Current and Future Trends in Wind Turbine Technology - Results of a Patent Landscaping Exercise

Utility grade wind turbines have become so technologically advanced that they have improved the cost of energy of wind enough to become more mainstream than ever before and compete with todays conventional energy sources. We have decided to conduct an investigation of the patent landscape to see what technological trends have emerged thus far and what we might be able to infer for the future direction of wind turbine technology. At this time, the assessment was limited to the most prevalent sector of wind turbine technology utility grade, horizontal axis wind turbines.

The search was conducted utilizing a comprehensive approach, as well as thorough reading and examination of results. A patent database and search portal was used which covers 90 different patent authorities worldwide, including 20 countries which provide full-text file search as well as legal status information. We first identified a set of keywords which would provide an all-inclusive set of search results. We also identified patent classes to search in order to ensure that relevant results would not be omitted. Lastly, a set of assignees of over 100+ companies who have currently or previously produced wind turbine technology / components was searched.

Aggregation of these results and elimination of duplicates as well as false positive results has led to a total set of 1461 US patents dealing with utility grade, horizontal axis wind turbines. While the scope of these search results was limited to US issued patents, most of these have equivalent foreign filings.

The results have been grouped by Assignee, and it should come as no shock to industry watchers who the top 3 assignees are for utility grade, horizontal axis wind turbine patents. For the sake of compactness, only those with 4 or more patents were included in the chart.

The search results were read and analyzed to determine a keyword classification that indicates the specific technology and component to which the invention refers. The component literally refers to the wind turbine component which the invention deals with, i.e. blade, tower, generator, gearbox, etc. The technology refers to the nature of the improvement, and deals with such topics as performance improvement, reliability enhancement, manufacturing tools or processes, safety or grid compliance. The search results are presented in a format in which each individually issued patent was assessed and classified. Therefore, continuations and divisionals are included as separate line items in the results. The following is indicative of the keyword classification methodology.

Additionally, an assessment of the relevance of the patent to the industry was performed and results were classified as low, medium, medium/high, and high. Definitions of this classification method are below. The assessment of industry relevance serves the purpose of indicating the degree to which the patent owner has or is likely to assert their rights and seek licenses or otherwise enforce the patent. This should be an indication of the proverbial landmines to watch out for when navigating a technology and product roadmap through the landscape.

• Low - Not relevant to the currently pervasive set of technologies and products in the industry.

• Medium - May have been relevant in the past, but as technology evolves it is less prevalent. These are likely to shift to low in the future.

• Medium/High - Important items which the industry needs to be cognizant of, but these can likely be avoided / mitigated. Influence of things like technology trends and grid standards will ultimately determine relevance.

• High - Critical item which has been asserted, licensed or enforced, or else it is highly likely to be in the future.

While it was not included in the set of results presented herein, two additional analysis tools can be utilized on the search results. The first is a brief synopsis of the invention that the patent is claiming, which is based on a reading of the patent and should therefore be more descriptive of the actual technology and intent of the inventor than the patent abstract. Secondly, a risk assessment can be performed according to the same methodology as the assessment of industry relevance. This will help determine the degree to which there is explicit risk of potential infringement based on technology architecture and other factors, and subsequently whether or not risk mitigation activities should be pursued.

In acknowledging that the application of these keywords, the risk assessment as well as the synopsis of the invention are all subjective, it should therefore be clear that this activity requires a certain level of technological and industry expertise.

The industry relevancy results indicate that only 2% of issued patents are a high impact on the entire industry as a whole, with another 6% which may become relevant in the future. The majority of the results, the remaining 92%, are therefore providing companies with merely defensive protection. Tangible value predominately exists on the Low and Medium impact patents if those companies are seeking equity investment or sale / divestment and their patent portfolio will require valuation, or alternatively they are licensing their portfolio to a partner or third party.

The keyword classification shows interesting, albeit obvious trends to industry watchers, but it also indicates certain areas which may present whitespace for patent protection. Obviously the blades, generators, and electrical systems of the wind turbines are the largest areas of focus historically because ultimately the efficient conversion of mechanical energy into electrical is the intent. Beyond that, it will be seen from the technology keyword classification that these three areas have been most problematic for manufacturers when it comes to component reliability, so they have garnered a great deal of attention and innovation to improve quality and performance. The emergence of controls to the top of the list is a more recent industry trend in which turbine OEMs endeavor to optimize turbine performance while operating within the design envelope.

