getting many people to move from less - efficient beef to more - efficient chicken, for instance — would make a difference. the paper studiously avoids taking sides in the ideological wars over the food system. it does not adopt the left - leaning argument that organic production is the answer to the world ’ s food issues, nor the rightward view that markets will solve all problems. it does argue for pulling as many good ideas as possible from emerging food movements into the conventional system — but only if they serve the three goals of increasing supply, reducing environmental damage and improving food security. as a scientific report, not a policy document, the foley paper does not offer any big new proposals for how to make all these things happen. many commentators who have studied these issues have come to the conclusion that the barriers are not primarily technical but involve a lack of political will to solve the problems, leading to low public investment in agriculture. in his scientific american article, dr. foley does make one intriguing proposal. pointing to the certification system that has encouraged the construction of green buildings, he asks : what about a new certification system for sustainably produced food? instead of catering to a single ideological predilection, the way the organic label does now, the new label would be based on a system that awards points for public benefits and subtracts them for environmental harm. foods produced according to the best practices would get the highest scores, or possibly the highest letter grades. if consumers adopted it, such a certification would put pressure on companies and farmers to clean up their practices. “ this certification would help us get beyond current food labels such as ‘ local ’ and ‘ organic, ’ which do not tell us much about what we are eating, ” dr. foley writes in scientific american. i can only imagine the ideological battles that will erupt if this idea is taken seriously. yet some of the needed elements are already falling into place, like attempts in europe to measure the carbon footprint of various foods. if scientists with no axes to grind could manage to keep control of the certification system, using it as a vehicle to apply stringent performance criteria to farming systems while turning the label into a global brand, the world might have a powerful new tool for improving the food supply — and the health of the planet. originally posted by : justin gillis october 12, 2011, 1 : 40 pm thank you for joining our table™


between first lady michelle obama ’ s let ’ s move! campaign against childhood obesity and jamie oliver ’ s food revolution there ’ s no shortage of programs aimed at getting america ’ s kids to eat healthier. these initiatives encourage parents to become more involved in their kids ’ meal choices and preschool is not too early to start your child on the path to eating right. packing a healthy lunch a study in the july 2010 issue of the journal of the american dietetic association ( now journal of the academy of nutrition and dietetics ) indicates that more than 57 % of 3 - to 6 - year - old children in this country spend time each week in childcare centers. although the majority of these centers prepare and serve lunch, many centers rely on parents to provide some or all of their children ’ s meals. if your child attends a center where you ’ re required to provide them with a sack lunch from home, grab the opportunity to make it a healthy one! what can you do? lots! want to bump of the veggies in your child ’ s lunch? “ try mixing fruits and veggies together in one container, so a little sweet from the fruit rubs off on the veggies, such as sliced baby carrots mixed with a few raisins or dried cranberries, ” suggests sarah krieger, mph, rd, academy of nutrition and dietetics spokesperson and a fit4allkids instructor. make sure to cook the carrots, raisins and cranberries to avoid choking. krieger recommends using variety to incorporate whole grains into your child ’ s lunch ( and life ). in addition to whole grain bread, use mini whole grain pitas, english muffins and tortillas to make sandwiches. whole grain cereals and whole grain crackers also make for healthy lunch options. set an example! academy spokesperson melinda johnson, ms, rd, says, “ children won ’ t eat healthier than their parents so, try to eat the way you want your children to eat. ” johnson recommends using a formula similar to what day care centers are required to utilize when creating a healthy lunch : one protein, one whole grain, one fruit, one vegetable and one milk. once in a while, include a small treat such as a pudding cup or a slice of homemade quick bread such as banana, zucchini, or carrot.


posted on 23 november 2008. the essense of new suburbanism is to support a clean, but wider human footprint – which is anathema to much of conventional environmentalist wisdom. in many parts of the world, such as within the state of california, there is abundant open space. california, especially within its vast interior, has hundreds upon thousands of virtually vacant square miles of rolling foothills, rangeland, forests, farms and fields. the golden state is a whopping 158, 000 square miles in size, with only 36 million people, most of them already crammed quite amicably within reasonably dense urban areas. california will always have plenty of available land, and the mantra that the personal residences of humans must be consigned to ever higher densities is not natural law or indisputably moral. a wider human footprint is not necessarily anathema to the health of the environment. post resumes below image | low density communities can spread along roads and highways, with small scale commercial agriculture and wildlife corridors, independent of expensive utility scale energy, water, or information infrastructure. new suburbanism, despite this emphasis on treating land as abundant, does not have to be in conflict with the ideals of new urbanism. the roots of new urbanism are to promote architectural and urban designs that create a sense of place in new communities ; its roots are are not in environmentalism or open space movements – new urbanism is a movement of architects and urban planners with an aesthetic focus. for this reason, new urbanism, at least in terms of its origins, does not necessarily require a focus on high - density development. but today, the congress for the new urbanism ( cnu ) promotes themselves as “ the leading organization promoting walkable, neighborhood - based development as an alternative to sprawl. ” another group, newurbanism. org, has adopted the following eight fundamental principles : “ principles of new urbanism “ : 1 – walkability, 2 – connectivity, 3 – mixed - use & diversity, 4 – mixed housing, 5 – quality architecture & urban design, 6 – traditional neighborhood structure, 7 – increased density, and 8 – smart transportation. new urbanism today promotes ultra high density human habitation as an accepted priority. as new suburbanists, we would claim this bias is often counterproductively applied. we believe newurbanism. org ’ s, principle # 6, increased density, is being given excessive weight by new urbanists. their principle # 7, smart transportation, in practice means man


this bias is often counterproductively applied. we believe newurbanism. org ’ s, principle # 6, increased density, is being given excessive weight by new urbanists. their principle # 7, smart transportation, in practice means mandating light rail and / or streetcars, and ultra high - density housing concentrated along these corridors. these principles, and others courtesy of new urbanism, such as “ mixed housing, ” and “ mixed use and diversity ” now inform civic subsidies and other zoning policies. but are they always cost effective – and equally important – is this really where the new urbanists wanted to go, when they began promoting a return to aesthetically conscious civic architecture and design? also coopted by high - density ideology is the u. s. green building council, who define the the leed ( leadership in energy & environmental design ) building and urban development standards. but leadership in energy efficiency and design has no intrinsic connection with high density. instead of developing leed criteria focused on promoting optimal resource efficiency and zero pollution or toxicity – current leed standards inordinately emphasize ultra dense housing within a maze of other earth friendly and sustainable criteria, some of them obviously great ideas, and others that appear more ideologically derived. for example, according to local sources, in california, to get basic leed certification for a home, you have to earn 45 points. there are plentiful ways to earn points, since the leed “ platinum ” certification requires 90 points. but nothing earns leed points like high density. a builder can get 4 points by building “ high density ” housing, and another 10 points are available simply by building a home within a leed certified neighborhood. the high - density points from just these two criteria earn up to 14 out of the 45 points required for leed certification for homes, with numerous other criteria driving additional point incentives towards high density. if you refer to the usgbc ’ s leed certification for buildings version 2. 2 “ leed for new construction, ” you will see their criteria awards points for measures such as not building on farmland, wildlife habitat, or near water. additional points are earned if developers build near light rail stations, construct plentiful public bike racks, and never build in excess of the mandated minimum parking spaces for automobiles. and of course, the minimum average density of a leed certified community of residences must be ten homes per acre. along with leed for homes and buildings, as described above, we now have leed for neighborhoods,


minimum parking spaces for automobiles. and of course, the minimum average density of a leed certified community of residences must be ten homes per acre. along with leed for homes and buildings, as described above, we now have leed for neighborhoods, or leed nd, also emphasizing high density as a fundamental criteria for certification. review usgbc ’ s may 2008 draft of leed nd standards “ leed nd draft project checklist ” to see where the big points are scored. basic leed nd certification as it is currently proposed requires 40 points, with a “ platinum ” certification requiring 80 points. there are some good ideas reflected in the leed nd criteria, such as 5 points for storm water management, or up to 3 points for energy efficiency in buildings. but most of the big point earners in leed nd simply scream high density : 10 points for “ preferred location, ” based on proximity to mass transit, 8 points for “ reduced automobile dependence, ” and 7 points for “ compact development ” ( to get 7 points here you must develop seventy units per acre ) ; if you build an ultra high density development, you have already earned 25 of the 40 necessary points for leed nd. about one year ago, we published one of many critiques of the high density bias of conventional environmentalist wisdom, in particular, a critique of new urbanism, making eight claims challenging the principles of new urbanism. the only amendment to these criticisms is that they are leveled more generally against the entire “ smart growth ” ideology, variously advocated by the congress for the new urbanism ( cnu ), newurbanism. org, the u. s. green building council ( usgbg ), friends of smart growth at the natural resources defence council ( nrdc ), and every analyst, activist, academic or policymaker who is convinced that higher density is always better. eight criticisms of smart growth policies : 1 – artificially and selectively inflate land values, making housing less affordable, 2 – emphasize public space over private space, 3 – make war on the car, 4 – promote high - density infill in low density neighborhoods, 5 – prefer open space to homes, but not to biofuel crops, solar fields, or wind farms, 6 – presume that social problems will be alleviated through forcing everyone to live in ultra high density, mixed neighborhoods, 7 – incorrectly claim there is a shortage of open space and farmland, 8 – pretend they have the final answer


