| the gaging station near soldiers summit is one of more than 100 facilities located along streams in utah. originally manually read, many stations are now automated and stream flow information is posted on the internet. | history is filled with examples of how mankind measures almost everything. property is measured by acreage. mankind measures money in dollars, pounds, pesos, etc time is measured in hours, days, years, decades and centuries. mankind also measures water. as water is piped into a home from a municipal system, a district or city measures consumption by the gallon based on a meter that has been set in the line. in most cases, the transmission line leading to the meter and the water consumption measuring device belong to the controlling entity. the line from the meter to the residence and inside the structure belong to the individual property owner. however, the state owns the water. the service district, the city, the county and private residents are basically paying for the system that delivers the water and for the right to use the liquid. the average home in the united states uses less than 10, 000 gallons of water per month, according nationally compiled data. average residential consumption represents a small factor in the scheme of water matters. a debate continues to rage in certain circles in the world community as to whether fresh, clean water should be a human right or a commodity that is bought and sold to the highest bidder. the issue is an age old question, but one with more meaning as the world ' s population grows by leaps and bounds while fresh water is a finite natural resource. official estimates vary, but it is generally accepted that less than2 percent of the world ' s supply of the natural resource is fresh water. the rest is salt water in the oceans. of the 2 percent, more than half is locked up in ice on the two polar caps. a limited amount of fresh water is produced annually, with the evaporation and precipitation cycle being fairly predictable on a global basis. water is deceiving. a small space can contain a significant amount of water, yet a large lake or reservoir full to capacity can be depleted quickly by the agricultural and municipal uses. for example, lake superior is considered to be the greatest of the great lakes because of its size and depth. lake superior is 350 miles long and 160 miles wide, with a depth of more than 1, 300 feet. lake superior has the storage capability to cover the continental united states with one foot of water. the u. s. mainland has 3, 608, 787 square miles


is intended to enable the selected eligible applicants to implement scientifically - based reading programs that help all students achieve reading mastery by the end of grade 3. trfi places specific emphasis on the importance of scientifically based reading research – research that applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction and reading difficulties. the evaluation focuses on activities that occurred primarily during the 2005 - 2006 school year. for additional information about trfi please see tea ' s reading first page. technology immersion pilot ( tip ) the purpose of tip is to explore the impact of technology immersion on student progress by providing students in grantee campuses with a wireless mobile computing device and other appropriate learning technologies that have been shown to improve student achievement. the primary goal of tip is to increase the academic progress of participating students by immersing the campus with appropriate innovative technologies including, but not limited to, wireless mobile computing devices, integrating software, online formative assessment tools, and online resources. evaluation reports were delivered to the agency in december at the conclusion through the 2007 - 2008 school year. for additional information, please see tea ' s tip page. career and technology education ( cte ) grant program the texas legislature established career and technology education goals for all texas students in secondary schools. texas education code ( tec ) section 29. 181 mandates that each public school student shall master the basic skills and knowledge necessary for : 1 ) managing the dual roles of family member and wage earner ; and 2 ) gaining entry - level employment in a high - skill, high - wage job or continuing the student ' s education at the postsecondary level. for additional information about cte in texas, please see tea ' s cte page. page last modified on 2 / 28 / 2011.


barrier to entry for people who may have a new innovative idea and who want to turn these ideas into a commercial product within a reasonable time to market. with an in ‐ house 3d printer, quirky is able to shorten and simplify the product development process and enable people with good product ideas to be able to rapidly and efficiently create working prototypes that can be held and tested, thus eliminating a major stumbling block in the way of bringing their product to market. today quirky designs and develops a number of new consumer products from scratch every single week. the quirky model is a natural response to the economic pressures of today ’ s downturn, the demographic changes that represent new opportunities in both home and foreign markets, and societal changes that are pressuring the way we consume resources. the implications of the quirky model for western national economies may also be significant in the years ahead. if the deepening of the recession continues to hit manufacturing capacity, 3d printing may be able to offset some of the loss by bypassing the traditional capital ‐ intensive process, enabling the speedy development of a wide range of innovative products. the value & differentiation here in both the ‘ istore ’ trend and the quirky trend is in the content and the development of user communities of designers and innovators who are now able to produce for themselves. in both cases, 3d printing represents the hardware enabler – the consumer value is in the fast and relatively easy realization of a new idea into a working prototype and even real product. 3. more companies are engaging across the supply chain we will increasingly see 3d printing as an enabler for companies to engage across the supply chain. 3d printing will increasingly be used as a distribution solution where parts are made to order, without the need to hold stock near to the consumer. this is having a profound impact already in the small number of application areas using 3d printing on a daily basis such as lamp shades and iphone covers. with the rise of 3d printing service bureaus, and now even cloud ‐ based 3d printing services, making parts on ‐ demand and nearer to the consumer will continue to make supply chains increasingly lean and efficient in the coming years. the potential benefits of this tool ‐ less and inventory ‐ free supply chain include lower material consumption, less waste, lower carbon footprint, reduced capital investment, mitigated risk, and the ability to easily differentiate your product from the rest. 4. desktop 3d printers are proliferating in office environments we can expect an expanding penetration of desktop 3d printers into more offices and smaller offices thanks to the rapidly increasing


baked clay, v. 33. the clay counts as one with the iron so that he is made of fourmetals. however, temple man, i. e. the metallic messiah, consists of only three metals : gold, silver, and bronze ( or copper ). these same three were also in the tabernacle of moses ’ time, exodus 25 : 3, 31 : 4 ; 35 : 5. the four metals of nebuchadnezzar ’ s statue depict four successive world empires, symbolizing man ’ s ungodly earthly rule until the last days, daniel 2 : 34, 35. and just as man ’ s rule is summed in one man of various metals, so too god ’ s forthcoming reign is portrayed by a single metallic messiah of three metals. see also solomon ’ s cyborg messiah. ‘ messiah ’ is a transliteration of mashiach, which means the anointed or anointed one. jewish kings were anointed by having olive oil – symbolizing illumination – poured on their heads so that they might know how to rule their nation. solomon himself was anointed in this manner, i kings 1 : 39, and had prayed for an “ understanding mind ” to know how to rule, 3 : 9, and it was granted him, 3 : 12. jewish kings were seen as sitting on the divine throne and ruling on god ’ s behalf according to i chronicles 29 : 23 : ‘ then solomon sat on the throne of yahweh..., ’ and also 28 : 5 where king david says that god ‘ has chosen my son solomon to sit on the throne of the kingdom of yahweh, ’ and that kingdom was national israel. but king messiah – the metallic messiah – is or will be anointed with the divine spirit that he may know how to rule the entire world, not national israel only.. no proof of silver walls? concerning the information directly above, someone wrote to another website claiming there was no proof that solomon overlaid any walls with silver, totally ignoring i chronicles 29 : 4. yet all the bible translations i ’ ve consulted, both jewish and non - jewish, include this verse with its silver walls. let us ask and answer, therefore : is it likely that the “ houses ” ( i. e., cells ) in v. 29 : 4 above were silver plated? yes, and here is why. a potent indicator of their existence is that they follow the pattern ( heb., tabnit )


, and the correlation of the silver sockets and silver cells is one of them. the temple ’ s foundation was of limestone blocks, not silver. finally, i have shown that the temple wasalso in the hidden form of the levite high priest ; and by law all priests were of the tribe of levi. in malachi 3 : 3 the lord rebukes the priesthood saying that he ‘ will purify the sons of levi ( of corruption ) and refine them as gold and silver ’. since the central portion of the temple ’ s interior was gold plated, it is perfectly fitting that its cell walls should be silver plated, symbolizing the priests themselves becoming as ‘ gold and silver ’ by attaining inward attributes of holiness after being purged of moral corruption. 1 mitsnepheth ( heb. ), the headgear of the high priest, is often translated as miter, but a more fitting word is turban. mitsnepheth ( from the root sanip ) may refer to something that fits around the head, such as a crown or tiara, but also to something that is wound around it, such as bandage or turban ( see first kings 20 : 32 in the tanakh by jps or the niv ). the common priests wore a migbaah, usually translated as bonnet or cap, from the root term gibaah, meaning a hill or small hill, either of which resembles an inverted bowl. see gesenius ’ hebrew - chaldee lexicon, etc. 2 this room, a cube of 20 cubits, was the counterpart of the “ holy of holies ” ( heb. kodesh kodashim ) of the mosaic tabernacle, but the book of first kings calls it debir, instead, from the hebrew root dbr, meaning to speak, according to various hebrew language references, and which is commonly translated as shrine, most holy place, oracle, etc. debir is a fitting name because from here temple man speaks, thus providing further confirmation that this room symbolizes the head, which includes the throat and mouth ( the stairway is the neck - throat, and the mouth is the top of the stairway ). oracle is the closest english equivalent to debir because it may refer to the response of a deity, the place where the deity speaks, or to a prophet or priest who speaks for the deity. and it also implies that temple man may symbolize a prophet, or possibly even god himself.


