the ecoenergy for aboriginal and northern communities program, which funds energy efficiency and renewable energy projects in first nations, inuit, metis and northern communities agriculture is vital to addressing climate change, food security, poverty reduction and sustainable development. the objective of the global research alliance on agricultural greenhouse gases is to increase international collaboration and investment in public and private research activities to improve knowledge sharing, access to and application by farmers of sustainable practices and technologies. the exchange of existing and new science - based knowledge and practices can provide an opportunity for farmers to contribute to addressing the global challenges of climate change and food security, while pursuing sustainable livelihoods. canada has initiated a $ 25 million agricultural greenhouse gases program to increase the development and adoption of sustainable practices that mitigate agricultural greenhouse gases, which can be shared domestically and internationally. sustainable resource management the international model forest network ( imfn ) was introduced by canada at unced in 1992, with the aim of sharing best practices with the world. model forests are large, forest - based landscapes where a wide variety of stakeholders work together to address social, environmental and economic issues in a sustainable manner. model forests provide a practical and flexible approach to sustainable forest management, with a focus on enabling local communities to address challenges specific to their landscapes for their benefit. canada demonstrates its global commitment to issues such as biodiversity conservation, climate change and local economic development through support of the imfn, a robust international network unique in bridging policy - making and on - the - ground delivery. with 58 model forests in nearly 30 countries, the imfn provides the framework for exchanging innovative ideas between sites. canada ' s green mining initiative ( gmt ), launched in 2009, brings together stakeholders to develop green technologies, processes and knowledge for sustainable mining. the gmi objectives are to improve the mining sector ' s environmental performance, promote mining innovation and position canadian mining companies and suppliers as global leaders in green mining in an emerging market. natural resources canada invests $ 8m annually on the gmi with an additional $ 3m in direct industry funding. the green mining initiative has spurred green mining innovation across canada, which led to significant progresses on a number of key r & d projects and new projects being launched. examples include developing and testing, in collaboration with a canadian equipment manufacturer, the first worldwide electric - diesel hybrid loader in a canadian mine. additional funding from sustainable development technology canada will result in the bringing to market of a new hybrid loader with over twice the production capacity of the first prototype. a green mining vehicle? green energy


worldwide electric - diesel hybrid loader in a canadian mine. additional funding from sustainable development technology canada will result in the bringing to market of a new hybrid loader with over twice the production capacity of the first prototype. a green mining vehicle? green energy roadmap is being developed to provide a strategy for selecting clean alternatives to diesel. meeting strength requirements for a unique alternative binder process that could be used for mining backfill was also undertaken. patenting is underway for this technology as well as for a technology developed to successfully recover gold without the use of cyanide. results of a third year of monitoring on mine sites as part of the green mines green energy initiative continue to demonstrate that the growth of biomass crops on mine tailings is feasible. gmi is a striking example of good governance in sustainable mining and of what can be achieved throughout collaboration and partnerships. benefits of increasing collaboration at the international level could be significant. canada ' s integrated oceans management program ( iom ) supports regional processes through which decisions are made for the sustainable use, development and protection of canada ' s marine ecosystem and resources. the iom program provides federal, provincial and territorial authorities, industry and canadians with the science and risk - based tools and governance fora needed to collaboratively develop integrated management plans for defined ocean spaces. these plans, which incorporate social, economic and environmental considerations in decision making, are informed by the identification of ecologically and biologically significant areas ; species and community properties ; the mapping of human uses ; and the assessment of potential interactions between uses and key functional and structural aspects of marine ecosystems. outcomes of the iom process also include the identification of conservation measures, including networks of marine protected areas needed to support the sustainable development of ocean resources contributing to canada ' s continuing fulfillment of international ocean - related commitments. sustainable consumption and production significant canadian advancement in green building and sustainable community planning has been accelerated, in part, by federal programs such as the equilibriumtm sustainable housing demonstration initiative. led by the canada mortgage and housing corporation ( cmhc ) and supported by natural resources canada ' s canmet energy expertise, this initiative will result in the design, construction and demonstration of 12 highly sustainable homes across the country which produce as much energy as they consume on an annual basis. this cooperation between the public and private sectors has informed, inspired and accelerated the adoption of net zero energy healthy housing concepts nationally. building on this successful initiative, the $ 4. 2m equilibrium tm communities initiative supports research, monitoring and showcasing of selected high performance neighbourhood projects. equilibrium tm


has informed, inspired and accelerated the adoption of net zero energy healthy housing concepts nationally. building on this successful initiative, the $ 4. 2m equilibrium tm communities initiative supports research, monitoring and showcasing of selected high performance neighbourhood projects. equilibrium tm communities aims to provide measurable improvements over current practices in energy and water consumption, environmental protection, financial viability, land use and transportation. canada has put in place a strategy for the environmentally sound and secure disposal of all of its surplus electronic and electrical equipment. the federal e - waste disposal strategy emphasizes reuse prior to recycling, where possible. reuse options include donation to computers for schools ( cfs ), interdepartmental transfer, charitable donation and sale to the public. the strategy provides recycling options for equipment that cannot be reused including disposal through provincial recycling programs and a standing offer for e - waste recycling services. the strategy is contributing to the realization of the green economy in canada by creating green jobs, diverting e - waste from landfill, supporting provincial recycling infrastructure and providing computer - based educational and learning opportunities. technology roadmaps ( trms ) are effective tools to enhance the coordination and development of innovative industries and technologies, with benefits to sustainability and the green economy. since 2002, canada has used trms as forecasting tools that aim to determine future market needs, promote collaboration, and advance promising technologies. trm processes allow government, industry and academia to work together to predict needs. many trms focus on advancing emerging renewable and clean energy industries, or to address sustainability issues of other industrial sectors. industry canada and natural resources canada have completed trms for sustainable fuels and chemicals from biomass, hydrogen fuel cell commercialization, clean coal, and carbon capture and storage. work continues on trms for marine energy and sustainable housing. among canada ' s newer initiatives are green patents, or patent applications related to environmental technologies. accelerating such patent applications can foster investment and expedite commercialization of technologies that could help to resolve or mitigate environmental impacts or to conserve the natural environment and resources. in 2011, the canadian intellectual property office implemented a new regulation to expedite the examination of green patents, and no fee is required. annex ii - proposed green growth / green economy indicators as part of canada ' s commitment to further dialogue and identify a balanced approach to measuring progress towards green growth, canada believes there would be value in an international discussion on a suite of green growth indicators that countries could voluntarily choose to compile. in support of a constructive discussion at rio + 20, canada is in


i posted a couple of weeks ago about our progress with determining importance and main idea / details in informational text. if you ' re interested, you can read about that here. while we continue to work on this, we have layered in work on note taking and text structures. i will eventually share some of that work, but today i want to share some of the main idea stuff. what i found when we started, was that the kids struggled with one main idea, let alone two. so, i backtracked a bit to get that solid, before pushing for that 5th grade standard of finding more than one ( it will be coming! ). since i ' m a pretty linear thinker, i approached it from the sequence of modeling, doing as a whole class, trying alone, then getting in small groups to do it together. they did a really nice job. here are the kids as they began working alone in short text, rocking those post - its : they ' re so diligent, and i swear the rest of the class was doing the same! they are the greatest class ever. they had a choice of three short articles that we had already worked with in other ways, so they were somewhat familiar. as they worked, i conferred with them to get a sense of who might be finding it tricky and who was on the road to getting it. this helped me to group them for the small group portion of this work. once i had a sense of how to group them, their task was to get together, share their work with one another, and collaboratively generate a main idea that they felt was most accurate. this was great to observe - - i ' m so proud of their ability to listen to one another and speak kindly to one another when they disagree. once they did this, the worked together to determine the most important / key details to support this main idea. they then put this together on a large chart paper to then present to the group. here, you can see a main idea that one of the groups came up with. this group read an article called " alaska : state of extremes ". this main idea is pretty accurate : " one main idea is that alaska is extreme because it stands out from the other 49 states. " true. however, we talked subsequently about paraphrasing to show understanding. ( foreshadowing our note taking work ) for example, here, using something other than extreme ( extraordinary / exceptional / unusual characteristics, etc. ), would be closer to extreme than


we talked subsequently about paraphrasing to show understanding. ( foreshadowing our note taking work ) for example, here, using something other than extreme ( extraordinary / exceptional / unusual characteristics, etc. ), would be closer to extreme than stands out. in any event, they ' re on the right track. here are the key ideas / supports that fit nicely with their main idea : and here is one that is a bit awkward : in this one, they were looking at a section of the text that was about how the capitol is tricky to even get to, because there are no roads and it ' s very isolated, the point being that in most states, the capitol is accessible and not isolated. this idea was not as explicit in the text as the other three, so they needed to do a bit more work here. they were able to hint that they understood this in conversation, but had trouble articulating it in a way that was clear. they were pulling this together with the idea of alaska not being part of the contiguous us as well. that ' s ok! we will get there, little people. by the way, these adorable people decided to stay in for recess to fancy up the poster with all of the patterns and such, since i was pretty clear that the sketching and doodling done in workshop should be in service of the work itself ( sometimes it is, right? ). in this case, they just wanted to make it look nice, so we had lunch together while they decorated it. i love these kids - - they are kids i am willing to give up my lunch to hang out with, which, if you know me, says something. i have other examples, but you get the idea. we will be working on the 2 main ideas as we keep going with note taking, text structures and summarization. i ' m loving this unit, though i ' m fumbling in the dark a bit since it ' s new to our curriculum ( not info. text, just the particular unit itself ). we have a wonderful staff developer from teachers college coming in mid - december to help us with the final phase, which is to do with research. she has a great blog if you are interested : indent. there ' s a nice post about annotating that i found very helpful. and now i will leave you with a picture of another main idea on this chilly saturday morning. i sure needed this by the end of conference week : need i say more? our jobs are awesome


