Relevant bibliographies by topics / District Court (California : Southern District)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'District Court (California : Southern District)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "District Court (California : Southern District)"

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Bland, Randall W., and Charles L. Zelden. "Justice Lies in the District: The U.S. District Court, Southern District of Texas, 1902-1960." Journal of American History 81, no. 2 (September 1994): 748. http://dx.doi.org/10.2307/2081326.

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Rise, Eric W., and Charles L. Zelden. "Justice Lies in the District: The U.S. District Court, Southern District of Texas, 1902-1960." American Historical Review 99, no. 4 (October 1994): 1400. http://dx.doi.org/10.2307/2168940.

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Hall, Kermit L., and Charles L. Zelden. "Justice Lies in the District: The U.S. District Court, Southern District of Texas, 1902-1960." Journal of Southern History 60, no. 4 (November 1994): 831. http://dx.doi.org/10.2307/2211117.

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Couch, Harvey, and Charles L. Zelden. "Justice Lies in the District: The U. S. District Court, Southern District of Texas, 1902-1960." American Journal of Legal History 39, no. 2 (April 1995): 241. http://dx.doi.org/10.2307/845907.

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C.L. "California Court Denies Wrongful Birth Claim." Journal of Law, Medicine & Ethics 24, no. 3 (September 1996): 273–74. http://dx.doi.org/10.1017/s1073110500004046.

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On July 3, 1996, in Jones v. United States(No. 93-20137, 1996 U.S. Dist. WL 382937 (N.D. Cal. July 3,1996)), the United States District Court for the Northern District of California held that plaintiffs in a wrongful birth action cannot recover costs or damages associated with the birth and upbringing of their daughter absent evidence of causation and proof to satisfy liability requirements. Plaintiffs scientific evidence regarding the alleged interaction between antibiotics and oral contraceptives did not satisfy the Daubertstandard (Daubert v. Merrell Dow Pharmaceuticals, Inc.,509 US. 579, 597 (1993) (remanded, Daubert v. Merrell Dow Pharmaceuticals, lnc.,43 F.3d 1311, 1315 (9th Cir.), cert. denied,116 S. Ct. 189 (1995))) for admissibility developed by the Supreme Court. In addition, the plaintiffs failed to meet their burden of persuasion on duty of care and causation.On January 16, 1992, Karyn Jones went to a U.S. Army gynecologist, Dr. James Murphy, to obtain a prescription for birth control pills.
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Leigh, Monroe. "Societe Nationale Industrielle Aerospatiale v. United States District Court for the Southern District of Iowa." American Journal of International Law 81, no. 4 (October 1987): 944–47. http://dx.doi.org/10.2307/2203422.

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Hall, Kermit L., and Steven Harmon Wilson. "The Rise of Judicial Management in the U.S. District Court, Southern District of Texas, 1955-2000." Journal of Southern History 70, no. 3 (August 1, 2004): 720. http://dx.doi.org/10.2307/27648546.

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Bersin, Alan D. "Reinventing Immigration Law Enforcement in the Southern District of California." Federal Sentencing Reporter 8, no. 5 (March 1, 1996): 254–58. http://dx.doi.org/10.2307/20639910.

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Baker, Laura A., Catherine Tuvblad, Pan Wang, Karina Gomez, Serena Bezdjian, Sharon Niv, and Adrian Raine. "The Southern California Twin Register at the University of Southern California: III." Twin Research and Human Genetics 16, no. 1 (February 2013): 336–43. http://dx.doi.org/10.1017/thg.2012.127.

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The Southern California Twin Register at the University of Southern California (USC) was initiated in 1984 and continues to provide an important resource for studies investigating genetic and environmental influences on human behavior. This article provides an update on the current register and its potential for future twin studies using recruitment through school district databases and voter records. An overview is also provided for an ongoing longitudinal twin study investigating the development of externalizing psychopathology from childhood to young adulthood, the USC Study of Risk Factors for Antisocial Behavior. Characteristics of the twins and their families are presented, including recruitment and participation rates, as well as attrition analyses and a summary of key findings to date.
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Garber, William F. "Sewage Sludge Disposal in Southern California, U.S.A." Water Science and Technology 21, no. 10-11 (October 1, 1989): 1431–40. http://dx.doi.org/10.2166/wst.1989.0339.