the system by which nerve receptors in skin, muscle, ligament and joint tissue relay information to the brain about body position sense, where this information is quickly processed and movement strategies are formulated and executed using nerve signals to muscles. ', ' ', 250 ) " onmouseout = hideddrivetip ( ) ; > proprioceptive system. previous research has suggested that patients with ankle instability who underwent wobble board training experienced significantly fewer recurrent sprains during a follow - up period than those who did not follow the training programme. important safety notice the articles on this web site are provided for general information only and should not be used as a basis for diagnosis or treatment. all exercises and information featured on this web site should only be practised under the supervision of a qualified healthcare professional 02 - 23 - 2009, 06 : 13 pm i noticed andy murray hampered by his ankle again today, he did manage to win with a retirement in the final set by his oponent, looks bad for the rest of the week though! 02 - 26 - 2009, 12 : 37 pm now reported andy has a virus and has suffered with it since the australian open! he has pulled out of the quarters in dubai now, rest a while andy and get 100 % fit again before playing tennis again!


all procedures in the verilog hdl are specified within one of the following four statements : - - initial construct - - always construct the initial and always constructs are enabled at the beginning of a simulation. the initial construct shall execute only once and its activity shall cease when the statement has finished. in contrast, the always construct shall execute repeatedly. its activity shall cease only when the simulation is terminated. there shall be no implied order of execution between initial and always constructs. the initial constructs need not be scheduled and executed before the always constructs. there shall be no limit to the number of initial and always constructs that can be defined in a module an initial block consists of a statement or a group of statements enclosed in begin... end or a signle statement, which will be executed only once at simulation time 0. if there is more than one block they execute concurrently and independently. the initial block is normally used for initialisation, monitoring, generating wave forms ( eg, clock pulses ) and processes which are executed once in a simulation. an example of initialisation and wave generation is given below clock = 1 ' b0 ; / / variable initialization begin / / multiple statements have to be grouped alpha = 0 ; # 10 alpha = 1 ; / / waveform generation # 20 alpha = 0 ; # 5 alpha = 1 ; # 7 alpha = 0 ; # 10 alpha = 1 ; # 20 alpha = 0 ; an always block is similar to the initial block, but the statements inside an always block will repeated continuously, in a looping fashion, until stopped by $ finish or $ stop. note : the $ finish command actually terminates the simulation where as $ stop. merely pauses it and awaits further instructions. thus $ finish is the preferred command unless you are using an interactive version of the simulator. one way to simulate a clock pulse is shown in the example below. note, this is not the best way to simulate a clock. see the section on the forever loop for a better method. initial clock = 1 ' b0 ; / / start the clock at 0 always # 10 clock = ~ clock ; / / toggle every 10 time units initial # 5000 $ finish / / end the simulation after 5000 time units tasks and functions can bu used to in much the same manner but there are some important differences that must be noted. a function is unable to enable a task however functions can enable other functions. a function will carry out its required duty in zero simulation time. within a function, no event, delay


the same manner but there are some important differences that must be noted. a function is unable to enable a task however functions can enable other functions. a function will carry out its required duty in zero simulation time. within a function, no event, delay or timing control statements are permitted. in the invocation of a function their must be at least one argument to be passed. functions will only return a single value and can not use either output or inout statements. functions are synthesysable. disable statements canot be used. function canot have numblocking statements. module function _ calling ( a, b, c ) ; input a, b ; input a, b ; myfunction = ( a + b ) ; assign c = myfunction ( a, b ) ; tasks are capable of enabling a function as well as enabling other versions of a task tasks also run with a zero simulation however they can if required be executed in a non zero simulation time. tasks are allowed to contain any of these statements. a task is allowed to use zero or more arguments which are of type output, input or inout. a task is unable to return a value but has the facility to pass multiple values via the output and inout statements. tasks are not synthesisable. disable statements can be used. reg clock, red, amber, green ; parameter on = 1, off = 0, red _ tics = 350, amber _ tics = 30, green _ tics = 200 ; / / initialize colors. initial red = off ; initial amber =


ulbrich : glossary abrasion : a roughening or scratching of a surface due to abrasive wear. on aluminum parts, also known as a rub mark or traffic mark. abrasion - resistant steels ( ar ) : a family of steel products developed for those applications involved in sliding and / or impact abrasion. abrasive wear : the removal of material from a surface when hard particles slide or roll across the surface under pressure. the particles may be loose or may be part of another surface in contact with the surface being worn. contrast with adhesive wear. accelerated corrosion test : a test conducted under controlled conditions that are considerably more severe than those natural conditions whose effects are presumably being investigated. the advantages of such a test is the relatively short time required. results are useful for qualitative comparisons, but are not reliable for predicting anticipated life in actual service. accordion reed steel : hardened, tempered, polished and blued or yellow flat steel with dressed edges. carbon content about 1. 00 %. material has to possess good flatness, uniform hardness and high elasticity. acid steel : steel melted in a furnace with an acid bottom and lining and under a slag containing an excess of an acid substance such as silica. acid - brittleness : brittleness resulting from pickling steel in acid ; hydrogen, formed by the interaction between iron and acid, is partially absorbed by the metal, causing acid brittleness. age - hardening : a process of aging that increases hardness and strength and usually decreases ductility. ( see precipitation heat treatment ) air - hardening steel : a steel containing sufficient carbon and other alloying elements to harden fully during cooling in air or other gaseous mediums from a temperature above its transformation range. such steels attain their martensitic structure without going through the quenching process. additions of chromium, nickel, molybdenum and manganese are effective toward this end. the term should be restricted to steels that are capable of being hardened by cooling in air in fairly large sections, about 2 in. or more in diameter. aircraft quality : denotes material for important or highly stressed parts of aircraft for other similar purposes ; such materials are extremely high quality requiring closely controlled, restrictive and special practices in their manufacture. aging : a process generally accelerated by temperature, wherein changes in mechanical properties occur in certain metals. these changes generally raise room temperature hardness, tensile and yield strength, while lowering ductility. aisi : american iron and steel institute. published steel


. aging : a process generally accelerated by temperature, wherein changes in mechanical properties occur in certain metals. these changes generally raise room temperature hardness, tensile and yield strength, while lowering ductility. aisi : american iron and steel institute. published steel products manual to stainless and heat resisting steels which provides information concerning tolerances, chemical analysis, definitions of technical terms and other related subjects which have been developed in the manufacture and use of stainless steels. alclad : composite sheet produced by bonding either corrosion - resistant aluminum alloy or aluminum of high purity to base metal of structurally stronger aluminum alloy. the coatings are anodic to the core so they protect exposed areas of the core electrolytically during exposure to corrosive environment. alloy : a material that has metallic properties and is composed of two or more chemical elements of which at least one is a metal ( i. e. steel is an alloy of carbon in iron ; stainless steel is an alloy of carbon, chromium and sometimes nickel in iron. ) alloying elements : those elements in alloys which are deliberately added during melting and refining to enhance the properties of that alloy. alloy steel : an iron - based mixture is considered to be an alloy steel when manganese is greater than 1. 65 %, silicon over 0. 5 %, copper above 0. 6 %, or other minimum quantities of alloying elements such as chromium, nickel, molybdenum, or tungsten are present. an enormous variety of distinct properties can be created for the steel by substituting these elements in the recipe. alpha brass : a copper - zinc alloy containing up to 38 % of zinc. used mainly for cold working. alpha bronze : a copper - tin alloy consisting of the alpha solid solution of tin in copper. commercial forms contain 4 or 5 % of tin. this alloy is used in coinage, springs, turbine, blades, etc. alpha iron : the polymorphic form of iron, stable below 1670°f, has a body centered cubic lattice, and is magnetic up to 1410°°f. aluminizing : forming an aluminum or aluminum alloy coating on a metal by hot dipping, hot spraying, or diffusion. annealing : a process involving heating to a temperature at or above critical and cooling at a controlled rate, usually applied to induce softening. the process could alter mechanical properties, physical properties or micro structure. anodizing : ( aluminum adic oxide coating ) a process of coating aluminum by anodic treatment resulting in a thin film of


controlled rate, usually applied to induce softening. the process could alter mechanical properties, physical properties or micro structure. anodizing : ( aluminum adic oxide coating ) a process of coating aluminum by anodic treatment resulting in a thin film of aluminum oxide of extreme hardness. a wide variety of dye - colored coatings are possible by impregnation in process. aod ( argon oxygen decarburization ) : this term refers to both the process and the vessel that is used for the process in which hot metal from an electric furnace is refined to a chemical specification by blowing a mixture of gases ( a combination of inert gas and oxygen ) under the hot metal surface. the result removes carbon from ferroalloys to achieve a certain chemical specification. the economics of this process have indicated that this method is ideally suited for producing stainless, plus high and low - alloy steels. arc furnace : an arc furnace is a melting device that gets its heat - generating capacity from the introduction of an electric arc to a charge of scrap materials and ferroalloys. this caused the melt - down to a liquid state known as " hot metal ". arc welding : a group of welding processes wherein the metal or metals being joined are coalesced by heating with an arc, with or without the application of pressure and with or without the use of filler metal. astm : american society for testing materials is a voluntary standards development system. it is a non - profit organization which provides a forum for producers, users, consumers, and those having a general interest to meet on common ground and write standards for materials, products, systems and services. austempering : quenching a ferrous alloy from a temperature above the transformation range, in a medium having a rate of heat abstraction high enough to prevent the formation of high - temperature transformation products, and then holding the alloy, until transformation is complete, at a temperature below that of pearlite formation and above that of martensite formation. automatic gauge control : using hydraulic roll force systems, steelmakers have the ability to control precisely their steel sheet ' s gauge ( thickness ) while it is traveling at more than 50 miles per hour through the cold mill. using feedback or feed - forward systems, a computer ' s gap sensor adjusts the distance between the reduction rolls of the mill 50 - 60 times per second. these adjustments prevent the processing of any off - gauge steel sheet.


