Jewish Studies: Are They Ethnic?

The history of Jewish studies has not yet been written. Scholars engaged in this field, however, are beginning to subject it to searching analysis. Pertinent articles have appeared that offer two extreme positions on the development of Jewish studies: one sees the increase in Jewish studies as the result of heightened Jewish self-awareness during the late 1960s because of the Six Day War, growing interest in the Holocaust, and the influence of rising black and ethnic consciousnesses that resulted in the establishment of academic programs. The other, usually a reaction to the first view, argues that the study of Hebraica and Judaica has held an ancient and honorable place in the traditional university curriculum

Top Quark Mass Measurements at the Tevatron

Top quark mass measurements from the Tevatron using up to \invfb{2.0} of data are presented. Prospects for combined Tevatron measurements by the end of Run II are discussed.Comment: 8 pages, Proceedings 22nd Les Rencontres de Physique de la Vallee d'Aoste, La Thuile, Aosta Valley, Italy, February 24-March 1, 200

Unfounded Fears About Pollution Trading and Hotspots

EPA emissions inventory and cancer risk data for criteria pollutants and air toxics show clearly that vehicles and small stationary sources emit a majority of the air pollution nationally and account for most of the cancer risks from air toxics. Industrial sources, by contrast, rarely account for more than 10% of cumulative cancer risks from all outdoor sources of air toxics. The observed pattern of emissions is replicated at spatial scales ranging from census tracts to the nation as a whole. The secondary status of industrial facilities as sources of air pollution largely neutralizes the potential for pollution trading programs to cause hotspots. In the vast majority of jurisdictions, industrial emissions are simply too low, and in the few jurisdictions in which disparities cannot be ruled out, targeted policies exist to prevent them without compromising market efficiency. These findings are generalizable to all market-based regulations.The Kay Bailey Hutchison Center for Energy, Law, and Busines

Random walks in random environment: What a single trajectory tells

We present a procedure that determines the law of a random walk in an iid random environment as a function of a single "typical" trajectory. We indicate when the trajectory characterizes the law of the environment, and we say how this law can be determined. We then show how independent trajectories having the distribution of the original walk can be generated as functions of the single observed trajectory.Comment: 10 page

Application of remote sensing to solution of ecological problems

The application of remote sensing techniques to solving ecological problems is discussed. The three phases of environmental ecological management are examined. The differences between discovery and exploitation of natural resources and their ecological management are described. The specific application of remote sensing to water management is developed

Automatic vigilance for negative words in lexical decision and naming : comment on Larsen, Mercer, and Balota (2006)

An automatic vigilance hypothesis states that humans preferentially attend to negative stimuli, and this attention to negative valence disrupts the processing of other stimulus properties. Thus, negative words typically elicit slower color naming, word naming, and lexical decisions than neutral or positive words. Larsen, Mercer, and Balota (see record 2006-04603-006) analyzed the stimuli from 32 published studies, and they found that word valence was confounded with several lexical factors known to affect word recognition. Indeed, with these lexical factors covaried out, Larsen et al. found no evidence of automatic vigilance. The authors report a more sensitive analysis of 1011 words. Results revealed a small but reliable valence effect, such that negative words (e.g., "shark") elicit slower lexical decisions and naming than positive words (e.g., "beach"). Moreover, the relation between valence and recognition was categorical rather than linear; the extremity of a word's valence did not affect its recognition. This valence effect was not attributable to word length, frequency, orthographic neighborhood size, contextual diversity, first phoneme, or arousal. Thus, the present analysis provides the most powerful demonstration of automatic vigilance to date

