Toxics Use Reduction: Pro and Con

With the Massachusetts Toxics Use Reduction Act as an example, important issues related to the goals and effectiveness of TUR are examined. The benefits as claimed by proponents are contrasted with shortcomings outlined by opponents in point-counterpoint style. Ultimately, the authors call for more balanced analysis

The Moving Middle: Migration, Place Premiums and Human Development in Bolivia

Over half of Bolivian heads of household are lifetime migrants. This paper looks at the long term impact of internal migration over human development in Bolivia. Three issues frame these effects. First, twenty five years of rural to urban migration have transformed the demographic profile of Bolivian society. The new middle third is younger, more bilingual and better educated, with more access to social services than in the past. The poorest of the poor, however, did not migrate to the extent of the non-poor. Second, urban workers make approximately four times as much wages as identical workers in rural areas, controlling for age, ethnicity, and years of schooling. Two caveats dampen this place premium effect: schooling quality and informal insurance mechanisms that make migration more costly. Third, increases in human development can be associated to an “urbanization dividend” that made social services more accessible to first and second generation migrants over a twenty-five year period. Future increases in human development, however, are likely to depend on providing quality services and expanding socials services to the rural poor, rather on gains from urbanization. The key policy challenges of the future include both an expansion of services to the poorest of the poor in rural areas and breaking down discrimination barriers against women and indigenous people in urban labor markets.Migration, human development, poverty, employment, schooling

The Moving Middle: Migration, Place Premiums and Human Development in Bolivia

Over half of Bolivian heads of household are lifetime migrants. This paper looks at the long term impact of internal migration over human development in Bolivia. Three issues frame these effects. First, twenty five years of rural to urban migration have transformed the demographic profile of Bolivian society. The new middle third is younger, more bilingual and better educated, with more access to social services than in the past. The poorest of the poor, however, did not migrate to the extent of the non-poor. Second, urban workers make approximately four times as much wages as identical workers in rural areas, controlling for age, ethnicity, and years of schooling. Two caveats dampen this place premium effect: schooling quality and informal insurance mechanisms that make migration more costly. Third, increases in human development can be associated to an “urbanization dividend” that made social services more accessible to first and second generation migrants over a twenty-five year period. Future increases in human development, however, are likely to depend on providing quality services and expanding socials services to the rural poor, rather on gains from urbanization. The key policy challenges of the future include both an expansion of services to the poorest of the poor in rural areas and breaking down discrimination barriers against women and indigenous people in urban labor markets.Migration, human development, poverty, employment, schooling

Human Development Trends since 1970: A Social Convergence Story

This paper uses a unique data set of the Human Development Index to describe long-run human development trends for 111 countries, from 1970 to 2005. The first part of the paper shows trends by region, period and index subcomponent. We find that 110 of the 111 countries show progress in their HDI levels over a 35-year period. HDI growth is fastest for low-HDI and middle-HDI countries in the pre-1990 period. The life-expectancy and education subcomponents grow faster than income. The assessment of HDI progress is sensitive to choice of measurement. The second part of the paper focuses on the differences between income and non-income determinants of human development. First, HDI growth converges, both absolutely and conditionally, when running HDI growth rates on initial levels of HD. Second, we find that the income and non-income components of HDI change have a near-zero correlation. Third, we look at determinants of the non-income components of the HDI. We find that income is not a significant determinant of HDI change once we include urbanization, fertility and female schooling. Fourth, we test the effects of institutions, geography and gender on HDI growth. We find that the most robust predictors of HDI growth are fertility and female schooling. We check this result using years of women’s suffrage as an instrument for changes in gender relations, and find that it is a significant predictor of HDI progress for the whole sample.human development, education, health and demographic trends, cross-country comparisons, measurement and analysis of poverty

Bus Rapid Transit: A Handbook for Partners, MTI Report 06-02

In April 2005, the Caltrans Division of Research and Innovation (DRI) asked MTI to assist with the research for and publication of a guidebook for use by Caltrans employees who work with local transit agencies and jurisdictions in planning, designing, and operating Bus Rapid Transit (BRT) systems that involve state facilities. The guidebook was also to assist to transit operators, local governments, community residents, and other stakeholders dealing with the development of BRT systems. Several areas in the state have experienced such projects ( San Diego , Los Angeles , San Francisco , and Alameda County ) and DRI wished to use that experience to guide future efforts and identify needed changes in statutes, policies, and other state concerns. Caltrans convened a Task Team from the Divisions of Research and Innovation, Mass Transportation, and Operations, together with stakeholders representing many of those involved with the BRT activities around the state. Prior to MTI’s involvement, this group produced a white paper on the topic, a series of questions, and an outline of the guidebook that MTI was to write. The MTI team conducted case studies of the major efforts in California, along with less developed studies of some of the other BRT programs under development or in early implementation phases around the state. The purpose was to clarify those issues that need to be addressed in the guidebook, as well as to compile information that would identify items needing legislative or regulatory action and items that Caltrans will need to address through district directives or other internal measures. A literature scan was used to develop a bibliography for future reference. The MTI team also developed a draft Caltrans director’s policy document, which provides the basis for Caltrans’ actions. This ultimately developed to be a project within a project. MTI submitted a draft document to Caltrans as a final product from the Institute. Task team members and Caltrans staff and leadership provided extensive review of the draft Bus Rapid Transit: A Handbook for Partners. Caltrans adopted a new Director’s Policy and published the document, BRT Caltrans. The MTI “wraparound” report presented below discusses in more detail the process that was followed to produce the draft report. The process was in many ways as much a project as the report itself

