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Facilities Guide for Technology in New Jersey Schools
Section 2 - Vision and Design Elements
School facilities must be designed and built to help support the preparation of students to be productive citizens in the 21st century world we know today, yet have lasting capacity and flexibility to prepare students for a future we have just begun to envision.
This section of the facilities guide includes the following subsections:
- The Design Process
- Revitalizing Learning Environments with Educational Technology
- Guiding Truths and Assumptions
- New Role of Schools
I. The Design Process
The design of technology-rich classrooms and schools has to be a collaborative process and the voice of a broad spectrum of stakeholders must be heard in all of the planning and design stages. Teachers, students, technology staff, administrators, support personnel, board of education members and community members will provide valuable input when engaged properly. There should, however, be a process for developing an overarching philosophy regarding educational technology that all parties agree meets the vision of the district and the Department of Education. Key stakeholder involvement during the design process is further discussed in Section 3 of this document.
One of the several challenges faced by the design consultant is that of creatively balancing the need for flexibility and future proofing against the constraint of a project budget. There is no single classroom design that can offer the "right" solution for all circumstances. Nor is it possible to see into the future and discover what teaching methods and educational technology components will be used ten years from now. The design consultant must gather as much information as possible through research and outreach to the key stakeholders and use current best practices that reflect existing and emerging technology standards.
A. Design Process and Philosophy for Educational Spaces
One of the key objectives of this facilities guide is to provide information to help districts ensure that their technology infrastructure and systems are educationally adequate, include room for expansion, and are driven by the programmatic needs of the district, school, teachers, and students. The design process for a school building begins with the formulation of a building program based on information gathered from all key stakeholders. The information gathered is organized and presented within a document called the educational specification (Ed Spec).
During the formulation of the Ed Spec, the design consultant should engage all stakeholder groups and elicit from them information on a wide array of issues. Information gathering methods that have proven successful in the area of educational technology include the following:
- Forming a committee of teachers, administrators, support staff, students, board of education members and community members who represent all stakeholders involved with school use and function.
- Collecting input from the community at large via town hall discussion, survey, or other strategy that has proven effective in the past.
- Organizing onsite or virtual (if available) visits to newly built and retrofited schools or classrooms.
- Holding small-group work sessions where ed spec committee members collaborate on room layouts and device locations for a variety of room types.
- Reviewing previously developed planning documents, such as the current technology plan, long-range facilities plans, district strategic plan, New Jersey State Educational Technology Plan, and the National Technology Plan. Technology plan documents often contain language that can be adopted for the overarching educational technology philosophy statement referred to previously.
- Arranging for presentations (onsite and virtual) by experts who specialize in K-12 technology vision, products, and services.
Discussions must also take place regarding how the school/district's special education populations, at-risk populations, English Language Learners and students receiving remote services will be accommodated. Specialists in the area of assistive technologies and universal access/universal design techniques should also be included in discussions of spaces for special populations.
B. Total Cost of Ownership (TCO)
No school should be built without a plan for ongoing upgrades and maintenance of the resources installed. The focus should be on minimizing the total expenditures over the life of the system. This may mean that a more expensive, yet also more efficient, system should be initially acquired in order to take advantage of reduced operation and maintenance costs later on. Spending additional money up front to design flexibility and accessibility into building plans is money prudently invested when compared to the cost of retrofitting classrooms and labs after construction is complete.
Current strategies to address reducing long-term costs at the onset of planning include designing schools that take full advantage of natural resources, environmentally friendly solutions, and SMART design concepts. More information on these topics can be found at the following Web sites:
- Energy Star, Schools, An Overview of Energy Use and Energy Efficiency Opportunities, http://www.energystar.gov/ia/business/challenge/learn_more/Schools.pdf
- School Planning & Management, April 2008 Special Green Issue, Estimating the Cost of LEED in Schools and Green Schools from A-Z, http://www.peterli.com/spm/cover/tocspm.pdf
- US Green Building Council, LEED for Schools, http://www.usgbc.org/DisplayPage.aspx?CMSPageID=1586
- Build Green Schools, LEED for Schools - For New Construction and Major Renovations http://www.buildgreenschools.org/documents/leed-s_ratingsystem.pdf
- AIA - The American Institute of Architects, Sustainability, http://www.aia.org/susn_rc_default
- DSIRE - Database of State Initiatives for Renewable & Efficiency, Energy Efficiency in New School Construction, http://www.dsireusa.org/library/includes/incentive2.cfm?Incentive_Code=NJ14R&state=NJ&CurrentPageID=1&RE=1&EE=0
As detailed in Section 3 (School Construction Process) of this document, the design consultant is responsible for providing cost estimates at various stages of the project. The IT staff/IT review committee should review equipment and installation estimates and also seek estimates on upgrade and replacement cycles and ongoing maintenance costs.
Technical support and end user support staff costs must also be considered when calculating TCO. Districts must understand the impact of various educational technology system choices on the IT staffing requirements. For example, a decision to give wireless laptops to a large group of students requires that additional support staff and/or computer maintenance costs be added to the TCO equation. Another example would be the extra dollars and time spent on supporting older equipment. A decision not to spend money on new computers is not necessarily a no-cost decision.
Although the primary intent of this document is to address infrastructure design and implementation which should serve the district for 10+ years, it is also the responsibility for each district to establish, implement, and fund a refresh cycle for computing resources. Even the most robust infrastructure will not be able to compensate for aging desktop and laptop devices over time.
Tools that will assist in the TCO process can be found at:
http://classroomtco.cosn.org/ and http://www.iaete.org/tco
II. Revitalizing Learning Environments with Educational Technology
The technology infrastructure of the 19th and 20th centuries is no longer keeping pace with the needs of the 21st century learner. New, flexible environments that encourage communication, collaboration, production, and innovation are required to support student learning of core content knowledge using 21st century tools, while also developing critical 21st century skills to meet the NJDOE vision of a 21st century education.
This section of the facilities guide focuses on how school designs must respond to:
- Educational Technology Advances
- The Need for High Speed Connectivity
- Ubiquitous Access to Computing Resources for Teaching and Learning
A. Educational Technology Advances
The Department of Education's ongoing vision for educational technology in New Jersey's Schools is documented in Preparing Today for Tomorrow: The Educational Technology Plan for New Jersey (http://www.state.nj.us/education/techno/state_plan.htm). This plan documents the role of educational technology in promoting students' academic achievement. (See Appendix C)
The educational technology information presented in this guide is intended to complement and align directly to the vision statement presented in the "New Jersey State Educational Technology Plan". This vision statement reads:
All students will be prepared to meet the challenge of a dynamic global society in which they participate, contribute, achieve, and flourish through universal access to people, information and ideas.
The following statements further articulate the benefits that educational technology will bring to the 21st century:
- Learners will experience quality time-on-task and access resources using one-to-one networked computing classrooms and learning environments. They will engage in self-learning through Web-based research, collaborative work, critical thinking, and problem-solving activities with real-world, culturally-relevant, and appropriate content in all subject areas.
- All learners will benefit from personalized and managed learning around their interests, developmental levels, and preferred learning styles and modalities.
- Diverse and technology-rich learning resources will enable students to coordinate where they prefer to learn to what they want to know; how they learn best; and when they need to learn. They will use a wide variety of learning technologies that include graphing calculators, portable computing devices, handheld computers, mini-laptops/ultra portables, interactive white boards, digital cameras, and a wealth of other content- specific digital resources.
- Students will benefit from learning opportunities that include technology-rich environments that mirror the way that technology is used within institutions of higher education, the workplace, and in the global community.
- Schools will be viewed as an integral part of their neighborhoods and communities, allowing the community into the school and the school into the community. School facilities will provide a meeting space for community activities and a learning space for people of all ages to grow together, while representing a shared community vision of contribution through collaboration.
B. High-Speed Connectivity
In 2008, SETDA (State Educational Technology Directors Association) issued a report entitled "High-Speed Broadband Access for All Kids: Breaking Through the Barriers". In that report, SETDA identified several issues facing the educational community related to high-speed connectivity. Some of the key issues follow:
- Teachers and students need high-speed broadband access in their schools to take advantage of a wide range of new and rich educational tools and resources available for learning anytime, anywhere.
- Teachers need high-speed broadband access for professional development, and engaging in professional learning communities, as well as accessing new educational resources, such as curriculum cadres and education portals.
- Administrators need high-speed broadband access to conduct online assessments and to access data for effective decision making.
- Students need high-speed broadband access to overcome the digital divide in rural and low socio-economic areas.
To address these issues, SETDA made the following key recommendations:
In a technology-rich learning environment for the next 2-3 years, SETDA recommends:
- An external Internet connection to the Internet Service Provider of 10 Mbps per 1,000 students/staff
- Internal wide area network connections from the district to each school and between schools of at least 100 Mbps per 1,000 students/staff
In a technology-rich learning environment for the next 5-7 years, SETDA recommends:
- An external Internet connection to the Internet service provider of 100 Mbps per 1,000 students/staff.
- Internal wide area network connections from the district to each school and between schools of at least 1 Gbps per 1,000 students/staff.
NOTE: It is recommended that districts consider taking the 5-7-year perspective for technology infrastructure project planning purposes.
The full broadband report can be found at: http://www.setda.org/c/document_library/get_file?folderId=270&name=DLFE-211.pdf
Additional SETDA reports can also be found at: http://www.setda.org/web/guest/2020
C. Ubiquitous Access to Computing Resources for Teaching and Learning