As previously mentioned, the trend of attempting to improve reliability and efficiency of wind energy conversion has been the predominant focus of the industry over the past 2 decades. It has been this focus which has resulted in the cost or energy reduction as well as the reliability enhancement seen in that time frame. Fleet-wide availability of wind turbines has been dramatically improved, with most OEMs now quoting a 97% availability guarantee in their turbine supply agreements.

Now with turbines getting bigger in physical size as well as nameplate rating, we can see that load mitigation and construction are emerging thrusts. Shipping turbines in modular sections and assembling on-site at a wind farm will be an important area of investigation for land based turbine manufacturers. Component size has increased to such an extent that transportation of whole blades, towers, and nacelles under bridges and through tunnels is reaching its limits. Additionally, with commodity prices fluctuating during the current economic times we see many manufacturers attempting to take weight / material and therefore cost out of their products.

This analysis, as well as extensive analysis of forward looking competitive intelligence helps shape our view of future technology trends for the industry. The following are what we believe to be the emerging trends in technology, and therefore patent protection:

• Component Weight Reduction (i.e. mass / cost out to maintain tower head mass ratio) - transportation across land and sea of increasingly heavy castings, towers, blades, etc.

- Advanced materials

- Load mitigation / controls

• Turbine Reliability

- Drivetrain architecture (fewer gearbox stages)

- Elimination of gearbox - direct drive

• Fleet Management

- Condition based maintenance solutions (CBMS) as seen in the Aerospace / Defense industry today

• Performance Optimization - optimal energy production regardless of prevailing conditions

- Max energy all the time

- Derate / Uprate

- Integration of turbine controls with the Condition Monitoring System (CMS)

- Determine component remaining useful life and optimal turbine operating procedures

- Blade aero / structural performance

• Grid Friendly - requirements as identified by the Federal Energy Regulatory Commission (FERC) and other regulatory agencies to ensure wind turbines operate much like conventional energy plants today, where output can be throttled and grid fluctuations can be absorbed, etc.

- Variable speed control with use of synchronous generator vs. induction

- Low voltage ride-through (LVRT)

- Energy storage

• Size and Transportability

- Sectional components

- On-site assembly procedures while maintaining component quality / integrity

Whatever the future may actually hold, the promise of clean energy is here. Innovation continues to drive change.

by Philip Totaro, Principal, Totaro & Associates

Information Technology Training Programs

The dependability on computers has only grown as technology as provided a way for almost everyone to own one. This is seen in the way that colleges, businesses, government agencies, and more have integrated the use of computers into their daily function. Students can learn how to work with all aspects of computer usage by entering information technology training programs.

Training programs are designed to teach students how a computer processes and how to maintain all the information used by one. This may seem like a basic undertaking but the work done includes working with all areas of information technology. Students can expect to learn how to design hardware, design software, secure a network, build an Internet application, and much more. The broad range of responsibilities makes earning an education the prime way to successfully enter a career. Before stepping into a specific career a few key steps have to be taken by students to ensure they have the needed knowledge to work effectively.

The first major step before work can start is for students to complete undergraduate degree programs. Both the associate's and bachelor's degree level of education are focused on providing students with a fundamental and foundational education in computer science and communications networks. Excluding general education requirements students work through many industry related courses that center on: 

• computer interfaces
• web design techniques
• information systems
• business applications
• operating systems
• programming languages

The overall industry focus teaches students to apply, develop, and maintain technologies related to computer information by working to create user-friendly interfaces. The knowledge gained trains students to assist computer users, solve problems, and evaluate technological requirements of a business or individual. A troubleshooting course introduces students to hardware and software management. The process of diagnosing, following procedure, and producing a solution is covered through hands on experience. These courses help students step into advanced study or a career.

Working to complete a graduate degree is step two especially for students that want to enter a specialized area within information technology. Areas can include training in network support, software design, information security, and computer programming. Many of these specializations can be taken as a concentration in an undergraduate degree but to learn advanced techniques and procedures students should continue education into a graduate degree. Many programs focus on applying information technology to global business applications that work together to support the financial and organizational part of a business. A graduate degree in information technology covers a number of specialties that teach students how to work as organization leaders in regards to global economics and international business. Curriculum covers these areas by providing in depth explanation of dynamic programming, parallel computation, data compression, and nonlinear programming. The knowledge gained prepares students to work as researchers, technology specialists, and professors.

