A Comparative Study Of The Electronics Program Of Booker T. Washington High School With Two School Districts In The Gulf Coast Area

There is nothing so constant today as the change in the teaching of industrial arts courses. The knowledge explosion is a tremendous catalytic agent in education today. It is vital, therefore, that teachers in electronics utilize all possible ways and means to establish new goals for high school students that will help to improve their place in the industrial and space world of economics. BACKGROUND After the close of World War II, significant technological changes related to industrial activity encouraged rapid expansion of the construction and mechanical industries. With technological changes occurring in manufacturing industries, new types of jobs were created. To fill these positions, secondary schools were asked to supply the employees trained in technical knowledge related to mathematics and science rather than tradesmen. The investigator is of the opinion that the techniques and methods presently used must be improved. Moreover, it is eminently clear that better ways must be sought in helping students obtain these goals. THE PROBLEM Statement of the problem. The problem shall be to compare the electronics program of Booker T. Washington High School, Houston, Texas with the programs of two other schools in two different districts in the Gulf Coast Area. More specifically, this study sought answers to the following questions: 1. How do the objectives of the electronics program in the two school districts compare with those at Booker T. Washington High School? 2. How does the instructional organization of the electronics program in the two school districts compare with the one at Booker T. Washington High School? 3. How do instructional techniques utilized in the two school districts compare with those employed at Booker T. Washington High School? 4. How do the instructional aids utilized in the two school districts compare with those used at Booker T. Washington High School? 5. How do the methods of evaluation used in the two school districts compare with those utilized at Booker T. Washington High School? 6. How does the content of the course for a one-year period in the two school districts compare with the one at Booker T. Washington High School

Favorite Recipes - Shining Lights Class

A recipe book compiled by members of the Shining Lights class.https://digitalcommons.gardner-webb.edu/first-baptist-shelby-sunday-school-classes/1004/thumbnail.jp

El Rol (Perdido) de la Energía Nuclear en los Objetivos de Desarrollo Sostenible

 Nuclear science and technology are used in many countries to help meet development objectives in areas including energy, human health, food production, water management and environmental protection. The focus of this paper will be on energy and specifically how nuclear energy fits into SDG 7 (Affordable and clean energy) and relates to SDG 13 (Climate action). The Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015 as a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity by 2030. Sustainable Development Goal 7, Affordable and clean energy, aims to “Ensure access to affordable, reliable, sustainable and modern energy for all”, with a focus on developing countries. This goal classes “renewable” technologies to be sustainable, while excluding nuclear energy. The term "renewable" usually includes unsustainable, high carbon biofuel. From a policy point of view, it is a problematic term. According to multiple scientific bodies, nuclear energy is clean, reliable and is needed to transition away from fossil fuels in order to combat climate change. No country in the world has been able to decarbonise its electricity sector without having either nuclear energy or - where available - substantial hydro or geothermal energy as part of the energy mix. SDG 13, Climate action, focuses on lowering greenhouse gas emissions and adaptation to climate change. This goal does not mention nuclear energy. Significant research has shown that in the absence of suitable hydro or geothermal resources, decarbonisation aims are not achieved without nuclear energy. These issues will be discussed in this paper.La ciencia y la tecnología nucleares se utilizan en muchos países para ayudar a cumplir los objetivos de desarrollo en áreas como la energía, la salud humana, la producción de alimentos, la gestión del agua y la protección del medio ambiente. Este documento se centrará en la energía y, concretamente, en cómo la energía nuclear encaja en el ODS 7 (Energía asequible y limpia) y se relaciona con el ODS 13 (Acción por el clima). Los Objetivos de Desarrollo Sostenible (ODS) fueron adoptados por las Naciones Unidas en 2015 como un llamamiento universal a la acción para acabar con la pobreza, proteger el planeta y garantizar que todas las personas disfruten de paz y prosperidad para 2030. El Objetivo de Desarrollo Sostenible 7, Energía asequible y limpia, pretende "Garantizar el acceso a una energía asequible, fiable, sostenible y moderna para todos", centrándose en los países en desarrollo. Este objetivo clasifica las tecnologías "renovables" como sostenibles, pero excluye la energía nuclear. El término "renovable" suele incluir el biocombustible insostenible y con alto contenido de carbono. Desde el punto de vista político, es un término problemático. Según múltiples organismos científicos, la energía nuclear es limpia, fiable y es necesaria para la transición desde los combustibles fósiles para combatir el cambio climático. Ningún país del mundo ha sido capaz de descarbonizar su sector eléctrico sin disponer de energía nuclear o -cuando energía nuclear o, cuando está disponible, una cantidad considerable de energía hidroeléctrica o geotérmica como parte de la combinación energética. El ODS 13, Acción por el Clima, se centra en la reducción de las emisiones de gases de efecto invernadero y en la adaptación al cambio climático. Este objetivo no menciona la energía nuclear. Una importante investigación ha demostrado que, en ausencia de recursos hidroeléctricos o geotérmicos adecuados, los objetivos de descarbonización no se alcanzan sin la energía nuclear. Estas cuestiones se debatirán en este documento

The neotropical reforestation hotspots : a biophysical and socioeconomic typology of contemporary forest expansion

Tropical reforestation is a significant component of global environmental change that is far less understood than tropical deforestation, despite having apparently increased widely in scale during recent decades. The regional contexts defining such reforestation have not been well described. They are likely to differ significantly from the geographical profiles outlined by site-specific observations that predominate in the literature. In response, this article determines the distribution, extent, and defining contexts of apparently spontaneous reforestation. It delineates regional ‘hotspots’ of significant net reforestation across Latin America and the Caribbean and defines a typology of these hotspots with reference to the biophysical and socioeconomic characteristics that unite and distinguish amongst them. Fifteen regional hotspots were identified on the basis of spatial criteria pertaining to the area, distribution, and rate of reforestation 2001–2014, observed using a custom continental MODIS satellite land-cover classification. Collectively, these hotspots cover 11% of Latin America and the Caribbean and they include 167,667.7 km2 of new forests. Comparisons with other remotely sensed estimates of reforestation indicate that these hotspots contain a significant amount of tropical reforestation, continentally and pantropically. The extent of reforestation as a proportion of its hotspot was relatively invariable (3–14%) given large disparities in hotspot areas and contexts. An ordination analysis defined a typology of five clusters, distinguished largely by their topographical roughness and related aspects of agro-ecological marginality, climate, population trends, and degree of urbanization: ‘Urban lowlands’, ‘Mountainous populated areas’, ‘Rural highlands’, ‘Rural humid lands’ and ‘Rural dry lands’. The typology highlights that a range of distinct, even oppositional regional biophysical, demographic, and agricultural contexts have equally given rise to significant, regional net reforestation, urging a concomitant diversification of forest transition science