Green-Technology Automobiles: Can modern innovations save the environment and consumers\u27 pockets

Cars of the past are notorious for poor fuel efficiency and high carbon emissions. With the presence of hybrid technology, along with a variety of other green innovations, many of these negative side effects can be mitigated. The purpose of this study is to answer the question: how do green technology vehicles compare with similar models that exclude such innovations in relation to efficiency and price? A total of 47 green-tech vehicles were identified and compared against their base model counterparts. Vehicle weight, horsepower, fuel efficiency and other variables were matched within pairs (green-tech vs. base) and between car types (sedans, SUVs and trucks). Regardless of vehicle type and green-tech, weight proved to be an influential factor, showing that as curb weight increased, fuel efficiency decreased. Compared to the base models, green-tech luxury vehicles also exhibited few improvements in fuel efficiency with disproportionately high growth in price. Non-luxury green-tech sedans ranging from 2500lbs to 4000lbs showed the largest improvements in efficiency while also maintaining an average MSRP of $28996±1089, producing a green-tech vehicle that is economically affordable. The impressive results from this category of vehicles suggest that consumer investment in non-luxury green sedans may not only help to save money in fuel consumption, but also save the environment

A new approach to local hardness

The applicability of the local hardness as defined by the derivative of the chemical potential with respect to the electron density is undermined by an essential ambiguity arising from this definition. Further, the local quantity defined in this way does not integrate to the (global) hardness - in contrast with the local softness, which integrates to the softness. It has also been shown recently that with the conventional formulae, the largest values of local hardness do not necessarily correspond to the hardest regions of a molecule. Here, in an attempt to fix these drawbacks, we propose a new approach to define and evaluate the local hardness. We define a local chemical potential, utilizing the fact that the chemical potential emerges as the additive constant term in the number-conserving functional derivative of the energy density functional. Then, differentiation of this local chemical potential with respect to the number of electrons leads to a local hardness that integrates to the hardness, and possesses a favourable property; namely, within any given electron system, it is in a local inverse relation with the Fukui function, which is known to be a proper indicator of local softness in the case of soft systems. Numerical tests for a few selected molecules and a detailed analysis, comparing the new definition of local hardness with the previous ones, show promising results.Comment: 30 pages (including 6 figures, 1 table

A quantitative evaluation of indoor environmental quality in refurbished kindergarten buildings: A Malaysian case study

In Malaysia, the coverage of kindergarten education has improved dramatically in recent times, although many kindergartens are located in buildings that were not originally designed for that purpose. Indoor Environmental Quality (IEQ) is considered to be one of the most important factors affecting the physical development of children. Hence, it is essential to evaluate the indoor conditions of those kindergartens which are based in buildings that have been refurbished and adapted from their original purpose. It is posited that such refurbished environments provide sub-optimal IEQ for kindergarten use, which is reflected in user perception and satisfaction. This study presents the results of the IEQ investigations conducted in refurbished kindergarten buildings in Malaysia with the focus on identifying occupants' satisfaction with the various IEQ factors. The researchers aim to utilize the results of this work to develop a benchmark for analogous studies. 240 refurbished kindergarten buildings in Malaysia were studied to evaluate occupants' perceptions and levels of satisfaction. The results indicate that the occupants found Air Movement, Ventilation, and Freshness to be of a poor quality due to the high occupancy density. Noise was the least satisfactory IEQ factor due to the closeness of the kindergartens to main roads (external noise), as well as the small size of classrooms (internal noise). It was found that Colour and Attractiveness are the most important IEQ factors from the occupants' viewpoint. This study provides a practical benchmark for the conversion of buildings' usage

Reflective teaching, inclusive teaching and the teacher's tasks in the inclusive classroom:a literary investigation

This article has three aims: to continue the process of giving credence to reflective teaching, which is integral to effective teaching and learning; to make explicit the connections between reflective teaching and inclusive teaching; and to identify key tasks for teachers in the inclusive classroom. Relevant articles were selected for inclusion in this review by searching online databases for key words and phrases. Findings reveal that the following features of reflective teaching connect with and are fundamental to inclusive teaching: giving careful consideration or thought; questioning personal assumptions, values, and beliefs; taking initiatives; using intuition; taking part in development and change; and the use of journalling. Teachers' tasks in the inclusive classroom include giving careful consideration to what is to be taught and how it is to be taught (rather than who is to learn); considering the learning needs of all students (not just those with additional needs); questioning beliefs and rejecting deterministic and associated ideas; reflecting on the classroom situation; constantly seeking out and trying new things to support all learners; discussing new initiatives with colleagues in order to receive feedback; examining, framing and attempting to solve dilemmas of the classroom; using journals to track students' learning; and taking responsibility for their own professional growth and understanding