in 1991 the galileo spacecraft photographed the asteroid, gaspra. this picture shows the asteroid in false color. gaspra circles the sun between mars and jupiter. click on image for full size japan and u. s. join together for asteroid expedition news story originally written on june 20, 1997 the first asteroid collection mission has been set. japan and the united states will put joint efforts into the muses - c mission to be launched in january 2002 from kagoshima space center, japan. this will allow the spacecraft to arrive at the nereus asteroid in september 2003. nereus is a small asteroid approximately one mile in diameter. it was discovered in 1982. at its closest point to the sun, its orbit takes it just inside the orbit of the earth. the muses - c spacecraft contains a miniature robotic rover that will conduct surface measurements of the rocky asteroid. the rover weighs less than 2. 2 pounds. it is to date the smallest ever flown in space. asteroid samples will also be taken during the mission and will be returned in january 2006 by a parachute - borne recovery capsule. this mission is extremely important. if successful, it will grant earth - bound scientists first - hand information about the materials that helped form the inner, rocky planets more than four billion years ago. isotopic measurements of the asteroid samples may even unlock information about cosmological beginnings. dr. jurgen rahe, director of solar system exploration at nasa headquarters expressed excitement about the mission by saying, " this ambitious mission is an opportunity for two spacefaring nations to combine their expertise and achieve something truly shop windows to the universe science store! our online store includes issues of nesta ' s quarterly journal, the earth scientist, full of classroom activities on different topics in earth and space science, as well as books on science education! you might also be interested in : it was another exciting and frustrating year for the space science program. it seemed that every step forward led to one backwards. either way, nasa led the way to a great century of discovery. unfortunately,... more the space shuttle discovery lifted off from kennedy space center at 2 : 19 p. m. est, october 29th. the sky was clear and the weather was great as discovery took 8 1 / 2 minutes to reach orbit for the unitied... more a moon was discovered orbiting the asteroid, eugenia. this is only the second time in history that a satellite has been seen circling an asteroid. a special mirror allowed scientists to find the moon... more will russia ever put the service


many living things undergo a process known as development in which a single cell replicates and divides to form a multicellular organism with various structures and functions that the original cell did not have. you are one such organism, growing from a fertilized egg cell in your mother ' s womb to the full - sized adult you are today. along the way, your cells changed from having features like the original fertilized egg to having those of the developed cells that make up human tissues like nerve and skin. this process is known as differentiation. plants are also multicellular organisms, and they too undergo this differentiation process. there are many similarities between the way plants and animals like yourself differentiate, and therefore, they make excellent creatures to study the cycle of growth and development. you will be studying this cycle in a lab in the next few days, and to be ready for it, there are some ideas with which you need to be familiar. the following questions will help you do so. 1. what function does dna play in all organisms? 2. how does fertilization occur in flowering plants and what does it produce? 3. why is there identical dna in all cells of the same plant ( provided there are no mutations )? 4. what occurs during cellular differentiation? 5. does a developing plant embryo undergo differentiation? explain your answer. 6. what is germination? 7. describe the physical appearance and function of the radicle and hypocotyl in germinating and sprouting seeds? 8. how can cells create tissues that have different morphology and physiology in spite of the fact that the dna in all the cells in any organism are identical? 9. make a labeled diagram of a young radicle and identify the regions where you think the most growth is taking place? 10. if respiration rate ( consumption of o2 / min / mg tissue ) is directly related to rate of growth in a plant, what part of the radicle would have the highest respiration rate? explain your answer. 11. hormones play a critical role in the growth and development of plants as well as other organisms ; what are the specific hormones that influence radicle development and what effect do they have?. 12. pick two embryonic plant structures and decide on an interesting question you could ask about their respective developmental rates ; then write a hypothesis that addresses your question ( explaining why it does ) and write a brief summary of a procedure you could use to test it.


sorry, no definitions found. “ to say nothing of bill, staggering around those second - tier campaign - stops, still wagging that effete index - finger in our faces. ” “ the nails should be neither longer nor shorter than the points of the fingers ; and the surgeon should practice with the extremities of the fingers, the index - finger being usually turned to the thumb ; when using the entire hand, it should be prone ; when both hands, they should be opposed to one another. ” “ that analysis used the measurements of thumb width, index - finger width, and index - finger length for the program. ” “ among the channels xm is adding : a classic rock venue called big tracks ; u. s. country, which will offer - - you guessed it - - country & western music ; a southern gospel station, enlighten ; and thanks to the magic of diversity and freedom of choice, the former will be joined by a channel devoted to - - prepare those pinky and index - finger mephistopheles horns - - heavy metal rock. ” “ geraldine turns away from the bench and sends an index - finger signal to clarence wexler. ” “ then when he spoke he was likely to fling back his great, white mane, his eyes half closed yet showing a gleam of fire between the lids, his clenched fist lifted, or his index - finger pointing, to give force and meaning to his words. ” “ you might wear out your index - finger running up and down the columns of dictionaries, and never find the word, ” “ she clenched her hands, looked at her index - finger nail again. ” “ sweeney used the traditional black " stroke " or " frailing " or " claw - hammer " style of striking down across the strings with thumb and the back of the index - finger nail ( i would demonstrate ). ” “ “ the new act makes inheritance on intestacy very much simpler, ” said mr. murbles, setting his knife and fork together, placing both elbows on the table and laying the index - finger of his right hand against his left thumb in a gesture of tabulation. ” these user - created lists contain the word ‘ index - finger ’. sentences showing how finger is used to point at with..., she was never wea..., the cardinals hav..., thy heart is fing..., to cheat ( a perso..., frank lee.. had ‘ f


american heritage® dictionary of the english language, fourth edition - n. a state of open, armed, often prolonged conflict carried on between nations, states, or parties. - n. the period of such conflict. - n. the techniques and procedures of war ; military science. - n. a condition of active antagonism or contention : a war of words ; a price war. - n. a concerted effort or campaign to combat or put an end to something considered injurious : the war against acid rain. - v. to wage or carry on warfare. - v. to be in a state of hostility or rivalry ; contend. - idiom. at war in an active state of conflict or contention. century dictionary and cyclopedia - n. a contest beween nations or states ( international war ), or between parties in the same state ( civil war ), carried on by force of arms. international or public war is always understood to be authorized by the sovereign powers of the nations engaged in it ; when it is carried into the territories of the antagonist it is called an aggressive or offensive war, and when carried on to resist such aggression it is called defensive. certain usages or rights of war have come to be generally recognized and defined under the name of the laws of war, which in general ( but subject to some humane restrictions which in recent times have been greatly increased ) permit the destruction or capture of armed enemies, the destruction of property likely to be serviceablo to them, the stoppage of all their channels of traffic, and the appropriation of everything in an enemy ' s country necessary for the support and subsistence of the invading army. on the other hand, though an enemy may be starved into surrender, wounding, except in battle, mutilation, and all cruel and wanton devastation are contrary to the usages of war, as are also bombarding an unprotected town, the use of poison in any way, and torture to extort information from an enemy : but it is admitted that an enemy may be put to death for certain acts which are in themselves not criminal, and it may be even highly patriotic and praiseworthy, but are injurious to the invaders, such as firing on the invaders although not regularly enrolled in an organized military force, or seeking to impair the invaders ' lines of communication. - n. a state of active opposition, hostility, or contest : as, to be at war ( that is, engaged in active hostilities ). -


enrolled in an organized military force, or seeking to impair the invaders ' lines of communication. - n. a state of active opposition, hostility, or contest : as, to be at war ( that is, engaged in active hostilities ). - n. any kind of contest or conflict ; contention ; strife : as, a wordy war. - n. the profession of arms ; the art of war. - n. forces ; army. compare battle. - n. warlike outfit. - n. specifically — in roman history, the war between sulla and marius ( commencing 88 b. c. ) or that between pompey and cæsar ( commencing 49 b. c. ) - n. in english history, the war of the great rebellion. see rebellion. - n. in united states history, the war of secession. see secession. - n. of 1828 – 9, ending in the defeat of turkey ; - n. of 1853 – 6 ( see crimean ) ; - n. of 1877 – 8, between russia and its allies ( rumania, etc. ) and turkey, resulting in the defeat of turkey and the reconstruction of southeastern europe. - n. 343 – 341 b. c. - n. 326 – 304 b. c. - n. 298 – 290 b. c., ending in the triumph of rome. - to make or carry on war ; carry on hostilities ; fight. - to contend ; strive violently ; be in a state of opposition. - to make war upon ; oppose, as in war ; contend against. - to carry on, as a contest. - same as worse. - to defeat ; worst. - a middle english form of ware. - a middle english form of were. - n. uncountable organized, large - scale, armed conflict between countries or between national, ethnic, or other sizeable groups, usually involving the engagement of military forces. - n. countable a particular conflict of this kind. - n. countable by extension, any conflict, or anything resembling a conflict. - n. uncountable a particular card game for two players, notable for having its outcome predetermined by how the cards are dealt. - v. intransitive to engage in conflict ( may be followed by " with " to specify the foe ). - v. to carry on, as a contest ; to wage. gnu webster ' s 1913 - adj. obsolete ware ; aware. - n. a contest between nations or