or wind farms, 6 – presume that social problems will be alleviated through forcing everyone to live in ultra high density, mixed neighborhoods, 7 – incorrectly claim there is a shortage of open space and farmland, 8 – pretend they have the final answer ; that their precepts are beyond debate. rather than expand yet again upon these criticisms, our intention here is to present an alternative ideology – one that embraces much of new urbanism and leed concepts, but from an entirely different perspective, one that believes a diversity of privately held, lower density human habitation over wider areas can manage ecosystems as well or better than the tightly managed manifestations of high - density ideology, while furthering property rights, innovation, initiative, and economic pluralism with respect to land development. so herewith we offer “ principles of new suburbanism, ” not to refute the virtues of high density, which we believe always have and always will effectively emerge, but to extol the virtues of low density. in this philosophy we believe human stewardship and pluralistic private land ownership, combined with 21st century clean technologies, can enable a suburban and exurban landscape that would spread bucolic and utterly clean low density communities across thousands of square miles. and wildlife would flourish, farms would flourish, and homes would tuck into the folds and fissures of the land like the farmhouses of provence. principles of new suburbanism ( 1 ) compatible with new urbanism : both of these architectural and urban / exurban planning ideologies place the central emphasis on aesthetic imperatives – both are equally committed to creating a sense of place in new communities. new suburbanists support high density zoning preferences in the urban core of large cities. new suburbanists enthusiastically support building 21st century cities, with high - rises and plentiful car - independent transit options and everything else inimical to the central cores of megacities. ( 2 ) land is abundant : there is abundant available land for low density suburban and exurban development. new suburbanists encourage zoning that recognizes the importance of progressively lower density zoning from urban cores, instead of draconican “ urban service boundaries ” that arbitrarily restrict development, especially low density development. ( 3 ) car friendly : personal transportation devices are tantalizingly close to becoming ultra safe conveyances that can drive on full autopilot and have zero environmental footprint, and we are within a few decades at most of having abundant clean energy. the age of the personal driving machine has just begun. ( 4


parenting your net generation child or adolescent navigating the online social networking world is a daunting task for most parents. thankfully, recent research has shown that parents can greatly influence their child ' s experience online. dr. larry rosen, professor of psychology at california state university, dominguez hills and author of me, myspace, and i : parenting the net generation, has found that certain parenting styles can be very effective in parent - child negotiations surrounding myspace and other social networking sites. read on for tips and tricks to help make the battle over the online social networking world more productive and less stressful. first, and foremost, parents should learn and adopt an “ authoritative ” parenting style. this means that you, as a parent, set rules and limits on your child ’ s behavior, but you do so while consulting with your child and listening carefully and attentively to his / her thoughts and ideas. my recommendation is to have regular short family discussions dealing with technology use in the house and elsewhere, keeping an open dialogue on a continuing basis. technology changes so rapidly that you need to keep abreast of what is new and hot and might be appealing to your kids. for example, did you hear about myspace 5 years ago? now it has 110 million regular monthly visitors. how about youtube or second life or whatever comes next? your kids will know all about the current hot websites well before you do so it is important to talk often and find out what technology is beckoning them to climb aboard. second, authoritative parenting should be done using a model i call, talk for trust, assess, learn, and “ k ” communicate. - trust means that you do not use clandestine ways of checking on your child ’ s online behavior and you do not institute technological filters that artificially limit your child ’ s options. net generation children are simply too technologically savvy and will find a way to work around these filters. instead, it is more important to discuss the types of materials that you would like to “ filter ” with your child and work together, proactively, to provide solutions should he / she encounter filtered material. - assess means that you need to pay attention to exactly what technology your children are using. gaining knowledge is half the battle in keeping tabs on your kids. you need to practice what is referred to as “ co - viewing ” which means that you spend time using technology with your children. my research shows that most parents rarely or never look at their children ’ s online social networks and do not check out the


you need to practice what is referred to as “ co - viewing ” which means that you spend time using technology with your children. my research shows that most parents rarely or never look at their children ’ s online social networks and do not check out the games they play or attend to how much they text or im. pay particular attention to what is on their myspace page including their friends, bulletins, blogs, photos, etc. if you see any “ friends ” that you do not know, ask about them, and click on their photos to see what they are posting on their myspace pages. - learn means that it is important for you to participate in your children ’ s technology. have them show you what websites they like and even help you create your own myspace or facebook page. then request to be their friend so you can visit their myspace page by clicking their photo on your site. don ’ t have them make a site for you. it is important for you to literally put your hands on the computer keys and mouse and see how easy it is to create a myspace page. have them show you other technology they use. play games on their wii, listen to their ipod, send a text message, watch an online video, have a chat or im conversation. have them show you how to use the technology that they use on a regular basis so you get a feel for what they are doing and perhaps identify problems that might occur. information is power. but don ’ t forget to check in with your children often during those family discussions about what new technology they are now using. - “ k ” ommunicate is the most important and difficult parenting tool. it may seem easy to say that you should talk with your children but you are well aware that that is not as simple as it sounds. you are all busy and “ face time ” tends to get lost along the way. make time for at least two or three family dinners a week. post the days on the refrigerator and keep to the schedule. use the family dinner ( as well as the family discussions i talked about earlier ) to talk and, more importantly, to listen. one important note : do not try to cram every issue into a single dinner and do not use dinner as a way to tell your kids what they have done wrong. instead, use it to get a sense of what they are doing both with and without technology. there will be plenty of time to discuss your feelings or concerns about these issues later during family discussions. keep dinner conversation light and positive. the positive part


. instead, use it to get a sense of what they are doing both with and without technology. there will be plenty of time to discuss your feelings or concerns about these issues later during family discussions. keep dinner conversation light and positive. the positive part is critical. research shows that telling a child that they did something special or particularly well is the best way to engender good family harmony. third, understand that there are two types of parenting – proactive and reactive. both are important in raising children. proactive parenting involves all parts of the talk model. it means that you do your best to anticipate potential problems and discuss them with your children before they happen. for example, if you read an article about teenagers making friends online and then meeting them offline, this would be a good issue to discuss in advance with your children during one of your family discussions or dinners. start the discussion stating your concerns and then listen to what they have to say. my research shows that the panic caused by the media about sexual predators, cyberbullying, abduction, etc. is blown way out of proportion. further, even when something bad happens online, nearly all teens know how to handle the problem in an appropriate way. have them tell you how they would handle it and then compliment them on their safe practices. even the best parents cannot anticipate every potential problem that their children might encounter in today ’ s electronic worlds. this is where reactive parenting comes into play. when your child does something that you think is harmful or dangerous, it is common to overreact and immediately apply a major punishment. telling your teenager that the internet is off limits for an indefinite time and he / she is “ grounded for life ” will only make matters worse. this is a good chance to practice authoritative parenting. remember that an authoritative parent sets limits after discussing them with their children. hear them out and ask them what they feel the consequences should be for their actions. kids often recommend more strict punishment than parents so this is a great opportunity to take what they say and lessen it so everyone wins. punishment is tricky. for it to work best it needs to be done immediately, contingent on the behavior, and applied consistently. this simply means that you need to punish only for the behavior that was done, as soon as possible after it was done, and be consistent in punishing the same behavior the same way without losing your temper or escalating the punishment. reprinted with the permission of dr. larry d. rosen. © 1997 - 2008 larry d


teachers who havent already had at least one student with an autism spectrum disorder ( asd ) in their class soon could be in the minority. once viewed as a rare condition, autism now affects one in every 150 american children. for boys, that number jumps to almost one in 94, according to information from the national education association ( nea ). asds include a range of autistic behaviors, from some mild impairment of social skills to more severe conditions where children show little awareness of the outside world. the estimated annual cost of educating and caring for individuals with asds is about $ 90 billion, noted the nea. early diagnosis and intervention have shown the potential to reduce treatment costs by two - thirds. inclusion policies are bringing more children with asds to mainstream classrooms, requiring more adjustments by teachers. the nea marks national autism awareness month by publicizing its asd resources for teachers and families, including the puzzle of autism, a guide to assist educators, inform parents, offer ways to help identify the typical characteristics of asds, and provide ideas for ways to work successfully with children who have the disability. patti ralabate, senior policy analyst - special education from neas education policy and practice department, talked with education world about strategies for identifying children with asds and meeting their needs in the classroom. education world : have children with autism spectrum disorders ( asds ) increased in numbers in the past decade or so or have specialists become better at identifying autism? patti ralabate : both of these situations are true. over the last 10 - to - 15 years, education diagnosticians and physicians have become more aware of the characteristics and diagnostic criteria for identifying individuals with autism spectrum disorders ( asds ). plus, there does seem to be a growing number of young children exhibiting these characteristics. asd is noted as the fastest growing diagnosis of childhood disabilities. ew : what are some of the key elements of working with students with autism that all educators should know? ralabate : first, educators need to know that not all students with asd are the same. even though there are some common characteristics, such as difficulties with communication and social skills, restricted interests, and sensory integration issues, students with asd have varying individual strengths and needs. educators also need to be familiar with the key deficits associated with the disorders and strategies that they can use in the classroom. neas puzzle of autism guide provides clear suggestions to educators and parents about how to address these deficits in a general education classroom. ew : how has the inclusion


