between school-based and districtwide initiatives and between teachers and the superintendent. The principal's "middleness " may