( may be followed by " with " to specify the foe ). - v. to carry on, as a contest ; to wage. gnu webster ' s 1913 - adj. obsolete ware ; aware. - n. a contest between nations or states, carried on by force, whether for defence, for revenging insults and redressing wrongs, for the extension of commerce, for the acquisition of territory, for obtaining and establishing the superiority and dominion of one over the other, or for any other purpose ; armed conflict of sovereign powers ; declared and open hostilities. - n. ( law ) a condition of belligerency to be maintained by physical force. in this sense, levying war against the sovereign authority is treason. - n. poetic instruments of war. - n. poetic forces ; army. - n. the profession of arms ; the art of war. - n. a state of opposition or contest ; an act of opposition ; an inimical contest, act, or action ; enmity ; hostility. - v. to make war ; to invade or attack a state or nation with force of arms ; to carry on hostilities ; to be in a state by violence. - v. to contend ; to strive violently ; to fight. - v. rare to make war upon ; to fight. - v. rare to carry on, as a contest ; to wage. - n. the waging of armed conflict against an enemy - v. make or wage war - n. an active struggle between competing entities - n. a concerted campaign to end something that is injurious - n. a legal state created by a declaration of war and ended by official declaration during which the international rules of war apply - from middle english werre, from late old english werre, wyrre " armed conflict " from old northern french werre ( compare old french guerre, guerre, whence modern french guerre ), from frankish * werra ( “ riot, disturbance, quarrel ” ) from proto - germanic * werro ( “ mixture, mix - up, confusion ” ), from proto - indo - european * wers - ( “ to mix up, confuse, beat, thresh ” ). akin to old high german werra ( " confusion, strife, quarrel " ) ( german verwirren ( “ to confuse ” ) ), old saxon werran ( " to confuse, perplex " ), dutch war ( " confusion, disarray " ), old english wyr


strife, quarrel " ) ( german verwirren ( “ to confuse ” ) ), old saxon werran ( " to confuse, perplex " ), dutch war ( " confusion, disarray " ), old english wyrsa, wiersa ( " worse " ), old norse verri ( " worse " ) ( originally " confounded, mixed up " ). compare latin versus ( " against, turned " ), past participle of vertere ( " turn, change, overthrow, destroy " ). more at worse, wurst. ( wiktionary ) - middle english warre, from old north french werre, of germanic origin. ( american heritage® dictionary of the english language, fourth edition ) “ view favorites yahoobuzzarticleheadline = ' american plans to loot iraqi oil and other bush war crimes ' ; yahoobuzzarticlesummary = ' though bush has given every other lie and cover story to justify the us war of aggression against iraq, the real reasons for the \ ' war \ ' are now openly admitted. ” “ view favorites yahoobuzzarticleheadline = ' president bush regrets his legacy as man who wanted war ' ; yahoobuzzarticlesummary = ' president bush has admitted to the times that his gun - slinging rhetoric made the world believe that he was a guy really anxious for war in iraq. ” “ edwards : " end ' preventive war ' doctrine " yahoobuzzarticleheadline = ' edwards : " end \ ' preventive war \ ' doctrine " ' ; yahoobuzzarticlesummary = ' article : john edwards talks about ending bush \ ' s " preventative war doctrine " and how to diplomatically engage with iran. ” “ view favorites yahoobuzzarticleheadline = ' chomsky : \ ' there is no war on terror \ ' ' ; yahoobuzzarticlesummary = ' the acclaimed critic of u. s. foreign policy analyzes bush \ ' s current political troubles, the war on iraq, and what \ ' s really behind the global \ ' war on terror. ” “ if iraq is key to bush ' s ' terror war '... we ' re losing yahoobuzzarticleheadline = ' if iraq is key to bush \ ' s \ ' terror war \ '... we \ ' re losing ' ; yahoobuzzarticlesummary = ' article : if democrats


re losing yahoobuzzarticleheadline = ' if iraq is key to bush \ ' s \ ' terror war \ '... we \ ' re losing ' ; yahoobuzzarticlesummary = ' article : if democrats are going to continue to acknowledge bush \ ' s \ ' terror war \ ', they should oblige him and aggressively tie it to the quagmire in iraq and his regime \ ' s wallowing failures elsewhere in the world. ” “ bushs insistence that he treated war with iraq as a last resort and that saddam hussein was the one who chose war by refusing to let ” “ thats funny lynn cheney is a war monger of the aei enterprise $ $ for $ $ war $ $ think tank. ” “ while the phrase the war to end war is often associated with woodrow wilson, its authorship was claimed by wells in an article in liberty, december 29, 1934, p. 4. ” “ at the same time, if we have the choice of continued war or a cowardly peace - - _ we vote for war _. ” “ _ it is the war which kills slavery, and not the man who leads the war _. ” these user - created lists contain the word ‘ war ’. english words of anglo - saxon origin. with the exception of abbreviations and mosaic words all types of words ( proper names, past tense of verbs, etc. ) are allowed. movies or tv shows where the titles are also common words, generally one - word titles. unabashedly stolen from a comment made by courier12. words for fighting ( open list, randomness ) absolute majority, absolute monarchy, abstentionism, access to informa..., acquisition of arms, action brought be..., action for annulment, action to establi..., ad hoc committee, adjournment, adjournment motion, administration and 965 more... all words of the poem by gerard nolst trenite dearest creature in creation, study english pronunciation. i will teach you in my verse <...... and all that heavy metal. a list of english words that are three letters long. abm agreement, accession to a co..., accession to a tr..., accession to an a..., achievement of peace, acp - ec convention, advanced technolo..., aerospace industry, african organisation, aggression, agreement, agricultural


the feasibility of micronutrient ( iron ) food fortification in pacific island countries ( a report of mr robert hughes prepared for who western pacific regional office ) the main aim of the consultancy was to obtain information on food production and distribution, availability and consumption in the pacific to determine the best vehicles for food fortification. specific objects were : 1. determination of the total volume of possible vehicles for fortification available for consumption in pacific island countries ( pic ) by source of origin. 2. description of distribution and marketing structure ( in bulk or labeled ), as well as agreements among countries regarding importations and food control. 3. investigate the availability of information from food consumption studies that can help determine the distribution of the above foods ( potential vehicles for fortification ) in each country in order to estimate nutritional implications for urban vs rural population, different age groups, males / females and socio - economic classes. 4. draw conclusions on the most suitable vehicles for a fortification program for the pacific countries and propose the steps needed to implement this. the prevalence of anaemia is high in the region and the most likely causes are diets insufficient in iron and / or parasite infections. the prevalence of anaemia in women and children in pics is high enough to warrant a public health intervention. fortifying the food supply with iron would be an effective way of increasing population iron intakes. the most effective programs to reduce iron deficiency anaemia would involve the elimination of helminth and parasite infections and increasing dietary iron intakes of pacific populations. food import volumes were determined for 10 pics. the principal sources of origin of flour and rice for most pics were fiji, australia and the usa and imported rice and flour from these countries now provide the main staple foods. literature searches found only three recent pacific food consumption studies. low proportions of rural populations consume flour and rice ( 14. 7 % ) in vanuatu and possibly most of rural / remote melanesia. on the basis of evidence food availability data and limited consumption studies, flour and rice appear to be the most suitable vehicles for fortification. results of 3 food consumption studies may not be sufficient on which to base a food fortification program. imported flour and rice is already enriched in many pics. food production in australia, nz and the usa shows a general trend towards enriching foods for domestic consumption with additional nutrients, including iron. the issue of fortifying multiple food vehicles becomes an alternative to fortification of a single food. food availability data collected and analysed by fao remains the best source of food availability in the pacific. unfortunately,


consumption with additional nutrients, including iron. the issue of fortifying multiple food vehicles becomes an alternative to fortification of a single food. food availability data collected and analysed by fao remains the best source of food availability in the pacific. unfortunately, these data only provide information for 8 pics and at best, are only rough estimates. in many cases country import data were either, unreliable, inappropriate, or not available in a form that could be analysed, raising more issues than solely determining the nutrient quality of the food supply. from the results of this consultancy, it is recommended that : 1. wheat flour and rice are the most suitable vehicles for iron fortification in pics. issues such as levels and safety of iron fortificants, policing of mandatory fortification, quality control, contamination and producer compliance are beyond the scope of this consultancy. 2. fortification and helminth elimination programs be undertaken in unison. there is enough evidence to suggest that a food fortification program should not be undertaken in isolation. iron deficiency anaemia is an outcome of a range of influencing factors that include an iron deficient diet and helminth / parasite infections. since fortified foods seem to be imported into many pics, the question of whether a fortification program is necessary arises. more data should be collected to determine the exact proportions of fortified foods already entering pics. pacific governments should be alerted to this in order to make informed decisions about the development of national and / or regional food fortification programs. this also enables governments and regional bodies to determine whether a single or multiple food vehicle program will be the most effective. 3. regular low - cost food and nutrition surveys be undertaken. the searches undertaken during this consultancy showed that little is known about the dietary habits and food consumption patterns of pacific populations. very little is known about food distribution within countries and what proportion of anaemia prevalence is due to parasitic infection. accurate information on food consumption is necessary for governments to make decisions about a range of food and health issues in order to develop policy and programs. 4. a uniform regional approach to food import and availability data collection and analysis be taken. this consultancy found it difficult to access individual pic food availability data and of data received, many were incomplete, difficult to interpret and / or inconsistent. this raises issues of national food security, disaster preparedness and emergency relief. every country government should have easy access to up - to - date per capita food availability of nutrient rich foods in order to determine quantities of foods available to feed populations in times of emergency.