key deficits associated with the disorders and strategies that they can use in the classroom. neas puzzle of autism guide provides clear suggestions to educators and parents about how to address these deficits in a general education classroom. ew : how has the inclusion of children with autism in regular classrooms affected classroom teachers and curriculum? ralabate : in many cases, the specific needs of children with asd can be met in general education classrooms with appropriate supports. classroom teachers report that techniques are easier to implement if they receive needed professional development and regular consultation time with special education teachers, school psychologists, and autism specialists. a team approach is crucial. some children with asd also have significant behavior difficulties that can be disruptive in general education classrooms. behavior assessments and behavior intervention plans developed in collaboration with classroom teachers help to make the inclusion of children with disruptive behaviors possible. ew : what kinds of insights have educators gained from working with autistic children that can be applied to all students? ralabate : interestingly, educators find that many of the techniques they use with children with asd help to make the classroom more organized. consistent classroom routines, visual instructions and schedules, preparation for transition times, clear behavior expectations, menus of assignments, and structured formats for assignments can be applied to help all students. ew : what can teachers say to other students who might not understand why a student with autism might be allowed to leave the room or do something separate from the rest of the class? ralabate : generally, students understand that everyone needs time to work on special or individual projects. using this explanation will satisfy younger children. older students are often far more tolerant of the needs of other students than we might realize. if classrooms are flexible, offering all students a variety of choices to demonstrate what they have learned, the fact that a student is allowed to do something separate or different is less noticeable. ew : what are some other resources for teachers who want to learn more about working with students with asds? ralabate : the nea idea special education resource cadre provides an excellent professional development session based on the puzzle of autism. to make arrangements for a presentation, educators and parents need to work with their local and state nea affiliates. in addition, many school districts and national organizations, such as the national association of school psychologists and the american speech - hearing - language association, offer professional development resources addressing the needs of students with asd. there also are some colleges that offer courses for area educators. this e - interview with patti ra


i am currently pursuing a graduate degree on an online university. a part of the course work is to get involved in a blog and share information on improving student ' s learning. during the course, one of the topics that stood out for me is " reflective processes ". how many of us as educators engage in the process. it is not just stating at the end of a lesson plan that 95 % of the students understood the lesson. i will share an excerpt from a discussion and hope that you may benefit from it. as well as it improves student learning in your classroom. ' all teachers, i believe engage in reflective practices. the difference really lies in the frequency and dept of the process. kottler, zehm, kottler ( 2005 ) cited that “ teachers seldom take care ” to engage in this “ important practice ” ( tomlinson 2003 ). quickly analyzing what the topic should entail, i though the practices constituted the evaluation process that should take place at the end of the lesson. sure enough, i could not be further from the truth. reflection is an on going “ process ” ( kottler, zehm, kottler 2005 ) and not a destination. a philosophical definition would be : being reflective essentially means being an independent thinker. it means knowing how to reason, to think for yourself, to combine intuition and logic in the process of solving problems. it means being introspective about phenomena that take place both within your internal world and the world around you. ( kottler, zehm, kottler, 2005, p. 136 ). the idea, concept and validity opened my eyes. a deeper understanding brought forth notion of which i will share in the proceeding paragraphs of the discussion. the concepts that i found most interesting are that reflective practices encourage educators to be thinkers ( kottler, zehm, kottler, 2005 ) and “ there is no formula to success ” ( tomlinson 2003 ). it is explosive to foster the thought that it is better to think out of the box, and making the lesson realistic to students. if teacher practice to think critically, automatically the students develop the same attitude toward the subject. accepting the teaching objective as it is “ not an option ”, but to modify it to suit the situation in the classroom. ' kottler, j. a., zehm, s. j., & kottler, e ( 2005 ). on being a teacher : the human dimension. thousand oakes, ca : corwin press


strategies for meeting all students ' needs whether you ' re a special education teacher or not, you likely teach students who are on the autism spectrum or who have learning disabilities, dyslexia, adhd, anxiety disorders, or emotional disabilities. differentiating instruction for such students can be challenging. but as an urban middle school teacher with more than 30 years of experience, i ' ve identified some strategies that increase the chances that we ' re meeting all students ' needs on a daily basis. collaborate with colleagues. i currently work with a teacher team that is well - synchronized when it comes to serving diverse learners. as a learning disabilities teacher, i ensure that, from day one, all teachers are familiar with our 6th grade students ' individualized education plans ( ieps ) and necessary modifications. two sections of students in our grade are co - taught by special education faculty and content - specific teachers. our paraprofessional and i alternate each day between the two sections. we move from class to class alongside our students, carrying binders with copies of all student materials so that we can co - teach alongside our colleagues. throughout the year, i co - plan with teachers, discussing tests, quizzes, projects and just day - to - day routines. we work on progress reports, reflect on our teaching strategies, and share concerns about students who may be struggling. cultivate consistency. for some of our 6th grade students, the shift to middle school is their first experience with " changing classes " throughout the day. some consistency across classes can be helpful for students who have ieps and those who simply need familiar routines and structure. in each class, the general education teacher posts an agenda for the day on the board. and all classes begin with some kind of opportunity for students to review material or make the bridge to a new topic. a " science starter, " for example, might require students to describe what phase of the moon occurs during a solar eclipse, or math class may begin with a quick problem that asks students to translate fractions into decimals. this provides all students with the opportunity to connect the class with previous learning. the homework, posted on the board, is always explained verbally and accompanied by reminders to " take out your agendas and copy this down. " co - teachers circulate the classroom to ensure each student is copying information correctly. we use common policies and procedures across classes. for example, if students forget to turn in major projects or take tests when they are absent, they ' ll find an " iou


circulate the classroom to ensure each student is copying information correctly. we use common policies and procedures across classes. for example, if students forget to turn in major projects or take tests when they are absent, they ' ll find an " iou " task listed on the blackboard. develop a student - centered mindset. our efforts to boost learning are most effective when we share the same philosophy : it ' s about the kids, not us. from the english / language arts teacher to the art teacher, all of us know about students ' modifications : " who needs what " for tests, quizzes, classwork, and homework. most students with learning disabilities ( along with many of our english - language learners ) use word banks when completing homework, classwork, and tests. for students who have difficulty copying, teachers provide printed copies of all notes, although they expect the students to try note - taking ( often a goal in their ieps ). some readers have access to novels on cds. in math class, some use math reference sheets, a multiplication chart, and calculator — even on tests. but a " student - centered mindset " goes beyond initial modifications : we pay close attention to individual students ' progress and adjust our approaches throughout the year. if a student is struggling, our response isn ' t, " well, that doesn ' t surprise me! " or " i ' ve done my part — oh well. " instead, it ' s, " why is this student struggling and what can we do to help? " for example, sometimes it turns out that a student hasn ' t done her work because she needs a less distracting environment or additional guidance in understanding the project. we respond by offering opportunities for her to get an early start on projects and long - term assignments, both during and after school. our 6th grade team also made this decision : if any student performs poorly on a test, we analyze the data, then work with him or her individually or in a small group to re - teach the skills and concepts. then students have the opportunity to retake the test after school or at lunchtime. set aside time to focus on study skills and extra support. most students with ieps attend a class that focuses on development of organizational and study skills. we also use this time to review concepts and guide students in understanding homework assignments. because our paraprofessional and i have been observing and supporting students in all of their classes, we can make strategic decisions about how to structure this time. use multiple


also use this time to review concepts and guide students in understanding homework assignments. because our paraprofessional and i have been observing and supporting students in all of their classes, we can make strategic decisions about how to structure this time. use multiple forms of assessment. tests are never more than 35 to 40 percent of a child ' s grade ( which also includes consideration of classwork, homework, participation / preparation, and projects ). this ensures multiple opportunities to demonstrate knowledge and understanding in a variety of ways. draw on other professionals ' expertise. serving all students effectively requires us to pull in others promptly when students need specialized assistance. we have to be aware of when it ' s time to do so — and whom to contact. our team regularly calls on our speech and language therapist, reading teachers, occupational therapist, school psychologist, and guidance counselors to advise us or to work with students on specific issues. partner with families. last, but certainly not least, it ' s critical to involve families in the process of reaching all students, as some of my teacher leaders network colleagues have been discussing this month at teaching ahead. our 6th grade team ' s weekly common planning time provides an opportunity for families to meet with us as a group. we ' re flexible — if a parent or guardian is unable to come into the school, we set up phone meetings, check - ins with the team over email, and / or weekly progress reports. i work with a great team this year — and i shudder to think that some of you may be reading this and thinking, " yeah, this would be useful, if i had different ( fill in the blank : administrators, colleagues, support staff, planning time ). " i know what you mean — i ' ve been there — but i also think that you can, as gandhi put it, " be the change you wish to see in the world. " be the one to push for common planning time ( and to use it well ). be a dissenting voice when others say a particular student is a failure. be the one who inspires colleagues to think outside the box about how to support that student. be a teacher who is committed to helping all students succeed. you are not alone. access selected articles, e - newsletters and more! - regional area partner - focus eduvation, us - round rock isd, round rock, tx - part - time teachers ( certified ) - hartford public schools, hartford, ct - assistant superintendent for teaching and learning - roanoke city public schools, roanoke