The ability to work with computers on a technological level presents numerous opportunities for trained students. Working to find and complete programs from accredited information technology schools and colleges can make the desire to enter a career a real possibility. The Accrediting Commission of Career Schools and Colleges ( http://www.accsc.org/ ) can fully accredit programs that offer quality training programs to students. Students should start education now and begin training in information technology.

DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.

Copyright 2010 - All rights reserved by PETAP.org.

How To Teach Science At Home (Help For The Home-Schooling Parent)

Many parents love the idea of home-schooling their children but worry that they may not be able to teach all subjects, themselves. Science is often one of those subjects. Parents worry that either they do not know enough science to teach the theory adequately, or they worry that they will not be able to afford to buy specialized equipment with which to teach science. There are, however, many ways to overcome these and other obstacles to teaching science at home. This article will give you some options to solve the " I don't know enough science to teach my kids!" dilemma, and hopefully encourage you not to give up on providing your children the education you desire for them.

Joining a homeschool co-op group is a great way to meet other homeschooling families and share resources and ideas. These groups generally meet once a week to do group activities or go on field trips. Oftentimes, parents in the co-op will take turns teaching workshops or classes in their own area of expertise to all of the children in the co-op. If there is a special area of interest (such as science) in which none of the parents feels comfortable teaching, the co-op will decide to hire an outside teacher to provide instruction for the group. In this way, the families share the cost of the lessons, thereby providing a much more affordable alternative to private tutoring.

If there are no vacancies in a homeschool co-op in your area (group size is often limited in order to preserve the intimate, family atmosphere that many homeschooling families desire), and you don't want to start one, yourself, you could look for someone offering classes, independently, in your area. You could also hire a private tutor, but this could be quite costly. Depending on where you live, the going rate for tutoring ranges anywhere from $30 per hour to over $100 per hour. Group classes tend to be more affordable.

If you do not want to have other people teach your child(ren) science, or you cannot find a suitable group or class, there are many excellent science books and science curriculum resources available for all ages and levels. Many of these have step by step instructions for doing experiments and activities at home. If you want to plan your own program, decide which topics you want your children to study first and head to your local library or bookstore. choose one or two reference books on the subject (for you and/or for your children). Do not feel that you need to look through every book that there is on the topic. You will get overwhelmed and waste a lot of time that way. Introductory books will generally cover the same basic information. Once you are familiar with the basics, then, if you want to go deeper into a certain topic you can look for more specific books, later. Initially, you just want to get an overview. Get one or two reference books for yourself (if you feel that you need to learn the theory yourself, first), and two or three for your child. Depending on the age of the child, you may want to look for books that have accurate and colourful pictures. Next look for books of activities and/or experiments. These will be geared to different age ranges and levels, so be sure to look at both the difficulty of the experiments (and the explanations given) and whether the materials needed are easy for you to acquire. Finally, you will want to get exercise books and a hardcover, non-spiral bound notebook that your child will use as a "lab book" in which to record the results and observations of their experiments. Once you have made your selections, you are ready to plan your program. It is much easier to choose the activities or experiments you want to do and then consult the appropriate sections of the reference books to learn and teach the required background theory, than it is to find a suitable experiment to go with the theory that you are teaching. Also, if you start with the experiment, then you can use the reference books to show your child how to find the answers to his or her questions that were sparked by doing the experiment.

If planning your own science program sounds too complicated, or you just don't have the time to do all that planning, there are many pre-packaged, commercially-available curriculae that are very easy to use. The advantages of these programs are that they include all the reference material you will need to teach the curriculum. Many include student textbooks, student workbooks, activity guides, additional reference material such as charts and study/flashcards, student tests, and teacher's guides that give step-by-step instructions for how and when to teach each lesson. They walk you through the program from start to finish and are generally very thorough. The disadvantages, however, are that these programs are generally quite expensive, you don't have as much flexibility to tailor the program to your child's interests, and they also tend to be country-specific (ie. Canadian, American, Australian, British etc.). If you decide to buy a commercial science curriculum, you will soon find that there are many, many available. It is wise to go to a curriculum fair (these are often sponsored by homeschooling associations and support groups) or to contact the manufacturers of each curriculum you are considering, in order to make comparisons before you invest in one.