Chemical dynamics

CHEMICAL EDUCATION is changing rapidly, not only because of the explosive growth of knowledge but also because the new knowledge has stimulated reformulation of working principles in the science. Undergraduate curricula and individual courses are in constant flux. Nowhere is the change and challenge greater than in freshman chemistry. Teachers of freshmen must meet the intellectual needs of students who have had more sophisticated and stimulating high school courses than those given a decade ago. At the same time, the freshman teacher must be aware of the constant modification of the more advanced courses in chemistry and other fields that his students will study later. Continuous reformulation of courses sometimes results in the inclusion of valuable new material at the expense of other equally valuable material. We believe that this has happened in some of the sophisticated courses in freshman chemistry. Structural chemistry often receives far greater emphasis than chemical dynamics. In 1965, the Westheimer Report (Chemistry: Opportunities and Needs, National Academy of Sciences, 1965) identified the three major fields of chemistry as structure, dynamics, and synthesis. We firmly believe that a balanced course in general chemistry should reflect the outlook of this report. The study of modern chemical synthesis is too demanding to be covered in depth in an introductory course. However, chemical dynamics -- the systematic study of reactions and reactivity -- can and should be studied at the freshman level. The study of changing chemical systems is the most fascinating part of the field for many students, and its early introduction forms a solid foundation for later study. This small volume is our attempt to answer the need. The book is intended for students who have had introductory stoichiometry, energetics, and structure at the level of a modern freshman textbook (for example, Basic Principles of Chemistry, by H. B. Gray and G. P. Haight, Jr., W. A. Benjamin, Inc., New York, 1961). Chemical Dynamics is designed to accompany approximately 20-25 lectures to be given as the concluding section of a freshman chemistry course. We have chosen topics for their fundamental importance in dynamics and then tried to develop a presentation suitable for freshman classes. Discussion of each topic is limited, because chemistry majors will inevitably return to all the subject matter in more advanced courses. We hope that the following ideas have been introduced with a firm conceptual basis and in enough detail for the student to apply them to chemical reality. 1. Thermodynamics and kinetics are two useful measures of reactivity. 2. Characteristic patterns of reactivity are systematically related to molecular geometry and electronic structure. 3. Reaction mechanisms are fascinating in their own right and indispensable for identification of significant problems in reaction rate theory. 4. The concepts underlying experiments with elementary reaction processes (molecular beams) are simple, even though the engineering of the experiments is complicated. 5. Application of theories of elementary reaction rates to most reactions (slow reactions, condensed media, etc.) provides enough challenge to satisfy the most ambitious young scientist. The book includes exercises at the end of each chapter except the last. Their purpose is didactic, inasmuch as most have been written with the aim of strengthening a particular point emphasized in the chapter, or of introducing an important topic which was not developed in the text for reasons of space and which would normally be taken up in greater detail in later courses. The material in this volume has been adapted primarily from a portion of the lectures given by H.B.G. and G.S.H. to the Chemistry 2 students at the California Institute of Technology during the academic years 1966-1967 and 1967-1968. These lectures were taped, written up by J.B.D., and distributed to the students in the form of class notes. The final manuscript was written after class-testing of the notes. Our decision to revise the Chemistry 2 notes in the form of an introductory text was made after H.B.G. and G.S.H. participated in the San Clemente Chemical Dynamics Conference, held in December 1966 under the sponsorship of the Advisory Council of College Chemistry. At San Clemente we found we were not the only group concerned over the exclusion of significant reference to chemical reactions and reactivity relationships in freshman courses. In addition to their general encouragement, which provided the necessary additional impetus, these colleagues prepared a series of papers for publication in an issue of the Journal of Chemical Education. It is a pleasure to acknowledge here the direct contribution these papers made in shaping the final form of our volume; specifically, in preparing Chapter 6, we have drawn examples from the San Clemente papers of Professors R. Marcus, A. Kuppermann and E. F. Greene, and J. Halpern. The concluding chapter of this book was developed from the lectures given by Professors E. F. Greene (dynamics in simple systems), Richard Wolfgang (atomic carbon), John D. Roberts (nuclear magnetic resonance), and F. C. Anson (electrochemical dynamics) to the students of Chemistry 2 in May 1967. These colleagues have kindly given us permission to use their material. We are grateful to Professors Ralph G. Pearson and Paul Haake, who read the entire manuscript and offered valuable criticism. It is a special pleasure to acknowledge the enormous contribution our students in Chemistry 2 made to the project. Their enthusiastic, critical attitude helped us make many improvements in the manuscript. Thanks are also due to four very special members of the staff of W. A. Benjamin, Inc., for seeing this project through with infectious vigor. Finally, and not the least, we acknowledge the role Susan Brittenham and Eileen McKoy played in preparing the final manuscript. JOSEPH B. DENCE HARRY B. GRAY GEORGE S. HAMMOND Pasadena, California January 196

Deactivation of biacetyl triplets by cyanocobaltate(III) complexes

The rate of electronic energy transfer from biacetyl triplets to Co(CN)_(5)(X)^(n–)(X = CN^–, MeCN, pyridine, N_(3)^–, H_(2)O, or SCN^–) is strongly dependent on the energy of the first spin-allowed d–d transition of Co(CN)_(5)(X)^(n–), and (for X = CN^–, N_(3)^–, and SCN^–) the direct and sensitized photosubstitution yields are the same, implying a common reactive state