the rio principles, their implementation by all governments and to the wssd 2020 goal. these are essential to achieving a sustainable future and green livelihoods. rio + 20 must reaffirm the central role of sustainable development in the international agenda and revive public trust in sustainable development as a policy that can finally make a positive breakthrough. it is necessary to acknowledge that certain industries, which cannot fulfill these principles, cannot be part of a sustainable future. clear criteria need to be developed to encourage sustainable investments into chemical industry that will help to phase out unsustainable chemical production. 7 saicm overarching policy strategy, para 15 ( b ) ( i ) 8 strategic approach to international chemicals management ( saicm ), overarching policy strategy, paragraph 13 commitment to the chemical management objectives to ensure intergenerational equity two decades after the rio earth summit, babies are born pre - polluted with hundreds of manmade toxic chemicals present in their small bodies. the developing foetus is contaminated by chemicals bio - accumulated in the mother? s body and that readily cross over the placental barrier. newborns take more in through breast milk or formula, and as they grow are exposed to hazardous chemicals through residues in their food, indoor and outdoor air pollution, and through household products and contaminated house dust. 9 many of the synthetic chemicals they are exposed to are persistent and bio - accumulative, remaining in the human body long after exposure. there are still no regulatory approaches to assess the combined impacts of the chemical soup to which children are exposed. the unique vulnerability of children to hazardous chemicals was recognised by the intergovernmental forum on chemical safety, the word health organisation ( who ), the united nations children? s fund ( unicef ) and unep 10 when they identified a growing number of children? s health impacts from chemical exposure. these include asthma, birth defects, ( eg, hypospadias ), behavioural disorders, learning disabilities, autism, cancer, dysfunctional immune systems, neurological impairments, and reproductive disorders. 11 the who has estimated that three million children under the age of five die every year due to environmental hazards. 12 all children, both in the developing and developed world, are affected by exposure to hazardous chemicals. in 2004, the european union? s ministerial conference on children? s environmental health concluded that reducing exposure to hazardous chemicals could save the lives of many children. for rio + 20, to achieve real sustainability, the impacts of our chemical activities, products, and waste on future generations must be addressed


the lack of adequate toxicity assessment, labeling, government regulation or environmental monitoring ; and despite the saicm requirement for publically available information about all stages of a chemical? s life - cycle, including in products. there is huge uncertainty regarding the health impacts and toxicity of nanoparticles. 33 without mandatory labelling and registration of nano - products, no one, not even governments, knows which products contain nanoparticles. surveys show that many companies do not conduct risk assessments. 34 yet both in vitro and in vivo studies have shown that manufactured nanoparticles, now in widespread commercial use, pose new toxicity risks 35 including asbestos - like pathogenicity and the onset of mesothelioma in test mice, 36 and granulomas, lesions, cancer or blood clots. 37 there is evidence that some nanoparticles can cross the placenta, posing particular risks to developing embryos. 38 nanoparticles have been shown to have a potential for biomagnification and bioaccumulation in the environment, 39 and a recent study provides clear evidence that nanoparticles 33 nel a, xia t, li n ( 2006 ) toxic potential of materials at the nanolevel. science vol 311 : 622 - 627 ; oberdorster g, et al., ( 2005 ).? principles for characterising the potential human health effects from exposure to nanomaterials : elements of a screening strategy?. particle and fibre toxicology 2 : 8. 34 helland a et al., ( 2008 ) risk assessment of engineered nanomaterials : a survey of industrial approaches. environ. sci. technol. 42 : 640? 646 ; helland a. et al., ( 2008 ) precaution in practice : perceptions, procedures, and performance in the nanotech industry. j ind ecol 12 ( 3 ) : 449 - 458. 35 for example see ashwood p, thompson r, powell j. 2007. fine particles that adsorb lipopolysaccharide via bridging calcium cations may mimic bacterial pathogenicity towards cells. exp biol med 232 ( 1 ) : 107 - 117 ; brunner t, et al., ( 2006 ) in vitro cytotoxicity of oxide nanoparticles : comparison to asbestos, silica, and the effect of particle solubility. environ sci technol 40 : 4374 - 4381 ; limbach l,


in vitro cytotoxicity of oxide nanoparticles : comparison to asbestos, silica, and the effect of particle solubility. environ sci technol 40 : 4374 - 4381 ; limbach l, wick p, manser p, grass r, bruinink a, stark w. 2007. exposure of engineered nanoparticles to human lung epithelial cells : influence of chemical composition and catalytic activity on oxidative stress. environ sci technol 41 : 4158 - 4163 ; long t, saleh n, tilton r, lowry g, veronesi b. 2006. titanium dioxide ( p25 ) produces reactive oxygen species in immortalized brain microglia ( bv2 ) : implications for nanoparticle neurotoxicity. environ sci technol 40 ( 14 ) : 4346 - 4352. 36 poland c, duffin r, kinloch i, maynard a, wallace w, seaton a, stone v, brown s, macnee w, donaldson k. 2008. carbon nanotubes introduced into the abdominal cavity display asbestos - like pathogenic behaviour in a pilot study. nat nanotechnol, published online : 20 may 2008 ( doi : 10. 1038 / nnano. 2008. 111 ) ; takagi a, hirose a, nishimura t, fukumori n, ogata a, ohashi n, kitajima s, kanno j. 2008. induction of mesothelioma in p53 + / - mouse by intraperitoneal application of multi - wall carbon nanotube. j toxicol sci 33 : 105 - 116. 37 ballestri m, baraldi a, gatti a, furci l, bagni a, loria p, rapana r, carulli n, albertazzi a. 2001. liver and kidney foreign bodies granulomatosis in a patient with malocclusion, bruxism, and worn dental prostheses. gastroenterol 121 ( 5 ) : 1234? 8 ; gatti a. 2004. biocompatibility of micro - and nano - particles in the colon. part ii. biomaterials 25 : 385 - 392 ; gatti a, rivasi f. 2002. biocompatibility of micro - and nanoparticles. part i : in liver and kidney. biomaterials 23 : 2381?


assist risk assessment for some years. it is likely that nanotechnology will do little to redress the systemic causes of poverty, hunger or pollution, and developing countries may even disproportionately bear nano - risks, by hosting manufacturing that wealthy countries reject, or becoming dumping grounds for waste. rio + 20 outcomes must ensure the precautionary principle is applied throughout the life cycle of manufactured nanomaterials, and that global governance and assessment processes for nanomaterials are transparent, inclusive, equitable and driven by sustainability. rio + 20 outcomes must ensure consumers? and workers? right - to - know and right - to - choose in respect to nanotechnologies and nanomaterials be respected, as well as a country? s right to reject particular applications or uses of nanotechnologies and nanomaterials. in conclusion - in this time of increasing globalisation, there is a growing acceptance of the need for a social license and community consent for industrial activities, including new and emerging technologies, to go forward. this is critical for a sustainable future and for the protection of the environment, intergenerational equity and basic human rights. taking into account agenda 21 requirements, industries must function within these parameters and have no right to operate 40 jonathan d. judy, jason m. unrine, & paul m. bertsch, evidence for biomagnification of gold nanoparticles within a terrestrial food chain, environ. sci. technol., 2011, 45 ( 2 ), pp 776? 781 41 sijie lin, jason reppert, qian hu, joan s. hudson, michelle l. reid, tatsiana a. ratnikova, apparao m. rao, hong luo & pu chun ke, uptake, translocation, and transmission of carbon nanomaterials in rice plants, communciations cellular uptake 2009, 5, no. 10, www. small - journal. com 42 recommendations of the royal society and the royal academy of engineering, uk ( 2004 ). nanoscience and nanotechnologies. available at http : / / www. royalsoc. ac. uk / unless they satisfy social needs and meet the requirements for a safe, toxic - free environment. with the added pressure on the planet posed by climate change and world population, the limits of sustainability in a? business as usual? model have been reached. the urgency has never been greater for sound chemical management, environmental protection and social


nowhere i could go directly, since straight ahead of me was the crate, board securely fixed to board. and though i discovered a gap between the boards, which made me howl for joy in all my ignorance, it wasn ’ t even big enough to stick my tail through, and all my apish strength couldn ’ t make it any wider. later i was told i made unusually little noise, which led everyone to believe i would either soon die or else – assuming i survived the first, critical period - would prove to be very tamable. i survived. dull sobbing, the painful search for fleas, apathetically licking a coconut, banging my head against the wall of the crate, and sticking my tongue out at anyone who came near me - this is how i first behaved in my new life. but my one prevailing feeling was that i had no way out. of course today i have to rely on human words to describe what i felt then as an ape, so my portrayal is bound to be distorted, but even if i can no longer attain my old apish truth, at least my depiction is very much in that spirit, there ’ s no doubt about that. i had always had so many ways out, and now there was none. i was trapped. my freedom of movement couldn ’ t have been more restricted if they had nailed me down. and why? you can scratch between your toes until you start to bleed and not discover the reason. press yourself so close against the bar of the cage until it nearly slices you in two and you won ’ t find the answer. i had no way out, so i had to invent one : otherwise i was doomed. if i had stayed staring at the wall of that crate i would have inevitably died a miserable death. but that ’ s where hagenbeck & co think apes should be, and so i stopped being an ape. a beautifully clear train of thought i must have somehow hatched out with my belly, since apes think with their belly. i ’ m afraid that you may not understand exactly what i mean by a way out, which i mean in the most ordinary and fullest sense of the phrase. i am deliberately avoiding the word freedom, because i don ’ t mean this grand feeling of freedom on all sides. as an ape i may have known it, and i ’ ve met humans who yearn for exactly that. but i myself have never asked for freedom, neither then nor now. as an aside : freedom is something people deceive themselves with far


