Tuesday, July 13, 2010
Our science strategy
National Center for Research on Evaluation, Standards, and Student Testing
Products & Resources » For Parents »Articles/Presentations from CRESST Staff The articles and Web sites below contain assessment information for parents of K-12 age children. Articles/Presentations from CRESST Staff
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In easy to understand language, CRESST guidebooks apply accountability research to important topics including standards, assessments, scoring, and reporting.
- Alternative Assessments in Practice Database: User's Manual
- Note: The disk that was part of the Alternative Assessments in Practice Database is no longer current and therefore not available online. However, we believe that the document itself may be a useful publication to those interested in alternative assessments.
- Assessing the Whole Child Guidebook
- CRESST Performance Assessment Models
- CSE Criterion-Referenced Test Handbook
- Los Angeles Learning Center Assessment Guidebook
- Los Angeles Learning Center Standards Guidebook
- Portfolios and High Technology Guidebook
- The Practicum in Instrunctional Development: Project Guidebook
- User's Manual to ITRS Interrater/Test Reliability System
- Writing What You Read Guidebook
- Sample Performance Tasks Prepared for Los Angeles Unified School District Division of Instructional Services
- CLASSROOM ASSIGNMENT SCORING MANUAL: High School
- CLASSROOM ASSIGNMENT SCORING MANUAL: Middle School
- CLASSROOM ASSIGNMENT SCORING MANUAL: Elementary School
- Performance Assignments Accomodations Reference Guide
- Performance Assignments Scoring Handbook
- Supplement to Performance Assignments
INSTRUCTIONAL PACKETS
Biofuels: Greener than Ever
Biofuels: Greener than Ever
By James Netterwald, PhDTuesday, June 1, 2010
Plant-based and algae-based biofuels are becoming more profitable than ever, leading to more green backs for opportunists of the green age.
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Another biofuel-producing organism is Jatropa, which is a subtropical plant indigenous of Central America, where it produces the highest yields. Jatropa produces a fruit that contains seeds. The seeds contain concentrations of high quality vegetable oil between 30% and 40%. The oil is extracted either mechanically, or to produce higher yields, using a solvent extraction, and is then processed to produce a biofuel.
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Teach Children Gardening and Give Them a Natural Head Start in Life
The study was conducted by researchers at the National Foundation for Children, who surveyed 1,300 teachers and 10 schools. Teachers who used gardening as part of their learning experience reported that it improved children's readiness to learn. The teachers also reported that gardening encouraged pupils to become more active in solving problems, as well as boosted literacy and numeracy skills. Now the society is urging that gardening should be incorporated as a key teaching tool in schools' regular curriculum instead of being an optional extra-curricular activity.
The report said: "Fundamental to the success of school gardens in stimulating a love of learning was their ability to translate sometimes dry academic subjects into practical, real world experiences. Children were encouraged to get their hands dirty, in every sense. Teachers involved in the research said the result was a more active, inquisitive approach to learning. The changeable nature of gardening projects - where anything from the weather to plant disease can affect the outcome - forced children to become more flexible and better able to think on their feet and solve problems."
Dr Simon Thornton Wood, director of science and learning at the RHS, said: "Schools which integrate gardens into the curriculum are developing children who are much more responsive to the challenges of adult life."
Sadly, gardening has become a lost natural endeavor in much of today's urbanized societies. As a result, modern man is losing out on a wealth of natural physical and mental health benefits. Gardening provides aerobic, isotonic and isometric exercise, which benefits muscles and bones as well as respiratory and cardiovascular systems. Such benefits help prevent health problems such as heart disease, obesity, diabetes and osteoporosis. Strength, endurance and flexibility are also improved by gardening, which makes it one of the best all-round exercises.
Physical exercise such as one gets from gardening releases endorphins, which are natural compounds that alleviate stress and its many negative health consequences. Studies have shown that simply being in a garden lowers blood pressure. Gardening also fosters a good night's sleep and exposes people to both healthy sunshine and beneficial immune boosting soil microorganisms.
Gardeners are more likely to eat a wide range of fruit, vegetables, salad and herbs than non-gardeners, even if they don't cultivate the produce themselves. Eating a wide variety of fruits and vegetables is essential to a healthy diet.
In addition to the benefits of physical activity, gardening helps people reconnect with the natural world from whence they sprang. It provides a calm oasis where one is lost in the moment and can be a natural form of meditation that quiets the conscious mind. It can also be a form of self-expression, enabling one to develop creativity and build confidence while allowing a healthy outlet for emotions.
Furthermore, gardening helps develop a sense of achievement where we are able to step back and see the differences we have made and discover the small, important things in life. Gardeners tend to be hopeful and philosophical people who look forward to future seasons, enjoy the present and respect the past, and are more accepting when things are not perfect.
Clearly, teaching our children to garden, both at home and at school, will help give them a head start at living and at appreciating a more natural and healthy life.