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Disposal of sewage solids resulting from wastewater treatment processes has historically been the most difficult and “unsolved” problem in the handling of water-carried wastes in Southern California. Continuing rapid growth combined with Federal laws which essentially prohibit any discharge of sludge to the ocean regardless of net effects upon the land) water and air total environment have exacerbated this problem to an almost critical state. Complex incineration processes directed at producing energy from dried sludge while minimizing negative atmospheric impacts are under construction. Their complexity has resulted in start-up problems related to the short time allowed for design and break-in by Federal Court action. Increased sludge disposal amounts are also resulting from Federal insistence upon full secondary treatment prior to ocean disposal regardless of net environmental impact. Four large facilities were examined: the Sanitation Districts of Los Angeles and Orange Counties, the City of San Diego and the City of Los Angeles. Differing approaches to disposal have been chosen with landfills receiving most sludge at the present and incineration planned for most in the future. Description of the current practices with the amounts of solids to be disposed of and the current costs are outlined.
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Dissertations / Theses on the topic "District Court (California : Southern District)"

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Escobedo, Jose Francisco. "Implementation of a district-initiated inquiry process in a Southern California School District." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3296860.

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Thesis (Ed. D.)--University of California, San Diego, San Diego State University and California State University, San Marcos, 2008.
Title from first page of PDF file (viewed March 27, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 178-187).
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Espinoza-Johnson, Chip. "An organizational self-assessment of the Southern California District Council of the Assemblies of God." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Mann, Stephen Eugene. "Frequency of and barriers to physical education in selected grade levels in a Southern California school district." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3375.

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The purpose of this study was to determine to what extent physical education programs are being implemented in a Southern California school district, in an effort to increase physical activity and decrease obesity among students. This study also identified factors that either contributed to, or detracted from, implementation.
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Schonken, Iann B. "Determining prominent ministerial roles pastors engage in within the Southern California District of the Assemblies of God." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Crane, CoriAndre Cerise. "A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691078.

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A teacher?s working conditions can affect his or her performance, satisfaction, how long he or she stays at a particular school site, and how long he or she stays in the profession. In order to attract and retain highly qualified teachers, working conditions need to be as optimal as possible. As demands placed upon teachers continue to increase, more needs to be studied about what constitutes optimal working conditions. The purpose of this hermeneutic, phenomenological study was to investigate the working conditions and professional beliefs of eight Southern California secondary (6th-12th grade) school teachers who had two years of teaching experience in the same content area or grade level in both a public school and a district charter school, with at least five years of consecutive full-time teaching experience, to learn more about what constituted ideal working conditions for secondary teachers. More specifically, this study, via in-depth individual interviews, invited participants to (a) describe the work conditions they experienced in a traditional setting, (b) describe the work conditions they experienced in a charter setting, (c) compare the traditional and charter school work conditions that they experienced, and (d) describe what they believe to be the ideal school work conditions for secondary teachers. This study had three conclusions related to working conditions in both traditional public and district charter secondary school settings. The first was that teaching at the secondary level is professionally challenging, in all types of environments. The second was that teachers prefer a blend of traditional public and district charter school environments. The last was that teachers like to have autonomy with opportunities to collaborate and build relationships with colleagues.

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Green, Joseph David. "Factors related to special education teacher job commitment: A study of one large metropolitan school district in Southern California." PEPPERDINE UNIVERSITY, 2011. http://pqdtopen.proquest.com/#viewpdf?dispub=3448975.

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MacAllister, Denise. "Teacher Beliefs on Inclusion of Students with Disabilities in Kindergarten, First Grade, and Second Grade in One Southern California Urban School District." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283386.

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The purpose of this quantitative, descriptive, and comparative study was achieved by investigating and comparing general and special education kindergarten, 1st grade, and 2nd grade teacher beliefs on inclusion, as well as their perceptions of accommodations, preparation, and barriers to inclusion. More specifically, three categories or variables of general education and special education teachers’ beliefs were explored: (a) core perspectives, (b) expected outcomes, and (c) classroom practices for student inclusion. The researcher utilized the My Thinking About Inclusion (MTAI) survey developed by Stoiber, Gettinger, and Goetz (1998).