achieving quality the final piece of the puzzle properly calibrated testing equipment ensures quality in order for a business to generate a high - quality product or service, it is essential to obtain a quality measurement system that will be used to study the integrity of its finished product. in the certification industry, testing equipment is essential to measure the different variables that could potentially alter the quality of a raw material, finished product or final status on a certification report. the quality of a product or service is compromised if the test equipment used to measure the final quality is not reading accurate results. this is why a flawless calibration system is the final puzzle piece to achieving a high - quality product or service. what is calibration? in this article, calibration will be defined as the comparison between measurements. during the calibration of a test instrument, a device with a known magnitude or assigned correctness, known as a standard, will be used to check the measuring accuracy of a test instrument. calibration ensures that a measuring instrument is providing results for a sample that fall in an acceptable accurate range. accurate testing results allow manufacturers or certification agencies to eliminate or minimize factors that could cause inaccurate measurements during production or testing. calibration procedures naturally vary depending on the instrument being calibrated. generally, the test instrument is used to test calibrators, which are one or more test samples that have known values. the results are then used to establish a relationship between the measurement instrument and the known values. the calibration processes eliminate or “ zero out ” the current instrument error at the specified calibration points. this process basically “ teaches ” the instrument to produce more accurate results. after a test instrument is calibrated, it will provide more accurate results for unknown values tested during its everyday normal usage. to keep a successful calibration system, calibrations must be done consistently and on a systematic schedule. when is calibration needed? during the manufacturing or certification process of any product, there may be many different types of test instruments used to determine the quality of a product or service. the question of which test instruments need to be calibrated and which do not is answered by whether or not the test performed and the test instrument used affect the final quality of the product or service. there are situations in which a test instrument does not need to be calibrated. if the readings of the test instrument are for reference only, and the accuracy of the test results have little or no impact on the quality of the product or service


the real goal of nutrition is the management of cellular inflammation. increased cellular inflammation makes us fat, sick, and dumb ( how about overweight, ill, and less intelligent ). strictly speaking, diets are defined by their macronutrient balance. this is because that balance determines the resulting hormonal responses. this doesn ’ t mean you can ignore the impact of various food ingredients on the generation of cellular inflammation. this is why i categorize food ingredients into three major classes depending on when they were introduced into the human diet. the more ancient the food ingredients, the less damaging inflammatory impact they will have on turning genes off and on ( i. e. gene expression ). this is because the greater the period of time our genes have co - evolved with a given food ingredient, the more our body knows how to handle them. unfortunately, human genes change slowly, but changes in our food supply can happen very rapidly. with that as a background, let me describe the three major categories of food ingredients, especially in terms of their introduction to the human diet. this category includes food ingredients that were available more than 10, 000 years ago. our best evidence is that humans first appeared as a new species in southern africa about 200, 000 years ago ( 1 ). for the next 190, 000 years, food ingredients of the human diet consisted of animal protein ( grass - fed only ), fish, animal and fish fats, fruits, vegetables, and nuts. i call these paleolithic ingredients. this means for the first 95 percent of our existence as a species, these were the only food ingredients that genes were exposed to. as a result of 190, 000 years of co - existence with our genes, these food ingredients have the least inflammatory potential on our genes. our best estimate of the macronutrient composition of the typical paleolithic diet some 10 - 15, 000 years ago was 25 - 28 percent protein, 40 percent carbohydrate, 32 - 35 percent fat with a very high intake of epa and dha ( about 6 grams per day ) and a 1 : 1 ratio of omega - 6 to omega - 3 fats ( 2 ). this is basically the composition of the anti inflammatory diet ( 3 - 5 ). if you use only paleolithic ingredients, then you are almost forced to follow an anti inflammatory diet. the food ingredients are more restrictive, but the increased anti - inflammatory benefits are well worth it. the second group of food ingredients represents those food choices that were available 2,


by jonah lehrer book list creativity a flash in the pan or 99 - percent perspiration? a - list journalist lehrer ( how we decide, 2009 ) tackles the question in broad strokes, covering topics as diverse as office layouts, urban planning, drug use, and brain chemistry. it turns out that the question isn ' t easy to answer, for it seems that a method used by one creative person doesn ' t translate for another. lehrer describes the creative activities of such luminaries as david byrne and the ceo of pixar, then dissects why each approach works for that individual or group. some examples are a bit of a stretch. the section on shakespeare, for instance, is eye - rollingly speculative. but, just as lehrer points out that explicit instruction is anathema to creative play and discovery, he seems to say in each section, isn ' t this neat? and leave the bulk of the work to the reader ' s imagination. in that sense, imagine is a great introduction for anyone curious about the nature and dynamics of creativity. - - hunter, sarah copyright 2010 booklist from booklist, copyright © american library association. used with permission. choice for those acquainted with lehrer ' s two previous books, proust was a neuroscientist ( 2007 ) and how we decide ( ch, aug ' 09, 46 - 6789 ), the format of the present volume will be quite familiar. the subject, in this case the creative process, is broken down into two subcategories - - " alone " and " together " - - each illumined by anecdote, case study, and scientific findings from the field and laboratory. in the course of looking at art, invention, and improvisation, the author has focused on creative works and products ranging from west side story, bob dylan ' s " like a rolling stone, " and shakespeare ' s henry vi to the personal computer, post - it notes, and nike ' s " just do it " slogan. he explores the creative work of individuals - - including steve jobs, paul erdos, jack kerouac, and yo - yo ma - - and innovative institutions such as 3 - m, google, second city, pixar, and eli lilly. lehrer examines both standard approaches to the study of creativity and recent developments in psychology and neuroscience, for example, right - brain functioning, neuronal learning, recursive loops, semantic priming, conceptual blending, and informational


eli lilly. lehrer examines both standard approaches to the study of creativity and recent developments in psychology and neuroscience, for example, right - brain functioning, neuronal learning, recursive loops, semantic priming, conceptual blending, and informational entropy. this is a fitting companion to the author ' s earlier work and an informative introduction to one of the most elusive of human capacities, the creative imagination. summing up : highly recommended. lower - and upper - division undergraduates ; graduate students ; professionals ; general readers. r. m. davis emeritus, albion college copyright american library association, used with permission. library journal in his new book on creativity, lehrer ( how we decide ) presents captivating case studies of innovative minds, companies, and cities while tying in the latest in scientific research. he recounts the sometimes surprising origins of hugely successful inventions, brands, and ideas ( e. g., the swiffer mop, barbie doll, pixar animation ) and reveals unexpected commonalities in the creative experiences ( e. g., the color blue, distractedness, living abroad ). the book combines individual case studies with broader psychology to provide new insights into creativity, much like sheena iyengar ' s the art of choosing. many of lehrer ' s insights are based on emerging scientific practices and are thus fresh and especially applicable to modern life. he emphasizes innovative companies and experimental approaches to education and includes historical factoids that reveal the backstories of everyday items. verdict lehrer ' s findings can be used to inform the design of innovative programs or to structure a productive work environment at home or at the office. this book will appeal to educators, business administrators, and readers interested in applied psychology. [ see prepub alert, 10 / 15 / 11. ] - ryan nayler, univ. of toronto lib., ont. ( c ) copyright 2012. library journals llc, a wholly owned subsidiary of media source, inc. no redistribution permitted. ( c ) copyright 2010. library journals llc, a wholly owned subsidiary of media source, inc. no redistribution permitted.


be able to reduce the level of state and local expenditures otherwise required by the idea lea maintenance of effort ( moe ) requirements. generally, under section 613 ( a ) ( 2 ) ( c ), in any fiscal year that an lea ' s idea allocation exceeds the amount the lea received in the previous year, under certain circumstances, the lea may reduce the level of state and local expenditures by up to 50 percent of the amount of the increase, as long as the lea uses those freed - up local funds for activities that could be supported under the esea, such as services for children at risk of school failure without additional support. if an lea takes advantage of this provision, the required moe for future years is reduced consistent with the reduction it took, unless the lea increases the amount of its state and local expenditures on its own. seas should encourage leas that can and do take advantage of this flexibility to focus the freed - up local funds on one - time expenditures that will help the state make progress on the goals in the sfsf program, such as improving the equitable distribution of effective teachers and the quality and use of assessments to enhance instruction for students most in need. - alternatively, an lea may ( or in some cases must ) use up to 15 percent of its total idea, part b grants to states and preschool grants for early intervening services for children in grades k through 12 who are not currently identified as children with disabilities, but who need additional academic and behavioral support to succeed in a general education environment. however, an lea may use only up to 15 percent of its allocation minus any amount ( on a dollar - for - dollar basis ) by which the lea reduced its required state and local expenditures under section 613 ( a ) ( 2 ) ( c ). - state - level moe may be waived under part b of the idea by the secretary of education on a state - by - state basis, for a single year at a time, for exceptional or uncontrollable circumstances, such as a natural disaster or a precipitous and unforeseen decline in the financial resources of a state. lea - level moe may not be waived. - with prior approval from the secretary of education, a state or lea may count sfsf ( but not idea arra funds ) under the arra that are used for special education and related services as non - federal funds for purposes of determining whether the state or lea has met the idea, part b moe requirements. ( see separate fact sheet on sfsf for more information. )