lofty purpose began to dawn on me. no one promised me they would open the bars if i acted like them. after all, promises aren ’ t made for seemingly impossible tasks. but when such tasks are accomplished nevertheless, the promises are made after the fact, and exactly where you would have looked for them in vain before. except there wasn ’ t much about these men that truly tempted me. had i been a follower of the grand freedom i mentioned earlier, i ’ m sure i would have chosen the sea over the way out i saw in the gloomy faces of these people. but in any case i spent a long time observing before i ever had thoughts like that, and it was the only accumulated observations that first pushed me in a specific direction. imitating people was so easy. within a few days i was able to spit. we would spit at each other in the face, with the only difference that i licked my face clean afterward, and they didn ’ t. soon i was smoking a pipe like an old salt, and if i pressed my thumb into the bowl to boot, the whole steerage would cheer ; except it took me a long time to understand the difference between an empty pipe and one that had been fully stuffed. the whiskey bottle caused me the most difficulty. the smell was sheer torture, i forced myself with all my strength, but it took weeks to overcome my aversion. strangely, the people took these internal struggles more seriously than anything else about me. while i don ’ t distinguish the people in my memory, there was one who kept coming back, alone or with his chums, day or night, at the oddest hours. he ’ d stand outside my cage with the bottle and instruct me. he didn ’ t understand me, but he wanted to solve the riddle of my being. he would slowly uncork the bottle and look at me, to check whether i had understood ; i confess that i always watched him with wild - eyed attention - all too eager, in fact - no human teacher on earth would find such a student of people. after the bottle was uncorked, he would hold it to his mouth ; i would follow with my eyes, from the bottle to his throat. he would nod, pleased with his pupil, and place the bottle to his lips. delighted with my gradual discovery, i would shriek and scratch myself all over, wherever i felt the urge. he liked that – then he ’ d tilt the bottle back and take a swallow, and i was so


be taken to an institution. fortunately he was released soon thereafter. but i wore out many more teachers, even several at once. when i became surer of my own abilities, and the press began to follow my progress and my future began to shine, i hired my own tutors, had them set up in five adjacent rooms, and learned from all of them at once, constantly jumping from one room to the next. what progress! how the rays of knowledge penetrated my waking brain from all sides! i will not deny it : it made me happy. but i must also confess that i did not overvalue my achievement, neither then nor especially today. through an unprecedented exertion i managed to acquire the education of your average european, which might not mean a thing in itself, but at least it helped me out my cage, at least it provided me with this way out, this human way. i slipped off into the bush, so to speak - the human bush. i had no other choice, assuming that freedom was never an option. looking over my development and its purpose up to this point, i neither complain nor am i fully content. i half - sit, half - lie in my rocker, my hands in my pockets, a bottle of wine on the table, and look out the window. if i have company i show them the proper hospitality. my agent sits in the anteroom ; if i ring then he steps in and listens to what i have to say. i perform nearly every evening, and my success could hardly be greater. if i come home late after a banquet, a scientific society, or a friendly evening at someone ’ s house, a small, half - trained chimpanzee is waiting for me and i have my pleasure with her in the manner of apes. i don ’ t wish to see her by day, as her eyes have the insanity of the befuddled half - tamed animal, which i alone can recognize, and which i cannot bear. by and large i have accomplished what i set out to accomplish. it cannot be said it wasn ’ t worth the effort. nor am i asking for any human judgment ; all i wish to do is disseminate knowledge, i only report, and that is all i have done for you tonight, esteemed members of the academy : i have reported, and nothing more.


aluminum standards and data provides definitions for welding and brazing : welding is the " joining of two or more pieces of aluminum by applying heat or pressure, or both, with or without filler metal to produce a localized union through fusion or recrystallization across the interface ". brazing is the " joining of metals by fusion of nonferrous alloys that have melting points above 425 degrees c ( 800 degrees f ) but lower than those of the metals being joined. this may be accomplished by means of a torch ( torch brazing ), in a furnace ( furnace brazing ), or by dipping a molten flux bath ( dip or flux brazing ). " according to the asm specialty handbook : aluminum and aluminum alloys : " brazing, by definition, employs filler metal having a liquidus above 450 degrees c ( 840 degrees f ) and below the solidus of the base metal. brazing is distinguished from soldering by the melting point of the filler metal : solders melt below 450 degrees c ( 840 degrees f ). brazing differs from welding in that no substantial amount of the base metal is melted during brazing. thus the temperatures for brazing aluminum are intermediate between those for welding and soldering. also, brazed aluminum assemblies generally are between welded and soldered assemblies in strength and resistance to corrosion " since soldering is done below 450 degrees c ( 840 degrees f ), aluminum filler alloys are not used in soldering aluminum. instead, solders for aluminum alloys are often zinc, tin, cadmium and lead.


the one world vision is the ultimate stage of a conceptual evolution that started decades ago. this evolution produced several paradigm shifts that combine how we comprehend our world, and, as a result, how we try to deal with it. through the 70s and 80s, a technical understanding of impacts like acidification, eutrophication or stratospheric ozone loss prompted command and control approaches at the local and multilateral level, in the form of substance bans and compliance controls. in its 1987 report - our common future - the world commission on environment and developmentproclaimed the interdependency of human development and environmental progress, captured in the notion of sustainable development, and nurtured the elaboration of the 1992 rio summit ’ s agenda 21. it encouraged a system and life - cycle understanding of waste, carbon dioxide and other emissions and of overconsumption of water, fuels and other non - renewable resources. environmental progress could be achieved, despite society ’ s development and economic growth, through strategies of system redesign for eco - efficiency. economic growth could decouple from its negative environmental impacts thanks to business foresight, voluntary initiatives and covenants. innovation and new behaviors would spread through well - functioning and free markets with only light government interference. this new worldview was summed up in the “ three pillars : ecology - society - economy ” scheme. because of its complexity, it demands performance indicators that monitor behavior change and progress by businesses and other actors. thus, corporate social responsibility and public - private partnerships became the preferred modes of business action, shaped in dialogues with stakeholders and monitored through schemes like the global reporting initiative, the carbon disclosure project, the dow jones sustainability and other governance and accountability indexes. this ladder of expanding worldviews is embedded in the core of the one world vision. one world weaves together quality of life, equity and enhancement of our human and natural capitals. it relies on interdependent, purposeful, innovative individuals to achieve these ideals through the efficiency of markets. sustainable development, instead of being an “ end - of - pipe ” or “ add - on ”, becomes an integral part of the core business strategy. the one world vision is making its way into consumer values. a number of surveys show that concerns about social and environmental issues are on most people ’ s minds, in all countries. they express a willingness to take action and select products and suppliers based on their alignment with corporate responsibility principles. they also want products and services that perform and give good value while being rated as


issues are on most people ’ s minds, in all countries. they express a willingness to take action and select products and suppliers based on their alignment with corporate responsibility principles. they also want products and services that perform and give good value while being rated as more sustainable. nonetheless, only about 1 in 5 people go all the way to adjust lifestyle, behavior and purchasing decisions. most feel they cannot evaluate the sustainability merits on their own or they lack the purchasing power to afford a premium for environmental quality. support from governments to provide practical rules and education is essential to turn this willingness into trust in environmental claims and action. while numerous think tanks and international summits have articulated the ideas around sustainability and green growth, our political systems have difficulty coping with such a holistic, high - level and constantly - evolving notion. they are set to maintain a harmonious society where every individual is able to satisfy its own needs and desires without harming the human rights of others. rooted in the 19th century, this principle is based on an abundance of resources and confidence in education, science and technology to break through limits of scarcity. it relies on commerce and contracts to create and distribute wealth and thus ensure social peace. citizens delegate their power through the election of representatives who are expected to satisfy the interests of their electors through action, legislation and compliance. this vote is both a sanction of the performance of outgoing representatives and a support of the action plans of candidate representatives. this political system is naturally committed to rather personal, local and immediate interests and concerns. endangered species and unborn generations do not vote. even though inaction, now, may increase the probability of remote, irreversible future damage, it is practically impossible to allocate, today, the level of resources that would prevent an uncertain crisis, tomorrow. this requires a sufficient number of concerned citizens to elect representatives committed to such danger prevention and mitigation plans. the climate negotiations show, so far, that national delegates need to operate within the mandate of their domestic legislators and stick to local and near - present strategies rather than accept binding global, long - term emission ceilings based on predictive science. despite a rapid evolution of the concepts and ideal of sustainable development, progress on the ground, for real people and their environment, remains slow and difficult.