The following research questions guided this study: (a) What relationships, if any, exist between general and special education teachers’ beliefs about inclusion in an urban school district in southern California as measured by the MTAI survey? and (b) To what extent, if at all, are general and special education teachers’ beliefs about inclusion in one urban school district in southern California, as measured by the MTAI survey, related to their demographic characteristics? The MTAI survey was administered to 91 teacher participants who supported students with disabilities in inclusive education in kindergarten through 2nd grade during the 2016–17 school year. Fifty-four participants (59%) completed the MTAI survey. Out of the 54 participants, 24 were general education teachers and 30 were special education teachers.

The findings of this study shared that a key factor promoting positive attitudes toward inclusion depended on the teacher attending professional development that supported their work with SWD. For all three belief subscales, Core Perspectives, Expected Outcomes, and Classroom Practices; coteaching was found to be the most favorable training for general education teachers. General education teachers also noted that trainings on working with behaviors, individualized coaching-support and networking with colleagues were supportive for them. Special education teachers’ data also showed that trainings on individualized coaching-support were significant for them. However, for the special education teachers’ trainings on accommodations and networking with colleagues were most favorable. Classroom supports such as teacher collaboration, instructional aide(s), and special education teacher(s) support were shown to influence teacher attitude and self-efficacy toward inclusion.

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Fairfield, Robin. "Early Childhood Educators Teaching and Learning in Professional Learning Communities: A New Approach to Professional Development for Preschool Teachers in a Southern California School District." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/928.

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Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few have studied the effects of PLCs in preschool. The purpose of this qualitative case study was to explore how PLCs support preschool teachers in Head Start and other preschool programs. The research questions involved understanding teaching and learning opportunities for early childhood education (ECE) that can produce positive child outcomes. Using social constructivist assumptions, data collection began with interviews of the leadership team that oversees the ECE services within a suburban Southern California school district. Additional data was gathered from archival records, field observations, and interviews of 20 teachers clustered into 4 PLC groups. Observational data were coded from video recordings via checklists derived from the review of the literature. Interview data were coded for a priori themes based on the literature, were continually reviewed for additional emergent themes, and discordant data separated for later consideration. Coded data were analyzed thorough the sequential method outlined by Janesick, yielding 7 factors related to increasing teacher learning and 4 related to increasing student learning. These results were employed to create a district-wide PLC professional development plan for ECE teachers. The study has implications for social change by supporting collaborative cultures of teacher leadership that continually improve ECE instruction and student learning.
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Baro, Angela. "Let her speak for herself the practice of ordination and ministry as perceived by credentialed women clergy in the Assemblies of God in the District of Southern California /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Zelden, Charles Louis. "Justice lies in the district: A history of the United States District Court, Southern District of Texas, 1902-1960." Thesis, 1991. http://hdl.handle.net/1911/16500.

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Created in 1902, the United States District Court, Southern District of Texas quickly grew into one of the nation's largest and busiest federal trial courts. Serving the rapidly maturing region of southeast Texas, the Court soon had a large and unmanageable docket of public and private cases. Despite the addition of a new judge in 1942 and two new judges in 1949, the Southern District's extensive caseload constantly exceeded the ability of the Court's judges to effectively adjudicate all the business before them. Faced with caseload gridlock, the judges were forced to set priorities between the Court's various public and private functions, giving some categories of action precedence over others. The resulting choices shaped both the actions of the Southern District Court and its wider social, economic and political effects. During the Court's first sixty years, one choice predominated. Pressed by various political, economic, social, personal and legal forces all stressing the need to promote the rapid economic development of southeast Texas, the Court's judges emphasized service to the private economic needs of regional and national businesses. They did this despite the presence of a strong public agenda demanding strict enforcement of government economic and social regulations. The end product of this private emphasis was that the Southern District Court served as a tool for businessmen in their drive to dominate southeast Texas's social, political and economic development. Though only one of many tools utilized by proponents of private economic development, the Southern District Court was especially effective in promoting the stable patterns of growth necessary for private control of southeast Texas's future. As a relatively independent institution able set its own agenda, the Court quickly adapted its services to meet the changing needs of businesses for stability or expansion. In tough economic times, the Court protected vulnerable and failed business from collapse; in times of expansion, it promoted strict standards of ethical business behavior needed for stability. The end result was that the Court played an important, perhaps key, role in promoting business's domination of southeast Texas in the twentieth century, and hence, in shaping southeast Texas's development.
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Books on the topic "District Court (California : Southern District)"

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Hartwell, Steven. Alternative dispute resolution in a bankruptcy court: The mediation program in the Southern District of California. Washington, D.C: Federal Judicial Center, 1988.