Sources included:
http://www.optimistworld.com/Childr...
http://www.biosciencetechnology.com...
http://www.news.bbc.co.uk/2/hi/uk_n...
http://www.helium.com/items/910565-...
http://www.raysahelian.com/soilorga...
Tuesday, July 6, 2010
Swarthmore College | News | Good Food Project Goes Extremely Local with Hydroponic Window Farm
Good Food Project Goes Extremely
Local with Hydroponic Window Farm
by William Hopkins '11
6/25/10
The Good Food Project wants to show the community a better way to live through sustainable food practices. They tend a campus garden; advocate for local food, which is now regularly served in the College's dining hall; and manage the campus composting effort that has collection bins in Sharples Dining Hall, the snack bar, coffee bars, and most residence halls. Not content with their successes so far, the Good Food Project also built a window farm in late April that now hangs in the Science Center Eldridge Commons.
The window farm is made from stacks of plastic bottles, each of which contains a dirt filter and a small plant. Water trickles down the stack until it reaches the bottom, where a hydroponic pump recycles it to the top of the stack. The system makes efficient use of water and materials, and can be placed in existing infrastructure with minimal disruption. The window farms thus have low ecological impact while supporting edible produce. The farms currently house small lettuce plants, though the organizers hope to grow small tomatoes and peas later in the summer. Because of the greenhouse-like effect of the plastic bottles, the window farms can operate year-round indoors as long as there is enough sunlight.
"Through this project we hope to demonstrate to all those who pass through Science Center that urban agriculture can be a part of meeting our daily food needs," says Sarah Scheub '12, who planned and proposed the window farms with Jesse Marshall '11. Nick Vogt '12 is on campus for the summer caring for the window farms. "We really didn't know what to expect," he says, "considering this was our first time doing anything with hydroponics. The lettuce that we have planted now is almost more than we can harvest and eat." The Good Food Project has deemed the farms a success, and plans to improve on the original design. "We really hope that in the future smaller systems will be seen in the windows of dorm rooms across campus," Scheub adds. "This type of technology has many real world applications."
Courses at a Glance | Sustainability Learning Centre
The development of Green Core Competencies™ within your organization can be achieved by focusing in the following areas:
* Sustainability for Business
knowledge and skills that enable businesses to create and implement a sustainability strategy
* Sustainability for Municipalities
knowledge and skills that enable municipalities to create and implement a sustainability strategy
* Eco-Efficiency Strategies
knowledge and skills for lowering costs through energy, waste, water and material footprint
* Eco-Effectiveness Strategies
achieving competitive advantage by shifting to a “greener” operating paradigm while creating new “green” product and service opportunities
Life Cycle Assessment and Environmental Product Declarations Educational Webinars
The Institute for Environmental Research & Education and the U.S. EPA Region 10 hosted web-based training sessions in October 2009 on the fundamentals of Life Cycle Assessment, Environmental Product Declarations, and Product Category Rules.
Life Cycle Assessment (LCA) is a technique for analyzing the entire life cycle of a product or process. The term “life cycle” refers to the major activities in the course of the product’s life-span from its manufacture, use, and maintenance, to its final disposal, including the raw material acquisition required to manufacture the product. The first two webinars discuss the process, benefits, and limitations of life cycle assessment, life cycle inventory, and life cycle impact assessment.
Environmental product declarations (EPDs) hold out the promise of disclosure of the environmental performance of products in such a way that the consumer can make side-by-side comparisons of different products, much like a nutrition label does. Product category rules (PCRs) are a set of specific rules, requirements, and guidelines for developing EPDs for one or more product categories. The third webinar discusses EPDs, PCRs, and the requirements of international standards.
Webinar 1: Life Cycle Assessment, Scoping, and Life Cycle Inventory
Speaker: Rita Schenck, Institute for Environmental Research & Education
Presentation: Introduction to Life Cycle Assessment Scoping & Inventory (PDF) (51 pp. 2.5MB, About PDF)
Video: Life Cycle Assessment Webinar 1 Video (WMV) (1 hour 27 minutes, 54MB)
Webinar 2: Life Cycle Impact Assessment and Interpretation
Speaker: Rita Schenck, Institute for Environmental Research & Education
Presentation: Impact Assessment & Interpretation (PDF) (58 pp. 1.7MB, About PDF) - Note: Some images were removed from this presentation in accordance with USEPA web policy guidelines.
Video: Life Cycle Assessment Webinar 2 Video (WMV) (1 hour 25 minutes, 62MB)
Webinar 3: Environmental Product Declarations, Product Category Rules, and applicable international standards.
Speakers: Rita Schenck, Institute for Environmental Research & Education
Amy Costello, Armstrong World Industries, Inc.
Presentation: Environmental Product Declarations and Product Category Rules (PDF) (58pp., 2.5MB)
Video: Life Cycle Assessment Webinar 3 Video (WMV) (1 hour 26 minutes, 63MB)