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Public Papers - 1991 White House Fact Sheet on The Strategic Arms Reduction Treaty (START) Today, the United States and the Soviet Union signed the Strategic Arms Reduction Treaty. This treaty marks the first agreement between the two countries in
which the number of deployed strategic nuclear weapons will actually be reduced. Reductions will take place over a period of 7 years, and will result in parity between the strategic nuclear forces of the two sides at levels approximately 30
percent below currently deployed forces. Deeper cuts are required in the most dangerous and destabilizing systems. START provisions are designed to strengthen strategic stability at lower levels and to encourage the restructuring of strategic forces in ways that make them
more stable and less threatening. The treaty includes a wide variety of very demanding verification measures designed to ensure compliance and build confidence. The treaty sets equal ceilings on the number of strategic nuclear forces that can be deployed by
either side. In addition, the treaty establishes an equal ceiling on ballistic missile throw-weight (a measure of overall capability for ballistic missiles). Each side is limited to no more than: -- 1600 strategic nuclear delivery vehicles (deployed intercontinental ballistic missiles
[ICBM's], submarine launched ballistic missiles [SLBM's], and heavy bombers), a limit that is 36 percent below the Soviet level declared in September 1990 and 29 percent below the U.S. level. -- 6000 total accountable warheads, about 41 percent below the
current Soviet level and 43 percent below the current U.S. level. -- 4900 accountable warheads deployed on ICBM's or SLBM's, about 48 percent below the current Soviet level and 40 percent below the current U.S. level. -- 1540 accountable warheads
deployed on 154 heavy ICBM's, a 50-percent reduction in current Soviet forces. The U.S. has no heavy ICBM's. -- 1100 accountable warheads deployed on mobile ICBM's. -- Aggregate throw-weight of deployed ICBM's and SLBM's equal to about 54 percent of
the current Soviet aggregate throw-weight. Ballistic Missile Warhead Accountability The treaty uses detailed counting rules to ensure the accurate accounting of the number of warheads attributed to each type of ballistic missile. -- Each deployed ballistic missile warhead counts as
1 under the 4900 ceiling and 1 under the 6000 overall warhead ceiling. -- Each side is allowed 10 on-site inspections each year to verify that deployed ballistic missiles contain no more warheads than the number that is attributed to
them under the treaty. Downloading Ballistic Missile Warheads The treaty also allows for a reduction in the number of warheads on certain ballistic missiles, which will help the sides transition their existing forces to the new regime. Such downloading is
permitted in a carefully structured and limited fashion. -- The U.S. may download its three-warhead Minuteman III ICBM by either one or two warheads. The Soviet Union has already downloaded it's seven warhead SS - N - 18 SLBM by
four warheads. -- In addition, each side may download up to 500 warheads on two other existing types of ballistic missiles, as long as the total number of warheads removed from downloaded missiles does not exceed 1250 at any one
time. The treaty places constraints on the characteristics of new types of ballistic missiles to ensure the accuracy of counting rules and prevent undercounting of missile warheads. -- The number of warheads attributed to a new type of ballistic missile
must be no less than the number determined by dividing 40 percent of the missile's total throw-weight by the weight of the lightest RV tested on that missile. -- The throw-weight attributed to a new type must be no less
than the missile's throw-weight capability at specified reference ranges (11,000 km for ICBM's and 9,500 km for SLBM's). START places significant restrictions on the Soviet SS - 18 heavy ICBM. -- A 50-percent reduction in the number of Soviet SS
- 18 ICBM's; a total reduction of 154 of these Soviet missiles. -- New types of heavy ICBM's are banned. -- Downloading of heavy ICBM's is banned. -- Heavy SLBM's and heavy mobile ICBM's are banned. -- Heavy ICBM's will
be reduced on a more stringent schedule than other strategic arms. Because mobile missiles are more difficult to verify than other types of ballistic missiles, START incorporates a number of special restrictions and notifications with regard to these missiles. These
measures will significantly improve our confidence that START will be effectively verifiable. -- Nondeployed mobile missiles and non-deployed mobile launchers are numerically and geographically limited so as to limit the possibility for reload and refire. -- The verification regime includes
continuous monitoring of mobile ICBM production, restrictions on movements, on-site inspections, and cooperative measures to improve the effectiveness of national technical means of intelligence collection. Because heavy bombers are stabilizing strategic systems (e.g., they are less capable of a short-warning