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Hartwell, Steven. Alternative dispute resolution in a bankruptcy court: The mediation program in the Southern District of California. Washington, D.C: Federal Judicial Center, 1988.

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Justice lies in the District: The U.S. District Court, Southern District of Texas, 1902-1960. College Station: Texas A&M University Press, 1993.

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California rules of court - federal district courts 2015. [Place of publication not identified]: Thomson Reuters West, 2014.

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Silberberg, Michael C. Civil practice in the Southern District of New York. Colorado Springs, Colo: Shepard's/McGraw-Hill, 1995.

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Silberberg, Michael C. Civil practice in the Southern District of New York. 2nd ed. [St. Paul, Minn.]: Thomson/West, 2004.

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Silberberg, Michael C. Civil practice in the Southern District of New York. 2nd ed. [St. Paul, Minn.]: West Group, 1998.

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Wilson, Steven Harmon. The rise of judicial management in the U.S. District Court, Southern District of Texas, 1955-2000. Athens, Ga: University of Georgia Press, 2002.

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Barrett, John Q. Judges of the District of New York and the Southern District of New York, 1789 to 2014. White Plains, NY: Federal Bar Council, 2014.

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Houston, David Winston. A local rules guide for Mississippi Northern and Southern District Bankruptcy Courts. Eau Claire, WI (P.O. Box 1208, Eau Claire 54702): Professional Education Systems, 1987.

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Book chapters on the topic "District Court (California : Southern District)"

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Wurster, Charles F. "Escalating the DDT Issue with More Court Cases." In DDT Wars. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780190219413.003.0013.

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While HEW and USDA pondered these appellate court decisions, we turned our attention to several more local DDT problems. From a New York Times article (May 3, 1970), we learned that the Olin Chemical Corporation was manufacturing about 20% of the nation’s DDT in buildings owned by the federal government and leased to Olin on the site of the U.S. Army’s Redstone Arsenal near Huntsville, Alabama. A DDT-contaminated effluent from this plant was leaking into the Wheeler National Wildlife Refuge at concentrations known to inhibit reproduction of birds and fish. The refuge also served as a drinking water supply for the city of Decatur, implying a human health hazard as well. Downriver fisherman were also eating their catch, thus concentrating DDT to higher levels as well. In October 1969, the federal Water Quality Administration had recommended a stricter pollution control standard for the Olin plant. Olin said it could not meet that standard, and the Army then overruled the Water Quality Administration’s recommendation. So on June 5, 1970, EDF, along with the National Audubon Society and the National Wildlife Federation, sued in Federal District Court against Olin, the Department of the Army, and the Corps of Engineers seeking to stop the DDT-contaminated discharge. The complaint was written by EDF’s new attorney, Edward Lee Rogers. I supplied the scientific support, which was easy, since it was similar, although steadily expanding, to the Wisconsin hearings and the USDA and HEW cases. Only three days later Olin threw in the towel! On June 8 Olin decided to close its DDT plant and no longer make DDT. DDT apparently was not worth defending. They said they had reached that decision shortly before our case was filed. True or not, it was a quick and easy victory. We needed it. We had won by winning. Even as the legal briefs went back and forth between EDF, USDA, HEW, and the appeals court, another DDT battle was brewing in California. For years scientists had been puzzled by the extremely high levels of DDT contamination along the coast of Southern California compared with other marine environments.
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Wiener, Jon. "From District Court to the Supreme Court." In Gimme Some TruthThe John Lennon FBI Files, 35–55. University of California Press, 2000. http://dx.doi.org/10.1525/california/9780520216464.003.0003.

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Lee, Peter. "Ninth District U.S. Court of Appeals, San Francisco, California." In GSA Field Guide 7: 1906 San Francisco Earthquake GSA Field Guides, 67–77. Geological Society of America, 2006. http://dx.doi.org/10.1130/2006.1906sf(05).

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Leh, Amy S. C., and Lee Grafton. "Promoting New Media Literacy in a School District." In Handbook of Research on New Media Literacy at the K-12 Level, 607–19. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch038.