units of work the units of work are delivered as downloadable word documents so that teachers can customise them for use in their classroom. they include references to electronic resources ( software, websites and items from the learning federation collection of online resources ), print resources ( many include worksheets for students to use ) and other physical resources. there is a brief outline of each unit below including suggested year level ( s ). teachers from around the country were involved in this work, and aamt members would like to thank them for their efforts. melanie bezear, calwell primary school, act jane mcalpine, chapman primary school, act anne pillman, marryatville primary school, sa stephanie watts, trinity catholic primary school, nsw thomas psomas, all saints grammar school, nsw gayle cann, parap primary school, nt mark darrell, hallett cove school, sa nicole heyder, atwell college, wa lyn pierrehumbert, durack school, nt shelley jenkinson, deanmore primary school, wa bernie o ’ sullivan, st luke ' s anglican school, qld wendy fletcher, centre for extended learning opportunities roxanne steenbergen, claremont primary school, tas michael macrae, duncraig senior high school education support centre, wa terry jacka, st hilda ' s school, qld ed cuthbertson, lanyon high school, act [ year 1 ] counting on, counting back the beginning of this unit focuses on ensuring that students have basic foundation skills, and an understanding of both what the number line means and the forward and backward number sequence. they then progress to developing conceptual understandings of place value, specifically tens and ones. once these foundation skills have been mastered, students are introduced to the strategies of counting on and then counting back. uw _ 003 _ counting _ on _ counting _ back. doc 582. 50 kb [ years 2 - 4 ] going places in this unit of work students visualise and plan routes, understand and use the language of position and give and interpret directions using a variety of formats and resources. uw _ 005 _ going _ places. doc 665. 00 kb [ year 3 ] area and perimeter this unit allows students to explore the beginning concepts of perimeter and area, including the formal units of cm, m, cm sq, and m sq and to learn the differences between these measurements. uw _ 006 _ area _ perimeter. doc 140. 50 kb [ year 4 ] multiplying and dividing with arrays this


the formal units of cm, m, cm sq, and m sq and to learn the differences between these measurements. uw _ 006 _ area _ perimeter. doc 140. 50 kb [ year 4 ] multiplying and dividing with arrays this unit explores the concepts of multiplication and division and offers students strategies to perform these operations. uw _ 003 _ uniting _ and _ dividing. doc 282. 50 kb [ years 4 - 5 ] cities taking shape students develop their knowledge of 2d and 3d shapes, and the relationships between them. they learn about how a 3d shape can look different when viewed from different positions. students use knowledge and skills gained through the unit to design and construct a ‘ model ’ city or town block. uw _ 003 _ cities _ taking _ shape. doc 948. 00 kb [ years 4 - 10 ] telling the time this unit introduces the formal measurement of time using the terms ‘ o ’ clock ’, ‘ half past ’, ‘ quarter past ’ and ‘ quarter to ’ and their representation on an analogue clock. it is specifically for students with autism spectrum disorders ( asd ), so the learning experiences offered are structured, methodical and sequential and require one - to - one instruction. uw _ 006 _ telling _ the _ time. doc 639. 00 kb [ years 5 - 6 ] graphs and data this unit of work explores why we need data, and how to collate, present and analyse it to extract the information it offers. uw _ 004 _ graphs _ and _ data. doc 247. 00 kb [ years 5 - 6 ] chances are this unit explores the mathematics of chance. discover the language of chance and how it affects our decisions. explore the notion of probability, and how we can influence this. uw _ 005 _ chances _ are. doc 699. 50 kb [ year 6 ] you say data, i say data this unit introduces the students to a variety of graphs. they will examine examples of various types of graphs and then conduct their own surveys to collect and present the data in a specified form. uw _ 003 _ you _ say _ data. doc 495. 00 kb [ years 6 - 7 ] places for polygons this unit of work investigates the geometric properties of buildings to develop students ’ understanding of polygons. uw _ 003 _ places _ for _ polygons. doc 412. 00 kb [ years 6 - 8 ] take a chance this unit provides students with a real life context to investigate


buildings to develop students ’ understanding of polygons. uw _ 003 _ places _ for _ polygons. doc 412. 00 kb [ years 6 - 8 ] take a chance this unit provides students with a real life context to investigate the language of chance and how events may be manipulated to alter the chance of something happening. it also introduces the use of fractions, decimals and percentages when looking at probability. uw _ 004 _ take _ a _ chance. doc 276. 50 kb [ years 7 - 8 ] fraction action in this unit of work students move from working with tenths, hundredths and thousandths to relating common and decimal fractions and percentages. uw _ 007 _ fraction _ action. doc 350. 50 kb [ year 8 ] investigating us this unit is designed to enable students to design and conduct simple surveys, collate the data into appropriate tables, identify the types of graphs that are suited to display the data sets depending on the number and types of variables, select appropriate display formats to represent the data and interpret data from the graphs and tables. it utilises students ’ natural interest regarding themselves and where they ‘ fit in ’ in relation to their peers. uw _ 004 _ investigating _ us. doc 582. 00 kb [ years 8 - 10 ] turn up the volume in this unit of work students explore and explain the connections between the surface area and volume of different shapes and how each attribute is measured. uw _ 008 _ turn _ up _ the _ volume. doc 881. 00 kb [ years 11 - 12 ] periodic functions this unit focuses on periodic functions and is part of a university preparation course for those aiming to study mathematics and science courses such as engineering. uw _ 005 _ periodic _ functions. doc 831. 00 kb


simple observational proof of the greenhouse effect of carbon dioxide posted by ari jokimaki on april 19, 2010 recently, i showed briefly a simple observational proof that greenhouse effect exists using a paper by ellingson & wiscombe ( 1996 ). now i will present a similar paper that deepens the proof and shows more clearly how different greenhouse gases really are greenhouse gases. i ’ ll highlight the carbon dioxide related issues in their paper. walden et al. ( 1998 ) studied the downward longwave radiation spectrum in antarctica. their study covers only a single year so this is not about how the increase in greenhouse gases affects. they measured the downward longwave radiation spectrum coming from atmosphere to the surface during the year ( usually in every 12 hours ) and then selected three measurements from clear - sky days for comparison with the results of a line - by - line radiative transfer model. first they described why antarctica is a good place for this kind of study : since the atmosphere is so cold and dry ( < 1 mm of precipitable water ), the overlap of the emission spectrum of water vapor with that of other gases is greatly reduced. therefore the spectral signatures of other important infrared emitters, namely, co2, o3, ch4, and n2o, are quite distinct. in addition, the low atmospheric temperatures provide an extreme test case for testing models spectral overlapping is a consideration here because they are using a moderate resolution ( about 1 cm - 1 ) in their spectral analysis. they went on further describing their measurements and the equipment used and their calibration. they also discussed the uncertainties in the measurements thoroughly. they then presented the measured spectra in similar style than was shown in ellingson & wiscombe ( 1996 ). they proceeded to produce their model results. the models were controlled with actual measurements of atmospheric consituents ( water vapour, carbon dioxide, etc. ). the model is used here because it represents our theories which are based on numerous experiments in laboratories and in the atmosphere. they then performed the comparison between the model results and the measurements. figure 1 shows their figure 11 where total spectral radiance from their model is compared to measured spectral radiance. the upper panel of figure 1 shows the spectral radiance and the lower panel shows the difference of measured and modelled spectrum. the overall match is excellent and there ’ s no way you could get this match by chance so this already shows that different greenhouse gases really are producing a greenhouse effect just as our theories predict. walden et


panel shows the difference of measured and modelled spectrum. the overall match is excellent and there ’ s no way you could get this match by chance so this already shows that different greenhouse gases really are producing a greenhouse effect just as our theories predict. walden et al. didn ’ t stop there. next they showed the details of how the measured spectral bands of different greenhouse gases compare with model results. the comparison of carbon dioxide is shown here in figure 2 ( which is the upper panel of their figure 13 ). the match between the modelled and measured carbon dioxide spectral band is also excellent, even the minor details track each other well except for couple of places of slight difference. if there wouldn ’ t be greenhouse effect from carbon dioxide or if water vapour would be masking its effect, this match should then be accidental. i see no chance for that, so this seems to be a simple observational proof that carbon dioxide produces a greenhouse effect just as our theories predict. walden, v. p., s. g. warren, and f. j. murcray ( 1998 ), measurements of the downward longwave radiation spectrum over the antarctic plateau and comparisons with a line - by - line radiative transfer model for clear skies, j. geophys. res., 103 ( d4 ), 3825 – 3846, doi : 10. 1029 / 97jd02433. [ abstract ]


over range of adhd behavior, genes major force on reading achievement, environment on math first study of its kind reveals complex interaction humans are not born as blank slates for nature to write on. neither are they behaving on genes alone. research by lee a. thompson, chair of case western reserve university ’ s psychological sciences department, and colleagues found that the link between attention - deficit / hyperactivity disorder ( adhd ) and academic performance involves a complex interaction of genes and environment. genetic influence was found to be greater on reading than for math, while shared environment ( e. g., the home and / or school environment the twins shared ) influenced math more so than reading. the researchers don ’ t know why. their study of twins, published in psychological science, vol. 21, was the first to look simultaneously at the genetic and environmental influences on reading ability, mathematics ability, and the continuum of adhd behavior. “ the majority of the twins used in the study don ’ t have adhd, ” thompson said. “ we are looking at the continuum of the behavioral symptoms of adhd - looking at individual differences - not a disorder with an arbitrary cutoff. ” this type of continuum is a normal distribution or bell curve, with scores symmetrically distributed about the average and getting much less frequent the farther away a score is from the average. disability is usually classified as the lower extreme on the normal distribution. the symptoms of adhd, according to thompson, can be described with such a continuum, as can reading and mathematics ability. only a small percent of individuals fall below the common medical cutoff between ability and disability. for what we refer to as gifted or disabled, thompson points out, “ there is no difference in cause, just different expression of achievement. ” thompson collaborated with sara hart, a graduate student at the florida center for reading research, and stephen petrill, a professor at the ohio state university, in analyzing 271 pairs of ten - year - old identical and fraternal twins. the twins were selected from the western reserve reading and mathematics project, a study that began in 2002 with kindergarten and first grade - age twins and has collected data yearly about their math and reading ability. the study focused on two adhd symptoms : inattention and hyperactivity, which are viewed as extremes of their respective attention and activity continuums. as part of the study, the mother of the twins rated each child on 18 items such as the child ’ s ability to listen when spoken to, play quietly, and sit still