- achieving sustainable site design through low impact development practices - balancing security / safety and sustainability objectives - extensive vegetative roofs - life - cycle cost analysis ( lcca ) - low impact development technologies - mold and moisture dynamics - retrofitting existing buildings to improve sustainability and energy performance - sustainable laboratory design - sustainable o & m practices - water conservation extensive vegetative roofs last updated : 11 - 27 - 2012 within this page the intent of this guide is to provide information regarding the state of the art of vegetative roof design and construction. vegetative roofs, also known as green roofs, are thin layers of living vegetation installed on top of conventional flat or sloping roofs. we have chosen to use the word " vegetative " rather than the word " green " in this guide because a non - vegetative roof could be considered to be environmentally " green " without being vegetative. for example, due to it being white and therefore mitigating heat gain within the building and reducing heat island contribution, a white non - vegetative roof might be considered as being " green " or environmentally friendly. in other words, " green " has too broad of a connotation to be clear for use in this guide, and we recommend that the industry adopt the nomenclature " vegetative, " rather than the overly broad " green. " vegetative roofs are divided into two categories : 1 ) extensive vegetative roofs, which are 6 inches or shallower and are frequently designed to satisfy specific engineering and performance goals, and 2 ) intensive vegetative roofs, which may become quite deep and merge into more familiar on - structure plaza landscapes with promenades, lawn, large perennial plants, and trees. with respect to the vegetative overburden, this guide addresses only the more shallow extensive vegetative roofs. figure 1. four seasons hotel, boston, ma. designed by roofscapes, installed in 2004. in 2009 apex green roof began maintaining the roof. system depth : 4 inches the challenge in designing extensive vegetative roofs is to replicate many of the benefits of vegetative open space, while keeping them light and affordable. thus, the new generation of vegetative roofs relies on a marriage of the sciences of horticulture, waterproofing, and engineering. the most common 4 extensive vegetative roof cover in temperate climates is a single un - irrigated 3 - to 4 - inch layer of lightweight growth media vegetative with succulent plants and herbs. in most climates


the heating season. one must take into consideration, however, the added cost of vegetative roofs. the comparison to be made is whether adding more insulation would be a more cost - effective solution. vegetative roofs are potential energy savers, but the degree to which they do so is unclear at this time. the impact is highly dependent upon climate conditions and the insulation level of the underlying roof. for the most part, vegetative roofs have very little impact on building energy consumption for a new building built to modern energy codes ( with high levels of roof insulation ). some retrofit applications, however, can result in non - trivial savings of both air - conditioning and heating. vegetative roofs may provide significant cooling savings in the summer and some heating savings in the winter. but the research to date is not clear on the subject of the quantification of savings in real - world applications. the bottom line on energy might be summed up by this quote from joe lstiburek in footnote 3 to his building science insight 052, " seeing red over green roofs : " " the assumptions are pretty important. green roofs save energy compared to uninsulated roofs or poorly insulated roofs or even better, black poorly insulated roofs. once you have more than r - 20 in a roof assembly, that is, you meet the code, things pretty much don ' t matter. in other words, go above r - 20, and make green roof decisions for other reasons than energy. see ' potential energy savings of various roof technologies ' by s. ray and l. glicksman presented at buildings xi conference, and check out figure 9. note that grass, even when it is green, has a greater solar absorptance than a white membrane. the real effect of the grass comes from the evaporation of water. but that takes water, and you might not always have some. if you want to do the water evaporation thing, you probably could do as good a job by sprinkling the top of a white reflective roof. when the grass goes brown, forget about any energy benefit ; also, be very worried about fire. " 6. reducing sound reflection and transmission vegetative roofs have important acoustical benefits, especially for higher frequency sounds. the added weight of a vegetative roof results in an increased degree of sound insulation. vegetative roofs can absorb a portion of the sound that otherwise bounces off hard roofing surfaces. see the referenced ghent university study for more information.


assembly does not include a root barrier. most epdm and asphaltic membrane manufacturers require a root barrier. it is recommended that a root barrier protect all membranes. - have a track record of use as waterproofing in buried applications. - have manufacturer - approved details suitable for the conditions on the project. - one source warranty from waterproofing through vegetation. worldwide, modified bituminous membranes, pvcs and hot fluid - applied rubberized asphalts are the most common. many of these installations have now been in place for over 30 years. interfacing of different systems is challenging and requires careful thought and attention to detail. where possible, the designer should consider the use of a single manufacturer for the interfacing systems. when joining systems of differing manufacturers, issues arise related to compatibility of products, warranty extents, long - term durability, and detailing concerns that could be avoided with a single manufacturer. selection of membranes for waterproofing would prioritize systems compatible with a fully adhered waterproofing membrane, protection course, root barrier, drainage layer, moisture - resistant insulation, aeration layer, moisture - retention layer, reservoir layer, and filter fabric layer. preferably, these components are installed above the membrane in a protected membrane roof assembly ( pmr ) often referred to as an inverted roof membrane assembly ( irma ) as follows : if the deck is reinforced concrete, use reinforced, minimum 215 mil thick hot fluid - applied rubberized asphalt, applied directly to the deck, in a protected membrane roof assembly ( pmr ) often referred to as an inverted roof membrane assembly ( irma ). many waterproofing experts recommend this membrane as the premiere waterproofing product, especially where there is an overburden ( planting or paving ) that is expensive to remove and where the spaces beneath are of importance. the use of an adhered membrane prevents leaks from migrating laterally from the course of entry. if the deck is a steel deck, appropriate roof substrate sheathing ( i. e., gypsum based boards, plywood ) may be secured to the metal deck and the fully reinforced rubberized asphalt membrane applied to the surface. in many cases, the joints between substrate boards will need to be pre - detailed with rubberized asphalt membrane and appropriate reinforcing prior to the full membrane application ). odor management during installation should be a consideration in the use of this system. a second choice would be two layers of modified bituminous rubberized asphalt cold - applied self adhering ( use low


reinforcing prior to the full membrane application ). odor management during installation should be a consideration in the use of this system. a second choice would be two layers of modified bituminous rubberized asphalt cold - applied self adhering ( use low voc cold adhesive or there could be adverse effect on plants ) membrane, set in liquid rubberized asphalt with aromatic isocyanurate polyol liquid waterproofing membrane. a third choice would be cold liquid - applied polyurethanes. these systems are fully bonded to the deck. a fourth choice would be a composite thermoplastic waterproofing membrane with an active polymer core and sealed seams. note that some asphalt - modified polyurethanes exhibit variable permeance due to thickness variations in installation : too thin can lead to osmotic permeance and blistering. too thick can lead to exotherming. conventional ( non pmr ) configurations are sometimes employed with the insulation below the membrane. in these instances where the designer prefers the conventional configuration, membrane preferences should be either 80 mil reinforced pvc or 90 mil reinforced epdm with all seams sealed and taped. unlike irma roofs these systems have the drawback that they do not position the roof membrane directly over a permanent or semi - permanent substrate and typically do not provide insulating assemblies that are highly resistant to water and physical damage. these roof designs cannot prohibit or highly discourage the entrapment of water within the roof assembly and the membrane and insulation design is not conducive to in - place reuse or recycle in future roof iterations. a conventional configuration may be somewhat more desirable in warmer climates, where the addition of a vapor retarder below the insulation would not be required. see the discussion below, under insulation regarding vapor barriers. note that as of this writing a conventional configuration is required by some insurance underwriters. the first objective is to design to avoid leaks. construction oversight must find constructed leaks. existing roof substrates must be inspected for leaks. the easiest leaks to find are when a membrane is fully bonded to a concrete substrate, as it is nearly impossible for the leak to travel horizontally under the membrane. although some membrane manufacturers assert that their waterproofing membrane products perform simultaneously as root barriers, a root barrier should always be installed over a waterproofing membrane with vegetation above. matrix of waterproofing systems ( in order of preference ) | reinforced hot fluid - applied rubberized asphalt | | modified bitumen set in liquid rubberized asphalt | | composite the


voltage ( hv ) testing : hv testing may take less time to perform compared to lv testing. also, areas immediately adjacent to elements such as drains can be tested. the membrane must be dry. laps may be more difficult to test than with lv testing. as a result, white epdm may be difficult to test, as well as black epdm. care must be taken not to damage the membrane due to the high voltage. tests must be run and baseline readings taken to calibrate the equipment to prevent damage. for more information on leak detection systems, refer to the wbdg resource page on membrane integrity testing. 4. root barrier typically, root barriers are in the form of hdpe ( high density polyethylene ) or reinforced pvc. depending upon the selection of plants, this membrane is between 10 mils to 30 mils thick. if there are laps they should be thermally fused. in the case of certain highly aggressive plants, a minimum 60 – mil thick hdpe with welded seams should be utilized. bamboo should not be used on a vegetative roof, due to the rhizomes ( tips ) that can penetrate many root barriers. in some cases, the manufacturer of the mb protection course will infuse this layer with a root - inhibiting chemical, such as copper hydroxide. however, there is some evidence that, over time, these chemicals will breakdown, which reduces effectiveness, and leach off the roofs into the receiving runoff. copper hydroxide root barriers are banned in several european countries and canada. insulation should be located above the membrane, at least in cold climates or with high - humidity occupancies. in cold climates and with high humidity occupancies the need for a vapor retarder below the insulation would thereby create two vapor retarders ( the waterproofing and the vapor retarder below the insulation ). it is recommended to avoid two vapor retarders because any water that might get between them would be trapped and not be able to dry outward or inward. it is suggested that the designer either perform a dew point analysis or refer to the nrca roofing and waterproofing manual for design calculations to determine if a vapor retarder below the insulation is required. the safest route is to locate the insulation above the waterproofing membrane in a protected roof membrane ( prm ) or " irma " configuration, thereby avoiding the issues related to double vapor barriers. when necessary, multi - level drains to capture water


