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China’s trade patterns are evolving. While it started in light manufacturing and the assembly of more sophisticated products as part of global supply chains, China is now moving up the value chain, “onshoring” the production of higher-value-added upstream products and moving into more sophisticated downstream products as well. At the same time, with its wages rising, it has started to exit some lower-end, more labor-intensive sectors. These changes are taking place in the broader context of China’s rebalancing—away from exports and toward domestic demand, and within the latter, away from investment and toward consumption—and as a consequence, demand for some commodity imports is slowing, while consumption imports are slowly rising. The evolution of Chinese trade, investment, and consumption patterns offers opportunities and challenges to low-wage, low-income countries, including China’s neighbors in the Mekong region. Cambodia, Lao P.D.R., Myanmar, and Vietnam (the CLMV) are all open economies that are highly integrated with China. Rebalancing in China may mean less of a role for commodity exports from the region, but at the same time, the CLMV’s low labor costs suggest that manufacturing assembly for export could take off as China becomes less competitive, and as China itself demands more consumption items. Labor costs, however, are only part of the story. The CLMV will need to strengthen their infrastructure, education, governance, and trade regimes, and also run sound macro policies in order to capitalize fully on the opportunities presented by China’s transformation. With such policy efforts, the CLMV could see their trade and integration with global supply chains grow dramatically in the coming years.
Indonesia has urbanized rapidly since its independence in 1945, profoundly changing its economic geography and giving rise to a diverse array of urban places. These places range from the bustling metropolis of Jakarta to rapidly emerging urban centers in hitherto largely rural parts of the country. Although urbanization has produced considerable benefits for many Indonesians, its potential has only been partially realized. Time to ACT: Realizing Indonesia’s Urban Potential explores the extent to which urbanization in Indonesia has delivered in terms of prosperity, inclusiveness, and livability. The report takes a broad view of urbanization’s performance in these three key areas, covering both the monetary and nonmonetary aspects of welfare. It analyzes the fundamental reforms that can help the country to more fully achieve widespread and sustainable benefits, and it introduces a new policy framework—the ACT framework—to guide policy making. This framework emphasizes the three policy principles of Augment, Connect, and Target: • Augment the provision and quality of infrastructure and basic services across urban and rural locations • Connect places and people to jobs and opportunities and services • Target lagging areas and marginalized groups through well-designed place-based policies, as well as thoughtful urban planning and design. Using this framework, the report provides policy recommendations differentiated by four types of place that differ in both their economic characteristics and the challenges that they face— multidistrict metro areas, single-district metro areas, nonmetro urban areas, and nonmetro rural areas. In addition to its eight chapters, Time to ACT: Realizing Indonesia’s Urban Potential includes four spotlights on strengthening the disaster resilience of Indonesian cities, the nexus between urbanization and human capital, the “invisible†? crisis of wastewater management, and the potential for smart cities in Indonesia. If Indonesia continues to urbanize in line with global historical standards, more than 70 percent of its population will be living in towns and cities by the time the country celebrates the centenary of its independence in 2045. Accordingly, how Indonesia manages this continued expansion of its urban population—and the mounting congestion forces that expansion brings—will do much to determine whether the country reaches the upper rungs of the global ladder of prosperity, inclusiveness, and livability.
Language Assessment: Principles and Classroom Practices is designed to offer a comprehensive survey of essential principles and tools for second language assessment. Its first and second editions have been successfully used in teacher-training courses, teacher certification curricula, and TESOL master of arts programs. As the third in a trilogy of teacher education textbooks, it is designed to follow H. Douglas Brown's other two books, Principles of Language Learning and Teaching (sixth edition, Pearson Education, 2014) and Teaching by Principles(fourth edition, Pearson Education, 2015). References to those two books are made throughout the current book. Language Assessment features uncomplicated prose and a systematic, spiraling organization. Concepts are introduced with practical examples, understandable explanations, and succinct references to supportive research. The research literature on language assessment can be quite complex and assume that readers have technical knowledge and experience in testing. By the end of Language Assessment, however, readers will have gained access to this not-so-frightening field. They will have a working knowledge of a number of useful, fundamental principles of assessment and will have applied those principles to practical classroom contexts. They will also have acquired a storehouse of useful tools for evaluating and designing practical, effective assessment techniques for their classrooms.