attack than ballistic missiles), START counting rules for weapons on bombers are different than those for ballistic missile warheads. -- Each heavy bomber counts as one strategic nuclear delivery vehicle. -- Each heavy bomber equipped to carry only short-range missiles
or gravity bombs is counted as one warhead under the 6000 limit. -- Each U.S. heavy bomber equipped to carry long-range nuclear ALCM's (up to a maximum of 150 bombers) is counted as 10 warheads even though it may be
equipped to carry up to 20 ALCM's. -- A similar discount applies to Soviet heavy bombers equipped to carry long-range nuclear ALCM's. Each such Soviet heavy bomber (up to a maximum of 180) is counted as 8 warheads even though
it may be equipped to carry up to 16 ALCM's. -- Any heavy bomber equipped for long-range nuclear ALCM's deployed in excess of 150 for the U.S. or 180 for the Soviet Union will be accountable by the number of
ALCM's the heavy bomber is actually equipped to carry. Building on recent arms control agreements, START includes extensive and unprecedented verification provisions. This comprehensive verification regime greatly reduces the likelihood that violations would go undetected. -- START bans the encryption
and encapsulation of telemetric information and other forms of information denial on flight tests of ballistic missiles. However, strictly limited exemptions to this ban are granted sufficient to protect the flight-testing of sensitive research projects. -- START allows 12 different
types of on-site inspections and requires roughly 60 different types of notifications covering production, testing, movement, deployment, and destruction of strategic offensive arms. START will have a duration of 15 years, unless it is superseded by a subsequent agreement. If
the sides agree, the treaty may be extended for successive 5-year periods beyond the 15 years. Noncircumvention and Third Countries START prohibits the transfer of strategic offensive arms to third countries, except that the treaty will not interfere with existing
patterns of cooperation. In addition, the treaty prohibits the permanent basing of strategic offensive arms outside the national territory of each side. Air-Launched Cruise Missiles (ALCM's) START does not directly count or limit ALCM's. ALCM's are limited indirectly through their
association with heavy bombers. -- Only nuclear-armed ALCM's with a range in excess of 600 km are covered by START. -- Long-range, conventionally armed ALCM's that are distinguishable from nuclear-armed ALCM's are not affected. -- Long-range nuclear-armed ALCM's may not
be located at air bases for heavy bombers not accountable as being equipped for such ALCM's. -- Multiple warhead long-range nuclear ALCM's are banned. Sea Launched Cruise Missiles (SLCM's) SLCMs are not constrained by the treaty. However, each side has
made a politically binding declaration as to its plans for the deployment of nuclear-armed SLCM's. Conventionally-armed SLCM's are not subject to such a declaration. -- Each side will make an annual declaration of the maximum number of nuclear-armed SLCM's with
a range greater than 600 km that it plans to deploy for each of the following 5 years. -- This number will not be greater than 880 long-range nuclear-armed SLCM's. -- In addition, as a confidence building measure, nuclear-armed SLCM's
with a range of 300 - 600 km will be the subject of a confidential annual data exchange. The Soviet Backfire bomber is not constrained by the treaty. However, the Soviet side has made a politically binding declaration that it
will not deploy more than 800 air force and 200 naval Backfire bombers, and that these bombers will not be given intercontinental capability. The START agreement consists of the treaty document itself and a number of associated documents. Together they
total more than 700 pages. The treaty was signed in a public ceremony by Presidents Bush and Gorbachev in St. Vladimir's Hall in the Kremlin. The associated documents were signed in a private ceremony at Novo Ogaryevo, President Gorbachev's weekend
dacha. Seven of these documents were signed by Presidents Bush and Gorbachev. Three associated agreements were signed by Secretary Baker and Foreign Minister Bessmertnykh. In addition, the START negotiators, Ambassadors Brooks and Nazarkin, exchanged seven letters related to START in
a separate event at the Soviet Ministry of Foreign Affairs in Moscow. Magnitude of START -- Accountable Reductions Following is the aggregate data from the Memorandum of Understanding, based upon agreed counting rules in START. (Because of those counting rules,
the number of heavy bomber weapons actually deployed may be higher than the number shown in the aggregate.) This data is effective as of September 1990 (TABLE START)and will be updated at entry into force: Delivery Vehicles .... 2,246 ....