The expression, "where there's a will, there's a way," certainly applies to giving your child a good science education at home. Your options include joining a homeschool co-op that offers group science classes; finding a class or tutor on your own; designing your own program using books as reference material and activity guides; or using a commercially available curriculum. Many families combine one or more of these methods to provide a very rich overall science education for their children. If science was one of your weak areas, when you were in school (or homeschool), or science simply did not interest you, you may find that providing science instruction to your children results in a new understanding of and interest in the subject. The road ahead could be quite an exciting one, so be sure to open your mind as you are opening your child's!

Christine Dever is a licensed Ontario teacher in Ottawa, Ontario. She loves teaching and homeschools her own 2- and 4-year-old children. She also teaches homeschool science classes to small groups of homeschoolers in the west end of Ottawa.

BTEC Science - Resources For 2010 First Applied Science

If you are teaching the new BTEC Science qualifications in September 2010 you will be thinking about which BTEC Science resources will best suit your needs.

There are 3 qualifications:

-Edexcel BTEC Level 2 Certificate in Applied Science (1 GCSE)

-Edexcel BTEC Level 2 Extended Certificate in Applied Science (2 GCSEs)

-Edexcel BTEC Level 2 Diploma in Applied Science (4 GCSEs)

How will you decide on a comprehensive set of resources to help your students through their BTEC First Applied Science assignments with confidence?

Traditional teaching resources include worksheets, lesson plans, assignments, checklists and the like.

But what sets great BTEC Science resources apart from merely good resources?

Great resources are created after speaking to teachers every step of the way through production, and will likely include the following features:

Real Life Lesson Plans

Applied science is all about making science relevant to the real world, so exciting lesson plans with real-life application are crucial. Excellent activity ideas which demonstrate real life examples will help students to understand how the facts they are learning are also relevant outside the classroom. Further, great examples can stimulate students to look beyond their textbooks and carry out the additional research needed to get a merit or distinction.

Resources that are matched to the new specification

Resources which include written assignments that cover all the criteria for Pass, Merit and Distinction in the new specification will ensure that students of all abilities have the materials and the framework to attain their target grade.

Simple Assessment Structure

Courses based on assessment like BTEC First Applied Science mean that monitoring student progress can involve a lot of time and paperwork. Superior BTEC Science Resources will ensure that assignments are created in a format that can be marked quickly and effectively. Further, students should have access to the assessment criteria for each unit/assignment so that their work meets requirements. Tracking sheets will allow teachers to enter results and then generate class and individual student reports instantly.

Differentiation

When teaching to classes of mixed ability, resources that can pin point the criteria necessary to achieve Pass, Merit and Distinction grades can really make a difference. Superior BTEC Science resources will use colour coding or similar methods to present criteria in a way that is accessible to both teachers and students at all levels on one page.

Comprehensive Lesson Plans

Since BTEC First Applied Science is a relatively new course, relevant support material can be thin on the ground. Many teachers have found themselves planning and writing lessons from scratch.

Great BTEC Science resources will provide comprehensive lesson plans to form the backbone of your course, written by experienced teachers. This leaves you free to create your own resources or take your class off the beaten track, knowing that all the content required by the specification is well covered.

Comprehensive BTEC Science lesson plans will clearly show the Assessment Criteria, Functional Skills and Personal, Learning and Thinking skills covered in each lesson.

Some resources go further, providing complete schemes of work, worksheets and planning grids in word docs which you can edit - allowing you to customize them for your lessons.

What next?

It's always good to do your research before making a decision on which resources to choose. Most publishers will offer some kind of evaluation, or even a "browse-inside" function which lets you view a resource electronically. Bear in mind the points above when making your choice, and good luck!

Need BTEC Science resources? New for 2010 - try BTEC First Applied Science from Collins Education. Evaluate and buy online at http://www.collinseducation.com. Register and order online today to get 10% off your first order!

Neo Humanistic Education

According to scientists, the human potential is really unlimited, but up to the level of civilization we now only use only one percent of the potential. If this is so, then the foremost task of education is to remove all potential possessed by every human being for every human being human whole, complete. And this is indeed the task of Neo Humanist Education, which were made in an integrated effort to tap the highest potential in every child, at any time and any place.

Neo Humanist Education provide education to all sections that make up the child, not just memorize information and stuffed to the intellect, or train the child into a robot for teachers to be happy because he would issue the desired answers.

