Seasonal Snowpacks examines the processes which control the chemistry of seasonal snowcover and provides detailed information on the biogeographical distribution of snow (e.g. urban, alpine snowpacks), snow composition (e.g. micropollutants, stable isotopes) or the physical and biological processes which influence the chemical changes in snow (e.g. wind, microbiological activity). The fluxes of chemicals at the snow-atmosphere and snow-soil interfaces are examined, as are processes which modify composition within the snowcover. It is the first book in which the reader will find a comprehensive overview of the theoretical concepts, latest measurement techniques, process-oriented research methods, and models of studies in snow chemistry. The linkages between snow chemistry, atmospheric chemistry and hydrology will make this book of use to both research workers and students in the physical and biological sciences and to natural resource management personnel.

This 1989 book covers the geology and geomorphology of the Carboniferous Limestone areas of Wales, and summarises the state of knowledge of the main cave systems including the longest and deepest in Britain. It sets out to assess the morphological evolution of the cave systems and the associated landscape features, particularly in light of the effects of successive glaciations. The book also covers related subjects including the biology of the cave faunas, important archaeological discoveries in Welsh caves and the hydrology of the limestone masses. On its publication, this was the first book to give a general survey of the subject. It will continue to provide a valuable reference for cavers and also for geologists, geographers, biologists and archaeologists with special interests in the area.

This book on counting sheltered homeless persons is part of HUD's larger technical assistance effort to help Continuums of Care (CoCs) prepare annual applications for homeless assistance funds and meet Congressional directives on improving the quality of information on homelessness. This book describes recommended methods for collecting data on sheltered homeless populations, that is, homeless persons residing in emergency shelter or transitional housing. In addition, this guide describes several methods for learning something about homeless people who are unlikely to be found in shelters or in other residential programs within a local homeless assistance network. The primary audience for this book are likely to be state and local government agencies, other organisations involved in Continuums of Care (CoCs) and regional councils of government. Others who may find it helpful include state and local legislative bodies needing to allocate resources among several jurisdictions or programs. This book consists of public documents which have been located, gathered, combined, reformatted, and enhanced with a subject index, selectively edited and bound to provide easy access.

This book discusses the most important aspect of the work in schools - what we need to do to experience well-being and how we can share this with school children. One case study school is examined in depth and practical suggestions offered for teachers who wish to embrace well-being lessons into their curriculum.What we want, above all else, is for our children to flourish, to be their best selves. Recently, Governments have begun to show that they have got the message that a sense of subjective well-being counts, by realising that a growth in gross Domestic Product does not warrant a growth in personal well-being, and that new measures have to be envisaged. The promotion of a sustainable sense of well-being is well within our grasp, where we encourage our children to feel good, to function effectively as well as deal with negative emotions that inevitably arise in life] by dealing with them effectively. This is the fruit of a resilient approach to life. It is time to concentrate our energies on promoting the key elements of well-being in schools and homes - positive engagement; meaning; optimism; positive relationships; competence; vitality; resilience; emotional stability. In schools, we need to recognise that positive mental states broaden and build cognitive processes, that pupils in a positive mood have a broader focus of attention, are more creative, more resilient, are generous with time and resources and are more tolerant of others. Surely this is the glue that will create a more cohesive and creative Britain as we seek a way forward from austerity to well-being? The best news of all is that our quality of life is not inextricably bound to the popular mythology about what constitutes an acceptable standard of living. It is possible that the current fall in living standards should not, of necessity, make us unhappier people. We might become wiser, in that recession provides a new and previously unexplored opportunity to rediscover the old truths about the emptiness of a purely materialistic life, along with the possibilities of actively encountering a new spiritual dimension to our understanding. According to the science of positive psychology, it is this quest for meaning that will bring greatest life satisfaction and well-being, not the next episode of retail therapy for the rich or the theft of a wide-screen by a hoodie. Furthermore, there is no inevitability about a recession of values or virtues despite living in reduced circumstances. As teachers and members of the wider community, we have a new goal to direct our public service, namely to ensure that as many people as possible flourish, develop their full creative potential and are mindful of themselves as well as the needs of others. Talking straight, the alternative strategy is bleak as we witness the current reductionist schema of many of the politicians, aimed solely at surviving the current economic downturn. Some might say that we all seem to be waiting for the ship to right itself, impotent and powerless to take any active steps to improve conditions. This seems both to be an unworthy occupation and pre-occupation. To realise our vision in schools means seeing beyond the blinkered limitations of taking seriously only those things that can be measured by league tables, focussed on exam results. It means spending time creatively in the preparation and delivery of a meaningful curriculum that is taught by a passionate and lively team of teachers, who recognise in turn the wider value of the work that they are engaged in with the young. If this vision of compassion is realised then we will have played a part in creating a new agenda of thriving in society and our idealistic dreams that we had in the late seventies, presented in the opening lines of this book, will be finally have been realised.

Originally designed in the late 1950s, the Air Force Satellite Network (AFSCN) was activated to support the Discoverer Program. Now the AFSCN provides global support for over 80 communication, navigation, missile warning, and meteorological satellites and other satellite systems for the DoD and Air Force. It has the flexibility to support Low-, Medium-, and High-altitude satellites operating in various orbits. The AFSCN is comprised of two satellite control centers, eight Remote Tracking Stations, a test facility, and a communications network linking it all together.This research paper demonstrates that the AFSCN is a force multiplier, and the center of gravity for military space operations, which needs increased security measures and upgrading. The AFSCN provides command and control capabilities for satellites that enhance several principles of war which regional commanders use to their advantage to shape the battlefield. The AFSCN faces the threats of terrorism, frequency intrusions, aging infrastructure, and budgetary constraints. In order to ensure the future of the AFSCN these threats need to be addressed. The DoD and the Air Force need to address these AFSCN threats by increasing security measures, re-writing operations orders, diplomatic relations, upgrading the infrastructure, and creating AFSCN interoperability. Taking these measures will ensure future survivability and sustainment of the AFSCN.

When a pair of brothers are assigned to write a school report about their family tree, it seems they don't appear to have "normal" parents. So asking their older brothers and sister for answers, they learn their birth parents were not truly ideal role models with a large part of it being the fact they were not originally made to attend school. So despite their poor original upbringing, can the boys manage to get a good grade on their project?