in part one of this two - part story, the authors review the basics of intercept point specifications and linearity. for an expanded view of the equations, click here. part two will discuss how to actually evaluate and interpret ipn. for a variety of electronic devices ranging from rf mixers to low - noise amplifiers ( lnas ), linearity is an essential performance attribute. the degree of linearity demonstrated by a component can make the difference between a successful device and a unit that fails to operate as designed. intercept point ( ip ) specifications provide a useful tool for determining the degree of linearity exhibited by electronic devices. ipn, which stands for intercept points of order n for some integer n ≥2, consists of “ virtual ” parameters ( i. e., the values are actually defined from other specifications ). as a result, their values and extrapolations often remain vague. admittedly, many electronic books or tutorials give some description of how ipn specifications are linked with input / output powers, power gain, and compression point. however, those reference works offer minimal, none, or incomplete explanations about ipn specifications and their origin. today, integrated functions such as an lna, mixers, and a vco ( voltage controlled oscillator ) can be built with the highest linearity ( thus superior ip3 ) with advanced design techniques, and with proven rf processes. the design aim is to obtain the highest ip3 without sacrificing current consumption ( bias circuit ), gain, and size. practically speaking, describing ipn orders up to 5, and eventually 7, can be significant. today, however, the “ order 3 ” ( ip3 ) dominates when describing the normal operation of sensitive devices. this article will use basic math and graphics to explain how ipn, and especially ip3, is generated and how its values are linked to essential quantities such as the input and output powers of a device. it will explain why high ip3 ( thus, high linearity ) is so important when evaluating performance. finally, it will discuss some high - performance analog ics in which linearity, high ip3, is a fundamental measurement of their good operation. why is linearity so important? a principal objective for many electronic devices has been always to replicate simple, easy - to - reproduce, ideal mathematical functions. a simple illustration is the resistor which is designed to reproduce a linear relationship between voltage and current ( vi ). the resistor is simply the slope of the vi response. we all know


simple, easy - to - reproduce, ideal mathematical functions. a simple illustration is the resistor which is designed to reproduce a linear relationship between voltage and current ( vi ). the resistor is simply the slope of the vi response. we all know that the ideal relationship of v = r × i cannot be realized 100 % of the time. one can approach it, but the inherent imperfections and limitations of the devices cause deviations in the ideal curve. this is particularly true when signals ( i, v ) are large and / or other conditions like temperature, humidity, and pressure vary. to compensate for these inherent deviations, we want the resistor, r, to be as linear as possible and remain so over wide ranges of signals and conditions. in reality, however, resistors have more complex curves in the ( vi ) characteristics ( red dotted line in figure 1 ). figure 1. dotted red line shows the real ( imperfect ) resistor. linearity is corrupted when i and v curves become large. other ic components that require well - controlled linearity include amplifiers, data converters, vcos, mixers, and pas. with these ics, deviations from the ideal vi relationship lead to instabilities, failure to meet specs, and interference. they can even cause malfunctions or destroy the device and / or entire system. measuring linearity depending on the class of signals and their dynamic ranges, different parameters and methods are defined to visualize, evaluate, measure, and compare the linear characteristic of an actual device. resistor linearity is typically measured in % of a nominal value of r. this is usually enough to appreciate the error that one introduces in current and voltage on the device. the rf functions in an lna, mixers, filters, pa, and other components can generate very large signal dynamics and introduce harmonics, interference, and saturation as critical effects of nonlinearities. several parameters have been defined to characterize this nonideal relationship between input and output : - 1db compression point ( cp - 1db ) - compression dynamic range ( cdr ) - spurious - free dynamic range ( sfdr ) - desensitization dynamic range ( ddr ) - intercept points ( ipn ) since all the above terms indicate how good ( or bad ) the linearity of a device is, relations do exist between them. while this examination acknowledges the above class of parameters, it focuses exclusively on the intercept points, or how ipn ( n ) can be 2, 3


skip to main content more search options a member of our team will call you back within one business day. ultrasound is an imaging test. it uses sound waves to form pictures of your organs that appear on a screen. ultrasound is often done with a probe placed on the abdomen. transvaginal ultrasound uses a special probe that is placed directly into the vagina. this gives a clearer picture of the uterus, ovaries, and other pelvic organs. this test can be used to assess symptoms such as pain and to check for problems. in pregnant women, it is used to check the fetus ( unborn baby ). you may be asked to empty your bladder before the test. tell the sonographer ( specially trained technologist who does the test ) what medications you take. mention whether you have had pelvic surgery. answer any other questions the sonographer asks. your answers will help the sonographer tailor the test to your health needs. you may change into a hospital gown. you ' ll then lie down on an exam table with your knees raised ( as you would for a pelvic exam ). the sonographer will use a slender hand - held probe ( transducer ) shaped like a tampon. the probe is covered with a sterile sheath and non - greasy gel. it is then placed inside the vagina. in some cases, you may be asked to insert the probe yourself as you would a tampon. the sonographer moves the probe to get the best picture. you may feel pressure. if you feel pain, let the sonographer know. be aware that although the sonographer can answer questions about the test, only a doctor can explain the results. before leaving, you may need to wait for a short time while the images are reviewed. you can go back to your normal routine right after the test. your doctor will let you know when the results of your test are ready.


electrical system of the heart what controls the timing of your heartbeat? your heart ' s electrical system controls the timing of your heartbeat by regulating your : your heart ' s electrical system should maintain : see a picture of the heart and its electrical system. how does the heart ' s electrical system work? your heart muscle is made of tiny cells. your heart ' s electrical system controls the timing of your heartbeat by sending an electrical signal through these cells. two different types of cells in your heart enable the electrical signal to control your heartbeat : the electrical signal travels through the network of conducting cell " pathways, " which stimulates your upper chambers ( atria ) and lower chambers ( ventricles ) to contract. the signal is able to travel along these pathways by means of a complex reaction that allows each cell to activate one next to it, stimulating it to " pass along " the electrical signal in an orderly manner. as cell after cell rapidly transmits the electrical charge, the entire heart contracts in one coordinated motion, creating a heartbeat. the electrical signal starts in a group of cells at the top of your heart called the sinoatrial ( sa ) node. the signal then travels down through your heart, triggering first your two atria and then your two ventricles. in a healthy heart, the signal travels very quickly through the heart, allowing the chambers to contract in a smooth, orderly fashion. the heartbeat happens as follows : this cycle of an electrical signal followed by a contraction is one heartbeat. sa node and atria when the sa node sends an electrical impulse, it triggers the following process : av node and ventricles after the electrical signal has caused your atria to contract and pump blood into your ventricles, the electrical signal arrives at a group of cells at the bottom of the right atrium called the atrioventricular node, or av node. the av node briefly slows down the electrical signal, giving the ventricles time to receive the blood from the atria. the electrical signal then moves on to trigger your ventricles. when the electrical signal leaves the av node, it triggers the following process : after your atria and ventricles contract, each part of the system electrically resets itself. how does the heart ' s electrical system regulate your heart rate? the cells of the sa node at the top of the heart are known as the pacemaker of the heart because the rate at which these cells send out electrical signals determines the rate at which the entire heart beats ( heart rate ). the normal heart rate


the cells of the sa node at the top of the heart are known as the pacemaker of the heart because the rate at which these cells send out electrical signals determines the rate at which the entire heart beats ( heart rate ). the normal heart rate at rest ranges between 60 and 100 beats per minute. your heart rate can adjust higher or lower to meet your body ' s needs. what makes your heart rate speed up or slow down? your brain and other parts of your body send signals to stimulate your heart to beat either at a faster or a slower rate. although the way all of the chemical signals interact to affect your heart rate is complex, the net result is that these signals tell the sa node to fire charges at either a faster or slower pace, resulting in a faster or a slower heart rate. for example, during periods of exercise, when the body requires more oxygen to function, signals from your body cause your heart rate to increase significantly to deliver more blood ( and therefore more oxygen ) to the body. your heart rate can increase beyond 100 beats per minute to meet your body ' s increased needs during physical exertion. similarly, during periods of rest or sleep, when the body needs less oxygen, the heart rate decreases. some athletes actually may have normal heart rates well below 60 because their hearts are very efficient and don ' t need to beat as fast. changes in your heart rate, therefore, are a normal part of your heart ' s effort to meet the needs of your body. how does your body control your heart rate? your body controls your heart by : sympathetic and parasympathetic nervous systems the sympathetic and parasympathetic nervous systems are opposing forces that affect your heart rate. both systems are made up of very tiny nerves that travel from the brain or spinal cord to your heart. the sympathetic nervous system is triggered during stress or a need for increased cardiac output and sends signals to your heart to increase its rate. the parasympathetic system is active during periods of rest and sends signals to your heart to decrease its rate. during stress or a need for increased cardiac output, the adrenal glands release a hormone called norepinephrine into the bloodstream at the same time that the sympathetic nervous system is also triggered to increase your heart rate. this hormone causes the heart to beat faster, and unlike the sympathetic nervous system that sends an instantaneous and short - lived signal, norepinephrine released into the bloodstream increases the heart rate for several minutes or more. emedici