Districts across the nation are implementing and evaluating a variety of approaches that allow students ubiquitous access to computing resources for teaching and learning. These approaches have been referred to as anywhere, anytime learning, one-to-one computing, laptop learning, or 24/7 access. In as much as the names differ, so do the possible approaches to achieving ubiquitous computing for the range of pre-K through high school students. The purchasing, funding, and dissemination strategies differ as do the computing devices, software alternatives, and network access.
Before exploring specific technology devices available in the educational marketplace, it is important to define the differing one-to-one environments and access strategies that can be created. The device might be any one of those described in greater detail in the next section, including a graphing calculator, handheld computer (PDAs), mini laptop/ultra portable, or laptop/tablet computer. Flexible use of these options may meet the various needs for differing learning audiences and communities:
- Classroom-on-demand access: This approach describes an environment where the classroom teacher can create a one-to-one ratio of learning devices to students within their classroom (or a cluster of classrooms) with little difficulty. For example, devices are used from class to class, and although the same device might be consistently assigned to specific students for tracking purposes, the students do not generally keep the device with them.
- One-to-one access within the school environment: This approach describes a strategy where students are assigned a learning device that they keep with them throughout the school day. Students in middle and high school take the device with them from class to class, using it for projects, note taking, scheduling, research, and content-specific activities. At the end of the day, the devices are returned to a central, secured location for recharging overnight. In this model, the learning devices generally do not leave the school facilities or leave on a case-by-case basis only.
- One-to-one access 24/7: This approach describes a strategy where students are assigned a specific learning device that they keep with them throughout the school year. They are generally allowed to take the device home as needed to complete assignments and conduct research.
Different learning devices are available for different developmental age groups, distribution/access approaches, and networking strategies. Providing a device per child by purchasing classroom sets of these individual computing devices has proven effective and even affordable. This section presents an overview of three different one-to-one strategies available for in-depth investigation by New Jersey Schools
- Less than fully functional computing devices selling for under $200 per device that serve a specific purpose or complement fully-functioned computers, for example, Neo 3, Dana, the Leapfrog collection, graphing calculators.
- Mini-laptop/ultra portable computers with networking capacity currently priced from $200 to $400 per device, but expected to drop as demand and production increases (for example the XO One Laptop Per Child device, Intel's Classmate PC, Asus Eee PC, HP's mini-laptop).
- Fully featured portable laptop computers or tablets that are Internet-ready, using wireless technology to connect to networks and the Internet available for less than $1,000 per device in volume purchases.
In the near future, students and parents will expect school resources for all students to include wireless portable devices that provide high-speed access to a broad array of educational, informational, recreational, and social-networking tools.
An overview of these one-to-one computing resources is included in Section 4. Administrative and Learning Environments, Subsection II. Instructional Environments, B. Ubiquitous Computing Strategies.
Benefits and Challenges
The benefits of employing portable one-to-one computing solutions are numerous:
- Resources can be moved ondemand to minimize down-time of technology resources and maximize return on investment.
- Mobile devices can be used, put away and reused as class time and activities require, becoming more of a learning tool and less the focus of instruction.
- Wireless and infrared capacity supports the sharing and "beaming" of information from student to student.
- Resources can be taken from within the classroom into the world to collect data outside, on field trips, in the halls, and in other environments not equipped with computing resources.
Likewise, a number of challenges have also been identified, examples include:
- Smaller and more portable devices that are more vulnerable to theft, damage, and loss.
- Longevity of rechargeable and conventional batteries and the need to continuously recharge batteries in a logical fashion can cause usability issues with shared resources.
- One-to-one computing environments that increase demand on infrastructure and bandwidth.
- Movement of carts or cabinets in multiple-level facilities can raise safety concerns, as well as access issues in modular and relocatable classrooms.
- Ongoing maintenance of portable devices can also become a challenge for school tech support staff, if not properly planned and managed.
- Staying current with appropriate devices can be a challenge for schools with limited flexibility in budgeting resources.
III. Guiding Trends and Assumptions
The following are some technology-related trends and assumptions upon which this document is based:
A. Moore's Law
The original extrapolation made by George Moore in 1965 stated, "Since the invention of the integrated circuit in 1958, the number of transistors that can be placed inexpensively on an integrated circuit has increased exponentially, doubling approximately every two years". For the purposes of this document, the ongoing rapid advance in computing power per unit cost is acknowledged. This continuing processing power increase impacts a school's local and wide area networks and needs to be considered by the design consultant.
B. IP Convergence
The term convergence is commonly used in reference to the synergistic combination of voice and telephony features, data and productivity applications, and video onto a single network. These previously separate technologies are now able to share resources and interact with each other creating new efficiencies.
As more devices, such as surveillance cameras and hallway speakers, are made to run via Internet protocol (IP), IP convergence will continue to grow along with the need for bandwidth, which will increase the importance of efficient/effective use of that bandwidth. Networks should ultimately be designed to deliver broadband high-speed access to the desktop, in addition to supplying enough bandwidth for convergence.
C. Power, Cooling and Space Planning
IP Convergence, wireless devices and applications and higher-speed network devices will continue to grow and evolve. The equipment racks and spaces that hold or support these devices will require more power, more cooling and strategic space allocation, though the use of virtual server technologies can help reduce costs. Early design-stage planning of architectural and engineering requirements will be critical.
D. Wireless Impact in Educational Facilities and the Community
Wireless devices will continue to proliferate. The growth will not be confined to computing and communication devices, such as laptops, handhelds, and cell phones. Wireless technology will continue to spread to other disciplines that include: wireless clocks, wireless security cameras, wireless audio visual systems, interactive response etc. The required wireless coverage area will expand outside the walls of the school to encompass courtyards, play areas, athletic fields and parking lots and thereby impact the neighboring community.
E. Protecting What Matters Most - Data and Physical Security Planning
The importance of securing data for students, teachers and administrators will increase as more applications and content are created and stored on the network. The tolerance for network downtime will decrease.
The physical security of students, school personnel, and school property will continue to be of paramount importance and command greater design and budgetary attention during the planning stages.
F. Interactive Technologies
Web 2.0 type tools (i.e. wikis, blogs, podcasts) will continue to gain a larger foothold in the teaching and learning environment. Likewise, multi-user virtual environments (MUVEs), such as Second Life, will bring lifelike worlds into the classroom. Avenues for incorporating online, interactive gaming technologies, both the use of and creation of by students, need to expand. The design consultant must recognize that these technologies impact bandwidth use and school/district administrators must consider these interactive technologies when developing acceptable use and filtering policies.
G. One-to-one Computing
Equitable student access to laptops, tablets and other handheld devices will continue to increase both onsite and offsite. Planning committee discussions, design consultant programming efforts and supporting infrastructure design must all reflect this concept.
H. Home/Remote eLearning /Virtual Learning
Planning processes, infrastructure, communications systems, and AV systems must all anticipate an increase in alternative learning/teaching locations that may occur twenty-four hours a day, seven days a week. As stated in Section F above, this increase presents issues for both the technology system/network designers and the policy makers.
IV. New Role of Schools
Twenty-first century schools must prepare students to compete in an increasingly global marketplace where innovation, information, and services are as highly valued as manufacturing products were one hundred years ago. This changing role places new demands on facilities, staffing, and resources as needs and audiences grow and change. This section of the facilities guide focuses on how schools/districts must respond to the following:
- New School Spaces for Evolving Roles
- New School Spaces for New Literacies
- Identifying Traditional and Non-traditional Activity Areas for New Audiences
A. New School Spaces for Evolving Roles
Students of the 21st century are life-long learners and can no longer be successful as passive recipients of knowledge focused only on processing prescribed information. Rather, they must assume the role of seeker and processor of information and creator of knowledge. As stated by former President Bill Clinton, "…what you earn depends on what you can learn. Not only what you know today, but what you are capable of learning tomorrow."
The National Educational Technology Standards for Students (NETS*S), revised in 2007, states very clearly on page 6 of the second edition booklet, "The World Has Changed and So Must We". Included in the NETS*S booklet is the below updated version of "traditional" versus "emerging" environments required to support 21st century learning and learners.
|Traditional Environments
|Emerging Learning Landscape
|Teacher-directed, memory-focused instruction
|Student-centered, performance focused learning
|Lockstep, prescribed-path progression
|Flexible progression with multipath options
|Limited media, single-sense stimulation
|Media-rich, multisensory stimulation
|Knowledge from limited, authoritative sources
|Learner constructed knowledge from multiple information sources and experiences
|Isolated work on invented exercises
|Collaborative work on authentic, real-world projects
|Mastery of fixed content and specified processes
|Student engagement in definition, design, and management of projects
|Factual, literal thinking for competence
|Creative thinking for innovative and original solutions
|In-school expertise, content, and activities
|Global expertise, information, and learning experiences
|Stand-alone communication and information tools
|Converging information and communication systems
|Traditional literacy and communication skills
|Digital literacies and communication skills
|Primary focus on school and local community
|Expanded focus including digital global citizenship
|Isolated assessment of learning
|Integrated assessment of learning
The traditional classroom with rows of desks, a schedule of 50-minute classes, and curriculum consisting of memorization of discrete facts no longer aligns well with this vision of the emerging learning landscape. Instead, public education needs to embrace spaces that are flexible and promote group and collaborative efforts; schedules that allow for engaged, project-based learning; and curriculum that encourages interdisciplinary and cross-curricular research and exploration.
B. New School Spaces for New Literacies