which are viewed as extremes of their respective attention and activity continuums. as part of the study, the mother of the twins rated each child on 18 items such as the child ’ s ability to listen when spoken to, play quietly, and sit still, to assess attention and activity levels. a researcher testing each twins ’ mathematics and reading ability also rated the twins each year on their attention to tasks and level of hyperactivity. the researchers assessed reading ability by evaluating the twins ’ recognition and pronunciation of words and passage comprehension. they measured the twins ’ capacity for mathematics by focusing on the twin ’ s ability to solve problems, understanding of concepts, computational skills, and the number of computations completed in 3 minutes. researchers analyzed the data from three perspectives : one looked at the overall adhd behavior, one at the level of attention, and at the activity level. they then determined the similarities in genetic and environmental influence between adhd symptoms and reading and between the symptoms and mathematics. to do so, researchers looked at the variance and covariance of adhd symptoms and academic ability. variance measures the individual differences on a given trait within a population and covariance is a measure of how much two traits are related. these measures were broken down into identified components : additive genetic effects, shared environment and non - shared environment. using quantitative analysis of the components, the researchers found that there are some general genes that influence the symptoms of adhd simultaneously with reading and mathematics ability and some genes that influence each specifically. this study also found that both inattention and hyperactivity were related to academics. “ if we have this much overlap between genes that affect behaviors of adhd and academic achievement, ” thompson said, “ it gives validity to the relation of adhd behaviors and poor academics. ” but genes are not everything, thompson adds. there are different approaches for interventions that can be taken based on the extent of environmental influence on adhd behavior, reading ability, and mathematics ability across the entire continuum of expression. future research, the study notes, should focus on the underlying connection between adhd symptoms and poor academic achievement in order to identify the influences that may alter these often co - occurring outcomes. additional authors include erik willcutt from the university of colorado, boulder ; christopher schatschneider from florida center for reading research, florida state university ; kirby deater - deckard from virginia polytechnic institute and state university ; and laurie e. cutting from vanderbilt university. funding for the study was provided by the national institute of child health and human development and


throughout the history of the united states, equality for all people has been fought for and won time and time again. thomas jefferson wrote in the declaration of independence ” that all men are created equal, ” and over time equal rights have been gradually extended to different groups of people. however, equality has never been achieved without heated debate, despite our country ’ s founding principle that all people are created equal in the first place. the language used to seek equality has remained familiar over time. posters demanding equal rights ( pictured ) contain messages we have all seen or heard. one of my theories is that since the human life span is finite, the message of equality has to be relearned by each generation as it comes to realize that more work needs to be done. if humans lived longer, would full equality across racial and gender lines have been acquired by now? ask yourself : would women suffragists from the 1920s, who so vehemently demanded the right to vote, think it was fine for african americans to be denied this same right? it depends. my theory also includes the caveat that empathy for others does not always translate into citizens banding together for the greater good. then again, the social evolution of the united states is progressing. this progression is the reason the language and message of equality remains relevant. equality is a shared goal that not everyone enjoys. racial intolerance for one group is no different than bigotry for another. denying equality for a particular group plays into the kind of discriminatory trap that makes no sense if one applies the very same principles of equality indiscriminately. all people are created equal, period. the declaration of independence was written with the hope of possibility. think about it — the signers of this document were declaring a new and independent country! jefferson ’ s words made a statement about human rights that became the foundation for a country unlike any other in the world. the signers never anticipated that their vision would eventually embrace so many different kinds of people, but that is the beauty of it. the declaration was groundbreaking because it provided a foundation of principles and moral standards that have endured to modern times and that accommodate human evolution and its capacity for acceptance. stepping back and viewing all these posters as a whole, one could come to two conclusions. first : the human race does not learn from history. second : humans repeat the same mistakes over and over. however, i believe that the preservation and repurposing of the messages of protest in all their different forms are evidence that we do


, at high levels, causes permanent brain damage. nitrogen oxides — more smog, more health problems ozone smog and soot released by coal - fired power plants are associated with increased risk of asthma, heart and respiratory problems, increased absences from school and work, increased hospitalizations, increased medication, and increased risk of premature death. the dendron plant would release 6. 2 million pounds of nitrogen dioxide * ( nox ) ; this is 8. 5 times more nox pollution than now produced by the entire county of surry. nox is a major component of ground level ozone ( smog ). nox pollution from the power plant would threaten air quality in surry county and worsen existing smog problems in hampton roads and richmond, two regions soon to be designated by epa as unhealthy for smog. according to epa, power plants are the second - largest source of nox in the atmosphere ; in virginia, power plants produce 18 percent of the annual airborne nox pollution. air modeling predicts the dendron plant will cause more than 264 tons of sulfur and 286 tons of soot to settle onto the chesapeake bay watershed, contributing to hazy air, health concerns, and acid rain. greenhouse gases — worsening climate change, sea level rise climate change caused by excess greenhouse gases will worsen sea - level rise in the chesapeake bay region, the second - most vulnerable area in the united states to sea level rise. this poses significant threats to the region ' s environment, economy, and military. the dendron plant would release 11. 7 million tons of carbon dioxide * into the air each year, adding more greenhouse gases to the earth ' s atmosphere and exacerbating climate change problems. recent scientific studies suggest that increased carbon dioxide levels in the chesapeake bay may increase the acidity of bay waters and seriously threaten restoration of the native oyster. coal - fired power plants are among the worst greenhouse gas polluters. to date, no technology exists to feasibly capture and contain carbon dioxide from coal - fired power plants ( carbon sequestration ). alternatives to a new coal - fired power plant are available energy efficiency and conservation — a 10 percent reduction in energy through efficiency and conservation will reduce virginia ' s 2016 estimated power shortfall by 97 percent ; a 14 percent reduction in energy through efficiency and conservation will eliminate all shortfalls and produce an excess 1, 055 megawatts of electricity. * * renewable energy — virginia has enough untapped renewable energy resources, including wind, tidal, solar


adjective, un · ru · li · er, un · ru · li · est. not submissive or conforming to rule ; ungovernable ; turbulent ; intractable ; refractory ; lawless : an unruly class ; an unruly wilderness. origin : 1350 – 1400 ; middle english unruely, related forms equivalent to un - un - 1 + ruly, ruely governable, controllable ; see rule disobedient, unmanageable, uncontrollable, stubborn, disorderly, riotous. unruly, intractable, recalcitrant, refractory describe persons or things that resist management or control. unruly suggests persistently disorderly behavior or character in persons or things : an unruly child, peevish and willful ; wild, unruly hair. intractable suggests in persons a determined resistance to all attempts to guide or direct them, in things a refusal to respond to attempts to shape, improve, or modify them : an intractable social rebel ; a seemingly intractable problem in logistics. recalcitrant and refractory imply not only a lack of submissiveness but also an open, often violent, rebellion against authority or direction. recalcitrant the stronger of the two terms, suggests a stubborn and absolute noncompliance : a recalcitrant person, openly contemptuous of all authority. refractory implies active, mulish disobedience, but leaves open the possibility of eventual compliance : refractory students, resisting efforts to interest them in their studies.


date : august 2007 creator : sarasti, israel a. description : reciprocal teaching comprehension - monitoring is a reading comprehension instructional procedure that combines four instructional strategies : predicting, summarizing, questioning, and clarifying to enhance students ' comprehension of text. the procedure is a dialogue between the teacher and the students. during reciprocal teaching instruction, the teacher and students take turns leading the dialogue in order to enhance the students ' comprehension - monitoring skills. the research on reciprocal teaching has included meta - analyses, group designs, qualitative designs, and single - subject research designs. these studies have identified gaps in the literature to include the measurement of treatment fidelity and treatment acceptability, as well as the psychometric properties of the instruments used to measure daily reading comprehension growth. these gaps were investigated in this study. the purpose of this study was to investigate the effects of reciprocal teaching comprehension - monitoring with a group of fifteen 3rd grade students reading at grade level. specifically, this study investigated the use of curriculum - based measurement maze probes ( cbm - maze probes ) to formatively assess the reading comprehension growth of the students. additionally, this study implemented treatment integrity procedures and investigated the acceptability of reciprocal teaching and the cbm - maze probes through a treatment acceptability rating scale. a multiple baseline across groups with three phases ( baseline, intervention, follow - up ) was employed.... contributing partner : unt libraries