method for saturated water permeability of granular drainage media [ falling - head method ] for green roof systems. - e2397 standard practice for determination of dead loads and live loads associated with green roof systems. - e2398 standard test method for water capture and media retention of geocomposite drain layers for green roof systems. - e2399 standard test method for maximum media density for dead load analysis of green roof systems. - e2432 standard guide for general principles of sustainability relative to buildings. - future astm e2777 draft by work group 25385 with a working title of, wk 25385 — standard guide for vegetative ( green ) roof systems. - future astm standard by work group 29304 with a working title of, wk 29304 — standard guide for selection of roofing / waterproofing membrane systems for vegetative ( green ) roof systems. this is a draft standard and subject to change. fm global standards - approval standard # 4477 for vegetative roof systems ( pdf 122 kb ) - approval standard # 4470 for single - ply, polymer - modified bitumen sheet, built - up roof ( bur ) and liquid - applied roof assemblies for use in class 1 and non - combustible roof deck construction ( pdf 171 kb ) - loss prevention data sheet 1 - 28 wind design - loss prevention data sheet 1 - 28r roofing systems - loss prevention data sheet 1 - 29 roof deck securement and above deck roof components - loss prevention data sheet 1 - 34 hail damage - loss prevention data sheet 1 - 35 green roof systems ( pdf 1. 19 mb ) - loss prevention data sheet 1 - 54 roof loads for new construction ( pdf 3. 28 mb ) products and systems building envelop design guide : roofing systems federal green construction guide for specifiers : - 07 10 00 ( 07100 ) dampproofing & waterproofing - 07 33 63 ( 02930 ) vegetated roof covering - 07 50 00 ( 07500 ) membrane roofing - 07 55 63 ( 07530 ) vegetated protected membrane roofing masterspec® section 32 95 00 ( 02940 ) vegetated roof assemblies note that the evaluations sheets make for a good manual, except that it has a major flaw ; it refers only to conventional roofing systems, not to waterproofing systems. non - commercial organizations that can provide current lists of vegetated roof service providers and are a useful source


what if everything you thought you knew about education was wrong? what if students learn more quickly on their own, working in teams, than in a classroom with a teacher? what if tests and discipline get in the way of the learning process rather than accelerate it? those are the questions sugata mitra has been asking since the late 1990s, and for which he was awarded the $ 1 million ted prize on tuesday, the first day of the ted2013 conference. mitra, professor of educational technology at newcastle university, won the prize for his concept of " self organizing learning environments, " an alternative to traditional schooling that relies on empowering students to work together on computers with broadband access to solve their own problems, with adults intervening to provide encouragement and admiration, rather than top - down instruction. mitra ' s work with students in india has gained wide attention and was the focus of a 2010 ted talk on his " hole in the wall " experiment, showing the potential of computers to jump - start learning without any adult intervention. coming to education trained as a physicist, mitra said he was encouraged by his boss to start teaching people how to write computer programs. when he bought his first personal computer, he was surprised to find that his 6 - year - old son was able to tell him how to fix problems he had operating the machine. he thought his son was a genius, but then heard his friends saying the same thing about their children. thinking about children living in slums in new delhi, he said, " it can ' t be possible that our sons are geniuses and they are not. " mitra set up a publicly accessible computer along the lines of a bank atm, behind a glass barrier, and told children they could use it, with no further guidance. they soon learned to browse the web in english, even though they lacked facility in the language. to prove the experiment would work in an isolated environment, he set up another " hole in the wall " computer in a village 300 miles away. after a while, " one of the kids was saying we need a faster processor and a better mouse. " when the head of the world bank came to see the experiment, mitra said he encouraged him to go to the new delhi slum and see for himself. after spending time with the children, bank president james wolfensohn " came back and put his hand on my shoulder and said, ' how much? ' " mitra said he received $ 1. 5 million, which allowed him to press on with experiments


most active stories - unification of ypsilanti and willow run school districts fast approaching - roundabout construction near costco will soon be underway - issues of the environment : prescribed ecological burns - controversial 413 east huron development project wins ann arbor city council approval - local cyclists organize ' ride of silence ' in ann arbor, ypsilani fri december 21, 2012 why some kids have an inflated sense of their science skills originally published on fri december 21, 2012 8 : 49 pm if you ' re a student at the halfway point of the academic year, and you ' ve just taken stock of your performance, perhaps you have reason to feel proud of yourself. but a recent study suggests some of the pride you feel at having done well — especially in science — may be unfounded. or at least your sense of your performance may not be a very accurate picture of how good you actually are. a massive analysis of some 350, 000 students at nearly 14, 000 schools in 53 countries has uncovered a paradox : students in many countries that are mediocre at science have an inflated sense of how good they are. first the good news : the united states isn ' t among the worst offenders. students in countries such as thailand, jordan, mexico and brazil seem to be worse than u. s. students when it comes to science knowledge, but they have even higher levels of self - esteem when it comes to their beliefs about how good they are at science. but compared to countries such as new zealand, australia, sweden, japan, south korea and great britain, american students appeared to have an inflated sense of their science abilities. students in those other countries were better when it came to scientific knowledge than american students, but it was the americans who had the higher opinion of themselves as students of science. the study, published in the journal of cross - cultural psychology, focused on the academic performance of 15 year - old students. it was conducted by eva van de gaer, aletta grisay, wolfram schulz and eveline gebhardt. the paradox between performance and students ' impression of their performance has been noted before. the paper proposes an explanation for it : the reference group effect. the study argues that countries have very different standards when it comes to science education. in countries with elite science education standards, you can be a very good science student but, since you measure yourself against an elite standard of performance, you think of yourself as mediocre. on the other hand, if you live in a country with average (


with elite science education standards, you can be a very good science student but, since you measure yourself against an elite standard of performance, you think of yourself as mediocre. on the other hand, if you live in a country with average ( or mediocre ) science standards, you might be just a decent student, but compared to general expectations of how good students are supposed to be, you feel like a genius. in an interview, schulz offered me an analogy. he asked me to think about a person who was 5 - foot - 10 in china and a person who was the same height in the netherlands. the dutch, on average, are taller than the chinese. " the person would in china probably think of themselves as a tall person, " schulz said. " if you go to the netherlands, such a person would rather say, ' ah, i ' m a short person, ' because you compare yourself to those who surround you. " the same thing happens with science education, he said. students in countries with elite science standards are much more likely to think of themselves as mediocre, whereas students in countries with mediocre standards are much more likely to think of themselves as elite. schulz works at the australian council for educational research, which studies educational issues in science, mathematics and reading. schulz told me the reference group effect could potentially be a double - edged sword : in terms of preparing students for competition with one another, it makes good sense to get a realistic sense of how good you actually are compared to, say, your peers in south korea. on the other hand, schulz said, there was also something to be said for having an inflated sense of your own abilities. " for motivating students to take up science studies, how you perceive yourself is actually more important than how much you know, " he said. " if your general belief ( is ) you ' re not that good at science, that might have this powerful effect of saying, ' ah, i ' d better stay away from it in the future. ' " steven inskeep, host : next, let ' s talk about the power of positive, or not - so - positive, thinking. not long ago on this program, we heard some research suggesting that student performance in class may be affected by what their teachers think of them. if the teacher gives off signals that the student is not a great student, the student will do worse. if the teacher gives off signals that the student


heard some research suggesting that student performance in class may be affected by what their teachers think of them. if the teacher gives off signals that the student is not a great student, the student will do worse. if the teacher gives off signals that the student is good, the student may well do better. npr ' s shankar vedantam joins us regularly to talk about social science research. he ' s been looking into a related finding. hi, shankar. shankar vedantam, byline : hi, steve. inskeep : you ' re also looking into what students think about themselves. what did you find? vedantam : well, i ' m looking at something that looks like a paradox. so if you went to any school and you generally asked students, what subjects are you good at? the students who say they ' re good at science are generally, going to be the students who actually are good at science. the students who say they ' re good at math are generally, going to be good at math. vedantam : right? and educators have known for a long time that if you ask students what they ' re good at, it ' s a usually reliable predictor to what they ' re actually good at. inskeep : sure. they ' re getting grades, and they know what they ' re comfortable with, right. vedantam : now, it turns out, however, that this relationship between beliefs and performance breaks down at an international level. inskeep : what do you mean, it breaks down at an international level? vedantam : well, researchers recently tracked about 350, 000 students in about 14, 000 schools, across 53 countries - massive, massive study. and it turned out that if you looked at individual countries and individual schools, this link between belief and performance held in each school, and in each country. however, when you compared students between countries, the relationship didn ' t hold. so let me give you an example. students in the united states, for example, performed less well in science than students in new zealand or australia or sweden or japan or korea or great britain. but when you asked the students, how good do you think you are at science? students in the united states say they are better at science than students in those other countries. inskeep : ok, so why would that be? vedantam : so i spoke with wolfram schulz ; he ' s a researcher at the australian council for educational research. and he told me this