jun 10, 2011 / energy globe award project presentation - " portable solar power " in bangladesh the day ends at 6 p. m. as the villages go dark. without a source of light, working and reading are impossible : 75 % of households in rural bangladesh are not connected to the grid. rifat turja of the farooqui foundationsought a solution to this problem – and suddenly he saw daylight. according to the motto “ think simply and always positively “, he developed his multi - user solar system. instead of mounting expensive solar panels on each house, a central photovoltaic base station is installed. it serves as the solar fueling station for the whole village. there the inhabitants draw solar energy with a portable battery that is charged in three to four hours. the integrated led lamps then bring light into darkness four hours a day for a whole week. then the 1 / 2 - kilogram lightweight, which even children can carry easily, is recharged. utilizing the system costs nothing, and setup costs per household are less than 25 % of a stand - alone solution. now the houses have light. this means a better future for the children, who can now do their homework. portable solar power provides energy for the world, can be used everywhere, and is economical. this is energy for the future! more information : http : / / www. farooquifoundation. org /


home > archive > 2003 > this article the third sector by henry lamb a new mechanism of governance is emerging. georgetown university calls it " the third sector. " the united nations calls it " civil society. " the president ' s council on sustainable development calls it "... a new, collaborative decision process. " whatever it ' s called, it is a process to formulate public policy by non - elected individuals, unencumbered by the legislative process. the process was developed by the international union for the conservation of nature, and the united nations. as the iucn developed its land management policy proposals, a network of " civil society " organizations, called bionet, was created to promote the policy proposal and to lobby u. n. delegates. as the iucn developed its climate change policy proposals, a network of " civil society organizations, called climate action network was created to promote the policy proposals and to lobby u. n. delegates. the same process created the women ' s environment and development organization ; the international council for local environmental initiatives ; the international action network on small arms, and many other " networks " of special interest groups, largely funded by the u. n. and sympathetic governments. the process has been incredibly successful at the international level. it is rapidly becoming equally successful in the united states. in 1995, the greater yellowstone coalition, a " network " of special interest groups, banded together to urge unesco to declare yellowstone national park a world heritage site " in danger. " the designation required a willing clinton - gore administration to impose additional land use restrictions on private property beyond the park ' s boundary. neither local, state, nor federal elected officials had any say in the matter. throughout the 1990s, the president ' s council on sustainable development spawned hundreds of these " networks " to focus on specific issues, such as the sierra club ' s " smart growth " programs, and to work at the local and regional levels to generate visions of smart growth for nearly every community. these special interest groups are often called " visioning " councils, or " stakeholder, " or " watershed " councils. they are designed to appear to be representative of the affected community. most often, however, they consist of individuals who are government employees or executives or staff of special interest groups, with only a token number of carefully selected elected officials and business leaders. the process of consensus building to achieve " collaborative " decision making has been refined to an art. in a given community, the appropriate council is chosen and begins meeting to discuss the future of the community


token number of carefully selected elected officials and business leaders. the process of consensus building to achieve " collaborative " decision making has been refined to an art. in a given community, the appropriate council is chosen and begins meeting to discuss the future of the community. when the council is fully formed, and a couple of " day - glow " big - wheels have been recruited, a public announcement explains how the wonderful " citizens ' " vision will unfold. at the public meetings, a paid facilitator leads the group to choose from several options in several categories - transportation, zoning, education, economic development - until a final set of proposals is developed, which is then presented to the governing body for adoption and implementation. rarely do the elected officials have the necessary information, or the political will, to oppose this vision developed by the " citizens " of the community. in reality, it is not a vision of the citizens of the community. ordinary citizens are rarely even notified of the meetings. when they do show up to ask questions, they are often ridiculed, marginalized, and dismissed. when complete, virtually every one of these plans contain the elements recommended in agenda 21, and by the president ' s council on sustainable development. councils created to represent trans - boundary jurisdictions have even less input by ordinary citizens or elected officials. when a multi - jurisdictional plan is developed, and presented to the various jurisdictions, they either adopt it, or risk political ridicule, and even the loss of federal funds. these special interest groups - the third sector - are deeply embedded in the policy - making process. the american planning association was funded by the government to produce model legislation for state governments. the center for civic education has the exclusive authority to write the civics curriculum for federally funded public schools. the nature conservancy, and similar groups, are used by government to buy private property, which is then resold to the government for a profit. this new mechanism of governance has become so prevalent that georgetown university has developed a special ph. d. program to train special interest organization leaders to be even more effective. the great danger in this emerging new system of governance is the absence of accountability. if citizens don ' t like the policies developed by these special interest groups, who do they un - elect? get weekly updates about new issues of esr! © 1996 - 2013, enter stage right and / or its creators. all rights reserved.


inorganic chemistry is a subdiscipline of chemistry involving the scientific study of the properties and chemical reactions of all chemical elements and chemical compounds other than the vast number of organic compounds ( compounds containing at least one carbon - hydrogen covalent bond ). there are a number of subdivisions of inorganic chemistry such as the five subdivisions of the american chemical society ' s division of inorganic chemistry ( asc dic ), namely organometallic chemistry, bioinorganic chemistry, solid - state and materials chemistry, coordination chemistry and nanoscience. inorganic chemistry is closely related to other disciplines such as materials science, earth science, mineralogy, geology and crystallography. distinctions between inorganic and organic chemistry the distinction or boundary between inorganic chemistry and organic chemistry is not very well defined. in general, the above definition of inorganic chemistry seemingly excludes carbon compounds but it does not exclude elemental carbon itself. hence, carbon oxides, carbon sulfides, cyanides and cyanates, metallic carbides and carbonates are included as inorganic compounds. as another example of the ill - defined distinction between inorganic and organic chemistry, oxalic acid ( h2c204 ) is commonly considered to be an organic compound even though it does not contain a carbon - hydrogen bond. classification of inorganic compounds inorganic chemistry encompasses a very complicated variety of substances which the distinguished american chemist, f. albert cotton ( 1930 − 2007 ), grouped into these four classes : the chemical elements : these have a variety of structure and properties and include : - atomic gases such as argon ( ar ) and krypton ( kr ), as well as molecular gases such as hydrogen ( h2 ) and oxygen ( o2 ). - molecular solids such as the phosphorus allotrope ( p4 ), the sulfur allotrope ( s8 ), and the carbon allotrope ( c60 ). - network solids such as diamonds and graphite. - metals, either solid such as copper ( cu ) and tungsten ( w ) or liquid such as mercury ( hg ) and gallium ( ga ). - simple ionic compounds such as sodium chloride ( nacl ), which are soluble in water or other polar solvents. - ionic oxides that are insoluble in water, such as zirconium oxide ( zro2 ) and mixed oxides such as the mineral " spinel " ( mgal2o4 ), the mineral " diopside " ( camg ( sio3 ) 2 )


, such as zirconium oxide ( zro2 ) and mixed oxides such as the mineral " spinel " ( mgal2o4 ), the mineral " diopside " ( camg ( sio3 ) 2 ) and various silicates. - other binary halides, carbides, arsenides, nitrides and similar materials. a few examples are silver chloride ( agcl ), silicon carbide ( sic ), gallium arsenide ( gaas ), and boron nitride ( bn ), some of which could also be considered to be network solids. - compounds containing polyatomic ions ( also called " complex ions " ) such as the silicon hexafluoride anion [ sif6 ] 2 –, the cobalt hexammine cation [ co ( nh3 ) 6 ] 3 + and the ferricyanide anion [ fe ( cn ) 6 ] 3 –. molecular compounds : these may be solids, liquids or gases and include : - simple binary compounds such as phosphorus trifluoride ( pf3 ), sulfur dioxide ( so2 ) and osmium tetroxide ( oso4 ). - organometallic compounds that characteristically have metal−to−carbon bonds such as nickel carbonyl ( ni ( co ) 4 ) and tetra - benzyl - zirconium ( zr ( ch2c6h5 ) 4 ). - complex metal - containing compounds. inorganic polymers and superconductors : these include various inorganic polymers and superconductors. one example is the polymer named yttrium barium copper oxide ( yba2cu3o7 ) which is commonly abbreviated as ybco. it is a crystalline chemical compound and was the first material to achieve superconductivity above the boiling point of liquid nitrogen ( 77 k ). typical inorganic chemical reactions there is no universally accepted list of the typical, important inorganic reactions. although there are numerous available sources ( books, journal and internet websites ) that include such lists, they all differ to some extent from each other. the inorganic reaction types listed and explained below were drawn from many of the available sources : synthesis reaction : ( also referred to as combination or composition reaction ) this is a reaction in which two or more reactants combine to form a single product, where each reactant is a chemical element or compound and the reaction product consist of the two reactants. examples include : • sodium + chlor