The requirements for enhanced learning environments are defined by our changing world and the literacies necessary to be successful and productive citizens and workers. Nationally recognized groups, such as the International Society for Technology in Education (ISTE), the Partnership for 21st Century Skills, and many other corporate/education partnerships have comprehensively articulated these literacies. An overview that outlines the current thinking with respect to "new literacies" by respected professional organizations is located in Appendix B. More detailed information may be found on each respective Web site.
21st Century Skills and ICT Literacy
The Learning for the 21st Century report published by the Partnership for 21st Century Skills (www.21stcenturyskills.org) presents six Key Elements of a 21st Century Education that help define the requirements for 21st century learning environments:
- Emphasize core subjects.
- Emphasize learning skills.
- Use 21st century tools to develop learning skills.
- Teach and learn in a 21st century context.
- Teach and learn 21st century content.
- Use 21st century assessments that measure 21st century skills.
See Appendix B for more information on this subject.
NETS*S ~ National Educational Technology Standards for Students (Second Edition 2007)
The second edition of the NETS*S standards (www.iste.org/nets) was released in the summer of 2007. The newly released standards place greater emphasis on skills and expertise and less focus on the technology tools themselves. These standards address six foundation areas:
- Creativity and Innovation
- Communication and Collaboration
- Research and Information Fluency
- Critical Thinking, Problem-Solving, and Decision-Making
- Digital Citizenship
- Technology Operations and Concepts
NETS*S also identifies thirteen essential conditions necessary to effectively leverage technology for learning. These essential conditions validate the critical success factors listed in Section I - III of this document.
C. Identifying Traditional and Non-traditional Activity Areas for New Audiences
This section of the Facilities Guide presents an overview of traditional and non-traditional activity areas for students, parents, and community members. The topics addressed include:
- "Anytime, Anywhere Learning"
- Serving Multiple Audiences, Each with Multiple Roles
- Students and Teachers as Producers of Content
- Community Learning and Gathering Spaces
The impact on facilities design of these traditional and nontraditional activity areas are presented in greater detail in Section 4 of this guide.
"Anytime, Anywhere Learning"
Definitive research supporting the integration of instructional technologies to improve student academic performance has been a challenge for school districts across the nation. Finally, a few large-scale projects that have been carefully and closely monitored and evaluated are offering definitive results. In fall 2007, the Maine one-to-one laptop program (launched in 2002) announced improved scores on writing skills assessment. "The first in a series of studies aimed at evaluating Maine's pioneering laptop program, Maine's Middle School Laptop Program: Creating Better Writers concludes that the use of laptops improves scores on writing skills assessments, that more frequent use is linked to higher scores, and that writing skills of laptop users transfer to writing without a laptop." The full text of this article titled, A research study from the University of Southern Maine shows that the state's one-to-one laptop program improves scores on writing skills assessments, by Mary Axelson can be found at: http://www.k12blueprint.com/k12/blueprint/story_good_news_from_maine_about_the_impact_of_laptops_on_writing_skills.php . The full research report by the Maine Education Policy Research Institute (MEPRI) at the University of Southern Maine is located at: http://www.usm.maine.edu/cepare.
Harvest Park Middle School, located in Pleasanton Unified School District in Pleasanton, California, established its Laptop Immersion Program in 2001. Results indicate that Harvest Park Middle School students in the Laptop Immersion Program attained higher GPAs and end-of-course grades than nonparticipating students in their respective grades. Also, a substantially higher percentage of laptop students met or exceeded grade-level expectations in writing compared to Harvest Park school-wide averages and district-wide averages. And lastly, the California State Tests results indicate that a notably higher percentage of students enrolled in the Laptop Immersion Program at Harvest Park Middle School, across all grade levels, met or exceeded state content standards in English-language arts and mathematics when compared to their non-laptop counterparts. 4
To support "anytime, anywhere learning", wireless networks, remote access, and one-to-one initiatives are encouraged in all schools.
Serving Multiple Audiences, Each with Multiple Roles
From early learner to adult, the 21st century learner experiences multiple roles and a wide variety of opportunities for learning. Throughout the school day, the learner may assume the role of writer, mathematician, scientist, musician, artist, researcher, producer, publisher, entrepreneur, or inventor. It is the responsibility of school district leadership to provide developmentally appropriate and challenging learning environments to support the work of its learner population in the many roles it is likely to assume during the course of its learning experience. Learning environment configurations with the capacity to address such diversity must be flexible, adaptable, powerful, and sophisticated, yet intuitive enough for an intended audience to use with ease. The following provides examples of the ways in which technology resources support the multiple roles of the 21st century learner.
The world of the mathematician includes mastery of basic computation skills, practice with gathering, manipulating, and interpreting numerical quantities, contexts to write and communicate mathematical ideas, and real-world opportunities to apply his or her skills.
The scientist learns to ask questions, theorize, develop hypotheses, and conduct experiments in an attempt to support or refute ideas. The scientist's ability to access research data in his or her field of studies, consult and collaborate with local, national, and global experts, collect, store, and manipulate findings for analysis, and present findings in a logical and understandable format for global peer review are greatly enhanced by technology resources.
As Internet access spreads and bandwidth increases, international borders seemingly disappear and our world appears to grow ever smaller. Whether the topic of his investigations includes the study of history, geography, government, or economics, the student researcher of the 21st century must master navigation, selection, critical thinking and evaluation, information discrimination/validation, documentation skills, and publishing for global peer review.
From the creation and publication of a child's first story to the production of a high school yearbook, writing and publishing tools have infiltrated educational learning environments across the nation. Publishing houses in elementary schools are busy laminating stories written and illustrated with easy-to-use word processing programs. Middle-school students regularly produce and publish weekly or monthly school newsletters. At the high school level, students are engaged in professional quality desktop publishing and graphic design activities for community businesses and organizations.
Arts and Music
The study of fine arts, composition of musical arrangements, and creation of artistic works can be enhanced and supported with learning environments rich in arts and music digital devices and applications. The primary learner begins with easy-to-use, yet powerful point and click applications, while middle and high school students frequently have access to nearly commercial-quality graphic design, MIDI resources, live recordings and videos.
Global/Health Citizen
The concepts of personal wellness and individual participation in a global community begin in the earliest grades, and are reinforced throughout the school years. Beginning with a basic knowledge of food groups and nutrition and progressing to a complex understanding of body functions, chemistry, and systems, multiple technologies support health and physical education programs. The ability to communicate online with peers and experts globally and locally significantly enhances our understanding of other cultures and nations.
The popularity in 2008 - 2009 of national and global programs such as Olympics of the Mind (OM), Thinkquest, Destination Imagination (DI), FIRST Lego League (FLL), FIRST Vex Challenge, (FVC), and the FIRST Robotics (FRC) competitions coupled with school-based Invention Conventions highlight the power and potential of technology resources to create, test, and refine inventions, as well as design, develop, produce, and market products, or identify and solve problems.
Lifelong Learner
Gifted or challenged, young or old, novice or expert, each of us are travelers on a lifelong learning journey. The appropriate use of and access to technology resources gives individuals in all stages of life, all occupations, and interest levels vast information resources, powerful productivity tools, easy communication channels, easy-to-use organizers, and exciting methods of expression and global outreach.
Students and Teachers as Producers of Content
Students and teachers have become co-learners and partners in learning and knowledge creation. No longer just a consumer of content, the 21st century learner is also a producer and publisher of important content that should be shared with local, national and global audiences. Projects and research result in products that may be created in a variety of digital formats including text, audio, video, and Web site content. Just a few examples include:
- Think.com is now part of ThinkQuest -- A learning platform where teachers and students create learning projects, participate in a Web site competition, and browse a library of student projects http://www.thinkquest.org/en/
- Powerful and moving videos created for the Mabry Film Festival by students at the Mabry Middle School in Mabry, Georgia (http://mabryonline.org/archives/2007/04/2007_film_festi.html).
- The Flickschool program started by Marco Torres and Veronica Marek located in San Fernando, California, comprised of the San Fernando Education Technology Team (SFETT) that also engages students in exciting and compelling video production (www.sfett.com/)
- Exemplary Web sites and animations created annually by high school students as a component of the FIRST Robotics Competition (FRC) (www.usfirst.org)
Resulting songs, animations, videos, Web sites, and presentations all require digital tools and space, resources, supervision for development and server space for storage, management, and distribution of final products.
Community Learning and Gathering Spaces
As district leadership explores strategies to extend the use of school resources to members of their greater community, they need to consider the impact of these audiences on the resources to which they will desire/require access and facilities they will frequent. External access to and from frequented areas, security for the remainder of the building, and technical support and staffing during nontraditional school hours all impact school design considerations.
Recommended configurations and technology components for these areas that the community will access are discussed in greater detail in Section 4:
- Instructional Environments - classrooms, computer labs and computer classrooms
- Shared Environments - library media center, distance and virtual learning environments, and video production and distribution environments
- Large Group Environments - auditorium/theater, cafetorium/multipurpose area, gymnasium/athletic field
Access by multiple audiences during nontraditional school hours will require facilities that present models of flexible use of space and include strategic placement of technology resources. New school facilities should be planned and designed with the anticipation that they will be open before and after the traditional school day. Access, egress, and security strategies need to be considered in the total design process.
3 Please note: throughout this guide a number of commercially available educational computing devices are listed as examples. This is in no way intended as an endorsement for these specific products, but is necessary in order to properly describe the growing field of mobile computing devices and instructional technologies that currently populate schools across the nation. It is acknowledged that, given the pace of technology change, the devices mentioned may be replaced or obsolete in the near future. Such instances will be addressed in subsequent revisions to this facilities guide.
4 James Cengiz Gulek & Hakan Demirtas, "Learning With Technology: The Impact of Laptop Use on Student Achievement", The Journal of Technology, Learning and Assessment, Volume 3, Number 2 · January 2005