Reporting on recent developments in the field of impact assessment, this volume critically analyzes such key areas of assessment as technology, demography, economy, risk, ecology, health, development and climate. Each area is related back to impact assessment as an overall process.
Bring the arts back into the classroom with arts-based activities and strategies to use in language arts, mathematics, science, and social studies instruction. Developed in conjunction with Lesley University, this resource helps teachers to gain a better understanding of why and how to use the arts to reach and engage students. Developed to help motivate disengaged students, this professional resource provides activities, concrete examples, and stories from teachers already implementing art-based curriculum. The strategies are presented in categories that include: dramatic movement, storytelling, poetry, music/rhythm, and visual arts. This resource supports College and Career Readiness Standards.
Although Latin American and Caribbean countries have assigned a high priority to increasing exports, export performance in most cases remains deficient. This work investigates why this is so, identifying the policies that determine successes and failures in Brazil, Chile, Colombia and Mexico.
Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes. Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.
This evaluation examines the relevance and effectiveness of Poverty Reduction Support Credits (PRSCs), introduced by the Bank in early 2001 to support comprehensive growth, improve social conditions, and reduce poverty in IDA countries. PRSCs were intended to allow greater country-ownership, provide more predictable annual support, exhibit more flexible conditionality, and strengthen budget processes in a results-based framework. By September 2009, the Bank had approved 99 PRSCs totaling some $7.5 billion and representing 38% percent of IDA policy based lending. The evaluation finds that in terms of process, PRSCs were effective in easing conditionality, increasing country ownership and aid predictability, stimulating dialogue between central and sectoral ministries, and improving donor harmonization. In terms of content, PRSCs succeeded in emphasizing public sector management and pro-poor service delivery. Yet in terms of results, it is difficult to distinguish growth and poverty outcomes in countries with PRSCs from other better performing IDA countries. There is scope for further simplifying the language of conditionality and underpinning PRSCs with better pro-poor growth diagnostics. PRSCs can also strengthen their results frameworks and limit sector policy content in multi-sector DPLs to high-level or cross-cutting issues. Today, Bank policy has subsumed PRSCs under the broader mantle of Development Policy Lending and the rationale for a separate brand name although differences linger from the past. Since PRSCs and other policy-based lending have gradually converged in design, remaining differences compared to other Development Policy Loans should be clearly spelled out, or the separate PRSC brand name should be phased out.
In an increasingly multicultural global community, teachers are striving to bring more culturally responsive materials to their classrooms. In this trailblazing text, Joan Parker Webster provides instructors with the basic tools to teach young adults Hispanic literature using selected texts and tailored methods for implementation in classes made up of culturally diverse students. She has chosen exemplary narrative works from some of the most respected authors of Latino literature. Teaching through Culture introduces teachers to key texts while providing ancillary information and methods to make teaching and reading experiences effective. A culturally responsive teacher builds on students' prior knowledge and employs appropriate styles of communication and interaction to engage students in learning. Parker Webster affirms that the use of texts that provide cultural connections is the most successful way to actively engage diverse learners and improve their comprehension. When students can see themselves in the stories they read, they encounter familiar ideas and situations, which lessen an often overwhelming and intimidating school environment. In each chapter, Joan Parker Webster provides the historical and cultural context for each text and applies strategies for understanding and teaching the text in the classroom. Each chapter is divided into the following sections: Synopsis of the Story, Background before You Read, Reading and Responding to the Story, Working with Words and Connecting across the Curriculum. Webster presents the works of such authors as Anilú Bernardo, Diane Gonzales Bertrand, Judith Ortiz Cofer, Ofelia Dumas Lachtman, Floyd Martínez, and Tomàs Rivera.