composition reaction ) this is a reaction in which two or more reactants combine to form a single product, where each reactant is a chemical element or compound and the reaction product consist of the two reactants. examples include : • sodium + chlorine ⇒ sodium chloride 2na + cl2 ⇒ 2nacl • carbon dioxide + water ⇒ carbonic acid co2 + h2o ⇒ h2co3 • hydrogen + sulfur ⇒ hydrogen sulfide h2 + s ⇒ h2s decomposition reaction : ( may be thermal, electrolytic or catalytic decomposition reaction ) this is a reaction in which a chemical compound is separated into elements or simpler compounds. it is often defined as being the opposite of a synthesis reaction. examples include : • hydrogen peroxide ⇒ water + oxygen ( hydrogen peroxide spontaneously decomposes into water and oxygen ) 2h2o2 ⇒ 2h20 + o2 • calcium carbonate + heat ⇒ calcium oxide + carbon dioxide ( heated calcium carbonate decomposes into calcium oxide and gaseous carbon dioxide ) caco3 + heat ⇒ cao + co2 single displacement reaction : ( also referred to as substitution or single replacement reaction ) this is a reaction characterized by one element being displaced from a compound by another element. examples include : • copper + hydrochloric acid ⇒ cupric chloride + hydrogen cu + 2hcl ⇒ cucl2 + h2 • zinc + cupric sulfate ⇒ copper + zinc sulfate zn + cuso4 ⇒ cu + znso4 metathesis reaction : ( also referred to as exchange or double displacement or double replacement reaction ) this is a reaction in which two compounds exchange bonds or ions to form new, different compounds. examples include : • sodium sulfate + barium chloride ⇒ barium sulfate + sodium chloride na2so4 + bacl2 ⇒ baso4 + 2nacl • silver nitrate + hydrochloric acid ⇒ nitric acid + silver chloride agno3 + hcl ⇒ hno3 + agcl precipitation reaction : ( a specific type of metathesis referred to as aqueous metathesis ) this is a reaction that occurs when two inorganic salt solutions, as in the example below, react to form a solution containing a soluble product and another product that is insoluble and precipitates out of the solution : • calcium chloride + silver nitrate ⇒ calcium nitrate + silver chloride ( insoluble silver chloride precipitates out of the aqueous cacl2 ( aq ) + 2agno3 ( aq ) ⇒


out of the solution : • calcium chloride + silver nitrate ⇒ calcium nitrate + silver chloride ( insoluble silver chloride precipitates out of the aqueous cacl2 ( aq ) + 2agno3 ( aq ) ⇒ ca ( no3 ) 2 ( aq ) + 2agcl ( s ) neutralization reaction : ( another specific type of metathesis that is sometimes referred to as an acid - base reaction ) this is a reaction in which an acid and a base react to form a salt. water is also produced in neutralizations with arrhenius acids, that dissociate in aqueous solution to form hydrogen ions ( h + ), and arrhenius bases, that form hydroxide ions ( oh – ). however, water is not produced in all neutralizations as can be seen below in the neutralization of ammonia. examples include : • nitric acid + sodium hydroxide ⇒ sodium nitrate + water hno3 + naoh ⇒ nano3 + h2o • hydrochloric acid + ammonia ⇒ ammonium chloride hcl + nh3 ⇒ nh4cl redox reaction : ( also referred to as oxidation - reduction reaction ) this is a reaction in which the oxidation numbers of atoms are changed. examples include : • hydrogen + fluorine ⇒ hydrogen fluoride h2 + f2 ⇒ 2hf hydrogen is oxidized by its oxidation number increasing from zero to + 1. fluorine is reduced by its oxidation number decreasing from zero to - 1. • iron + cupric sulfate ⇒ ferrous sulfate + copper fe + cuso4 ⇒ feso4 + cu iron is oxidized by its oxidation number increasing from zero to + 2. copper is reduced by its oxidation number decreasing from + 2 to zero. analysis and characterization of inorganic compounds the number of known chemical elements that occur naturally on earth is 94 and the number of diverse inorganic chemical compounds derived by combinations of those elements is virtually innumerable. the characterization of those compounds includes the measurement of chemical and physical properties such as boiling points, melting points, density, solubility, refractive index and the electrical conductivity of solutions. the techniques of qualitative and quantitative analytical chemistry can provide the composition of a chemical compound in terms of its constituent chemical elements and can thus determine the chemical formula of a compound. modern laboratory equipment and techniques can provide many more details for characterizing chemical compounds. some of the more commonly used modern techniques are : - chromatography : a


terms of its constituent chemical elements and can thus determine the chemical formula of a compound. modern laboratory equipment and techniques can provide many more details for characterizing chemical compounds. some of the more commonly used modern techniques are : - chromatography : a process for separating mixtures of chemicals into their component constituents. - x - ray diffraction or x - ray crystallography : a technique that determines the three - dimensional arrangement of atoms within a molecule. - spectrometry or qualitative spectroscopy : a technique for the identification of substances through the electromagnetic spectrum emitted from or absorbed by them. - voltammetry : an electrochemical method for studying a chemical substance by measuring the electrical potential and / or electric current in an electrochemical cell containing the substance. - inorganic chemistry : a study guide, from the website of the university of waterloo, canada - christopher g. morris ( editor ) ( 1992 ), academic press dictionary of science and technology, 1st edition, academic press, isbn 0 - 12 - 200400 - 0. - welcome to the acs dic webpage!, from the website of the american chemical society division of inorganic chemistry. - note : for example, carbon monoxide ( co ), carbon dioxide ( co2 ), carbon disulfide ( cs2 ), sodium cyanide ( nacn ), potassium cyanate ( kocn ), silicon carbide ( sic ) and calcium carbonate ( caco3 ) - f. albert cotton, geoffrey wilkinson and paul l. gaus ( 1995 ), basic inorganic chemistry, 3rd edition, john wiley, isbn 0 - 471 - 50532 - 3. first published in 1976 with professor f. albert cotton of texas a & m university as the main author. - note : allotropes are molecules having different molecular structures. this differs from isotopes which are elements having different atomic structures ( i. e., the same number of protons but different numbers of neutrons in the atomic nucleus ). the carbon allotrope ( c60 ) is also known as buckminsterfullerine. - note : network solids are chemical compounds with the atoms being bonded by covalent bonds in a continuous network. thus, there are no individual molecules in a network solid and the entire solid may be considered to be a macromolecule. diamond is an example of a network solid with a continuous network of carbon atoms. another example is graphite, which consists of continuous two dimensional layers of carbon atoms covalently bonded within


entire solid may be considered to be a macromolecule. diamond is an example of a network solid with a continuous network of carbon atoms. another example is graphite, which consists of continuous two dimensional layers of carbon atoms covalently bonded within each layer and with other bond types holding the layers together. - yttrium barium copper oxide – ybco, from the wiki of the chemistry department at imperial college, london, england. - p. a. cox ( 2004 ), inorganic chemistry, 2nd edition, taylor & francis, isbn 1 - 85996 - 289 - 0. - types of equations, from the website of the virginia polytechnic institute and state university. - types of inorganic chemical reactions : four general categories, dr. anne marie helmenstine on the website of about. com : chemistry. - types of chemical reactions : list of common reactions and examples, dr. anne marie helmenstine on the website of about. com : chemistry. - note : an arrhenius acid is defined as dissociating in aqueous solution to form hydrogen ions and arrhenius bases, which form hydroxide ions. there are a number of other theories and definitions of acids, namely brønsted – lowry acid – base theory, lewis acids and bases, usanovitch definition, and various others.


there are eight ecoregions in algeria : - mediterranean woodlands and forests - mediterranean conifer and mixed forests - mediterranean dry woodlands and steppe - saharan halophytics - north saharan steppe and woodlands - sahara desert - west saharan montane xeric woodlands - south saharan steppe and woodlands the mediterranean woodlands and forests ecoregion stretches from the coastal plains to the hills of northern morocco, algeria and tunisia, and eventually surrounds the atlas mountains. to the north is the alboran sea, the westernmost element of the mediterranean sea. the variety of substrates and climates leads to a diverse mix of vegetation including holm oak forests, cork oak forests, wild olive and carob woodlands, as well as extensive berber thuya forest. this old, endemic north african conifer species is representative of the great diversity and endemism of both flora and fauna in this ecoregion. reptile diversity is high and the region harbors charismatic large mammals, including the rare and endangered barbary leopard. unfortunately, this region contains high human populations and widespread deforestation. scattered through north africa ( and southernmost mountains of cadiz and malaga in spain ), mediterranean conifer and mixed forests occur on high elevations of major mountain massifs. relict stands of these fir and pine forests are endemic, and survive in isolated locations in areas of limited areal extent. the flowering plants on these ranges have high rates of endemism, with over 450 strictly endemic plant species, as a result of the long isolation of holarctic taxa at these high elevations. the faunal diversity is the greatest in the palearctic realm, with a mixture of palearctic, afrotropical and more restricted north african taxa. mammals found in this region include the only african endemic species of deer, cervus elaphus barbarus, the barbary leopard ( panthera pardus panthera ), the barbary macaque ( macaca sylvanus ), and before its extinction in the 1930s, the atlas lion ( panthera leo leo ). one strict endemic bird species, the algerian nuthatch ( sitta ledanti ), is also found. these forests have been utilized since ancient roman times, but deforestation has increased dramatically in the past century. human impact is significant, compounded by the socio - economic instability of the maghreb countries. the mediterranean dry woodlands and steppe ecoregion forms a buffer between the mediterranean forest ecoregions and the sahara desert farther south. the ecoregion may have been partially forested in prehistory, but today scrub vegetation