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This book chapter reports an Enhancing Education Through Technology Competitive Grant (EETT-C) project that was designed to improve student achievement and to promote new media literacy. During 2005-2006, the project served 30 sixth to eighth grade mathematics teachers and approximately 3,250 students in Palm Springs Unified School District, a medium-sized, high-poverty school district in Southern California. The research-based program consisted of a student program and faculty development. Strategies used for the student program included data-based decision making, cues, timely feedback, visual and contextualized learning, synthesis of learning for deeper understanding, and parental involvement. Strategies used for the faculty development involved coaching and mentoring to develop teacher expertise, assessment of instructional activities related to student achievement, access to differentiated professional development opportunities, and access to high quality curricular resources. The authors hope that the chapter will inform educators of a better design for professional development and program evaluation.
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McAllister, Charles A., and Arthur H. Barabas. "Geology, Ore Deposits, and Modern Mining History of the Pine Tree-Josephine Properties, Bagby District, Southern Mother Lode, California." In Yosemite and the Mother Lode Gold Belt: Geology, Tectonics, and the Evolution of Hydrothermal Fluids in the Sierra Nevada of California. The Pacific Section American Association of Petroleum Geologist, 1990. http://dx.doi.org/10.32375/1990-gb68.9.

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Brown, Candy Gunther. "Waldorf Methods." In Debating Yoga and Mindfulness in Public Schools, 229–54. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0012.

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Chapter 11 considers Pennsylvania’s Hatboro-Horsham School District (HHSD)’s determination that the proposed Good Earth Charter School (GE) is religiously sectarian. GE is a Waldorf Methods school, premised on Rudolf Steiner’s (1861-1925) anthroposophy, a religious cosmology that explains humanity’s spiritual evolution from cosmic origins and anticipates humanity’s attainment of divine nature. Although Waldorf charter schools withstood a legal challenge in California in PLANS, Inc. v. Sacramento City Unified School Distict, Twin Ridges Elementary School District (1998–2012), HHSD found that GE’s curriculum, teacher training, and affiliations reflect its anthroposophic foundations. Contrasting the California and Pennsylvania cases illustrates how resource disparities can affect legal determinations of what counts as religion. This chapter argues that Waldorf Methods charter schools illustrate how a pedagogical approach can be secular and religious. GE’s curriculum is aligned with state educational standards, and there are public Waldorf Methods schools that promote secular interests by offering an arts-focused education to students who otherwise could not afford it. Yet, Waldorf’s distinctive pedagogy—including its meditation practices—is an outgrowth of Steiner’s esoteric understanding of child development. Modern anthroposophists have in two separate court cases argued successfully that anthroposophy is a religion for free exercise purposes.
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Magnarella, Paul J. "Arrest, Trial, Escape." In Black Panther in Exile, 81–102. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066394.003.0006.

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In chapter 5 Pete O’Neal describes his arrest in Kansas City, Missouri, for allegedly violating the Federal Gun Control Act of 1968. O’Neal travels to California to seek help from Charles Gary, the Panthers’ regular defense attorney. Rather than offering to defend O’Neal, Gary tells him he could help the Party more from inside prison. Deeply disappointed, O’Neal leaves the Black Panther Party and forms the Sons of Malcolm. He is convicted in Federal District Court with attorney Austin Shute defending and Judge Arthur J. Stanley presiding. Fearing that he would be killed in prison, O’Neal flees to Sweden with his wife, Charlotte.
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Hinnershitz, Stephanie. "From the Gulf to the Courts." In A Different Shade of Justice. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469633695.003.0006.

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The wreckage of the Vietnam War and new American polices geared toward resettling refugees brought thousands of Vietnamese to the United States. Although many Vietnamese settled on the West Coast and in the Great Lakes region, thousands more came to the Gulf of Mexico through sponsors or established family connections seeking work in the shrimping or oil industries of Alabama, Louisiana, Mississippi, and Texas. But, as the Vietnamese soon discovered, they were not welcomed by the largely white population who feared competition and distrusted racial outsiders. The Vietnamese fought back in the Houston District Court, filing a civil rights suit against the Klan with the assistance of the Southern Poverty Law Center.
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Magnarella, Paul J. "First Petition." In Black Panther in Exile, 178–98. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066394.003.0011.

