Now, I am all for special education for children with disabilities. I attended school at a time when such children were either put into “special” schools or thrown in with the general student population to sink or swim on their own. It was a terrible inequity. It finally was addressed in the 1970s with a law designed to correct such discrimination by giving these children the civil right to an equal opportunity to learn. The law covered children from birth to age 22, guaranteeing them the right to a free and “appropriate” public education. It is the ambiguous word “appropriate” written into the law that is creating a crisis for the California schools, according to Nanette Asimov, staff writer for the San Francisco Chronicle.

The article cited a situation of one California schools child with a disability. The assigned public middle school offered special college prep classes, daily help from a special education expert, a laptop computer, extra time for tests, the opportunity to temporarily leave class if the child’s had an anxiety attack, and a special advocate to smooth over any problems with teachers.

The parents hired a special consultant instead, who found alternative schooling opportunities &ndash all were private schools and all were out-of-state. They settled on a boarding school in Maine, outside the main city, that had one-tenth of the enrollment of the California schools. The one thing this school did not offer was a special education program. The mother said that smaller classrooms and a smaller campus were more important than a special education program. Since the possibility of anxiety attacks was mentioned in the article, no one can truly judge the merit of this situation except the child’s physician and/or psychologist.

After the child was placed into the private school, the parents then hired an attorney, who specializes in special education cases, to file papers with the court demanding the California schools pay four years of tuition and family travel costs between California and Maine. Tuition was $30,000 annually. The California schools met the demands.

This is only one such case in the California schools, which may or may not have been justified. The problem is that it is not the only case. In 2005, there were 3,763 California schools children with disabilities that were the focus of formal complaints &ndash the vast majority of which came from parents. This is triple the number of only ten years ago, and the numbers are growing.

With a cost of almost $40,000 to go to a court hearing and the possibility of an expensive judgment, the California schools attempt to settle cases before they get that far. In 2005, ten percent of the California schools’ cases went to a full hearing &ndash 386 in all. The remaining 90 percent were resolved through confidential settlements. With 700,000 special needs students currently in the California schools and already paying hundreds of thousands of dollars each year for private placements, the school system is headed for a financial crisis.

In 2004, the California schools received $4.1 billion for special education from the government and local sources. It was still not enough to pay these extra settlement costs, and the California schools had to take $1.6 billion from the regular class budget. Twenty-eight percent of the special education expenditures that year came from the regular education budget.

California schools educators complain that parents who are able to afford an attorney are assured more opportunities for their children than those who cannot afford to do so, creating an inequity between the haves and have-nots. Additionally, special education teachers see benefits to special programs, such as horseback riding therapy, but acknowledge that such parent demands are not education related. California schools parents and educators are at odds.

Parents are making tuition payment demands of the California schools for such programs as private day schools, boarding schools, summer camps, horseback riding therapy, and aqua therapy. Additionally, the California schools are expected to pay for computers, airfare, car rental, hotel stays, meals, new clothing and tailoring for the children, cell phone calls, stamps, gas and tolls, and future round-trip visits from time of enrollment until the children graduate from high school.

In all, the California schools are paying billions of dollars each year for private placements and auxiliary costs. It is creating an inequity for children the civil rights law was passed to protect and a financial crisis for the California schools.

I have to admit that I wanted every opportunity possible for my child to live a happy and normal adult life. I had a special needs child and spent many hours sitting in principals’ offices and at the school board demanding that his needs be met. I was thankful that he received access to the available offerings within the public school system.

In my view, however, it is not a question of right or wrong, justified expenditure or not. It is a question of the legislators going back and specifically defining the word “appropriate”. Until then, the California schools are borrowing from Peter to pay Paul, which means less opportunities all the way around.

At the Biotechnology Industry Organization (BIO) convention earlier this month in Chicago, former President Bill Clinton sent a message to those in attendance: the biotechnology industry has a job to do.

In his speech, the former President discussed the importance that biotechnology has in food security and health issues in the developing world. He said the first obligation of society is to feed people and that biotechnology can help individuals feed more people while addressing environmental concerns. He also stressed the need for interdependence in the world today as well as the unsolved problems that biotechnology is uniquely suited to face.