instability of the maghreb countries. the mediterranean dry woodlands and steppe ecoregion forms a buffer between the mediterranean forest ecoregions and the sahara desert farther south. the ecoregion may have been partially forested in prehistory, but today scrub vegetation predominates. a number of narrowly endemic species of plants are found here, although there are few endemic vertebrates. the ecoregion is currently highly threatened by the change from nomadic pastoralism to settled agriculture and grazing. the overgrazing widely practised here is considered to be leading to increased desertification in the area. scattered across the sahara, " sebkhas " or " chotts " are saline depressions in the desert that remain predominantly dry. although flooding is rare, some of these areas flood annually. they are important habitats for small rodents and are important for grazing camels during dry seasons. the habitats of this ecoregion are not particularly threatened, as human populations are very small and most of the areas are too saline to be used for farming. large mammals, however, have been hunted out from these areas. woody resources, where available, are used by desert people. the only permanently populated part of the ecoregion is the siwa oasis in egypt, which has permanent freshwater sources from large springs. this ecoregion is restricted to some suitable semi - desert and desert locations in the northern portion of africa, in morocco, algeria, tunisia, libya, egypt, western sahara and mauritania. the most extensive of the areas are chott melghir, oued rir vally, hodna, sebkhat tidikelet, sebkha of timimoun, tefedest, chott el djerid and the qattara depression and siwa depression in egypt. this ecoregion forms the north and western border of the greater sahara desert region. rainfall occurs during the cooler winter, nourishing a variety of plants that flower before the hot, dry summer. compared to the south saharan steppe and woodland, this ecoregion harbors a significant number of plant and small animal endemics. in the past the ecoregion also supported large numbers of desert - adapted african mammals, but many have been extirpated from the area due to decades ( in some cases centuries ) of over - hunting. some of the remaining desert adapted species, such as the dama gazelle and houbara and nubian bustards are still facing extreme hunting pressure, and in some areas they too have been extirpated. this ecoregion extends


hunting. some of the remaining desert adapted species, such as the dama gazelle and houbara and nubian bustards are still facing extreme hunting pressure, and in some areas they too have been extirpated. this ecoregion extends across northern africa and covers parts of western sahara, mauritania, morocco, algeria, tunisia, libya, and egypt. it is generally found inland of the coast, but stretches to the shore in areas where there is low rainfall. in morocco, algeria and tunisia, this ecoregion forms a transition between the mediterranean domain towards the north and the true desert in the south. the saharan halophytics ecoregion is also found scattered through this ecoregion in areas of suitable saline conditions. the sahara desert is the largest hot desert in the world and occupies approximately ten percent of the african continent. the ecoregion includes the hyper - arid central portion of the sahara where rainfall is minimal and sporadic. although species richness and endemism are low, some highly adapted species do survive with notable adaptations. only a few thousand years ago the sahara was significantly wetter, and a significant large mammal fauna resided in this area. climatic desiccation over the past 5000 years, and intense human hunting over the past 100 years, has obliterated most of these fauna. now, in vast portions of the sahara, merely rock, sand and sparse vegetation are found. the remnant large mammal fauna is highly threatened by ongoing over - hunting. an alternative name of the sahara is the great desert. from the atlantic ocean in the west, the greater sahara stretches across africa to the red sea and down to the highlands of ethiopia, encompassing an area 9, 100, 000 square kilometres ( km2 ). this ecoregion covers the central sahara desert, between 18° and 30° n, and has an area of 4, 619, 260 km2. the northern and southern margins of the sahara, which receive greater rainfall and have greater vegetation cover, are described separately. the flora of the central sahara desert is quite depauperate, and is estimated to include only 500 species. this is extremely low considering the huge extent of the area. it mainly consists of xerophytes and ephemeral plants ( called also locally acheb ), with halophytes in moister areas. the flora has one near endemic family, a number of isolated monotypic genera of both wide and narrow distribution, and perhaps as many as 162 endemic species. the monotypic genera suggest a tertiary origin with probable extinction of linking forms.


moister areas. the flora has one near endemic family, a number of isolated monotypic genera of both wide and narrow distribution, and perhaps as many as 162 endemic species. the monotypic genera suggest a tertiary origin with probable extinction of linking forms. vegetation is very contracted along the wadis and the dayas with acacia sp, tamarix sp., and calotropis procera. where there is sufficient groundwater, hammadas are covered by anrthirrnum ramosissimuma and ononis angustissima. the sahara is a vast area of largely undisturbed habitat, principally sand and rock, but with small areas of permanent vegetation. the most degradation is found where water ( oases, etc ) is present. here, habitats may be heavily altered by human activities. previously existing tree cover has often been removed for fuel and fodder by nomadic pastoralists and traders. tassili - n - ajjer, found largely in southeastern algeria, comprises a majority of the ecoregion. three smaller outliers also occur, including the air ou azbine in northern niger ( with monts bagouezane reaching over 2000 metres ), dhar adrar in mauritania ( reaching almost 700 m ), and adrar des iforas in mali and algeria ( reaching 900 m ). the largest intact blocks of habitat found in algeria lie within the huge protected areas of ahaggar national park and parc national de tassili n ’ ajjer. in these areas the flora and fauna are actively protected. tourism has become a means of income for the area, so local people have come to realize the economic importance of the animals and plants. park managers are attempting to end poaching and woodcutting. the other portions of the ecoregion are less well protected, but their relative lack of human inhabitants may reduce threats. this ecoregion covers a narrow band on the southern edge of the sahara desert, stretching from central mauritania to the red sea. annual grazing after rainfall is a key feature, in former times attracting large herds of arid - adapted migratory ungulates such as gazelles, addax, and scimitar - horned oryx. much of the ecoregion is now overgrazed by herds of domestic livestock, and habitat degradation is widespread. motorized hunters have decimated the wild ungulate herds, and the ecoregion ' s few protected areas have suffered from civil and international wars. continued and increased external support is required to protect the ecoregion and provide alternate livelihood


habitat degradation is widespread. motorized hunters have decimated the wild ungulate herds, and the ecoregion ' s few protected areas have suffered from civil and international wars. continued and increased external support is required to protect the ecoregion and provide alternate livelihoods and supplemental incomes for local people. the south saharan steppe and woodlands ecoregion extends in a narrow band from central mauritania, through mali, southwestern algeria, niger, chad, and across sudan to the red sea, covering the southern fringes of the sahara desert. the habitats of this ecoregion are heavily influenced by drought, the effects of which are exacerbated by the large numbers of domestic livestock. in wetter years, there can be an abundance of forage, and in the past considerable numbers of large migratory ungulates used these temporary grasslands. tree cover in the south and along wadis has declined. many trees have been cut for charcoal, firewood, and building materials. the recruitment of young trees into mature age - classes is almost non - existent in many areas due to overgrazing. see also : tassili n ' ajjer national park, algeria ecoregions are areas that : share a large majority of their species and ecological dynamics ; share similar environmental conditions ; and, interact ecologically in ways that are critical for their long - term persistence. scientists at the world wildlife fund ( wwf ), have established a classification system that divides the world in 867 terrestrial ecoregions, 426 freshwater ecoregions and 229 marine ecoregions that reflect the distribution of a broad range of fauna and flora across the entire planet.


on this page epa is taking a common - sense approach to developing standards for greenhouse gas emissions from mobile and stationary sources under the clean air act. below are the key proposed or completed actions taken to implement clean air act requirements for carbon pollution and other greenhouse gases. a summary of epa ' s efforts to reduce carbon pollution is also available in testimony by gina mccarthy, assistant administrator for epa ' s office of air and radiation, to congress on june 29, 2012. ( 16 pp, 105 k, about pdf ) greenhouse gas endangerment findings on december 7, 2009, administrator lisa jackson signed a final action, under section 202 ( a ) of the clean air act, finding that six key well - mixed greenhouse gases constitute a threat to public health and welfare, and that the combined emissions from motor vehicles cause and contribute to the climate change problem. learn more about the greenhouse gas endangerment and cause or contribute findings. epa and the national highway traffic safety administration ( nhtsa ) are taking coordinated steps to enable the production of a new generation of clean vehicles - - from the smallest cars to the largest trucks - - through reduced greenhouse gas emissions and improved fuel use. together, the enacted and proposed standards are expected to save more than six billion barrels of oil through 2025 and reduce more than 3, 100 million metric tons of carbon dioxide emissions. learn more about standards and regulations for controlling greenhouse gas emissions from new motor vehicles and engines. epa is also responsible for developing and implementing regulations to ensure that transportation fuel sold in the united states contains a minimum volume of renewable fuel. by 2022, the renewable fuel standard ( rfs ) program will reduce greenhouse gas emissions by 138 million metric tons, about the annual emissions of 27 million passenger vehicles, replacing about seven percent of expected annual diesel consumption and decreasing oil imports by $ 41. 5 billion. on march 27, 2012, epa proposed a carbon pollution standard for new power plants that would, for the first time, set national limits on the amount of carbon pollution that power plants can emit. the proposed rule, which applies only to new fossil - fuel - fired electric utility generating units, will help ensure that current progress continues toward a cleaner, safer, and more modern power sector. on may 13, 2010, epa set greenhouse gas emissions thresholds to define when permits under the new source review prevention of significant deterioration ( psd ) and title v operating permit programs are required for new and existing industrial facilities. this final rule " tailors " the requirements of these clean air act permitting programs to limit covered facilities to