students in those other countries. inskeep : ok, so why would that be? vedantam : so i spoke with wolfram schulz ; he ' s a researcher at the australian council for educational research. and he told me this is the result of a psychological illusion ; which is, when you ask someone to judge themselves, the way they do it is they compare themselves with those who are immediately around them, right? the problem is, people have different reference groups in different countries. vedantam : so if you look at somebody who is 5 foot, 10 inches tall, in china ; and somebody who is 5 foot, 10 inches tall, in the netherlands ; they ' re the same height. but if you ask them, are you tall or short? they ' re probably going to give you very different answers in those two countries. wolfram schulz : the person would, in china, probably think of themselves as a tall person. so you go to the netherlands ; such a person would, rather, say ah, i ' m actually a short person - because you compare yourself to those who surround you. vedantam : so it ' s, you know, the little pond, big pond effect. and when you apply that to educational systems, it looks like some countries have more elite standards when it comes, for example, to science education. if you ' re a very good student in one of those countries, you ' re surrounded by lots of students who are really, really good. so you feel average. on the other hand, if you ' re in a country with lower standards, you could be decent. but when you compare yourself to those around you, you feel like a genius. inskeep : so does that mean we should change our expectations? vedantam : well, you know, like many of the findings of the social scientists, steve, this one ' s complicated. and it ' s complicated because if students want to compete in a global marketplace, then yes, you actually want to have a very clear picture of how good you actually are. but there ' s a catch - 22 here. it isn ' t always helpful to have a perfectly accurate picture of how well you can do. and this is especially true, schulz told me, when it comes to the subject of motivation. schulz : how you perceive yourself is actually more important than how much you know. if your general belief - you ' re not that good at science - that might have this


##hulz told me, when it comes to the subject of motivation. schulz : how you perceive yourself is actually more important than how much you know. if your general belief - you ' re not that good at science - that might have this powerful effect of saying, i ' ll better stay away from it in the future. you know? inskeep : so being more brutally realistic about how good we are at science, might actually make us worse at science. vedantam : well, the catch - 22, steve, is that believing you are better than you actually are, can lull you into a sense of overconfidence when it comes to actual performance. but at the same time, believing that you ' re actually very good can motivate you to try a difficult subject that you might not have tried otherwise. and so what i take away from the study is that false beliefs are neither always a good thing, or always a bad thing. they ' re a tool. and what educators and parents need to do is to use the tool depending on the context - because false beliefs might help you when it comes to preparation ; they might not be helpful when it comes to performance. inskeep : shankar, thanks very much. vedantam : thanks, steve. inskeep : npr ' s shankar vedantam. he ' s on twitter @ hiddenbrain. you can also follow this program @ nprgreene, @ nprinskeep and @ morningedition. transcript provided by npr, copyright npr.


hacked wiimote used as water level sensor. we ' ve all been entertained by wiimote hackery in the past, but i for one can never tire of the new inventions constantly being cooked up by clever sausages like this guy. using the wiimote and an led light, william luxemburg from the delft university of technology in the netherlands knocked together a water - level sensor, measuring evaporation. as you can see from the picture, a tub of water with a wiimote pointing at a plastic boat is a simple and cost - effective way to achieve the same — or even better — results that pressure sensors costing $ 500 or more can produce. of course, it wasn ' t merely a wiimote trained at a boat in a tub of water, which solved luxemburg ' s dilemma. he re - programmed the wiimote ' s output, and as it can sense movement better than a lot of other devices out there ( closer than 1mm accuracy, as wired points out ), when it was connected wirelessly to a laptop he was able to receive real - time information on what the water level was doing in the tub. luxemburg doesn ' t sound like he ' s going to stop there however. he ' s intrigued by what else a wiimote could be used on, if programmed the right way. " if you have a structure that collapses and you have wiimotes on the building, you could see how fast it falls " that sort of information is priceless to the right party, and considering wiimotes cost just $ 40, don ' t be surprised if you hear of plenty more innovative uses for nintendo ' s little remote. source - gizmodo


learn something new every day more info... by email information traveling across a computer network or another type of telecommunications network typically comes in packets. packets are smaller, " bite - sized " pieces of a larger chunk of information. although telecommunication technology is generally reliable and seamless from the end - user ' s point of view, that is only because the computer does the dirty work. it constantly sifts through the packets, looking for fraudulent and corrupt data, discarding it when found. a burst error is a string of corrupt data, measured as the length between — and including — the first and last error signals. for example, imagine sending a packet containing all of the letters of the alphabet, a through z. if the recipient ' s computer " opens " the packet and finds that the first letter in the sequence is " q " and the last letter in the sequence is " r, " that is a burst error. the " burst " of data in the packet is corrupt. although in the example the first and last letters are defined as corrupt, that does not mean that every letter within the packet is damaged. imagine that every other letter is as it should be ; only position one, " a, " and position 26, " z, " have been damaged. the number of correct bits of information between the damaged ends is called the guard band. in this case, the guard band would be 24, because there are 24 correct letters separating the two damaged ones. measuring the length of a burst error is simple. it is defined as the number of individual bits separating the very first occurrence of the error from the last occurrence, including the initial and final incorrect bits. in the previous example, the length of the burst error would be 26. the causes of a burst error can vary widely. it is not always possible to measure them accurately. generally, this corruption can occur through any number of sources, including signal degradation, packet loss, other types of network failure, or sending failure on the part of the computer. in networking, as in the real world, sometimes things go wrong. fortunately, most forms of networking provide built in error - checking mechanisms, allowing a receiving computer to compare the actual received data against an impression of the data that was sent, allowing it to recognize whether something has gone wrong along the way.


american heritage® dictionary of the english language, fourth edition - not : noncombatant. - prevocalic form of nona - - used in the sense of not, to negate the meaning of the word to which it is prefixed. gnu webster ' s 1913 - a prefix used in the sense of not ; un - ; in - ; as in nonattention, or non - attention, nonconformity, nonmetallic, nonsuit. - from latin nona ( " nine " ). ( wiktionary ) - middle english, from old french, from latin non, not ; see ne in indo - european roots. ( american heritage® dictionary of the english language, fourth edition ) “ small change breakfast tips 1. make oatmeal with milk non - or low - fat for more protein. ” “ the role of non - nuclear means of deterrence to effectively prevent conflict and increase stability in troubled regions is a vital issue. ” “ if a teacher can show, by presenting months of collected evidence, that a student has earned less than an " a, " then a non - " a " grade should certainly happen. ” “ rape and sexual violence are used not just as weapons of war around the world but as forms of coercion and a way to instill fear and used as bribes for female students in classrooms, a way to severely marginalize and control women, even in non - conflict areas. ” “ something larger that truly is a " happening " at all, simply that, and no less remarkable for it — the mass effort to throw off the non - " happenings " that circumscribe all our lives to unambitious, repetitive cycles. ” “ here are a few " non - " categories with suggestions for each to get you started : ” “ still, fitch classified the use of asbe standards and non - " big four " auditors as " key weakness indicators " for several companies. ” “ to hear more from scaling green ' s communicating energy lecture series at solar power international 2011 spi, please listen what these solar energy leaders had to say on the national solar jobs census 2011 and the solyndra non - " scandal " at scaling green. ” “ late last week, news broke that 75 probationary non - " tenured " teachers who were improperly fired under then - dcps chancellor michelle rhee would be re - instated. ” “ repeatedly claiming his abject non - success to be their number one priority


lantern ( sometimes also spelled jack o ' lantern ) is typically a carved pumpkin. it is associated chiefly with halloween. typically, the top is cut off, and the inside flesh then scooped out ; an image, usually a monstrous face, is carved onto the outside surface, and the lid replaced. during the night, a candle is placed inside to illuminate the effect. the term is not particularly common outside north america, although the practice of carving lanterns for halloween is. in folklore, an old irish folk tale tells of jack, a lazy yet shrewd farmer who uses a cross to trap the devil. one story says that jack tricked the devil into climbing an apple tree, and once he was up there, jack quickly placed crosses around the trunk or carved a cross into the bark, so that the devil couldn ' t get down. another myth says that jack put a key in the devil ' s pocket while he was suspended upside - down. another version of the myth says that jack was getting chased by some villagers from whom he had stolen from, when he met the devil, who claimed it was time for him to die. however, the thief stalled his death by tempting the devil with a chance to bedevil the church - going villagers chasing him. jack told the devil to turn into a coin with which he would pay for the stolen goods ( the devil could take on any shape he wanted ) ; later, when the coin / devil disappeared, the christian villagers would fight over who had stolen it. the devil agreed to this plan. he turned himself into a silver coin and jumped into jack ' s wallet, only to find himself next to a cross jack had also picked up in the village. jack had closed the wallet tight, and the cross stripped the devil of his powers ; and so he was trapped. in both myths, jack only lets the devil go when he agrees never to take his soul. after some time, the thief died, as all living things do. of course, his life had been too sinful for jack to go to heaven ; however, the devil had promised not to take his soul, and so he was barred from hell as well. jack now had nowhere to go. he asked how he would see where to go, as he had no light, and the devil mockingly tossed him an ember that would never burn out from the flames of hell. jack carved out one of his turnips ( which was his favorite food ), put the ember inside it, and began endlessly wandering the