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- The lens is stuck and will not open, retract, or extend.
- The LCD screen is blank or appears dark or black.
- An error code beginning with E:61, E:62, E:91 or E:92 is displayed.
Lens Style Camera Basics

subset: commoncrawl


text: 2014 Outlook: Prepare for a Stagnant Corn Market November 4, 2013 01:17 AM Tweet TAGS: Marketing, Overseas December 18, 2014 By Jen Russell AgWeb Product & Project Manager Email Editor's note: Over the next six weeks, AgWeb will present 2014 marketing outlooks for all of the major commodity markets. Please check back each Monday for outlooks on beef, wheat, hogs, soybean, cotton and dairy. Is there any hope for corn prices next year? Market analysts Bob Utterback and Greg Wagner offer their thoughts on five wild cards to watch. After the historic drought of 2012 destroyed much of the U.S. corn crop, many farmers turned the calendar to 2013 with hopes for a fresh start. The results this year were mixed. Some farmers experienced nearly ideal growing conditions and reported some of their best yields ever. Others weren't so lucky. An extremely wet planting season prompted a late-planted crop and roughly 7.7 million prevented planting acres. Many fields that did get planted were later plagued by hot, dry conditions. Iowa, the nation's top corn-producing state, was one of the hardest hit areas. However, USDA still predicted a record corn crop this year at 97.4 million planted acres, causing corn prices to tumble to the $4-$5 range, and they have struggled to rally ever since. So what should farmers expect from 2014? Bob Utterback, president of Utterback Marketing and Farm Journal economist, and Greg Wagner, president of GWX-Ag Advisors and AgWeb markets analyst, offer their thoughts on five hot topics for next year's market. 1. Acreage In its September World Agricultural Supply and Demand Estimates, USDA predicted that 89.1 million acres of corn would be harvested this year, down 8.3 million from its June planted acreage estimate. With corn prices struggling, will farmers stick with corn next year? "I think on the surface, the answer is always that there will be some adjustment. The question is which direction?" Utterback says. Current talk in the trade is that more than 4 million corn acres will be lost, but Utterback is skeptical of that number. He predicts that initially, about 3 million to 4 million acres will be lost, but those will occur in lower-production regions. Wagner agrees. "There's no question that there are widespread expectations that there will be a reduction in corn acreage and an increase in soybean acreage," Wagner says, "and it is my humble opinion that the corn acreage reduction will not be nearly as dramatic as some are forecasting." His estimate is even more conservative: He predicts a reduction of just 1 million to 1.5 million acres. 2. Weather From an extremely wet year in 2011 to extremely dry in 2012, to a year with both conditions in 2013, farmers are getting used to crazy weather. So how will weather affect the 2014 market? "Only God knows," Wagner says. "There's nothing to suggest at this juncture that there is any macro-weather force (such as El Nino or La Nina) that will adversely impact the U.S. crop next year." However, Utterback says that the lack of a major weather event could be a major problem for corn prices. "If Mother Nature rewards us with a good-yielding year, we're going to be in the sewer next fall," Utterback says. With corn prices as low as they are currently, many farmers are opting to store their crop, which could lead up to an oversupply if next year's yields are strong. "If we don't have a bear market in 2014, it's because of weather," Utterback says. "The only way we're going to have $5-$6 corn, is if we have a 2012-type drought event." 3. Global demand How will the global market factor into prices this year? And who are the big players? "It's pretty clear that we've had a surge in global corn production," Wagner says, citing areas such as the Ukraine and South America, that have boosted their production levels in recent years. "But the biggest wild card might be China," he says. There is an extraordinary social dynamic going on in China with urbanization and rising income levels, Wagner explains. And that makes it difficult to predict whether the country will boost its crop production or import more grain. "They are in a race against a dynamic curve and a production curve, and no one is sure where those factors will intersect," Wagner says. However, Utterback sees an even bigger and more menacing wild card. "From what I've seen so far, South America will plant more beans and less corn. Nobody's talking any big supply curtails," Utterback says. "The big nemesis is that the global economy is still struggling." While the value of the U.S. dollar has dropped, Utterback points out that there are other countries whose currencies are weaker. And a weakened dollar isn't all bad—it makes exports more marketable, but only if buyers have confidence in the currency. "There is a point where a value drop becomes bearish," Utterback says. "Once you start losing confidence, man, you have a transition quick." 4. A Stagnant Market What will it take for corn prices to recover? And what are the chances of it happening next year? "I think the market is going to be range-bound into next year. I think it's going to be boring as hell. Like molasses," Utterback says. He predicts that through May, corn might only have a 50-cent to $2 trading range depending on what the weather does. Wagner also thinks the spring market will be stagnant. "To be able to get any rally of substance over the next several months is going to require unanticipated positive shock on the demand side of the balance sheet," Wagner says. However, once June hits, look out. Utterback forecasts that the market will become violent from June through September, as crop conditions are reported. But Wagner says producers should be optimistic. He thinks prices will get better—they just might not be sky-high. "The global demand side—given the demographics of the world, the number of people moving up the food chain, production capacity—I would anticipate that agriculture and producers as a whole have prospect for higher prices. But not necessarily $8 corn and $15 beans," Wagner says. 5. Soybeans With corn prices what they are, soybeans could be looking more enticing these days. In fact, some traders are saying that beans could drive prices for the next six months. Utterback says this is likely, but don't get too optimistic about bean prices. "How could I convince you to store $13 beans? I would dump the beans and store the corn," Utterback says. "But unless South America runs into problems, there are no $20 beans in front of us." "If it's good enough for you to shift acres, then prices are good enough to sell," he adds. "The real danger is not what the flat price does; it's what the margin does." "Soybeans are clearly going to be influential, but the bottom line is that producers have to focus on their bottom line," Wagner says. "If you haven't locked anything in, then look for those opportunities to be able to take advantage." Back to news


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|Give your horse the unbeatable comfort of a waterproof, breathable turnout blanket from Dressage Extensions. Designed to stand up to winter's biting cold, sleet and snow, a great turnout blanket allows your horse freedom of motion while keeping him warm and dry. Choose turnout blankets from top makers such as Horseware® Ireland, Kensington™, Pessoa® and WeatherBeeta®.


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Sometime, in the early '90's, I first discovered "Lemon Bars". I don't know what rock I'd been living under, to have missed this iconic cookie. All I know is that it was love at first bite, for my son. Did you know that it is said that Betty Crocker's R&D department developed this cookie in 1963?
Since then, I've seen them at Starbucks and many bakeries. I just can't resist them, either.
If you've never had a Lemon Bar, think of this cookie as a layer of shortbread (no eggs) with a gooey, yet creamy, filling of lemony sweetness, dusted with powdered sugar. For some reason, I have forgotten about making these, even though I see all kinds of versions of this classic cookie. So, why would I want to post mine? I'll tell you why in a moment.
I am very thankful that my husband has taken an interest in growing fruit trees. He has nurtured our Eureka lemon tree, and he is being repaid with plenty of lemons for me to use. Our Meyer lemon tree hasn't been quite so forthcoming, but I still hold on to the hope that it will finally cough up more than the one handful of fruit it has produced. The tree is still very young, so I it's not quite bursting with fruit, but I'm sure that time will come.
With lemons coming into season, I'm starting to see (and "pin") plenty of lemon recipes. I realized that it has been many years since I've made lemon bars for my son, and husband.
For the filling, I sift sugar, flour, and baking powder into a bowl ...
Personally, I love these with a cup of hot tea. The best. Seriously.
I always post a printable recipe card at the end of each recipe post. If you cannot view it, you might be using an older version of InternetExplorer. You should be able to view my recipe cards with Safari, Mozilla, Google Chrome and Internet Explorer. If you still can't view the recipe card, all of my recipes are stored on Key Ingredient, by clicking here. If you still can't figure out how to view the printable recipe card, please email me at firstname.lastname@example.com and I am happy to help.


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Canadiens goalie Carey Price aggravated injury during Olympics
Carey Price's return to the Montreal Canadiens following the Olympic break was short-lived.
The goaltender, who backstopped Canada to Olympic gold against Sweden on Sunday, was first on the ice at the Habs practice facilityWednesday in Brossard, Que., but left shortly thereafter due to injury.
"It's a lower-body injury that he aggravated during the Olympics," Canadiens coach Michel Therrien said after practice.
"We want to ensure that he's completely healthy when he returns to the lineup. His situation is one that we'll be evaluating day by day."
Price will miss the next two games for the Habs — Wednesday night at home against Detroit and Thursday in Pittsburgh.
Backup goalie Peter Budaj will start against the Red Wings. The team has recalled Dustin Tokarski from Hamilton of the AHL.
Price is 26-17-5 this season, posting a 2.33 goals-against average and .925 save percentage in 48 games.