Automatic vigilance for negative words is categorical and general

With other factors controlled, negative words elicit slower lexical decisions and naming than positive words (Estes & Adelman, 2008; see record 2008-09984-001). Moreover, this marked difference in responding to negative words and to positive words (i.e., between-category discontinuity) was accompanied by relatively uniform responding among negative words (i.e., within-category equivalence), thus suggesting a categorical model of automatic vigilance. Larsen, Mercer, Balota, and Strube (this issue; see record 2008-09984-002) corroborated our observation that valence predicts lexical decision and word naming latencies. However, on the basis of an interaction between linear arousal and linear valence, they claim that automatic vigilance does not occur among arousing stimuli and they purport to reject the categorical model. Here we show that (a) this interaction is logically irrelevant to whether automatic vigilance is categorical; (b) the linear interaction is statistically consistent with the categorical model; (c) the interaction is not observed within the categorical model; and (d) despite having 5 fewer parameters, the categorical model predicts word recognition times as well as the interaction model. Thus, automatic vigilance is categorical and generalizes across levels of arousa

Improving School Improvement

PREFACEIn opening this volume, you might be thinking:Is another book on school improvement really needed?Clearly our answer is yes. Our analyses of prevailing school improvement legislation, planning, and literature indicates fundamental deficiencies, especially with respect to enhancing equity of opportunity and closing the achievement gap.Here is what our work uniquely brings to policy and planning tables:(1) An expanded framework for school improvement – We highlight that moving from a two- to a three-component policy and practice framework is essential for closing the opportunity and achievement gaps. (That is, expanding from focusing primarily on instruction and management/government concerns by establishing a third primary component to improve how schools address barriers to learning and teaching.)(2) An emphasis on integrating a deep understanding of motivation – We underscore that concerns about engagement, management of behavior, school climate, equity of opportunity, and student outcomes require an up-to-date grasp of motivation and especially intrinsic motivation.(3) Clarification of the nature and scope of personalized teaching – We define personalization as the process of matching learner motivation and capabilities and stress that it is the learner's perception that determines whether the match is a good one.(4) A reframing of remediation and special education – We formulate these processes as personalized special assistance that is applied in and out of classrooms and practiced in a sequential and hierarchical manner.(5) A prototype for transforming student and learning supports – We provide a framework for a unified, comprehensive, and equitable system designed to address barriers to learning and teaching and re-engage disconnected students and families.(6) A reworking of the leadership structure for whole school improvement --We outline how the operational infrastructure can and must be realigned in keeping with a three component school improvement framework.(7) A systemic approach to enhancing school-community collaboration – We delineate a leadership role for schools in outreaching to communities in order to work on shared concerns through a formal collaborative operational infrastructure that enables weaving together resources to advance the work.(8) An expanded framework for school accountability – We reframe school accountability to ensure a balanced approach that accounts for a shift to a three component school improvement policy.(9) Guidance for substantive, scalable, and sustainable systemic changes –We frame mechanisms and discuss lessons learned related to facilitating fundamental systemic changes and replicating and sustaining them across a district.The frameworks and practices presented are based on our many years of work in schools and from efforts to enhance school-community collaboration. We incorporate insights from various theories and the large body of relevant research and from lessons learned and shared by many school leaders and staff who strive everyday to do their best for children.Our emphasis on new directions in no way is meant to demean current efforts. We know that the demands placed on those working in schools go well beyond what anyone should be asked to do. Given the current working conditions in many schools, our intent is to help make the hard work generate better results. To this end, we highlight new directions and systemic pathways for improving school outcomes.Some of what we propose is difficult to accomplish. Hopefully, the fact that there are schools, districts, and state agencies already trailblazing the way will engender a sense of hope and encouragement to those committed to innovation.It will be obvious that our work owes much to many. We are especially grateful to those who are pioneering major systemic changes across the country. These leaders and so many in the field have generously offered their insights and wisdom. And, of course, we are indebted to hundreds of scholars whose research and writing is a shared treasure. As always, we take this opportunity to thank Perry Nelson and the host of graduate and undergraduate students at UCLA who contribute so much to our work each day, and to the many young people and their families who continue to teach us all.Respectfully submitted for your consideration,Howard Adelman & Linda Taylo