As was said as Neo Humanist Education should be given to children from an early age. That is why Shrii P.R. Sarkar, Neo Humanist Education pioneer with the introduction of the philosophy of Neo Humanism, suggested to establish more kindergarten or Pre-School, which introduced a system Neo humanist education.

Why P.R. Sarkar did not recommend establishing more universities? It is generally recognized as a fact most of one's development occurs at the age of below 5 or 6 years. At this age period children's cognitive and personality structure itself which will determine the way of life to the next. Therefore, the teachers and the best facilities should be concentrated on education kindergarten and elementary school.

P.R. Sarkar said that in every person there is thirst for something infinite. One of the most important task of education is to arouse the desire for an unlimited expansion of the (science). That must be generated on each student is feeling, "I want to know or unite." While the traditional education system is still far from this in such business. Expectations held by each of the children born were more likely to fall apart, as a result of the injustices that occur at this time. Humans began as a butterfly and ends as a cocoon.

It is time the education system is designed in such a way that does not produce people who are only half-knowledgeable, which later developed into the aggressive, confused, dissidents and frustration.

The next result, a series of social networks become increasingly damaged. Viewed as a whole, more and more teenagers who drop out of school, wandering, and lapse into the use of illicit drugs (drugs), destructive environments, exposed to venereal disease, left home, mad or committed suicide.

It's so much money and time sacrificed to try to fix the education system. But unfortunately, many have failed, because of the attention focused on the wrong source of the problem, namely by increasing the intensity of cramming information. In many countries, reform in education means more hours and teaching materials as well as spend more on information to children who actually already saturated.

Where is busy memorizing this information has reduced the quality and dignity of human beings and destroying the lives of students. When the children viewed as a basket of its main functions to receive, store and pulled back the data and facts, then the learning process that will be mechanistic and bored students who will become aggressive and frustrated or looking for an outlet uncontrolled emotions. We need change, and it must be done now.

We first have to understand what is described by PR Sarkar, and was supported by the principles of modern physics that our presence is not just the fact that visible by the five senses, but is a continuous series of different layers of consciousness, ranging from the coarsest layer of the physical body, continues toward the layers of the ie finer psychic layers, and finally arrive at a unified field with infinite consciousness. The whole psychological layer that can be identified into 5 layers:

1. Keep your awareness (Conscious Mind): SENSING

2. Unconscious (Subconscious Mind): INTELLECT

3. The first layer Supra Consciousness: CREATIVITY

4. The second layer Supra Consciousness: INTUITION

5. The third layer supra Consciousness: SPIRITUAL

Within each of the higher consciousness that there are a wider knowledge which give more happiness, because of the higher layers of a wider scope and contain energy reserves are not playing much.

These layers are not just a theoretical conception of the psychologist, but it is a functioning level that can be experienced by everyone who practiced with great discipline to explore his soul. But unfortunately, in general people are not aware of the most important levels of the innermost soul, and we usually live with the two lower levels of conscious and subconscious layers only.

What makes the Neo Humanist Education is unique, is that the systems and methods of this education is systematically developing all layers of human existence and gradually lead the individual toward a goal that is not limited.

So Neo Humanism Education is indeed an overall education (holistic education), because in the process of education that no part of human consciousness is neglected, no aspect of human life that are not addressed. By understanding the characteristics of human existence as a whole is an educator will be easier to explore teaching methods that are better suited to the psychology students.

Neo-Humanistic Educational Objectives:

* Develop full potential of children: physical, mental, and spiritual.

* Generating thirst for knowledge and love (love) learning.

* Equipping children with academic ability and other skills necessary for further education.

* Facilitating the growth and development of the child's personality, including morality, integrity, confidence, discipline, and cooperation.

* Developing physical and mental stamina stability through yoga and meditation, exercise and play.

* Develop a sense of aesthetics and appreciation of culture through drama, dance, music and visual art.

* Encouraging children to become active members of society and responsible.

* Increase awareness of ecology in the broadest meaning, namely the awareness of all things affiliated with each other, and promote respect and care for all creatures.

* Increase the view of Universal, free from religious differences, skin color, gender, and so forth.

* Understand the importance of the role of teachers in providing an example.

ASPECTS OF HUMAN PERSONALITY AND METHODS OF EDUCATION NEO HUMANIST

To develop them:

* Body material - development through calisthenics exercises are lightweight and rugged, subtle yoga exercises (yoga asanas), dance, and healthy food.