Clinton also discussed the need to efficiently manage agricultural production. He mentioned several key aspects of environmental health that agricultural biotechnology can address, including climate change and top soil erosion.

“All of these applications of biotechnology have the potential to lift people out of poverty,” he said.

The former President also asserted that scientific evidence should rule any debate over issues such as genetically modified foods. He said that in America, we “should be driven by science, evidence, and argument, not by assertion and fear.”

Former President Clinton called upon the biotechnology industry to work to reduce the spread of a variety of diseases, including infectious diseases, guard against pandemics, create genetically engineered foods that will feed more of the world’s hungry, tap into sources of renewable energy, and confront global warming head on.

“When we empower individuals to feed and care for their families,” he said. “It is a good thing.”

As President, Bill Clinton supported the development of biotechnology and its practical applications in American life, as well as the development of genetic engineering and agriculture, and since he left office in 2001, President Clinton has dedicated almost all of his time to support causes, from raising funds for Hurricane Katrina victims in the United States to helping individuals with AIDS receive the drugs they need. He has seen first hand the needs that biotechnology can address around the world and the good that genetically modified foods can bring to developing nations in feeding the poor.

I agree with what former President Clinton said in his speech. Modern biotechnology holds such an importance in the world today and these continued developments should not be driven by the fearful beliefs that those opposed to biotechnology and genetically modified foods continuously try to impose upon the general public.

The world needs to support biotechnology, genetically modified foods, and the innovative developments the technology can bring in order to ensure a better future and life for all.

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Residents of the Dominican Republic, especially the impoverished ones, have long viewed the United States and especially New York City as a land of limitless wealth. All you have to do is live there for a few years, and you too will be wealthy.

This erroneous vision was fostered in the 1980s with the crack epidemic centered in Washington Heights, an area located north of New York City and predominantly populated by Dominican immigrants. Thousands of dollars in cash were sent back to the families, who still lived in the Dominican Republic.

Though the days of easy money have passed, the Dominican poor still believe that, if only family member can reach the U.S. and remain for a few years, he or she could bring the entire family remaining in the Dominican Republic out of poverty. Thus, the Dominican Republic is the largest exporter of immigrants to the New York City schools. Dominican immigrants now comprise ten percent of the 1.1 million students in the New York City schools.

These young New York City schools immigrants face particularly difficult problems as they attempt to acclimate into American society. They face the pressures to integrate at school, while facing the pressures to remain the same at home. Parents too face challenges with the New York City schools.

The first problem is culture shock. In the Dominican Republic, children always must defer to their elders and hold their tongues, having no way to express their own feelings or opinions. In contrast, children quickly learn in the New York City schools that American children are vital members of society, like any adult. They realize that adults care what they think. They become more outspoken both at school and at home, finding the social freedoms compelling and liberating.

Parents feel themselves losing control of their children, who are shedding their cultural restrictions. They view New York City schools children as arrogant and flamboyant, with no respect for their elders. Such contrasting expectations between children and parents cause stress at home. Of course, many parents blame the New York City schools for their children adopting these attributes, where they did not wish to send their children anyway.

The Dominican immigrant home environment is not always conducive to learning. For impoverished families in the Dominican Republic, education is not a priority, as it is with the wealthy families there. Though early schooling is free for children, it is seen as a costly endeavor for families just trying to make ends meet. Clothing for school, meals, school supplies, books, and transportation are luxuries for such families. According to the World Bank, 13 percent of children ages 7-14 work outside the home, rather than attend school. According to Unicef, 16 percent of children ages 10-17 are illiterate. Usually, one or both parents have little or no education, due to less long-term educational exposure for children of poorer families. Is it any wonder they may resent the mandatory law for their children to attend the New York City schools?

Though cultural differences present a major obstacle, language is the biggest difficulty for these immigrant children in the New York City schools. According to Robert Mercedes, Principal of Middle School 390 in the Bronx and President of the Association of Dominican-American Supervisors and Administrators, Dominican children arrive at the New York City schools lacking the basic native-language skills of the Dominican Republic. This makes transitioning them into the English language even more difficult.