someone saying negative things about the harry potter series practically elicits the same reaction as cursing motherhood, apple pie, and baseball - - how dare anyone question something, anything, that motivates children to read? reading is a wholesome activity. reading is good. reading is fundamental. reading is the foundation for a literate, democratic society. reading is the cornerstone of learning. reading is all that and more. the act of reading, as well as what we have access to read, is largely bound to cultural expectations and tastes. intrinsic, dominant social values - - generally class - based ideals - - permeate the literature we consume as readers and as buyers. moreover, these same values and ideals link to the place of the book and of literacy in a society. with the current dominance of television, film / video, and the internet in our students ’ lives, some suggest that the power of the mass media ’ s influence in north america bodes poorly for the printed word. rather than lament the death of the book or the demise of young people ’ s reading skills in the mass media age as many do, i want to argue here that educators need to examine our own and our students ’ reading practices and preferences with the hope of discovering how literacy can straddle the real and the presumed divides between elite and mass cultural aesthetics that exist in society. in this context, then, harry potter ’ s real magic - - both as a literary figure and as a media icon - - is that the character bridges the loftier reaches of fiction and the lower realms of commercial enterprise. because of his ability to span literature and consumerism, harry is both delightful and disturbing in the messages he sends to youngsters. consequently, the boy wizard becomes a pivotal element for showing students how contemporary reading and writing practices must include print and electronic forms. a tale of two harrys to truly comprehend the complexity in media literacy, we have to take an interdisciplinary approach that embraces the fields of cognition, education, media theory, and literacy studies. this is because the act of reading makes certain demands upon the individual, especially in the mass media age. as media theorist joshua meyrowitz writes in no sense of place, " a medium that is in short supply or that requires a very special encoding or decoding skill is more likely to be exploited by an elite class that has the time and the resources to gain access to it " ( 16 ). in this passage, meyrowitz quintessentially describes the current state of reading


or decoding skill is more likely to be exploited by an elite class that has the time and the resources to gain access to it " ( 16 ). in this passage, meyrowitz quintessentially describes the current state of reading. given the heavy influence of electronic media in our society, book reading is a channel that is often given short shrift. reading is a medium that depends upon finely developed encoding and decoding skills. as for reading being a codified skill made the most of by an elite class, the 1996 and 1998 naep reading and writing scores show an increasing gap between students in wealthier districts and those in poorer districts. likewise, meyrowitz ’ s question of the access to reading material directly connects to the intersection of mass media and social class. educators cannot overlook that book publishing is a multi - billion - dollar medium that generally depends upon short runs and big hits in the marketplace. this means book selections are resource driven, particularly in the young adult fiction market. if publishers can ’ t make a profit on a manuscript, then even the best ideas rarely go forward. while books are often elevated to a higher status than is television or movies, many teachers tend to forget that what we all read depends greatly upon publishing concerns. what teachers and students have access to in print is usually decided upon by large publishing houses that market books and by agents who frequently develop ancillary marketing deals for popular authors. all of this leads to the trouble with that popular boy magician, harry potter. if teachers are astute, the trouble with harry can be seen in any bookstore. the problem is not with the harry potter book series. harry potter the literary figure is a terrific motivator for children ( and adults ) to read, regardless of their socioeconomic class. the potter story line mixes elements of high and low cultural tastes into an appealing blend that crosses class lines. author j. k. rowlings deftly blends the qualities of highbrow literary fiction - - strong character development, emphasis on basic philosophical, psychological or social issues, and heroic figures - - with the social stratification and action - drama sequences that reflect lower class entertainment. the collapsing of high and low cultural taste is not the trouble with harry, though. the trouble is with harry potter the commercialized figure. this harry potter is an incredible temptation for children ( and for well - intentioned adults ) to purchase cheap plastic " harry " eyeglasses, halloween costumes, mouse pads, key chains, telephone calling cards, posters, and


the commercialized figure. this harry potter is an incredible temptation for children ( and for well - intentioned adults ) to purchase cheap plastic " harry " eyeglasses, halloween costumes, mouse pads, key chains, telephone calling cards, posters, and other sundry items placed around bookstore end caps and center aisle kiosks. instructors should not forget the tons of harryphernalia soon to follow once the upcoming movie is released. harry potter lunch boxes, thermos containers, and book bags loom on the horizon. a recent trip to the local drugstore showed me that even reach toothpaste is game for harry ’ s image. in short, more harry, more harryphernalia, more money. in these instances, harry potter the boy wizard of mass marketing becomes a much more ambiguous representative for the benefits of reading. consequently, educators must ask the question, does the rise of this harry potter mean more children will be reading, more adolescents will be developing the love of language, and more students will be learning literacy skills? the trouble with harry, then, is there are actually two harrys - - one who promotes children ' s literacy skills and one who shills for any number of cheap consumer products. frequently these two harrys are conflated in the real world, and their conflicting purposes are sometimes overlooked by well - intentioned teachers. while many educators push to motivate their students to read and figure that if harry motivates kids toward stronger literacy skills, then they are all for harry. yet, some forget that the hows and whys behind a person ' s reading sometimes are equally as important as the act of reading itself. how carefully and how critically a reader interprets the information presented to him or her in a given context is frequently as important as being able to read. moreover, why someone chooses a particular selection to read or why someone finds a book appealing regularly reflects back to how a text is presented in the marketplace. these points are especially salient when acts of reading connect to media literacy. how and why we read information presented to us through the mass media can make the difference between naive and critical decision - making. understanding media literacy in educational contexts teachers and administrators sometimes forget that reading is not necessarily a transferable act - - the reading strategies used in language arts or english will not always cross disciplinary boundaries, for instance. likewise, reading a book for pleasure is not quite the same process as reading for course work. readers select information quite differently depending upon the situation in which they are reading.


used in language arts or english will not always cross disciplinary boundaries, for instance. likewise, reading a book for pleasure is not quite the same process as reading for course work. readers select information quite differently depending upon the situation in which they are reading. more importantly for this discussion, the act of reading print - based texts differs in varying degrees from reading other media texts. literacy theorists sherry macaul, jackie giles, and rita rodenberg note the technological shift in literacy reflects a range of innovations " from the ways in which information is accessed and viewed to the processes and mediums by which messages are constructed and represented " ( 53 ). therefore, in our media - affected culture, literacy is not a one - size for all situation ; as we have directly seen with the rise of computer technology, literacy is protean. a child can be highly literate in one subject area, yet nearly illiterate in another. clearly with respect to the degree of mass media influence and the volume of information bits streaming into their homes, most north american children and teenagers are woefully media illiterate. for all the viewing and message receiving these young adults do, a large number of them possess rudimentary levels of media literacy. what does it mean to be media literate? being media literate means we have created knowledge structures - - schema - - to interpret or provide a perspective on the media messages that surround us. we cannot compare the cognitive processes involved in reading versus watching television or film, as they are not equivalent skills. more than the cognitive domain that dominates the traditional, academic " reading / writing " notions of literacy, though, media literacy spans emotional, aesthetic, and moral domains as well. consequently, the schema media literate people generate function more like a multi - dimensional scale than the hierarchical scaffolding model generally associated with literacy studies. these media knowledge structures emerge when we actively engage in various media experiences and test those new media experiences against the skills and information we have gleaned elsewhere, such as from parents or family members, schools, religious institutions, or other authority figures. prior media experiences can even provide the skills and information one needs to analyze current situations. so, regardless of how old we are, people continually generate new mental representations to accommodate changes in our media use. therefore, our worldviews as well as children ' s and teenagers ' worldviews are constructed and reconstructed through media use. that is why media literacy has become equally important as academic literacy in north american classrooms. great numbers of educators


media use. therefore, our worldviews as well as children ' s and teenagers ' worldviews are constructed and reconstructed through media use. that is why media literacy has become equally important as academic literacy in north american classrooms. great numbers of educators believe the myth that students are highly media literate because of their large amounts of media consumption. media educators ladislaus semali and ann watts pailliotet suggest otherwise ; instead of children becoming increasingly more literate, these media - distorted boundaries " between school and home, fact and fiction, narrative and live reporting are confusing " ( 14 ). this is because youngsters, even the most media - savvy adolescents, are still building the multi - dimensional schema they need to develop the broad overall perspective people use to separate the superficial from the meaningful. usually, children and teenagers operate with very limited knowledge structures about the media ; they tend to focus on the recognition of surface information like song lyrics, television characters, actors ' or characters ' names, and so on. this surface information pattern closely models the basic sets of facts we find in reading textbooks or newspapers. that means children and others who can recite the entire harry potter ensemble or who can recall a book passage from memory may be strong readers or recallers of general information, and may be considered highly literate in the conventional sense. yet their media literacy functions at a very low level, perhaps bordering on media aliteracy in that the surface knowledge is apparent but deeper levels of knowledge are missing. educators must note that well - developed cognitive domains alone do not best serve a truly media literate person. many juveniles do not yet display an adequate degree of reflexivity about their role as interpreters of media information to demonstrate they understand the full range of emotional, visual, and moral value manipulation that occurs through the crafting and editing of messages ( potter 5 - 9 ). as such, it is conceivable that the harry potter many adolescent readers fell in love with in the literary series can, and most likely will, change dramatically as the young wizard ' s image moves to film and to a local fast - food restaurant near them in the future. however, inexpert student media users do not always see the changes one media representation has over another, particularly if the shifts involve a beloved character. they often miss the multiple layers of meaning that exist in media messages. this is because the youngsters ' analytical, evaluative, synthesizing, abstracting, and inferencing abilities are not as finely