* Awareness realize its development through sensory-motor activities, including exercises in practical life, a supportive environment, ethics or pro-social activities.

* Awareness subconscious intellectual development through activities and use of sensory-motor games and fantasy (playway method).

* Awareness of the creative development of their own initiative and self-expression through creative art, fantasy games and drama.

* Awareness of intuitive wisdom of a smooth development and universal love through curriculum Circle of Love (Circle of Love) and the use of stories and songs that have universal value.

* Awareness of spiritual development through meditation (quiet-time), story and spiritual songs, and dances a soft yoga.

You agree? What did you think?

Ahmad Zainuddin is the general leadership of social institutions that deal with orphans and poor. He is also a homeschooling mentor, and coach for the abandoned children of a halfway house. Please visit http://ways-and-tip

US Education Rankings: 9 Strategies For Raising Education Rankings Thru Increasing Education's Value

In researching this article, I noticed stats about economics and education. Yes, we know that the higher the education we have, the more money we make. This doesn't address the VALUE OF EDUCATION TO THE STUDENT.

Education must hold value for students, whether this be getting an education to get a high paying job, ranking first in our class, feeling the satisfaction of learning, enlightening ourselves, pleasing our families. Value is personal, and we all invest in what has value on our own terms.

When we are young, especially, we need the guidance of our mentors, including educators, family, friends, society and media, any of which can lead us well or not. If we are taught that the most important thing is to spend 15 hours a day studying, we may believe it. If we are taught that education doesn't matter because the salary per hour of slinging crack depends upon how much time we spend out of school, we still have a good chance of realizing that this is a bad lesson. If we are given a creative array of lessons that will affect how we value education, we have a better shot at building a foundation and understanding the positive nature of education for ourselves than if we are taught rote, unrelated facts.

I recall a running debate I had with a friend about responsibility and teaching. Was it the teacher's job to do whatever it took to impart the lesson to the student who didn't understand it the first time along with the others, or was it the student's responsibility to study to the ends of the earth to understand the lesson?

I was raised in a progressive, nurturing household where learning was pleasurable, and I never felt fear in asking questions, in not understanding a lesson. I just said I needed help and got it. My opposing friend in this debate was raised by foreign parents. His father (by U.S. standards) oppressed him and brought fear to his heart that shook him should he not be first in the class. In this case, it looks like environment had a lot to do with our various sides.

I believe teachers should be willing to morph their methods in such a way that the lesson is understood by each student, also creating an atmosphere where the student loves the knowledge, doesn't fear failure and blossoms because of it. My opposing friend was sure that any student who could not understand the lesson was not trying hard enough and had on her/his shoulders the responsibility of figuring out the lesson alone. He saw this as the only mark of a true student. He also expected to be physically reprimanded.

What I see is that the best learning comes out of cooperative education and out of creative learning environments where the lesson integrates with life lessons, builds social stature and touches upon current trends.

Here are nine sample lessons that could fit into the technological and creative pace of our current world.

1. Have students make individual videos or one group video showing a segment of history. This leaves the subject matter open and stimulates the imagination. An example of this is to film an ant walking up the building, the falling of a leaf in autumn from tree to ground or some group project that is more involved. If no equipment is available, students can act out the material and record it on paper. Or call a local law firm and ask them to donate or let you borrow a video camera.

2. Take students on a photographic field trip. If there is no means for bus transportation, the field trip can be as far as around the building or on the school grounds. The theme can be about measurement, for example, if it is a math lesson. The photos would show the angles of bridges, the slope of a roof, the uprightness of a telephone pole, the angle of twigs in a bird's nest. The photos would then be exhibited in a photo gallery where each student would get to invite parents or other meaningful adults. Inviting "others" insures there is a support system so that the event is not traumatic for students whose families don't usually participate or do not exist. The presence of other significant adults, including other teachers, coaches, clergy, social workers, tutors, would allow for each student to be supported and for no one to feel alone. If there are no cameras available, a local camera store might be willing to provide a loan. Or Canon might participate with a loan or a gift to enhance the lives of your students who could pass on the cameras to every class in the school, if necessary.