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KENNEWICK, Wash. — The Obama administration has spent an average of $68 million more per year over four years to collect an average of $31 million more annually in back wages through the Wage and Hour Division of the Department of Labor, a former Labor official in the Bush administration says.
"It's amazing they don't have more to show for it," Leon Sequeira said at the Washington Farm Labor Association's Workforce Summit at Kennewick's Three Rivers Convention Center, Feb. 12.
Sequeira, now a labor attorney in Kentucky, was assistant secretary of labor policy at DOL from 2007 to 2009 and was largely responsible for writing changes to the H-2A visa guestworker program that lasted only a year before the change in administrations.
"Since hope and change arrived in 2009, the department quit publishing enforcement statistics," he said. A Freedom of Information Act request revealed that the Wage and Hour Division investigated 1,660 agricultural cases in 2012. That is slightly more than in 2008 and generated $5.2 million in back wages for 11,000 employees, Sequeira said. That's about $472 per worker or $3,132 per case, not including penalties, he said.
But beyond agriculture, the division has averaged $214 million a year in collection of back wages they say employers owe, which is $31 million more per year than the Bush administration average, or a 17 percent increase, he said.
Even with budget sequestration, the Wage and Hour Division's budget has risen 40 percent to $243 million anticipated for 2014 compared with $175 million in 2008, the last year of the Bush administration, Sequeira said. Staff has risen 55 percent, from 1,208 full-time-equivalent employees to 1,872 and the number of investigators increased from 731 to 1,132, he said. Investigations numbered 36,000 last year and the goal is 37,500 this year with two-thirds in targeted industries including agriculture, he said.
Fewer cases have been closed each year and it takes longer to close them, he said.
In a budget narrative to Congress, Wage and Hour Division officials stated "domestic and temporary non-immigrant agricultural workers endure low wages, unsafe housing and transportation and harsh working conditions," Sequeira said.
"This blanket statement is shocking and not true. H-2A workers actually have more extensive labor protections than average employees," he said.
About 29 percent of the division's directed investigations and 22 percent of its complaint-based investigations result in no violations, he said. The division's goal is 20 percent for both, he said.
"They want to find more violations. It's their goal," he said.
DOL's use of "hot goods" orders to stop movement of Oregon blueberries was "outrageous" and hopefully a court ruling against it and the USDA consultation mandated in the new farm bill will reduce such occurrences, Sequeira said.
He advised growers to keep good records to be prepared for investigations and noted Wage and Hour investigates under the Fair Labor Standards Act, the Migrant and Seasonal Agricultural Worker Protection Act and H-2A regulations.
Investigators are checking for correct wages, piece rate, deductions, transportation and subsistence reimbursement, child labor, housing, vehicles and correct payment of domestic workers hired as corresponding workers to H-2A.