permits under the new source review prevention of significant deterioration ( psd ) and title v operating permit programs are required for new and existing industrial facilities. this final rule " tailors " the requirements of these clean air act permitting programs to limit covered facilities to the nation ' s largest greenhouse gas emitters : power plants, refineries, and cement production facilities. on march 29, 2010, epa completed its reconsideration of the december 18, 2008 memorandum entitled " epa ' s interpretation of regulations that determine pollutants covered by federal prevention of significant deterioration ( psd ) permit program " ( the so - called " johnson memo " ). the final action confirmed that any new pollutants that epa may regulate becomes covered under the psd program on the date when the epa rule regulating that new pollutant takes effect. the final action then clarified that for greenhouse gases, the effective date would be january 2, 2011, when the cars rule took effect. the greenhouse gas reporting program collects greenhouse gas data from large emission sources across a range of industry sectors, as well as suppliers of products that would emit greenhouse gases if released or combusted. greenhouse gas data are available through the greenhouse gas reporting program data publication tool. other related actions on april 18, 2012, epa finalized cost effective regulations to reduce harmful air pollution from the oil and natural gas industry, while allowing continued, responsible growth in u. s. oil and natural gas production. the final rules are expected to yield a nearly 95 percent reduction in voc emissions from more than 11, 000 new hydraulically fractured gas wells each year. the rules will also reduce air toxics and emissions of methane, a potent greenhouse gas. geologic sequestration is the process of injecting carbon dioxide ( co2 ) from a source, such as a coal - fired electric generating power plant, into a well thousands of feet underground and sequestering the co2 underground indefinitely. with proper site selection and management, geologic sequestration could play a major role in reducing emissions of co2. epa has finalized requirements for geologic sequestration, including the development of a new class of wells, class vi, under the authority of the safe drinking water act ' s underground injection control program. learn more about epa ' s rulemakings on geologic sequestration under the safe drinking water act. on july 23, 2009, epa published a rule that proposes to establish the criteria for including sources or sites in a registry of recoverable waste energy sources ( registry ), as required by the energy


october 2005 | epi book worker skills and job requirements is there a mismatch? by michael j. handel table of contents chapter 1 : skills mismatch as a social problem which groups and what skills or other labor force characteristics are at issue? what is the nature of skill trends? chapter 2 : workers ’ skills : education and test scores trends and cross - sectional evidence in the united states the meaning of test scores in the context of skills mismatch debates international test score comparisons chapter 3 : job skill requirements : trends and cross - sectional evidence other studies of trends in job skill requirements chapter 4 : evidence for skills mismatch studies of welfare - to - work and other disadvantaged groups there is a widespread belief that u. s. workers ’ education and skills are not adequate for the demands of jobs in the modern economy. journalistic reports, employer surveys, popular and policy debates on school quality and education reform, sociological writings on the economy and the underclass, and economic research on the recent growth of wage inequality all suggest a mismatch between the skills workers possess and the skills jobs require, or what economists call an imbalance between supply and demand in the market for human capital. many believe the imbalance will become even more serious because the pace of change in the labor market is accelerating and because the workplace is increasingly becoming a high - tech, service - oriented arena organized to involve greater employee participation in decision making ( see bresnahan et al. 2002 and also smith 1997 ). at an april 11, 2000 “ national skills summit ” sponsored by the department of labor, federal reserve board chairman alan greenspan remarked, “ i see nothing to suggest that the trends toward … increased demand for conceptual skills in our workforce will end …. workers in many occupations are being asked to strengthen their cognitive skills. ” such sentiments reflect those held by analysts who are concerned that a skills shortfall will harm the fortunes of those left behind, increase wage inequality, and limit economic growth. although many aspects of the skills mismatch issue seem self - evident to casual, and even some informed observers, a closer examination of its complexities reveals considerable ambiguity, requiring better data than are currently available to gain a clearer understanding of the issues. in fact, the very existence of a skills mismatch or skills shortage may be in doubt and is by no means as obvious as often asserted. the somewhat limited and not completely consistent data currently available actually suggest that there is no evidence of declining skill levels in the u. s. workforce. although growth in educational


skills shortage may be in doubt and is by no means as obvious as often asserted. the somewhat limited and not completely consistent data currently available actually suggest that there is no evidence of declining skill levels in the u. s. workforce. although growth in educational attainment decelerated in recent decades and cognitive test scores are not much higher than 30 years ago, skill demands have risen only gradually over time, with little direct evidence of any recent acceleration in skill demands linked to growth in wage inequality. employers do complain about the skills of young workers and high - school - educated workers, but it is unclear whether they are dissatisfied mainly with workers ’ cognitive skills or rather with their effort and attitude. also unclear is whether the decline in workforce quality is a transitory, life - cycle problem of young adults in general or a problem they will bear for all of their work lives, or whether it applies only to some fraction of disadvantaged minorities. perhaps surprisingly, a lack of computer and other high - level skills are not oft - cited complaints, despite the frequent focus on computers as a principal source of skills change. furthermore, the claims of accelerating demand for college graduates also do not seem to reflect employers ’ expressed needs. this study aims to improve understanding of the issues involved in the skills mismatch debate. the first chapter provides some background and an overview of the skills mismatch issue. the following chapters review research on levels and trends in the skills workers possess, the skills employers demand, and the evidence for skill shortages or mismatches between the two. this tripartite structure is dictated by the nature of the data, which precludes a unified treatment of the question. there is limited reliable and representative data on workforce competencies, even less on job demands, and the evidence in each area is largely incommensurable. the need for a standard, common set of measures for worker skills and job skill requirements is the one key finding that emerges from this review of the existing data. about the author michael j. handel is assistant professor of sociology at the university of wisconsin — madison and a research associate at the levy economics institute. he studies the growth of wage inequality in the united states and its relationship to technology, skills, and labor market institutions. he is currently conducting a national panel survey of wage and salary workers that address many of the issues raised in this study.


in a new study, the amount of calories selected by parents for their child ' s hypothetical meal at mcdonald ' s restaurants were reduced by an average of 102 calories when the menus clearly showed the calories for each item. this is the first study to suggest that labeled menus may lead to significantly reduced calorie intake in fast food restaurant meals purchased for children. led by researcher pooja s. tandon, md, from seattle children ' s research institute, these findings support nutritional menu labeling and show that when parents have access to this information they may make smarter meal choices for their children. " nutrition menu labeling may lead to lower - energy restaurant meal choices for children " published online january 25 in pediatrics. at a pediatric practice in seattle, 99 parents of 3 - to 6 - year - olds who sometimes eat in fast food restaurants with their children were surveyed about their fast food dining habits. they were presented with sample mcdonald ' s restaurant menus which included current prices and pictures of items, and asked what they would select for themselves and also for their children as a typical meal. half of the parents were given menus that also clearly showed calorie information for each item. choices included most of the items sold at mcdonald ' s, including a variety of burgers, sandwiches, salads, dressings, side items, beverages, desserts and children ' s " happy meals. " parents who were given the calorie information chose 102 fewer calories on average for their children, compared with the group who did not have access to calorie information on their menus. this reflects a calorie reduction of approximately 20 %. notably, there was no difference in calories between the two groups for items the parents would have chosen for themselves. " even modest calorie adjustments on a regular basis can avert weight gain and lead to better health over time, " said dr. tandon, research fellow at seattle children ' s research institute and the university of washington school of medicine. " just an extra 100 calories per day may equate to about ten pounds of weight gain per year. our national childhood obesity epidemic has grown right alongside our fast food consumption. anything we can do to help families make more positive choices could make a difference. interestingly, by simply providing parents the caloric information they chose lower calorie items. this is encouraging, and suggests that parents do want to make wise food decisions for their children, but they need help. now that some areas are requiring nutritional information in


, by simply providing parents the caloric information they chose lower calorie items. this is encouraging, and suggests that parents do want to make wise food decisions for their children, but they need help. now that some areas are requiring nutritional information in chain restaurants, we have opportunities to further study what happens when we put this knowledge in the hands of parents. " there was no correlation between the families ' typical frequency of fast food dining and calories selected, for either parents or children. a growing number of jurisdictions across the country have begun mandating that nutritional information be readily available at point - of - ordering in chain restaurants. currently more than 30 localities or states are considering policies that would require calories and other nutrition information to be clearly visible — four have already implemented policies. federal menu labeling standards have also been discussed as part of health care reform legislation. for information on menu labeling including current bills under consideration, fact sheets, related resources and a menu labeling map, visit the center for science in the public interest web site : http : / / www. cspinet. org / menulabeling /. for information on childhood nutrition, dietary guidelines, healthy meals and snacks, visit : http : / / www. seattlechildrens. org / safety - wellness / nutrition - fitness /. video : watch 2 - minute video of dr. tandon discussing study findings for parents ( includes menu ordering tips ) : http : / / www. seattlechildrens. org / pooja - tandon - interview 10 restaurant tips for parents and caregivers when selecting menu items for young children : tandon ' s study collaborators included jeffrey wright, md ; chuan zhou, phd ; cara beth rogers ; and dimitri a. christakis, md, mph. about seattle children ' s research institute at the forefront of pediatric medical research, seattle children ' s research institute is setting new standards in pediatric care and finding new cures for childhood diseases. internationally recognized scientists and physicians at the research institute are advancing new discoveries in cancer, genetics, immunology, pathology, infectious disease, injury prevention and bioethics. with seattle children ' s hospital and seattle children ' s hospital foundation, the research institute brings together the best minds in pediatric research to provide patients with the best care possible. children ' s serves as the primary teaching, clinical and research site for the department of pediatrics at the university of washington school of medicine, which consistently ranks as one of the best pediatric departments in the country. for more information visit http : / /