3. Create a social issue in the classroom that requires a judge and a jury, such as trying a thief who stole to feed her/his family. Have students act out the parts of each role. Have students take turns being "innocent" and "guilty," judge and jury. Then, take a field trip to the courthouse or local magistrate. Arrange to sit in on a session or, structure prohibiting that, have the magistrate talk about justice and our American way.

4a. Create a mock central market in the classroom where students buy and sell wares and practice their math skills. Have the money they use in this market be based upon tokens that they have earned through a Good Samaritan program in the classroom. Those who help another during the day get a token. The program develops citizenship, planning and math. Then, take the students out on a field trip and give them each a dollar that you get from petty cash or your pocket. No student money should be used. Only the dollar that you give the student. The mission: see who can bring back the most items for one dollar. Thus, we include budgeting as part of the lesson.

4b. Create a mini stock exchange in the classroom. Use large beans to buy and sell shares. Have a professional trader come to explain basic concepts.

5. Have each student write a poem that rhymes. Then call a local rock star or rap star to come in and turn the poem into a song that the whole class learns. Yes, the music teacher could lead this activity, but celebrity sells in business and education and invites the juices of creativity to flow in the classroom, instills confidence and will involve community celebrities in the betterment of education.

6a. Have a drum circle in the classroom. Call a local drummer to come in and lead. Teach three to five messages from old drum communication. Talk about communication through drumming and have each student drum one message that you have taught during this lesson. Have the others interpret the message.

6b. As a follow-up lesson, have a cell phone tech come in and talk about the method of cell tower transmission. Then talk about the differences in social communication between drumming and cell phones.

7. Have each student think up an example of how we use math in the world. Exclude being able to go buy something in a store, online or on the phone. Call a local app maker to donate an app that has the class photo and an individual photo with each student's idea as part of an app that pulls up. Then have the app maker talk about the skills s/he had to acquire to learn app making.

8a. Pick a theme including success, education, happiness, for example. Have students create an abstract painting that represents this theme and have them present it. In-school project only, since some parents are not at home to help and some parents do the project for the student. Film the presentations as well as the creative process. Post the art on the classroom website. If there is no classroom website, call a local web person and ask if s/he will donate putting up (online) a page with the students' presentations.

8b. Go to a local museum or research the art at the museum online and find art that represents the particular theme to each individual person.

9. Have a regular tea time once a week. This will develop unity of community. Call a local tea specialist to start you off with how to have tea and some of the history of tea. This quiet time will give the class a spirit of camaraderie while developing value for quiet reflection and experiencing its benefits.

To summarize, these ideas are samples, for different grades, different social climates. The idea is to give school value to the student, to make the lessons relevant to the life of the student, so that we increase the number of students in school and US educational rankings. How many times do we slack off on a task because it is not pleasing to us? And, yet, we slave away at another task because we like it. I remember working hard for my 6th grade teacher because one of the ways he showed he cared was by letting us get the school piano and wheel it into the classroom on Friday afternoons. Everyone sang; I got to play the piano and sing. This added value to education for everyone.

We even discussed the lyrics, which, I learned 12 years later, getting an M.A. in Music Therapy, had extreme importance in molding us. Which brings us to the next point: how do creative modules such as these fit into the present system? That is a discussion for the article titled Education 2.0: 5 Ways To Make Exceptional Lessons Of Yesterday The Educational Normal Of Today, soon to be published.

The most exhilarating part of teaching comes when the student receives the knowledge. Most of us in the profession enjoy the creativity it takes to teach, motivate and inspire. This is the skill set that builds value in the student.

Singing the education blues won't work. Looking at charts of where we rank in the world education system can motivate but is not the answer: http://xrl.us/guardian2010educrank. We need in-road builders to make these types of lessons the norm, rather than special events. It is one thing to offer an isolated lesson such as the photography trip in number 2. above. It is quite another to build this structure into our current educational infrastructure. Onward, teachers. Now is the time.

Diane Gold is a facilitator and mentor. Her subjects are tai chi, kung fu, music and stress management. She has established music mixing programs in schools with emotionally disturbed and developmentally disabled students under 21 in NY State school systems. The joy the students felt in being able to be creative and to use current music and social mores and trends as education increased their capacity for learning and their interest in school, in general.

Training with Diane Gold is available traditionally and virtually. If you have comments about this article,for all services or if you wish to become involved in educational change, email d (at) 000chi (dot) com. More information is available at http://dianegold.com or in other articles in this directory.