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Friday , January 12, 2018 - 5:15 AM
Descriptions of the shows listed below were provided by the theaters producing them. They have been lightly edited for clarity.
Beverley's Terrace Plaza Playhouse, 99 E. 4700 South, Washington Terrace
After dying in a tragic accident, a band of men return to Earth to pursue a dream they could not obtain while alive: record their first album. The audience is immersed in their story and carried away with classic tunes like "Three Coins in a Fountain," "Sixteen Tons," "Heart and Soul" and "Moments to Remember," among many others. Come participate in a night of laughs and moments to remember.
Performances: 7:30 p.m. Saturdays through Feb. 10, Fridays and Mondays Jan. 5 through Feb. 10
Tickets: $9-$14 at terraceplayhouse.com/tickets or call 801-393-0070
On Pitch Performing Arts, 587 N. Main St., Layton
Based on the iconic animated film with an Academy Award-winning score by Alan Menken, Howard Ashman and Tim Rice, "Disney's Aladdin Jr." is sure to send audiences soaring on a flying carpet ride filled with romance and adventure. When the street urchin, Aladdin, vies for the attention of the beautiful princess, Jasmine, he uses a genie's magic power to become a prince in order to marry her. Lago, Jafar, the Genie and more are here in "Disney's Aladdin Jr.," a musical adventure filled with magic, mayhem and the power of love.
Performances: 7:30 p.m. Friday and Saturday, Jan. 12 and 13
Tickets: $10 at onpitchperformingarts.com/tickets.html or call 385-209-1557
CenterPoint Legacy Theatre, 525 N. 400 West, Centerville
From the seminal work of Harper Lee, this adaptation for the stage is a powerful drama following the court proceedings of a black man in Maycomb, Alabama, accused of committing a crime against a white woman. The upstanding Atticus Finch has the arduous task of defending this innocent man. Observing from a different perspective, his children, Jem and Scout, feel it their duty to fight for justice alongside their father. Examining the inner workings of racism, trust and the meaning of being an honorable citizen, "To Kill a Mockingbird" is a dynamic play not to be missed.
Performances: 7:30 p.m. Mondays to Saturdays through Feb. 3; 2:30 p.m. Saturday, Jan. 13 and 20
Tickets: $17.50-$27 at centerpointtheatre.org/tickets or call 801-298-1302
CenterPoint Legacy Theatre, 525 N. 400 West, Centerville
Have you ever gone on a European vacation, had your plane redirected to a country behind the Iron Curtain, and been accused of being a spy? Even if you haven't, New Jersey family the Hollanders have got you covered in this uproarious Woody Allen comedy, "Don't Drink the Water." While this outspoken family is panicking, they are left in the hands of the missing U.S. ambassador's hapless son Axel, who seems to be doing anything but helping. This is the perfect night of comedy and laughter; tickets to this show are sure to go fast!
Performances: 7 p.m. Mondays, Thursdays, Fridays and Saturdays through Feb. 3
Tickets: $15 at centerpointtheatre.org/tickets or call 801-298-1302
Pioneer Theatre Company, 300 S. 1400 East, Salt Lake City
From Grammy winners Steve Martin and Edie Brickell comes "Bright Star," a musical that tells a tale of love and redemption set in the American South of the 1920s and '40s. Inspired by a real event, "Bright Star" offers something very different from most of today's musicals — an Americana musical with picking banjos, barn dances and characters you root for even as fate seems determined to defeat them.
Performances: 7:30 p.m. Fridays and Saturdays through Jan. 27; 7 p.m. Mondays to Thursdays through Jan. 25; 2 p.m. Saturdays through Jan. 27
Tickets: $42-$64 at pioneertheatre.org/tickets or call 801-581-6961
Delta Hall at the Eccles, 131 S. Main St., Salt Lake City
Set in the '90s — the 1590s — this hilarious smash tells the story of Nick and Nigel Bottom, two brothers who are desperate to write their own hit play while the "rock star" Shakespeare keeps getting all the hits. When a local soothsayer foretells the future of theater, including singing, dancing and acting at the same time, Nick and Nigel set out to write the world's very first MUSICAL! With its heart on its ruffled sleeve and sequins in its soul, the hilarious "SOMETHING ROTTEN!" has been called "an explosion of musical joy!" by NPR.
Performances: 8 p.m. Friday and Saturday, Jan. 12 and 13; 2 p.m. Saturday, Jan. 13; 1 p.m and 6:30 p.m. Sunday, Jan. 14
Tickets: $35-110 at artix.artsaltlake.org or call 801-355-2787
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Covering mat work and apparatus, Pilates, Second Edition, is the
most respected and comprehensive guide available. Exercises include
photo sequences, level of difficulty ratings, recommended resistance
ranges, and instructions and reasons for performing the movements. Many
exercises include variations for increasing or decreasing the challenge.
* Free Bundled E-book *
If you are a member of the HK Rewards Program, when buying a new print edition of this book, you
will be granted the option for downloading the e-book edition at no additional charge. Learn more.
Rael Isacowitz is a world-renowned practitioner and teacher of
Pilates. With over three decades of Pilates practice and achievement, he
is a prominent lecturer and teacher at symposia, universities, colleges,
and studios around the globe. He received his bachelor of education
degree and teaching credentials from Israel's prestigious Wingate
Institute, where he subsequently joined the teaching faculty. He later
earned a master of arts degree in dance from the University of Surrey,
Rael's early Pilates teachers included Alan Herdman and thereafter
several of the first-generation Pilates teachers (known as the Elders),
including Kathy Grant, Ron Fletcher, Romana Kryzanowska, Eve Gentry, and
Lolita San Miguel.
Rael has mastered all levels of the Pilates repertoire and is noted in
the industry for his unique athleticism; synthesis of body, mind, and
spirit; and passion for teaching. In 1989 he founded Body Arts and
Science International (BASI) Pilates, which has developed into one of
the foremost Pilates education organizations in the world. BASI Pilates
is currently taught in more than 100 locations spanning 30 countries.
Rael's first edition of Pilates (Human Kinetics, 2006) and
his Pilates Anatomy (coauthored with Karen Clippinger, Human
Kinetics, 2011) have received worldwide acclaim and been translated into
multiple languages. He has published a series of movement analysis
workbooks on all the Pilates apparatus, produced DVDs, designed the
revolutionary Avalon System line of contemporary equipment, and created
the groundbreaking Pilates Interactive software. He is a regular
contributor to several industry publications. Creativity, passion, and
energy suffuse his work. Teaching Pilates is, for Rael, the ultimate
"The two Pilates books I refer to most often are Joseph Pilates' Return
to Life Through Contrology and Rael Isacowitz's Pilates.
They are must-have reference works for Pilates teachers, students, and
clients. I have known Rael for many years. In this book you will meet
Rael the man and teacher, multitalented and knowledgeable. He presents
his approach to Pilates with simplicity and love, and he inspires you to
do your best. Bravo, Rael!"
Lolita San Miguel, PMA, CPT-- First-Generation Pilates Teacher,
certified by Joseph Pilates and Carola Trier
"Pilates, Second Edition, brought to you by world-class
master Rael Isacowitz, provides all of the necessary tools and then some
for you to reap the wide-ranging benefits that the method has to offer.
Whether you're new to Pilates or a seasoned practitioner, you will read
this book—cover to cover—over and over again."
Amanda Altman-- Managing Editor, Pilates Style magazine
"Rael Isacowitz is one of the great Pilates masters of our time. I
recommend this book to anyone looking for detailed insight into Pilates
theory and practice. It is an extraordinary resource for all dedicated
Pilates practitioners.
Marguerite Ogle, MS-- Pilates Educator, Writer, Lifestyle Coach
"Rael draws from his vast experience to provide a clear,
comprehensive, creative, and inspiring presentation of Pilates
repertoire for the mat and apparatus. This new edition enriches an
already invaluable Pilates resource by adding variations that promote
accessibility for the Pilates novice and expand the degree of challenge
for the experienced Pilates enthusiast or teacher."
Karen Clippinger, MSPE-- Professor, California State University
at Long Beach; Faculty member, BASI Pilates
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4 pieces boneless, skinless chicken breast
Salt and freshly ground black pepper
1 cup blue cheese crumbles
1/4 cup toasted pecans, chopped
2 scallions, sliced on bias
4 slices good-quality center cut bacon
1 tablespoon extra-virgin olive oil
2 tablespoons butter
2 tablespoons all-purpose flour
1 cup chicken stock
1/2 cup half-and-half or cream
2 tablespoons grainy mustard
Special equipment: toothpicks
Heat the oven to 375 degrees F.
Butterfly the chicken breast pieces by cutting across the breast but not all the way through. Open the breasts up and pound lightly between parchment paper. Peel paper away and season the meat with salt and pepper.
Cover the seasoned chicken cutlets with blue cheese crumbles, pecans and scallions in equal amounts. Roll the chicken, wrap each roll with bacon and secure with toothpicks. Season the outside of the rolls with salt and pepper.
Heat the olive oil in skillet over medium-high heat. Brown the chicken evenly all over, 5 to 6 minutes. Transfer the chicken to a small baking sheet, place in the oven and cook 10 minutes more.
Melt the butter in the same skillet pan the chicken was seared in over medium heat. Whisk in flour, cook 1 minute then whisk in stock. Let thicken a minute then whisk in the half-and-half and grain mustard, season with salt and pepper, reduce heat to warm.
Halve the chicken and stack to show off the center. Set chicken in gravy or pour over top. Serve with rice and greens, if desired.
Thanks for checking out the new Food Network recipe page! Please provide feedback on what you like or dislike.Take a Survey
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In the next 50 years, give or take, those of us in the United States will face two challenges. We must wean ourselves off of oil and we must cut our carbon-dioxide emissions by around 60 percent. Either would be difficult in isolation; together, well … imagine patting your head and rubbing your belly at the same time, only with trillions of dollars and millions of lives at stake. And with one arm tied behind your back.
What's the best way to meet these challenges? If you were the proverbial Martian, visiting our planet to dispassionately assess our options, what would you find most promising?
Would it be nuclear power? "Clean coal"? Ethanol? You'd only decide on those options if you happen to be an uncommonly gullible Martian (or one in the pay of big industry—but more on that later).
Substantially increasing the amount of electricity we get from nuclear power would mean building dozens of expensive new plants, none of which would be completed for at least 10 years. Each would be a huge risk for investors and virtually uninsurable without government assistance—and once it had run its course, would cost a fortune to decommission. Each would produce tons of waste—when we don't even know what to do with the waste we already have—and each would produce fissile material that could fall into the wrong hands. By some estimates, the CO2 emitted in the full lifecycle of a nuclear plant—taking into account the oil burned mining, transporting and processing uranium, not to mention constructing the plants themselves—would be only a third less than that released by a coal-fired plant.
Burning coal releases CO2. To avoid climate catastrophe, "clean coal" plants would have to sequester their CO2 emissions underground. This technology is speculative, untested and at least 10 years out.
Corn-based ethanol is the result of an extremely energy-intensive, CO2-emitting, polluting process. Corn is grown in massive monocultures with petroleum-based herbicides, pesticides and fertilizers, which are busy accumulating in an enormous "dead zone" in the Gulf of Mexico. Ethanol refining plants consume enormous amounts of natural gas or coal; their product is distributed across the country in oil-burning vehicles. In the end, grain-based ethanol produces little more energy than what's required to make it, and does virtually nothing to reduce CO2 emissions.
What about cellulosic ethanol, the oft-cited, eco-friendlier cousin of grain-based ethanol? Well, it's—wait for it—largely speculative, untested and at least 10 years out.
Would a smart Martian choose these uneconomical and/or inefficient and/or unproven fuel sources as its primary means of addressing America's immediate energy challenges? Would he be willing to wait 10 years to ramp up supply, in a quixotic attempt to keep up with burgeoning demand? Not unless he'd been paid off by big energy companies. (Which, let's face it, would inevitably happen.)
Our Martian would probably suggest we focus first on reducing our energy use—and might be delighted to discover several simple, at-hand ways to do so. Some low-hanging fruit: boost energy efficiency standards for cars, appliances, industrial equipment and buildings. Institute "feebates," which would tax the purchase of fuel-inefficient vehicles and apply the revenue to rebates on fuel-efficient vehicles. Mandate that all government purchases—of vehicles, buildings, appliances, or anything else—be tied to strict energy-efficiency requirements. Pass a federal renewable portfolio standard, mandating that the feds get a certain percentage of their energy from renewable sources.
And if our Martian wanted to get a little bit more ambitious, he might emphasize these broader policy and technological initiatives:
• Quit subsidizing fossil-fuel industries. Period.
• Impose a gas or carbon tax. It would put uniform pressure on the market to reduce oil consumption, without favoring any particular alternative. (The impact on low-income Americans could be offset with reduced payroll taxes.)
• Encourage density by reversing land-use policies at all levels of government that subsidize road-building and sprawl at the expense of compact, walkable, mixed-use communities served by effective public transportation.
• Drop perverse agricultural subsidies that overwhelmingly favor petro-heavy industrial agriculture and long-distance food transport at the expense of organic farms and local food systems.
• Scrap electricity-market regulations that virtually mandate centralized power production at large, inefficient plants (by some estimates, up to two-thirds of energy is wasted en route to end users); instead, encourage decentralized production from small-scale, site-appropriate sources.
Given the panoply of readily available demand-reduction measures, our befuddled Martian might wonder, why is debate over America's energy future dominated by supply-side options like nuclear, "clean coal," and ethanol? If he hung out for a while and studied the socio-economic scene, our Martian might propose the following explanations:
• Policymakers are terrified to tell constituents that big upheavals are coming and big changes are needed. They prefer to propagate the illusion that one set of fuels can simply be swapped out for another, with no disturbance in the hyperconsuming, big-box retailing, suburb-expanding American way of life.
• Many of the most effective energy strategies would mean less fossil-fuel power and more people power—i.e., labor. Site-situated power plants and small organic farms, for instance, require more human labor than their centralized, mechanized, super-sized counterparts. The economic consensus of the American power elites (in both parties) has it that labor costs must be held to a minimum by any means necessary—union-busting, federal rate hikes, outsourcing, or liberal use of illegal immigrants.
• Finally and most significantly: it's the money, stupid. Scratch the surface of each of the elite's favored alternatives and you'll find an industry with political connections and the financial clout to shape public dialogue. The Nuclear Energy Institute, an industry front group, has openly established an organization designed to push pro-nuclear talking points into the public sphere—it's already paid off in the form of an influential op-ed in The Washington Post . Ethanol has even more friends. Legislators from agricultural states love it; corn brokers like Archer Daniels Midland love it; automakers who want their products to look greener love it; the oil companies that will eventually own and run ethanol refineries and stations love it. And coal—well, even kids love coal!
Alternative fuels backed by big industry bucks aren't necessarily without merit. But those concerned about America's—and the world's—energy future need not accept the debate as it is currently configured, with its skewed focus on supply increase over demand reduction and big-industry products over decentralized, human-scale solutions.
Public dialogue is influenced by big money, but it is also, at least for now, influenced by the public. And we, the public, should approach the energy problem with fresh, unbiased eyes.
Like Martians.
David Roberts is a staff writer at Grist Magazine. His blog is http://gristmill.grist.org.


