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And the insanity goes on in California - if one every needed to find a state that was completely out of control, it's California. They have no money and yet they consider a 68 billion dollar train?
Just the cost alone of deciding where to put it, and all of the regulations needed to get by the idiot environmentalists in this state, would bankrupt most other states.
Environmental Objections in Path of Bullet Train
Source: Ralph Vartabedian, "Environmental Objections in Path of Bullet Train," Los Angeles Times, June 11, 2012.
The California bullet train is promoted as an important environmental investment for the future, but over the next decade the heavy construction project would potentially harm air quality, aquatic life and endangered species across the Central Valley. Consequently, rail advocates find themselves at odds with the local environmental lobby and a number of local and federal regulators, says the Los Angeles Times.
Air quality issues already plague the region and thus make air quality a crucial problem.
•Air quality is regulated across eight counties by the San Joaquin Valley Air Pollution Control District.
•The district worries that the construction project would exacerbate already problematic levels of nitrogen oxides, particulates and volatile compounds.
•The district already bears an annual $29 million federal fine for violating the Clean Air Act.
•In the Fresno Unified School District, 10,045 students (one out of every seven) have been diagnosed with asthma, according to data provided by the school district, and many experts believe poor air quality acts as a trigger.
•Hospitalizations, lost workdays and premature deaths, among other effects, cost $5.7 billion annually, a 2008 Cal State Fullerton study found.
•For these reasons, those concerned with the area's air quality are especially anxious about diesel burning construction equipment that will produce further emissions.
The second issue pits supporters of the $68 billion bullet train (the largest infrastructure project in the nation) against the U.S. Fish and Wildlife Service.
•So far, the service has identified six animals and five plant species listed as endangered or threatened that would be affected by the Merced-to-Fresno section of the rail project.
•It has yet to determine whether the project would harm those species or could jeopardize their survival or have effects that could be mitigated.
•The Sierra Club has taken particularly interest in this issue, noting that a great deal of money has been invested in keeping these species alive.
Finally, the rail's interaction with large bodies of water warrants intervention from the Army Corps of Engineers. The train will cross up to 100 bodies of water, and its impact on each waterway must be assessed and approved. This could also result in additional fees for "compensatory mitigation."
24 Haziran 2012 Pazar
Education Depends on Ability to Teach NOT More Money
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Little wonder public schools are failing, the whole agenda of the system is not to educate the student but to support the teacher's union and it's power to control outcomes in the class room as well as election locally and nationally.
With such a strangle hold on the purse strings and educational material used in the class room, students will find little help gaining a useful education. And what little the student is able to get from many school systems run by the local and national unions, mostly dominated by progressive liberal socialists, serves to lessen the students ability to find rational answers in the work place and their personal lives.
If you want a good example of how this can be changed, look no further then Wisconsin where the money stopped coming into the union forced everyone to decide maybe the old system of education was not the best way after all.
When the lights come on, darkness fades.
Better Schools, Fewer Dollars
Source: Marcus A. Winters, "Better Schools, Fewer Dollars," City Journal, Spring 2012.
To attain the economic growth that it desperately needs, the United States must improve its schools and train a workforce capable of competing in the global economy. To this end, superior educational outcomes are a necessity. The question facing lawmakers, then, is how to improve America's education system when most state governments are strapped for cash, says Marcus A. Winters, a senior fellow at the Manhattan Institute.
Economists tell us that the answer is not to throw more money at schools. While a common complaint is that public schools are underfunded, research indicates that more per-pupil funding does little to improve outcomes.
•According to the Department of Education, public schools spent, on average, $12,922 per pupil in 2008, the most recent year for which data are available.
•Adjusting for inflation, this figure is more than double the $6,402 per student that public schools spent in 1975.
•Despite that doubling of funds, just about every measure of educational outcomes has remained stagnant since 1975.
•Scores on the National Assessment of Educational Progress -- the only consistently observed measure over the period -- have remained relatively flat since the mid-1970s.
•High school graduation rates haven't budged much over the last 40 years, either.
The conclusion to be drawn from this historical data is that schools do not need more funding, but need to learn to be more efficient with the funding they already have. This entails freeing schools from oppressive regulatory environments and/or transitioning more students to charter schools and voucher programs.
•Schools themselves have little discretion over how to use their financial resources, confined instead to top-down mandates for spending.
•Crucially, individual schools have little flexibility in teacher pay (which constitutes 54 percent of expenditures on average); schools are limited to considering factors such as years of experience and number of advanced degrees that are only marginally good predictors of teacher quality.
•In most districts, public schools aren't even allowed to decide which teachers to employ, since tenure ensures that principals can't remove the least effective teachers.
•Voucher programs to help students attend private schools and government-run charter schools avoid many of these pitfalls.
•Furthermore, near-uniform research has found that students participating in these programs achieve the much-sought after educational gains.