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Attorney Paul Magnarella, utilizing the writ of coram nobis, filed his first petition with the Federal District Court in Kansas outlining the judicial errors in Pete O’Neal’s 1970 trial and requesting a new trial. Magnarella argued that California Youth Authority law had expunged O’Neal’s early convictions, thereby making O’Neal ineligible for indictment under the Federal Gun Control Act. He also argued that Judge Arthur J. Stanley’s acceptance of the FBI’s warrantless wiretaps of O’Neal’s telephone and the judge’s refusal to hand over the data from the wiretaps to O’Neal were contrary to the U.S. Constitution. To justify O’Neal’s flight and fugitive status, Magnarella explained that O’Neal fled abroad to avoid threats on his life. Magnarella described how the FBI through its COINTEL program conspired with local police to commit illegal acts designed to eliminate the Black Panther Party.
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"Bonita Bourke v Nissan Motor Corporation In the Court of Appeal of the State of California Second Appellate District Division Five – No. B068705 July 26, 1993." In Commonwealth Caribbean Business Law, 392–98. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145790-63.

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Conference papers on the topic "District Court (California : Southern District)"

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Sliva, Clotilde Q., James H. Wittke, and Gordon B. Haxel. "UNUSUAL MINERALS AND ASSOCIATIONS IN PRIMITIVE ULTRAPOTASSIC MICROSHONKINITE DIKES, MOUNTAIN PASS RARE EARTH DISTRICT, SOUTHERN CALIFORNIA." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-296257.

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Harren, Pamela J., and Michael R. McReynolds. "Metropolitan Water District of Southern California PCCP Condition Assessment and Comparison and Blind Test of RFTC and P-Wave." In Pipeline Division Specialty Conference 2010. Reston, VA: American Society of Civil Engineers, 2010. http://dx.doi.org/10.1061/41138(386)66.

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McDonell, V. G., R. L. Hack, S. W. Lee, J. L. Mauzey, J. S. Wojciechowski, and G. S. Samuelsen. "Experiences With Microturbine Generator Systems Installed in the South Coast Air Quality Management District." In ASME Turbo Expo 2003, collocated with the 2003 International Joint Power Generation Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/gt2003-38777.

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A comprehensive field data collection campaign is reported on in which operational data are being obtained from microturbine generators located in the South Coast Air Quality Management District (AQMD). The data obtained are archived in a SQL database, which provides the ability to look at various performance aspects as a function of many parameters interactively on the Internet. An overview of the program is provided along with details regarding the data collection and archiving strategies. To provide a framework relative to optimal operation of these systems in the region, economics associated with various operational schedules as a function of various rate structures in Southern California are provided. In addition to quantitative operational characteristics and performance results, some general end-user impressions of the technology and of the overall installation process are also documented. Details from three representative sites are presented.
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Rojas, Michael J., and John P. Vrsalovich. "Exploring the Water/Energy Nexus: Developing a Unified Approach to Water and Energy Issues in California." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64855.

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Metropolitan Water District (Metropolitan) is a public agency charged with providing its service area with adequate and sufficient supplies of high quality water. Metropolitan was incorporated in 1928 by an Act of the California Legislature to serve its 13 original founding Member Agencies. Today, Metropolitan provides water to 26 cities and water agencies serving more than 19 million people in six counties in Southern California. On average Metropolitan delivers 1.7 billion gallons of water per day. California, the third-largest state in the U.S. by land area, has a diverse geography including foggy coastal areas, alpine mountain ranges, hot and arid deserts, and a fertile central valley. California is also the most populous state, exceeding 37 million people in 2010. California’s large population drives the interlinked demands for water and energy in the state. The water-energy nexus in California is highlighted by the fact that two-thirds of the population resides in Southern California while two-thirds of the state’s precipitation occurs in Northern California. Separating Southern California from the rest of the state is a series of east-west trending mountain ranges. Water conveyance projects have been constructed to address this north-south water imbalance and to also import supplies from the Colorado River, hundreds of miles east of Southern California population centers. The movement of water on this scale requires significant energy resources. The California Energy Commission (CEC) estimates that water-related energy use consumes 19% of the state’s electricity and 30% of its natural gas usage every year, and demand is growing. Energy management is a critical concern to Metropolitan and other California water agencies. These issues drive water and energy leaders to jointly manage energy and water use to ensure long-term mutual benefits.
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Helou, Alexander E., Kim Tran, and Cecile Buncio. "Energy Recovery From Municipal Solid Waste in California: Needs and Challenges." In 18th Annual North American Waste-to-Energy Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/nawtec18-3568.