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Glioblastoma multiforme (GBM) is the most common glioma—a type of brain cancer. This cancer starts in the glial cells, which are cells that help nerve cells work.
This condition can develop suddenly. It can also develop from a lower-grade, less cancerous brain tumor. Most cases are located in the cerebral hemisphere of the brain. The cancer can also begin in the spinal cord or brain stem.
GBM originates from astrocytes, which are a type of glial cell. The factors that cause normal-functioning astrocytes to become cancerous is not well understood.
Risk Factors
GBM is more common in people over 50 years old, especially those who are Caucasian, Hispanic, and Asian. Factors that increase your chance of developing GBM include:
- Having a low-grade brain tumor, which occasionally develops into a higher-grade tumor
Having one of the following genetic disorders:
- Neurofibromatosis
- Tuberous sclerosis
- Von Hippel-Lindau disease
- Li-Fraumeni syndrome
- Turcots syndrome
- History of radiation therapy
- Occupational exposures in the synthetic rubber or petroleum-refining industries
- Exposure to vinyl chloride or pesticides
- History of CT scans during childhood
Symptoms may vary depending on the location or size of the tumor. In general, symptoms may include:
- New onset headaches
- New onset seizures
- Progressive cognitive dysfunction
- Problems with vision, language, motor function, or sensation may occur
- Progressive neurological deficits, including weakness or numbness
- Personality changes
- Behavioral changes, development of inappropriate behaviors
- Memory loss
You will be asked about your symptoms and medical history. A physical exam will be done.
Images and scans may be taken of your brain. This can be done with:
Your brain activity may be measured. This can be done with:
- Magnetic resonance spectroscopy (MRS) scan
- Electroencephalogram (EEG)
Your bodily fluids and tissues may be tested. This can be done with:
- Biopsy—tissue samples are taken and examined under a microscope
- Lumbar puncture—to evaluate the cerebrospinal fluid that surrounds the brain and spinal cord
Surgery is often done to confirm diagnosis and relieve headache, but doctors cannot completely remove the cancer. Other types of treatment may include:
- Radiation therapy—to further decrease the size of the tumor
- Chemotherapy—to increase survival time and quality of life
- Steroids to suppress swelling
- Antiseizure medications to suppress seizures
- Pain relievers
Even with aggressive treatment, few patients survive more than 5 years after diagnosis. However, there is evidence that medical and surgical intervention can increase life expectancy and improve quality of life.
A multi-disciplinary approach is important for you and your family. This approach may involve:
- Support groups
- Psychotherapy and psychiatry
- Pain management
- Hospice care
Revision Information
- Reviewer: Mohei Abouzied, MD
- Review Date: 05/2016 -
- Update Date: 05/28/2014 -


text: Cambria is sold through a network of company-owned and independently-owned fabrication companies. For more information on how we can can work with you on your project, or to connect with a fabrication/specification representative, simply contact us by completing the information below. A Cambria representative will respond to your request promptly.


text:
VCSU men ready for rule changes at Wesmen Classic
The Valley City State University mens basketball team had a largely traditional practice Monday when it returned from its short holiday break.
But as the team worked its offense, there was one subtle change — rather than running the shot clock at 35 seconds, the Vikings were working the ball with only 24.
It was a strategic move to help prepare the team for the Wesmen Classic tournament, which starts Wednesday at the University of Winnipeg in Winnipeg, Manitoba, Canada.
Unlike the Vikings' other games within the U.S., which are played under NCAA/NAIA rules, the Vikings will be playing in games using FIBA rules, the standard for Canadian Interuniversity Sport basketball games.
Although VCSU coach Jeff Kaminsky didn't expect his players to have all the changes memorized after the first practice with them, the changes will be there.
"The biggest thing that's obvious is the 24-second shot clock, which is a major difference from our 35-second shot clock," Kaminsky said. "That'll be the most significant part of the game (to change.)
"There's other strategic parts of the game, like players can't call timeouts, so the game keeps flowing a bit."
Going with the flow, timeouts can also only be called when play is stopped rather than in action.
There's also a matter of a different sized restricted area under the basket, with FIBA opting for a trapezoid shaped key compared, a slightly longer 3-point line, quarters instead of halves.
FIBA rules also apply to fouls. Where NCAA/NAIA rules give a one-and-one "bonus" shot after the sixth team foul of the half, the FIBA rules give the team two free throws after the fourth team foul in each quarter.
"We have fifty pages of FIBA rules that we're going over in comparison of the rules," Kaminsky said.
To the Vikings advantage, it's a trip Kaminsky has taken before.
"We've done it twice," he said. "We did it two years ago and the competition is great. It's a big tournament in Canada, they invite some of the better Canadian college teams.
"The talent level is pretty good, it's not separated by (NCAA) Division I and Division II and NAIA like we are here in the States, so we're basically playing the upper level college division."
He said the affect of the rule changes is noticeable.
"You do have to play differently and (the Canadian teams are) used to playing that way," he said. "I think the adjustment from going from our rules to their rules is more severe just because of the shot clock, primarily.
"It does make it a little more of a transition game and it limits some of the things you can do offensively if you run a very patient offense."
Although the Vikings last trip to the tournament ended with a 1-2 record, Kaminsky has been pleased by his team's performance this year.
The Vikings enter the tournament with a 10-4 record are on a four game win streak.
Lead scorer Sekani Milligen is averaging 18.93 points per game and Aaron Duske and John Raquel are following with 12.21 and 12.0, respectively.
"I like the direction we're going," Kaminsky said. "I think we have a lot of depth and we have a team that's just continuing to learn how to play together and how to succeed."


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VIRGINIA BEACH, VIRGINIA -- I found a car on Craigslist that I was interested in, clicked the link to the dealership, and was brought straight to a "credit application." In the fields provided for entering some of the information I typed "I am pre-approved [with my bank]" and "I only want prices." Since I wasn't interested in applying for credit I went to the dealer's website and found the car to see if the price was listed. All the cars in the site said "Call or Email for Price." Being at work, I emailed about the car and almost immediately got a call on my phone which I ignored, then an email which I responded to stating clearly "please give me a price on this car."
The person named ** who claimed he is a retired Air Force master sergeant told me he'd never sold a car over the internet and to please call or come to the lot. I didn't respond until the next day when he emailed again saying he saw that I'd responded and to please visit the site to see if there was anything I was interested in. The emails continued and I'll paraphrase: in each email I asked for the price of the car. He wouldn't give it to me. I'd let him know I had a trade in and was pre-approved and was not interested in financing. he refused still. I told him that at the grocery store, I wouldn't take an item to the register unless I knew how much it was. He still refused.
I asked if he would sell the car to a person walking in with cash and he said that "money talks, bulls walks." I said OK, how much money? How much? He refused to give me a price unless I came to the dealership. I had repeatedly told him I would not go to the dealership without a price. It ended with me telling him to go back to the "Chair Force," if he had ever been in the service at all.
I had a hard time believing he had because everyone I've met of comparable rank did their best to train their juniors to avoid places like this. I then asked him not to email me again. He emailed anyway saying "sorry you have no trust in yourself" along with a derogatory statement about my military branch, which didn't bother me as I started the whole dig on his. It still showed his true colors and the dealership lost a possible sale. If a dealership can't even give you a price, stay away from them.
VIRGINIA BEACH, VIRGINIA -- This article is pretty long and is about my whole experience, but the last paragraph is the LONG STORY SHORT. I went shopping around online and in magazines for cars, I am really only looking for a 4 cylinder, manual transmission car just in case I get deployed overseas my dad could assume my payments and drive that instead of his gas-guzzling truck. I came across a silver Mitsubishi eclipse in the automart magazine and called tidewater to ask about the price and mileage of the car. The salesperson I talked to was very friendly and told me that the car was within my price range and he had several more just like it that I could look at on his lot.
He picked me up at the gate of my base in a white Mitsubishi Lancer with loud metal music, and drove like a madman to the dealership (this didn't really affect me because I've driven in Michigan the last 4 years, but I felt I should put that out for people that are uneasy with aggressive drivers). So we get to the dealership and he gives me some time to walk around the lot and look at their inventory, I point out the four cars I could see myself purchasing (3 eclipses and 1 Acura Integra), I went into the office with him and INSTANTLY he wants to run a credit check on me even though I'd already been approved by another bank.
He wouldn't talk prices with me until I said I had been approved for $10,000 and that's when he told me the eclipses were out of my price range (the only reason I had gone up there was the eclipse because it was in my range). The only car he could sell me at that price was the integra, and he told me that even then he was taking off $3,000 of the price. I entertained the idea of the Integra, I had no intention of purchasing a car on the spot, but I didn't want to end the day without at least one decision to consider overnight.
We walked outside with the keys, it started up alright, and I asked for the metal CD that he had in the Lancer so I could hear what the stock speakers sounded like, but the CD player didn't work. I got out of the car and walked around it and looked at the undercarriage.... to say the least "a piece of work" would be an understatement, bondo in the wheel wells covering up something (more than likely rust), dents and dings galor, the carpet was in rough shape but not torn, the floor mats were garbage, the driver side seat was torn and the lock for the rear hatch was "tricky" to quote the salesmen.
At this point I was iffy about the car and about the dealership but I figured I should give it a test drive, because I've had cars that looked like total crap and had been in accidents but ran for 80,000 miles perfectly. The guy that had been my salesperson up to this point had an appointment come in and turned me over to another salesperson. The other salesperson said he would drive out of the lot because Virginia Beach Blvd was a dangerous street to pull out on out of their dealership especially in a car I hadn't driven before (it did seem to make sense at the time). He pulled over into a parking lot and we switched sides so I could do my test drive.
He made me hop onto a side street that was a 25 mph speed limit for about half a mile, and then made me take the right onto VA Beach Blvd to go 50 ft and turn into the dealership. I told him that wasn't much of a test drive and his response was "its a test drive, not a test cruise". Out of the test drive this is what I got, the clutch was extremely soft for a sport vehicle (which means its pretty much done for and needs to be replaced), the brake rotors were rubbing on the pads and needed to be replaced, and there was probably more wrong with it that I couldn't find out because I didn't go more than 30 mph.
I told him my concerns about the brakes and he said they just passed Virginia State auto inspection, so he was either lying about it, or the ball joint is what was really wrong (which was $400 to replace on my last vehicle). At that point I told him I wouldn't pay more than $6,000 for the vehicle, he started to get angry with me but managed to keep his cool partially. He pulled out a piece of paper that was printed off of Microsoft word telling me it was a Kelley Blue Book retail value statement appraising the car at about $13,500 and I was getting the vehicle for a "STEAL" at $10,000.
I stood firm and told him "there is no possible way this piece is $10,000. I will offer $6,000 and even then I feel as if I'm paying too much". He went inside and talked to his manager and told me that the absolute bottom line for them was $8,500 on the vehicle. I told him I wanted him to go on KBB at that moment and pull up the vehicle, he refused, and asked me what I thought about the car de-valued it down to $6,000. I walked around the car and pointed EVERYTHING out to him, his response was "that's only aesthetics and everyone knows that aesthetics have absolutely nothing to do with the cars value".
That was the point where I had no more tolerance for their b.s. and was going to leave the dealership. Before I left the owner and the original salesperson I worked with offered pizza and pepsi, and apologized that we couldn't come to a deal and offered to let me hang out there any time I wanted. Then I walked to the dealership next door (which could be another VERY long entry).
LONG STORY SHORT: I had a friend pick me up and take me back to base, I hopped onto some car appraisal websites. The value of the car in the condition it was in, was $5,600 on Kelley Blue Book and Edmunds which typically have over-estimates on vehicle prices. So the dealership originally wanted me to pay almost 3 times the amount of the cars value. I do not recommend this dealership to anyone, and I will be going through my chain of command to have the rear-admiral black list Tidewater Auto Brokers so fellow Sailors and Marines don't get ripped off.
VIRGINIA -- We shopped for 2 weeks before we went to Tidewater Auto Brokers. We bought a car for my son and nobody could beat their prices. Excellent Service and Quality of Cars. We got our loan from Navy Fed. Thanks Navy Fed and Tidewater Auto Brokers for taking care of our military! I would recommend this Dealer to all service members!
VIRGINIA BEACH, VIRGINIA -- On May 23, 2005, a friend and I was spending the morning car shopping. We went to several dealers looking for a Ford Explorer similar to the one that I was driving, all dealers were pleasant and very nice at the first few dealers that I visited. As I was driving down Virginia Beach Blvd. I spotted Tidewater Auto Brokers and decided to see what they had to offer. As I drove in I didn't see any Explorers, but as I was leaving on of the salesmen drove up in a Black Ford Explorer, exactly what I was looking forward to purchasing. Soon as I seen it drive up I was extremely excited and I, with my friend decided to go look at it.
Just then a salesperson came out and introduced himself as **, he was pleasant. I asked him if it was for sale, he replied "yes it is", I asked the year, it was a 2002, I asked the miles and the price, which he gave me a quote of around $10,000, that was perfect, so I asked if he could give me his business card so that I could write down that information so I could possibly come back the next day and purchase after looking, because that was by far the best price I had all morning. Just as the sales person that I was working with was going in to get a card, another man came out and asked me about the price I paid for the truck that I was driving.
I let the man know that $6000 probably remained on it, but that wasn't an acceptable answer to him and he went on to do something that has never ever happened to me in all my life. He went on to say to me, "You are no ** buy anything", "You are ** not serious", "Get the ** off of my property". And this man also claimed that I had an attitude because I didn't give him the price of the vehicle that I was driving.
I have never in my life suffered verbal abuse of such from anyone in a public marketplace and it was imperative to me to make this complaint and get my story out on the abusive customer service I received at the hands of this man, who says that he was the owner. Tidewater Auto Brokers, 757-499-2844.
VIRGINIA BEACH, VIRGINIA -- Hi, I am a Sgt in the United States Marine Corp and I have a word or two to say about this company Tidewater Auto Brokers. Upon visiting many different types of available dealerships in that are, I found myself at their location. Now without a doubt I was skeptical to what was in store for me (after being at so many dealers beforehand). But I have to say that I an honestly impressed with the professional, high quality salesmen I encountered. It was not a very large dealership but their friendliness and individual care, soared over even the largest places I have been.
I was greeted with respect, talk to in a way that I could easily understand and presented with only the vehicles I was interested in. I spent about 3 hrs. in their dealership and at no time had they pressured, insisted or even hinted that that had to sell me a car "TODAY". I was given all the information I needed and they shook my hand and let me walk out without a word. Well after I went home I looked on the internet at their sight and learned even more. It would seem not only did they give me a wonderful experience, (which I didn't expect )but I looked up all the information they gave me and they were doing for better than they expressed.
I compared vehicle prices and found that they were probably the best within hundred of miles. I did go back to the dealership and purchase the vehicle. I thank Tidewater Auto Brokers for a genuine good experience that far exceeds the notion of typical car dealerships.