for malta. the malta independence order itself developed into the subject of an entrenchment, since here it is declared that this evolved into an extension to the 1961 constitution even in the sense of an amendment. even though malta acquired independence, there was an ongoing presence of continuity. one of them is the monarchy pre - 1964 and prior 1964. the malta independence order 1964 was subject to the malta independence act of that same year and it is a document that holds the chief regulations that govern the constitution of a state. this document is supreme over each and every other document and all legislation is subject to it. throughout malta ' s constitutional history, the nation acquired its own constitution, and to a certain extent, the independence constitution is made up of certain principles that arose for the first time in previous constitutions. it can be said that the independence constitution has evolved from the constitution which preceded it. but one must not ignore the fact that changes have taken place in this process of evolution. the statement that the 1964 constitution is in fact a replica of the 1961 constitution with sovereignty added might be criticised by saying that some factors differ between the two constitutions. the 1964 constitution is not merely what can be defined as an improvement. it is more like another stepping - stone in constitutional history being the final step in a long series of constitutions. in fact, even though it may seem that some provisions were altered from the 1961 constitution to the 1964 constitution, some of those provisions remained unchanged until the amendments of the 1964 constitution were made. the malta independence order, 1964, as amended by acts : - xli of 1965, xxxvii of 1966 - ix of 1967 - xxvi of 1970 - xlvii of 1972 - lvii, lviii of 1974 - xxxviii of 1976 - x of 1977 - xxix of 1979 - iv of 1987 - xxiii of 1989 - proclamations nos. ii and vi of 1990 - acts xix of 1991 - ix of 1994 - proclamations iv of 1995 and iii of 1996 - acts : xi of 1996, xvi of 1997 - acts : iii of 2000 and xiii of 2001 past constitutions malta has had numerous past constitutions. - the 1813 constitution - the 1835 constitution - the 1849 constitution - the 1887 constitution - the 1903 constitution - the 1921 constitution - the 1936 constitution - the 1939 constitution - the 1947 constitution - the 1959 constitution - the 1961 constitution further reading - frendo, henry, the origins of maltese statehood - a case study of decolonization in the mediterranean - malta : peg


extratropical cyclone is a synoptic scale low pressure weather system that has neither tropical nor polar characteristics, being connected with fronts and horizontal gradients in temperature and dew point otherwise known as " baroclinic zones ". the descriptor " extratropical " refers to the fact that this type of cyclone generally occurs outside of the tropics, in the middle latitudes of the planet, where the westerlies steer the system generally from west to east. these systems may also be described as " mid - latitude cyclones " due to their area of formation, or " post - tropical cyclones " where extratropical transition has occurred, and are often described as " depressions " or " lows " by weather forecasters and the general public. these are the everyday phenomena which along with anti - cyclones, drive the weather over much of the earth. although extratropical cyclones are almost always classified as baroclinic since they form along zones of temperature and dewpoint gradient, they can sometimes become barotropic late in their life cycle when the temperature distribution around the cyclone becomes fairly uniform along the radius from the center of low pressure. an extratropical cyclone can transform into a subtropical storm, and from there into a tropical cyclone, if it dwells over warm waters and develops central convection, which warms its core and causes temperature and dewpoint gradients near their centers to fade. interaction with tropical cyclones when a tropical cyclone crosses the subtropical ridge axis, normally through a break in the high - pressure area caused by a system traversing the westerlies, its general track around the high - pressure area is deflected significantly by winds moving towards the general low - pressure area to its north. when the cyclone track becomes strongly poleward with an easterly component, the cyclone has begun recurvature, entering the westerlies. a typhoon moving through the pacific ocean towards asia, for example, will recurve offshore of japan to the north, and then to the northeast, if the typhoon encounters southwesterly winds ( blowing northeastward ) around a low - pressure system passing over china or siberia. many tropical cyclones are eventually forced toward the northeast by extratropical cyclones in this manner, which move from west to east to the north of the subtropical ridge. an example of a tropical cyclone in recurvature was typhoon ioke in 2006, which took a similar trajectory. - robert fitzroy ( 1863 ). the weather book : a manual of practical meteorology. longman, green, longman, roberts, & green.


04 - 11. - s. businger, t. m. graziano, m. l. kaplan, and r. a. rozumalski ( 2004 ). cold - air cyclogenesis along the gulf - stream front : investigation of diabatic impacts on cyclone development, frontal structure, and track. meteorology and atmospheric physics, pp. 65 - 90. retrieved on 2008 - 09 - 21. - david m. roth ( 2000 ). p 1. 43 a fifty year history of subtropical cyclones. american meteorological society. retrieved on 2008 - 09 - 21. - d. k. savidge and j. m. bane ( 1999 ). cyclogenesis in the deep ocean beneath the gulf stream. 1. description. journal of geophysical research, pp. 18111 - 18126. retrieved on 2008 - 09 - 21. - dr. decaria ( 2007 - 05 - 29 ). " esci 241 – meteorology ; lesson 16 – extratropical cyclones ". department of earth sciences, millersville university, millersville, pennsylvania. archived from the original on 2007 - 05 - 29. retrieved 2009 - 05 - 31. - robert hart and jenni evans ( 2003 ). " synoptic composites of the extratropical transition lifecycle of north atlantic tcs as defined within cyclone phase space " ( pdf ). american meteorological society. retrieved 2006 - 10 - 03. - ryan n. maue ( 2009 ). chapter 3 : cyclone paradigms and extratropical transition conceptualizations. florida state university. retrieved on 2008 - 06 - 15. - atlantic oceanographic and meteorological laboratory, hurricane research division ( 2004 ). " frequently asked questions : what is an extra - tropical cyclone? ". noaa. retrieved 2006 - 07 - 25. - joint typhoon warning center ( 2009 ). section 2 : tropical cyclone motion terminology. united states navy. retrieved on 2007 - 04 - 10. - powell, jeff, et al. ( may 2007 ). " hurricane ioke : 20 – 27 august 2006 ". 2006 tropical cyclones central north pacific. central pacific hurricane center. retrieved 2007 - 06 - 09.


first, we should clarify what " evolution " means. like so many other words, it has more than one meaning. its strict biological definition is " a change in allele frequencies over time. " by that definition, evolution is an indisputable fact. most people seem to associate the word " evolution " mainly with common descent, the theory that all life arose from one common ancestor. many people believe that there is enough evidence to call this a fact, too. however, common descent is still not the theory of evolution, but just a fraction of it ( and a part of several quite different theories as well ). the theory of evolution not only says that life evolved, it also includes mechanisms, like mutations, natural selection, and genetic drift, which go a long way towards explaining how life evolved. calling the theory of evolution " only a theory " is, strictly speaking, true, but the idea it tries to convey is completely wrong. the argument rests on a confusion between what " theory " means in informal usage and in a scientific context. a theory, in the scientific sense, is " a coherent group of general propositions used as principles of explanation for a class of phenomena " random house american college dictionary. the term does not imply tentativeness or lack of certainty. generally speaking, scientific theories differ from scientific laws only in that laws can be expressed more tersely. being a theory implies self - consistency, agreement with observations, and usefulness. ( creationism fails to be a theory mainly because of the last point ; it makes few or no specific claims about what we would expect to find, so it can ' t be used for anything. when it does make falsifiable predictions, they prove to be false. ) lack of proof isn ' t a weakness, either. on the contrary, claiming infallibility for one ' s conclusions is a sign of hubris. nothing in the real world has ever been rigorously proved, or ever will be. proof, in the mathematical sense, is possible only if you have the luxury of defining the universe you ' re operating in. in the real world, we must deal with levels of certainty based on observed evidence. the more and better evidence we have for something, the more certainty we assign to it ; when there is enough evidence, we label the something a fact, even though it still isn ' t 100 % certain. what evolution has is what any good scientific claim has - - evidence, and lots of it. evolution is supported by a wide range of observations


converting to binary from normal base ten numbers is a difficult and time consuming process. using our excel based binary converter will save you much time and frustration. get your own binary converter for free here! how a binary converter works to understand how a binary converter works, you must first understand what binary, or base two, is. in our normal base ten accounting each number has a ones place, a tens place a hundreds and so on. in base two there is a twos place, a fours place an eights place, a sixteens place and so on. for an example of a binary convert, lets use the number fifty. the highest base number that would go into fifty is 32 so that place would get a 1. subtract 32 from 50 and there is 18 left. the next highest base two number to try is 16, since that ’ s less than 18 that place gets a 1 and there are now 2 left. since 8 and 4 won ’ t go into 2 those places get a 0 and the twos place gets a 1. the ones place them gets a 0 since there is nothing left and your result for 50 is 110010. wow that ’ s a lot of work for one binary convert! now it ’ s becoming clear how time saving our binary converter can be. why a binary converter is useful binary convert processes are used by computer programmers to communicate directly to a computer. most professionals use a binary converter like ours rather than do the work manually. because of the way computer memory works a computer can only understand two states, off and on, represented by 1 and 0. eight of these ones and zeros constitutes one bit of information which can represent one character to a computer. writing the word “ hello ” then requires 5 bits of information and 5 seep rate binary convert calculations, thus the need for our ultra reliable binary converter. our binary converter is an amazing piece of excel programming allowing the time consuming binary convert process to be completed in seconds. and, converting to binary is not all we offer. the same minds that brought you this also offer many other excel templates for business, home and gaming use. be sure to look at them all!


it depends in what context you mean but basically streaming data is analagous to asynchronous data. take the web as an example. the web ( or http specifically ) is ( basically ) a request - response mechanism in that a client makes a request and receives a response ( typically a web page of some kind ). http doesn ' t natively support the ability for servers to push content to clients. there are a number of ways this can be faked, including : - polling : forcing the client to make repeated requests, typically inconspicuously ( as far as the client is concerned ) ; - long - lived connections : this is where the client makes a normal http request but instead of returning immediately the server hangs on to the request until there ' s something to send back. when the request times out or a response is sent th eclient sends another request. in this way you can fake server push ; - plug - ins : java applets, flash, silverlight and others can be used to achieve this. anything where the server effectively sends data to the client ( rather than the client asking for it ) - - regardless of the mechanism and whether or not the client is polling for that data - - can be characterised as streaming data. with non - http transports ( eg vanilla tcp ) server push is typically easier ( but can still run afoul of firewalls and th elike ). an example of this might be a sharetrading application that receives market information from a provider. that ' s streaming data. how do you detect it? bit of a vague question. i ' m not really sure what you ' re getting at.