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Thermal technologies, such as gasification, pyrolysis, waste-to-energy (WTE), and advanced thermal recycling (second generation WTE with the most advanced air emission control system), can be employed to recover energy from municipal solid waste (MSW), reduce the volume of material to be landfilled, and lessen the potential emission of methane. Methane is a potent greenhouse gas and a major component of landfill gas. All operating WTE facilities in the United States have been subjected to strict environmental regulations since the passage of the Clean Air Act Amendments in 1990. As a result, U.S. WTE facilities now meet or exceed stringent local air quality standards, including those imposed by the South Coast Air Quality Management District (SCAQMD) in Southern California. The United States Environmental Protection Agency (EPA) recognizes the important role of WTE in the integrated solid waste management and ranks combustion higher than landfilling in its solid waste management hierarchy. In addition to upstream source reduction and recycling, downstream thermal treatment of the residual MSW (conducted in controlled environment) can effectively recover energy and further reduce waste volume. Despite all the advantages and environmental benefits of thermal technologies, its utilization for treating MSW in California still faces many challenges. These include negative public perceptions, economical disadvantages, local marketability of by-products, and disposal options for residuals. This paper discusses the need to include energy recovery in the integrated MSW management in California and the challenges encountered by many local jurisdictions.
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Kintner-Meyer, Michael C. W., Tony B. Nguyen, Chunlian Jin, Patrick J. Balducci, Marcelo A. Elizondo, Vilayanur V. Viswanathan, Yu Zhang, and Whitney G. Colella. "Evaluating the Competitiveness of Energy Storage for Mitigating the Stochastic, Variable Attributes of Renewables on the Grid." In ASME 2012 6th International Conference on Energy Sustainability collocated with the ASME 2012 10th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/es2012-91482.

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Energy storage has recently attracted significant interest as an enabling technology for integrating stochastic, variable renewable power into the electric grid. To meet the renewable portfolio standards targets imposed by 29 U.S. states and the District of Columbia, electricity production from wind technology has increased significantly. At the same time, wind turbines, like many renewables, produce power in a manner that is stochastic, variable, and non-dispatchable. These attributes introduce challenges to generation scheduling and the provision of ancillary services. To study the impacts of the stochastic variability of wind on regional grid operation and the role that energy storage could play to mitigate these impacts, Pacific Northwest National Laboratory (PNNL) has developed a series of linked, complex techno-economic-environmental models to address two key questions: A) What are the future expanded balancing requirements necessary to accommodate enhanced wind turbine capacity, so as to meet the renewable portfolio standards in 2020? Specific analyses are conducted for the four North American Electric Reliability Corporation (NERC) western subregions. B) What are the most cost-effective technological solutions for providing either fast ramping generation or energy storage to serve these balancing requirements? PNNL applied a stochastic approach to assess the future, expanded balancing requirements for the four western subregions with high wind penetration in 2020. The estimated balancing requirements are quantified for four subregions: Arizona-New Mexico-Southern Nevada (AZ-NM-SNV), California-Mexico (CA-MX), Northwest Power Pool (NWPP), and Rocky Mountain Power Pool (RMPP). Model results indicate that the new balancing requirements will span a spectrum of frequencies, from minute-to-minute variability (intra-hour balancing) to those indicating cycles over several hours (inter-hour balancing). The sharp ramp rates in the intra-hour balancing are of significant concern to grid operators. Consequently, this study focuses on analyzing the intra-hour balancing needs. A detailed, life-cycle cost (LCC) modeling effort was used to assess the cost competitiveness of different technologies to address the future intra-hour balancing requirements. Technological solutions considered include combustion turbines, sodium sulfur (NaS) batteries, lithium ion (Li-ion) batteries, pumped-hydro energy storage (PHES), compressed air energy storage (CAES), flywheels, redox flow batteries, and demand response (DR). Hybrid concepts were also evaluated. For each technology, distinct power and energy capacity requirements are estimated. LCC results for the sole application of intra-hour balancing indicate that the most cost competitive technologies include Na-S batteries, flywheels, and Li-ion assuming future cost reductions. Demand response using smart charging strategies was found to also be cost-competitive with natural gas combustion turbines. This finding is consistent among the four subregions and is generally applicable to other regions.
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Reports on the topic "District Court (California : Southern District)"

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Lavadenz, Magaly, and Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.

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Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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