They feel like outsiders in the New York City schools. They are in a language and cultural isolation. They are generally dumped into bilingual classes at low-income schools, and feel more of a burden to the New York City schools than an equal to the other students. The victim mentality takes over for many of these youth, who separate themselves into close-knit ethnic groups. They are especially vulnerable to street gang recruitment, which pervades the areas around the ghetto-like atmosphere of some of the New York City schools they attend.

On one side, the New York City schools are a haven of new opportunities for the Dominican children and their parents. Yet, these same opportunities can be the downfall of the immigrant family values and the children, as well. It is a dual-edged sword, afflicted with stressful difficulties and insurmountable obstacles for many.

With energy issues becoming a daily subject in the news, wind energy is gaining notoriety. Here is an overview of wind farms and their potential.

An Overview of Wind Farms

A wind farm is simply a collection of wind turbines in a location used to produce electricity. Wind farms can be found in the United States, but are far more prevalent in Europe. China is also beginning to invest large amounts of resources in wind farms as its energy needs grow.

The fundamentals of electricity production through wind farms are pretty simple. Highly efficient wind turbines are placed in locations where they will receive the maximum amount of wind energy. These turbines can be traditional horizontal windmills or vertical eggbeater windmills.

Regardless, the wind turns the blades as it passes, which turns a generator within the turbine. The turning motion converts the wind energy into electricity when the generator cranks, which is then sent into a utility company power grid or stored in batteries. This process is similar to hydropower with wind being used instead of water.

The stereotypical wind farm is an exercise in topography. The goal is to find locations where wind exists as frequently as possible. Put in practical terms, ideal spots are in areas where ground variation occurs as wind is produced when different surface areas heat up at different rates. As each surface heats up, the air rises and cooler air rushes in to replace it. Thus, we have wind. Given this situation, ideal locations for wind farms are often along shorelines or in valleys funneling winds from the shore.

Many people are under the impression that wind farms are located only in areas of land where winds are howling through valleys and over hills. While this is certainly true, the current trend is to build wind farms off the shorelines of countries.

The advantage of offshore wind farms has to do with the frequency and generation of winds. Shorelines represent fertile wind generation areas. On top of this, the open space of the ocean allows winds generated from remote locations to move towards shorelines. If you have ever spent time going sailing, you have an understanding of how strong these winds can be. On top of all of this, placing wind farms in the ocean avoids the cost of buying pricey space on land.

Wind farms are up and functioning in most first world countries. The bigger issue is getting them to produce enough energy at as low a price as possible to make them a viable energy production platform.

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There are many people who love fiction, but can’t read. Maybe you’re one of them. Some people can’t read for a physical reason &ndash because they’re blind or have bad eyesight, for example &ndash while some find reading difficult or strenuous on a mental level, such as dyslexic people and children. If any of these descriptions fit you, then maybe you should try audio books.

Audio books are voice recordings of people reading books &ndash they used to be called ‘books on tape’, but now they mostly come on CD or even over the Internet as mp3 files. They are a surprisingly versatile medium, allowing for everything from straight readings to radio drama-style productions of the books with actors and sound effects. Some are read by the author, which can be an interesting experience, especially for books of poetry, while others are read by celebrities.

The best thing about audio books is that it’s much less effort to listen than it is to read. You can do other things while you have the audio book on, much like listening to music, such as driving or household chores. Audio books on long car journeys can be relaxing both for you and for children as well, as there are few things children love as much as hearing stories.

However, one word of warning. You should avoid any audio books you might find on the web that have been automatically produced by computer. The standard of computerised reading is not yet up to scratch for most purposes, and that’s certainly the case for audio books &ndash it’s like hearing a robot trying to tell a story. The tone of voice is all wrong, the stresses go in the wrong place, and there’s no sense of drama. It’s difficult to even listen to for a long time, never mind enjoy. Until technology leaps forward (it’ll probably take a few decades), stick to human-read audio books.