With such a strangle hold on the purse strings and educational material used in the class room, students will find little help gaining a useful education. And what little the student is able to get from many school systems run by the local and national unions, mostly dominated by progressive liberal socialists, serves to lessen the students ability to find rational answers in the work place and their personal lives.
If you want a good example of how this can be changed, look no further then Wisconsin where the money stopped coming into the union forced everyone to decide maybe the old system of education was not the best way after all.
When the lights come on, darkness fades.
Better Schools, Fewer Dollars
Source: Marcus A. Winters, "Better Schools, Fewer Dollars," City Journal, Spring 2012.
To attain the economic growth that it desperately needs, the United States must improve its schools and train a workforce capable of competing in the global economy. To this end, superior educational outcomes are a necessity. The question facing lawmakers, then, is how to improve America's education system when most state governments are strapped for cash, says Marcus A. Winters, a senior fellow at the Manhattan Institute.
Economists tell us that the answer is not to throw more money at schools. While a common complaint is that public schools are underfunded, research indicates that more per-pupil funding does little to improve outcomes.
•According to the Department of Education, public schools spent, on average, $12,922 per pupil in 2008, the most recent year for which data are available.
•Adjusting for inflation, this figure is more than double the $6,402 per student that public schools spent in 1975.
•Despite that doubling of funds, just about every measure of educational outcomes has remained stagnant since 1975.
•Scores on the National Assessment of Educational Progress -- the only consistently observed measure over the period -- have remained relatively flat since the mid-1970s.
•High school graduation rates haven't budged much over the last 40 years, either.
The conclusion to be drawn from this historical data is that schools do not need more funding, but need to learn to be more efficient with the funding they already have. This entails freeing schools from oppressive regulatory environments and/or transitioning more students to charter schools and voucher programs.
•Schools themselves have little discretion over how to use their financial resources, confined instead to top-down mandates for spending.
•Crucially, individual schools have little flexibility in teacher pay (which constitutes 54 percent of expenditures on average); schools are limited to considering factors such as years of experience and number of advanced degrees that are only marginally good predictors of teacher quality.
•In most districts, public schools aren't even allowed to decide which teachers to employ, since tenure ensures that principals can't remove the least effective teachers.
•Voucher programs to help students attend private schools and government-run charter schools avoid many of these pitfalls.
•Furthermore, near-uniform research has found that students participating in these programs achieve the much-sought after educational gains.
Tennessee Didn't Learn Its Lesson In 1925: Another Anti-Science Law Passed
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On March 19, the Tennessee state legislature passed HB 368 (SB 893). While these bills acknowledge that "an important purpose of science education is to inform students about scientific evidence and to help students develop critical thinking skills necessary to becoming intelligent, productive, and scientifically informed citizens," it authorizes the state board of education, school boards, and school administrators to "assist" elementary and high school teachers in finding ways to address scientific controversies. Teachers can help students "understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories."
You may know that in 1925, Tennessee enacted a statute that made it illegal for a public school teacher "to teach any theory that denies the story of the divine creation of man as taught in the Bible, and to teach instead that man descended from a lower order of animals." Soon thereafter, John Scopes was arrested and indicted. The trial, known at the time as The Monkey Trial, held the nation's interest, especially when Clarence Darrow, Scope's attorney, questioned the state's prosecutor, William Jennings Bryan. Scopes was found guilty and fined $100, although the Tennessee Supreme Court overturned the conviction on a technicality. What the trial did accomplish was it was a significant setback for anti-science forces.
Creationists had another court room defeat in 2005 when their thinly veiled religious doctrine "Intelligent Design" was prohibited from being taught in Dover, Pennsylvania.
The issues today in Tennessee are evolution and climate change. Today I'll address climate change. Let's review some of the data.
IT"S GETTING WARMER! And it's anthropogenic - a fancy word for caused by people. There's no controversy about this; that is, unless you deny the science.
What's different about this crisis from the creationist attempts to dumb down our children is that there are global consequences. It won't be a pretty world if we don't do something.
For more information. I recommend 350.org and the International Panel on Climate Change.
Organizations opposing this bill include the American Association for the Advancement of Science, the American Civil Liberties Union of Tennessee, the American Institute for Biological Sciences, the National Association of Biology Teachers, the Knoxville News Sentinel, the Nashville Tennessean, the National Association of Geoscience Teachers, the National Earth Science Teachers Association, the Tennessee Science Teachers Association, and all eight Tennessee members of the National Academy of Sciences, including one Nobel Prize winner.
 |
| From funnymonkeysite.com |
You may know that in 1925, Tennessee enacted a statute that made it illegal for a public school teacher "to teach any theory that denies the story of the divine creation of man as taught in the Bible, and to teach instead that man descended from a lower order of animals." Soon thereafter, John Scopes was arrested and indicted. The trial, known at the time as The Monkey Trial, held the nation's interest, especially when Clarence Darrow, Scope's attorney, questioned the state's prosecutor, William Jennings Bryan. Scopes was found guilty and fined $100, although the Tennessee Supreme Court overturned the conviction on a technicality. What the trial did accomplish was it was a significant setback for anti-science forces.