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Dr. James Perone
Teaching Area(s): Music
Title: Professor of Music and Margaret Morgan Ramsey Professor in Music
Courses Taught: Music
I knew from the time I was a junior in high school that I would be a professional musician; however, I also suspected that music education would be a part of my future. During my undergraduate years, I really thought that I would become a junior high or high school band director, but the strong bonds that I formed with college faculty members convinced me that higher education was where I belonged.
Professional Accomplishments
One of my proudest accomplishments as a performer was my 1992 appearance as a soloist with the Buffalo Philharmonic Orchestra. It was a great thrill to perform the Weber Concertino for Clarinet with them.
Teaching Style
I always want the material in my classes to be relevant for the students. I try to focus on parallels between the past and the present. In my music theory classes, I always use a wide range of styles and genres.
My course on popular music and the Vietnam War came directly out of research that I did on my first sabbatical in fall 2000. My more recent research on the development of British Invasion rock and roll has led directly to my First Year Seminar, "Beyond the Beatles."
Best Part of the Job
Working with students and serving in an institution in which faculty members clearly focused on the best interests of our students is very rewarding. I feel very fortunate to work at an institution where we can put aside our differences and focus so intently on students.
Home for the Ensembles
I like Cope Music Hall because it is a real home for the music faculty and all the students, including music majors and all the non-majors who participate in the choirs, bands, orchestra, private lessons and small groups.
What Makes Mount Union Unique
I think what makes Mount Union unique is the personal touch – the fact that students and faculty work so closely together and that we can and do communicate one on one as much as we do.
Preparing Students
The professional programs, such as music performance, music education, athletic training, sport business and all of the others, are quite strong at Mount Union. Beyond that, though, I believe that the entire Mount Union experience opens students up to seeing the world around them in many different and important ways. The broad view of the world is necessary in the 21st century job market.
Research Interests
Musical perception and response, the role and messages of popular music
B.M., Music Education, Capital University
M.F.A., Clarinet Performance, State University of New York at Buffalo
M.A., Music Theory, State University of New York at Buffalo
Ph.D., Music Theory, State University of New York at Buffalo
My course on popular music and the Vietnam War came directly out of research that I did on my first sabbatical in fall 2000. My more recent research on the development of British Invasion rock and roll has led directly to my First Year Seminar, "Beyond the Beatles."
- Surprising Fact about Yourself
- I conduct research on popular music. I think a lot of people assume that, at the university level, music professors focus their time and efforts on researching classical music. I think it's just a stereotype, as I thoroughly enjoy researching popular music.
- If You Weren't a Professor
- From the time I was in high school, I knew I wanted to be involved in music and teaching in some way. I honestly can't see myself doing anything but teaching, but if I had to choose, I'd want to be a full-time musician.
- Places to Visit or Things to Do
- I'd love to visit Italy someday. There's so much cultural – especially musical – that I'd love to experience there.
- Favorite Movie
- It's difficult to pin it down to one, but two I love watching and never get tired of are "Fargo" and "The Spanish Prisoner."
- Favorite Book
- For fun, I enjoy reading biographies of musicians, books on musical genres and anything about musical activity in particular cities and states.
- Hobbies and Interests
- I really like British cars. In fact, I own a 1973 Austin Mini Cooper and a 1978 Triumph Spitfire. I also like going to car shows with my wife and playing the guitar. I've always treated research as a hobby because it's not stressful, and I enjoy it.


text:
Popular Combinations Buy as shown or customize
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Sunset Item # A0221
Artistic Pendant
This product is built-to-order at our Portland, Oregon factory and delivered to your door in 2-3 weeks.
Customize This Product
The Sunset is arguably the most unique fixture we manufacture - which, once you've taken a look at our fixtures, is saying something. It sums up a lot of who we are: obsessively devoted to craft and period detail, manufacturing special pieces for special spaces. We know it's not for everyone, but we've had more than a few customers visit one of our stores, walk up to the counter, and ask, "Where's the bat fixture?"
Inspired by the Art Nouveau and Victorian fondness for artistic design, our Sunset and Drake fixtures are handcast using the lost-wax technique to capture all the stunning detail of a circa 1892 period original. (And we do mean original!) The bat and serpent design originates with Celtic mythology and symbolizes the triumph of science and modern medicine over witchcraft.
- Lost-wax cast bronze bat & snake
- Built to order to your custom specifications in our Portland, Oregon factory
- Ribbon-style stem and half-ball canopy
- Compatible with 2-1/4" shades
- Choose standard incandescent or energy-efficient GU24 sockets
- Suitable for indoor and covered outdoor use (UL Rated Damp)
- Assembled in the USA of domestic and imported parts
Product Specifications
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Artistic Pendant


text: Gasoline demand in the United States hit an all-time high in 2006, and ever since then has been on the decline. Aided by rising prices, more efficient vehicles, and a slowing population growth, the United States as a whole is not only using less gas than before the recession, but we as a country have entered into a continued trend of decreased gasoline demand, which government officials and industry executives believe will be a permanent trend from this point forward. While current usage is about 8% less than the 2006 peak, experts expect to see as much as a 20% reduction in gasoline use by 2030.