| see what ' s going on with flipcode! | radiosity in english - the basics by ( 20 may 1999 ) | return to the archives | i ' ve found many people shy away from radiosity simply because of the mystique surrounding it. i ’ ll admit that i was a bit intimidated by the topic when i decided to tackle it. but the truth be known, it boils down to some pretty simple techniques, most of which are very common. as a matter of fact, if you ’ ve got access to a rendering architecture that supports z - buffering, you ’ ve got 90 % of a basic radiosity processor that can produce some excellent results. | i understand that " aggravated nosebleed " ( the source of this q & a entry ) has some basic knowledge of radiosity, but i ’ d like to take this opportunity to cover the basics from the very beginning. hopefully he / she as well as some other readers will gain enough of a fundamental understanding to help ease the learning curve from some of the more notable references ( which i will list later. ) in the beginning the introduction of radiosity came in 1984 from cornell university in a paper titled " modelling the interaction of light between diffuse surfaces " written by goral, torrance & greenberg. the idea was to simulate energy ( light ) transference from diffuse surfaces. diffuse surfaces are surfaces that reflect light equally in all directions - the opposite of a shiny surface. | this result was considered " view independent. " this simply meant that the illumination on a surface looked the same no matter what angle you were viewing it from. for the sake of clarity, an example of the opposite ( " view dependent " ) would be a reflective surface. reflective surfaces are view dependent because the specular highlights would appear at a different position on the surface based on the angle at which the surface was viewed. this view independence was nice, especially considering the cost ( in processor power & running time ) of radiosity processing. the illumination could be calculated once and the scene could then be rendered very quickly from any angle. this translates directly into many of today ’ s modern " first - person shooter " games. the first approach consider a simple room with only four walls, a ceiling and a floor. can you see it in your mind ’ s eye? you better not be able to ; i haven ’ t specified a light source yet. : - ) in radiosity, light sources aren ’ t your typical point or spot light sources. in radiosity, light is emitted from


mind ’ s eye? you better not be able to ; i haven ’ t specified a light source yet. : - ) in radiosity, light sources aren ’ t your typical point or spot light sources. in radiosity, light is emitted from surfaces. so, rather than adding a surface for a light source, lets just make the entire ceiling an " area light source. " in the real world, this would translate to a cubic room where the ceiling was a huge panel of fluorescent lights behind a huge diffuse reflector ( those smoked - glass looking things that spread light out. ) | this example is a simple one since every surface can see every other surface. in other words, there ’ s nothing to block the light from reaching any surface ( i. e. no shadows. ) each surface has two values associated with it. an amount of how brightly it is illuminated ( its illumination ) and how much of a surplus of energy it has ( its radiative energy. ) to start with, only the ceiling will have any radiative energy and all other surfaces will have no radiative energy or illumination. what we need to do now is calculate the interaction of energy from every surface to every other surface. this is an n ^ 2 problem since we need to calculate this interaction from each surface to every other surface in the scene. this can be calculated based on their geometrical relationships ( distance between surfaces, relative orientation, relative area, etc. ) the math that calculates this relationship results in a single value. this value is called a " form factor. " the attentive readers ( the one ’ s that are still awake ) might have already guessed that there are only ( n ^ 2 ) / 2 individual form factors since the relationship between surfaces 5 & 6 is the same as the relationship between 6 & 5. however, this is not true since relative area is taken into consideration. we can calculate all the form factors in a scene and store them in a grid that is n elements wide by n elements tall. this grid is referred to as the " radiosity matrix " and it works just like a 2 - dimensional table. each element in this matrix contains a form factor for the interaction from the surface indexed by the column and the surface indexed by the row. remember how i said that there are n ^ 2 interactions and not ( n ^ 2 ) / 2? this is because each form factor is like a diode in that it only handles energy going in one direction : from a " source surface " to a "


i said that there are n ^ 2 interactions and not ( n ^ 2 ) / 2? this is because each form factor is like a diode in that it only handles energy going in one direction : from a " source surface " to a " destination surface. " in this case, we ’ ll say that the source surfaces are index by columns and destination surfaces are indexed by rows. source surfaces will emit their energy to the destination surfaces. now lets solve the matrix. to do this, we simply visit each column ( source ) in the matrix and emit energy to each row ( destination ) in that column. when we do this, we ’ ll be placing some of that radiated energy ( from the source ) in the illumination value for the destination. but these surfaces are reflectors, which means they ’ re going to reflect some energy back into the scene. based on the surface ’ s reflectivity, we ’ ll add a little bit of energy to the destination ’ s radiative energy. this radiative energy will eventually make its way back into the scene ( i. e. to the other surfaces ) as we progress through the matrix. if the destination is a perfect reflector ( i. e. it reflects every single bit of energy it receives - a mirror ) then there will be no energy stored in the destination ’ s illumination, it would all go to its radiative energy. the inverse is also true : a perfectly black surface might not reflect any energy back into the scene, absorbing it all, so every bit of energy it receives is stored in its illumination value. if you ’ re starting to think that we ’ re making a black surface white, we ’ re not. remember, we ’ re dealing with light, so the color of a surface is ultimately multiplied by its illumination. in the case of the perfectly black surface, the surface remains visually black. once we ’ ve gone through the matrix once, we do it all over again. this is necessary because we we ’ re storing some energy as illumination, and some as radiative energy. now it ’ s time to go through the matrix again and start distributing that reflected radiative energy. we ’ ll go through this matrix over and over again until the total amount of radiative energy for all surfaces is relatively small. the next step if you made it this far without getting lost, you ’ re in the home stretch. there ’ s still a lot we haven ’ t covered yet, so let ’ s move on. i ’


for all surfaces is relatively small. the next step if you made it this far without getting lost, you ’ re in the home stretch. there ’ s still a lot we haven ’ t covered yet, so let ’ s move on. i ’ ll start with a few shortcomings of the basic radiosity matrix as i ’ ve described it thus far and common solutions to these issues. | our surfaces have only one illumination value for the entire surface, so there is no change in illumination across a single surface. to solve this problem, we can simply subdivide each surface into a series smaller polygons called " patches. " if you do this, you simply treat each patch as its own surface as a replacement for the original surface. your matrix will grow to the number of patches in the scene squared. this brings us to our next issue : the matrix can be quite large ( especially if you subdivide into a number of patches ) if the scene is very simple ( say, a meager 1, 000 polygons ) then our illustrious matrix will be pretty big ( 1, 000, 000 elements. ) if you ' ve subdivided each of those surfaces to a meager 8x8 grid of patches per surface, then we ' re talking about 4, 096, 000, 000 total elements in our matrix ( 8 * 8 = 64 patches per surface, 64 * 1000 = 64000 patches per scene, 64000 * 64000 is = 4, 096, 000, 000 total matrix elements. ) this is pretty tough for any computer to swallow. before i discuss the solutions to this ever - increasing matrix, let ’ s talk about a related issue : a matrix of this magnitude would take a long time to solve. especially considering the fact that we ’ ll have to solve it multiple times. if a mistake was made in the modeled scene, wouldn ’ t it be nice to know this sooner rather than later? in 1988, cohen, chen, wallace & greenberg published a paper called " a progressive refinement approach to fast radiosity image generation. " this paper described a new way of solving radiosity. it was quite clever in that it reordered the way things were done. | in the matrix method, illumination was gathered by each destination element from its source element. ironically, this is called " gathering. " the progressive refinement approach reversed this and defined ( the other incredibly ironic term ) " shooting. " the basic idea behind progressive refinement starts by finding the surface with


element from its source element. ironically, this is called " gathering. " the progressive refinement approach reversed this and defined ( the other incredibly ironic term ) " shooting. " the basic idea behind progressive refinement starts by finding the surface with the most energy to contribute to the scene ( i. e. has the highest amount of radiative energy. ) this surface would then iterate through all other surfaces, distributing its energy along the way. after this process was completed, the image was then rendered for the user, and the process began again, finding the surface with the most energy to contribute to the scene. each pass would cause another render of the scene, allowing the user to progressively evaluate the progress. if the progress showed a problem along the way ( an illumination surface was in the wrong place or the wrong color ) they could stop the process and make the needed adjustments. during this process, the user would see a completely dark scene progress to a fully lit scene. to accommodate this sharp contrast in visual difference from beginning to end, the progressive refinement technique added something called the " ambient term ". before i continue, i want to point something out that is pretty important in radiosity. there is no such thing as ambient light in real life. ambient light is something that was invented to accommodate the need for what appears to be a " global light " in real life. but in reality, ambient light doesn ’ t exist. rather, light is always being reflected from surface to surface, which is how it finds its way into all the nooks and crannies of real - world detail. before the advent of radiosity, ambient light was the best thing available to the typical rendering architectures. it is safe to think of radiosity is a more accurate solution to ambient ( global ) light. this is why radiosity is considered a technique for " global illumination. " the ambient term starts off as a " differential area sum " of the radiative energy for the entire scene. what this means is that it ’ s a number that represents the average amount of light that each surface will receive throughout the processing of the entire radiosity solution. we can calculate that average without doing all the work simply because it ’ s an average amount of energy, not a specific amount of energy for a single surface. as each progressive pass emits the radiative energy for a surface, the ambient term is slowly decreased. as the total radiative energy of the scene approaches zero, so does the ambient term ( though