Creationists had another court room defeat in 2005 when their thinly veiled religious doctrine "Intelligent Design" was prohibited from being taught in Dover, Pennsylvania.
The issues today in Tennessee are evolution and climate change. Today I'll address climate change. Let's review some of the data.
 |
| Global temperature increase since 1973. |
 |
| Global temperatures from 1880. |
 |
| Correlation of atmospheric CO2 (dark blue) and global temperature (light blue) over the last 600,000 years. The red line is projected CO2 levels. |
IT"S GETTING WARMER! And it's anthropogenic - a fancy word for caused by people. There's no controversy about this; that is, unless you deny the science.
What's different about this crisis from the creationist attempts to dumb down our children is that there are global consequences. It won't be a pretty world if we don't do something.
For more information. I recommend 350.org and the International Panel on Climate Change.
Organizations opposing this bill include the American Association for the Advancement of Science, the American Civil Liberties Union of Tennessee, the American Institute for Biological Sciences, the National Association of Biology Teachers, the Knoxville News Sentinel, the Nashville Tennessean, the National Association of Geoscience Teachers, the National Earth Science Teachers Association, the Tennessee Science Teachers Association, and all eight Tennessee members of the National Academy of Sciences, including one Nobel Prize winner.
Growing Pains' Kirk Cameron Learns Bananas Are Intelligently Designed
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In preparation for watching this video, lie on the floor. It will be much easier to ROFL.
I doubt that a banana could cause an atheist, much less any reasonable person, to have a nightmare, but Roy Comfort and Kirk Cameron could certainly precipitate a gut-busting fit of laughter.
The banana we eat, the Cavendish, is the result of artificial selection. Seventh graders understand that species can change from three different forms of selection: natural, sexual, and artificial. Being a primate after all, I'll go out on a limb and say that nearly all the food we eat is the direct result of breeding - the intentional result of selecting for certain traits by humans.
Have you ever had to worry about banana seeds? Look at the wild fruit. Was this banana designed for human consumption?
Corn is also pretty handy for human dining. Was it designed to be easy to grasp? A lovely yellow for the eyes, and plenty of fiber for your intestine?
Modern corn is the descendent of teosinte, a grass found in Central America.
I can't help but think that Jason and Maggie Seaver feel like failed parents.
In preparation for watching this video, lie on the floor. It will be much easier to ROFL.
I doubt that a banana could cause an atheist, much less any reasonable person, to have a nightmare, but Roy Comfort and Kirk Cameron could certainly precipitate a gut-busting fit of laughter.
The banana we eat, the Cavendish, is the result of artificial selection. Seventh graders understand that species can change from three different forms of selection: natural, sexual, and artificial. Being a primate after all, I'll go out on a limb and say that nearly all the food we eat is the direct result of breeding - the intentional result of selecting for certain traits by humans.Have you ever had to worry about banana seeds? Look at the wild fruit. Was this banana designed for human consumption?
Corn is also pretty handy for human dining. Was it designed to be easy to grasp? A lovely yellow for the eyes, and plenty of fiber for your intestine?
Modern corn is the descendent of teosinte, a grass found in Central America.
I can't help but think that Jason and Maggie Seaver feel like failed parents.It's not the Higgs Boson, but it's still cool.
To contact us Click HERE
Physicists at the European Organization for Nuclear Research (CERN) have announced the discovery of a new particle, the excited state of the the neutral Xi_b. This particle consists of up, strange, and bottom quarks and was predicted to exist from quantum chromodynamics, one of the most successful theories ever developed.
If you are so inclined, the paper submitted to Physical Review Letters can be found here.
Physicists at the European Organization for Nuclear Research (CERN) have announced the discovery of a new particle, the excited state of the the neutral Xi_b. This particle consists of up, strange, and bottom quarks and was predicted to exist from quantum chromodynamics, one of the most successful theories ever developed.If you are so inclined, the paper submitted to Physical Review Letters can be found here.
 |
| Decay Mode of the neutral Xi*_b (from Symmetry Breaking) |
 |
| Mass Data for the neutral Xi*_b (from original paper) |
23 Haziran 2012 Cumartesi
Audi R8 Spyder
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Audi R8 Spyder 4f59f4101c16c1331295248
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http://www.audi.es/etc/medialib/ngw/es/modelos/Catalogos/2011.Par.0025.File.pdf2011 Honda Fit
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2011 Honda Fit 4f59f412af2c51331295250
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