Mario Molina is a world-renowned scientist who is widely recognized for his groundbreaking research on the effects of man-made chemicals on the environment. Born in Mexico City in 1943, Molina was educated at the National Autonomous University of Mexico and went on to earn his PhD in chemistry from the University of California, Berkeley. He later taught at the Massachusetts Institute of Technology (MIT) and the University of California, San Diego. Molina is best known for his work on the depletion of the ozone layer, a critical component of Earth's atmosphere that helps protect us from the harmful effects of ultraviolet radiation. In 1995, he shared the Nobel Prize in Chemistry with two other scientists for their contributions to the understanding of the chemistry of the atmosphere. Throughout his career, Molina has been a tireless advocate for environmental protection. He has worked tirelessly to raise awareness about the dangers of pollution and climate change, and has been a vocal critic of policies that would undermine efforts to protect our planet. In addition to his scientific work, Molina has served in numerous advisory roles to governments and international organizations, and has received numerous awards and accolades for his service to the scientific community. His legacy as a pioneer in environmental science will continue to inspire future generations to work tirelessly to protect our planet for generations to come.

Presents a brief biography of Mario Molina, the first Mexican-born scientist to win the Nobel Prize for chemistry, including information oh his childhood, his education, and his career in science.

INTRODUCTION TO Geochemistry This book is intended to serve as a text for an introductory course in geochemistry for undergraduate/ graduate students with at least an elementary-level background in earth sciences, chemistry, and mathematics. The text, containing 83 tables and 181 figures, covers a wide variety of topics – ranging from atomic structure to chemical and isotopic equilibria to modern biogeochemical cycles – which are divided into four interrelated parts: Crystal Chemistry; Chemical Reactions (and biochemical reactions involving bacteria); Isotope Geochemistry (radiogenic and stable isotopes); and The Earth Supersystem, which includes discussions pertinent to the evolution of the solid Earth, the atmosphere, and the hydrosphere. In keeping with the modern trend in the field of geochemistry, the book emphasizes computational techniques by developing appropriate mathematical relations, solving a variety of problems to illustrate application of the mathematical relations, and leaving a set of questions at the end of each chapter to be solved by students. However, so as not to interrupt the flow of the text, involved chemical concepts and mathematical derivations are separated in the form of boxes. Supplementary materials are packaged into ten appendixes that include a standard-state (298.15 K, 1 bar) thermodynamic data table and a listing of answers to selected chapter-end questions.

This book is a practical guide for identifying and supporting gifted English language learners (ELLs) based on research and firsthand teaching experience. This book: Presents practical information and strategies for identifying gifted ELLs. Helps readers understand more about potentially gifted behaviors and talents. Supports the enrichment and social-emotional needs of these students. Includes background information, teaching strategies, and methods. Offers ideas for lessons and activities that can be used to support any learner. Research from the last 2 decades shows that there is a considerable disparity between ELLs and native English speakers identified as gifted. This book will inspire action by key players in these students' lives, including English language and gifted educators, classroom teachers, school administrators, district and state leaders, families, and the greater community.

'Imagine the pride of earning the Nobel Prize for warning that CFCs were destroying the ozone layer. Then imagine that citizens, policymakers, and business executives heeded the warning and transformed markets to protect the earth. This book is the story of why we can all be optimistic about the future if we are willing to be brave and dedicated world citizens.' MARIO MOLINA, Nobel Laureate in Chemistry and Professor, University of California This book tells how the Montreal Protocol, the most successful global environmental agreement so far, stimulated the development and worldwide transfer of technologies to protect the ozone layer.Technology transfer is the crux of the 230 international environmental treaties and is essential to fighting climate change. While debate rages about obstacles to technology transfer, until now there has been no comprehensive assessment of what actually works to remove the obstacles. The authors, leaders in the field, assess over 1000 technology transfer projects funded under the Montreal Protocol‘s Multilateral Fund and the Global Environment Facility, and identify lessons that can be applied to technology transfer for climate change.

'Timeliness is a particularly relevant issue in the field of innovation and diffusion research. This book originates from the observation that innovations are time critical and asks the question: when and how do windows of opportunity for new environmental technologies emerge and why do they disappear again? By analysing these windows of opportunity and possible time strategies for innovation policies, this book represents a highly topical contribution to a front line issue in environmental and innovation research. The theoretical framework is applied to well-investigated and highly informative case studies to produce an interesting, insightful and coherent volume.' - Joseph Huber, Martin-Luther-University, Halle, Germany This book is the first attempt to systematically introduce the aspect of time into economic and environmental innovation policy. The authors demonstrate how 'windows of opportunity' for technological innovations emerge and also explain how they can be identified and effectively exploited. Technological innovations are widely considered as an opportunity to realise a double dividend - protect the environment and increase profits by introducing a more sustainable technology. However, intervention by the state is often needed to overcome the competitive disadvantage caused by externalities, path dependency and lock-in. The authors provide extensive evidence that this resistance to technological change is subject to substantial temporal variation. They argue that it is economically and politically sensible to identify periods of time in which resistance is weakest and to exploit these 'windows of opportunity' whenever and wherever they occur. They also highlight how time strategies for innovation policy can involve the preparation and creation of 'windows' which do not yet exist. Throughout the book, they use an array of varied and interesting case studies to confirm and illustrate their theoretical findings. These address issues such as CFC phase-out, the lean-burn engine versus the catalytic converter, ecological alternatives to chemical pesticides and the zero emission vehicle mandate in California. By exploring the relationship between time strategies and technological change, this book will undoubtedly lead to a more efficient and sustainable innovation policy. It will be required reading for academics, researchers and policymakers working in the fields of environmental innovation, sustainability, technology policy and political science.

In the last decade, the development of new technologies has made innovation a fundamental pillar of education. Teaching innovation includes the evolution of both teaching and learning models to drive improvements in educational methodologies. Teaching innovation is a pioneer in the understanding and comprehension of the different teaching methodologies and models developed in the academic area. Teaching innovation is a process that seeks validation in the academic and teaching communities at universities in order to promote the improvement and its practices and uses in the future characterized by digital development and data-based methods. Teaching Innovation in University Education: Case Studies and Main Practices features the major practices and case studies of teaching innovation developed in recent years at universities. It is a source on study cases focused on teaching innovation methodologies as well as on the identification of new technologies that will help the development of initiatives and practices focused on teaching innovation at higher education institutions. Covering topics such as didactic strategics, service learning, and technology-based gamification, this premier reference source is an indispensable resource for pre-service teachers, lecturers, students, faculty, administrators, libraries, entrepreneurs, researchers, and academicians.

English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English, whereas the first language of the students is used in some other respects. This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Research on this topic is not only timely but also very much needed, particularly in contexts that are relatively new to EMI, as well as in contexts where monolingual forms of teaching and monolingual institutional policies still prevail. Empirical, research-based studies as well as theoretical reviews that centre around multilingual and translingual practices in partial and full (i.e. English-only) EMI settings are elaborated, with case studies from Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, United Arab Emirates, the UK and the USA.