National Learning Demonstration

In 2010, the projects led by Ford and Chevron were completed, and the GM and Mercedes-Benz North America projects are scheduled to be completed during 2011. Although some stations have been decommissioned, as of 2010 over half of the stations put into place as part of the National Learning Demonstration were still in operation [31]. 

The National Learning Demonstration program also included demonstrations of fuel cell buses. In collaboration with the U.S. Department of Transportation,... 

Corrigan, J. M., A. Greiner, and S. M. Erickson, eds. 2002. Fostering Rapid Advances in Health Care Learning from System Demonstrations. Washington, DC National Academies Press. 

In June 1950, with the onset of the Korean War, the American Chemical Corps participated in its first military action since 1918. The Corps quickly implemented an increased procurement programme to supply the army with a chemical capability and defensive equipment. The new chief of the corps concluded that the need for such an ability was the number one lesson learned from the Second World War It required the experiences of World War II to demonstrate that the most important basic factor in a nation s military strength is its war production potential and ability to convert smoothly and quickly its industry, manpower and other economic resources. 27 Within a short time, however, the army s... 

The public for chemistry gradually increased and diversified. At the Jardin des apothicaires, free demonstrations were initially set up for professional training, and the public for these courses was above all composed of apprentice apothecaries who were joined by physicians, since the Faculty of Medicine of Paris did not offer its own chemistry courses. But the courses were widely publicized by means of 500 to 1000 posters pasted up in the streets of Paris. The archives mention a multitude of amateurs and of students from all states, both national and foreign who have come here to learn. The increasing audience might explain why the laboratory needed to be enlarged in 1760. 

Once focused on the icosahedral hypothesis for the structure of C o, Smalley, Curl and Kroto learned that in 1970 Eiji Osawa (1936- ), at Hokkaido University, had explicitly postulated the existence of icosahedral Ceo and its aromatic stability (it has about 12,500 Kekule resonance structures). Russian researchers published Hiickel MO calculations on this symmetric molecule in 1973 and demonstrated its large HOMO-LUMO gap, so typical of a stable aromatic molecule. The distinguished organic chemist Orville L. Chapman had even obtained National Science Foundation support to explore its rational synthesis. No rational, step-... 

In the next section, we present a case study of a practical intervention recently implemented in the Pilbara region by RTIO that demonstrates the important practical lessons and solutions regarding social inclusion that can be learned by examining the issues that arise at the boundaries of two societies in a single nation. 

The United States has become the major exporter of soybeans and soybean products in the world, and Japan continues to be one of its major trading partners. A research partnership played a role in this development. In 1958, to learn more about the needs of the Japanese food processing industry, the NCAUR invited Japanese scientists to Peoria. Dr. Tokuji Watanabi from the National Food Research Institute demonstrated the methods for traditional Japanese tofu making so that U.S. soybean varieties could be evaluated and selected for the Japanese market. Similarly, Dr. Kazuo Shibasaki from Tohoku University partnered in re-... 

Only what is presumably the first poem (Num 21 27-30) and what is demonstrably the latest poetic material (mt Jer 48 2.45f) retain a reference to Heshbon s victory over Moab. All other poetic passages see the fall of Heshbon as an icon for the fall of its nation. Indeed, the fall of Heshbon is still in focus, but while the narratives see this fall as a parable from which to obtain rehgious Jewish learning, the earher poetical texts take it to be a bad political omen for nations hostile to the Jewish voices heard in the texts. Except for Numbers 21 and the late Jeremiah passages, Sihon is not important in this memory. 

There are a number of reasons why the results from the national tests taken at the end of each Key Stage of education may not be particularly valid and reliable. Difficulties with validity include questions about the extent to which the tests actually test the relevant skills and knowledge of that area of the curriculum. Questions of reliability concern the technical adequacy of the tests, the extent to which they are sufficiently sensitive to demonstrate learning for all children, and whether any adaptations or amendments made for students thought to have special needs undermine reliability. But perhaps most important of all when it comes to answering questions about inclusion and achievement is whether a national system of assessment can include all children in a meaningful way. 

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