2,500 Warheads .... 10,563 .... 10,271 Ballistic Missile Warheads .... 8,210 .... 9,416 Heavy ICBM's/Warheads .... None .... 308/3080 Throw-weight (metric tons) .... 2,361.3 .... 6,626.3 As a result of the treaty, the above values will be reduced by the
following percentages: Delivery Vehicles .... 29 percent .... 36 percent Warheads .... 43 percent .... 41 percent Ballistic Missile Warheads .... 40 percent .... 48 percent Heavy ICBM's/Warheads .... None .... 50 percent Throw-weight (metric tons) .... None .... 46
Common Core Catholic Identity Initiative A national working group has begun the Common Core Catholic Identity Initiative (CCCII) to develop and disseminate resources and guidelines to assist Catholic elementary and secondary schools in integrating elements of Catholic identity (Catholic values, Scripture, Church social teachings, encyclicals, etc.) into curriculum and instruction
based on the Common Core State Standards. The initial phase of CCCII focuses on K-8 English/Language Arts/ Literacy. Resources for other subjects and for 9-12 curriculum will be developed in later phases. Forty-six states have agreed to adopt the Common Core State Standards, a set of high quality K-12 learning
standards that includes rigorous content and application of knowledge using higher-order thinking skills, leading students to college and career readiness. Currently, Catholic schools are assessing what the implications of the standards and accompanying assessments may be for them. While Catholic schools have their own local or diocesan standards, their ability
to continue to provide high-quality education for their students is compelling them to consider adoption of the common core standards. Catholic schools will be impacted as curriculum resources and professional development opportunities become aligned with Common Core State Standards by producers of instructional materials, college teacher preparation programs, or regulations
for participation in the federal programs that currently benefit their students and teachers. Within this environment, maintaining the uniqueness and integrity of the Catholic school will require integrating the demands of their mission and the academic expectations of their constituents and the wider education community. To assist Catholic schools with
enhancing Catholic identity integrated into the curriculum, the Common Core Catholic Identity Initiative (CCCII) has been launched as a collaborative project involving Catholic universities, corporations and sponsors invested in Catholic education, and the National Catholic Educational Association (NCEA). The Common Core Catholic Identity Initiative has two goals: - to empower
Catholic schools and dioceses to design and direct the implementation of the Common Core standards within the culture and context of a Catholic school curriculum - to infuse the Common Core standards with the faith/principles/values/social justice themes inherent in the mission and Catholic identity of the school. The CCCII project
aims to accomplish its goals by creating a process and a product: Phase 1: Gather approximately 35 practitioners and curriculum and catechetics experts to pilot a CCCII ELA Unit development process to be shared with the larger Catholic educational community. (June 2012) Phase 2: Revise and refine the unit development
process so that it can be replicated in dioceses around the country. Phase 3: Invite participation in development of additional CCCII ELA Units by Catholic educators around the country. Phase 1: Utilize the expertise and strength of experienced and innovative teachers to develop complete units/exemplars that join Catholic identify with
2012) Phase 3: Expand exemplar units and Catholic Identity resources available for use by local Catholic schools. Tailor the CCCII Unit development process for Catholic secondary schools. Expand CCCII to include additional subject areas. Meet the CCCII Leadership and Planning Teams
Instructors: Andrea Dykstra, Curt Van Dam, Kelli Ten Haken and Tami De Jong 1. Students will gain interest in the Unit on Alaska. 2. Students will be introduced to Alaska and the Iditarod race that takes place in Alaska every year. 3. Students will be able to appreciate the beauty
of Godís creation in Alaska. 4. Students will be able to see Godís majesty and power in their personal experiences. In this lesson, the students will discuss what they know about Alaska. They will watch a movie and then discuss how God shows His power and majesty through creation. Next,
they will be introduced to the Iditarod race by reading a story and then the teachers will explain the game the students will play about the Iditarod through the unit. At the end of class, students will have a chance to start work on their maps of Alaska and then
the teachers will end in closing prayer. - Psalm 19:1- The Heavens declare the glory of God; the skies proclaim the work of His hands. - Other Scripture references that can be used through out the unit: The Creation story in Gen. 1 and 2 Alaska: Spirit of the Wild
2. DVD player 5. Learning center and trade books 6. Example of the Iditarod Game 7. Book: Iditarod Dream by Ted Wood 8. Overhead projector, overhead and pen 9. Construction paper 10. Markers, crayons, colored pencils 1. On the first day of this unit, teachers should enter the room dressed
in parkas, snowshoes, scarves, mittens; anything that looks like what people in Alaska would wear. Motion for the student to sit down. Once they are quiet, ask them where they think the teachers are from and how they came to this conclusion. We would expect conclusions such as the Artic,
Antarctica, and possibly Alaska. 2. Have students take out a sheet of paper and write five things down that come to their minds when they think of Alaska. Have them get into groups of three and share what they wrote with their group. The students will be encouraged to share
the combined ideas from their group with the whole class. The teacher will write down these ideas on the overhead. 3. Explain to the students that they are going to be learning about all of these of these things and even more about Alaska in the upcoming unit. 4. Have
each student write down one or two things about Alaska they would like to know more about. Suggest ideas such as: What sports do they play in Alaska? How many people live there? Is it really cold and snowy year round? Take these ideas into consideration when planning the rest
of the unit. 1. Put in the DVD Alaska: Sprit of the Wild. Students will watch the movie. It is forty minutes long. Before they watch it, share with them the beauty that can be found in Alaska. Tell them to look specifically for how they can see God in
the things that are shown on the film. 2. After the movie, discuss with the students what they thought of the movie. Ask them questions such as what surprised you about this film? What did you learn about Alaska that you didnít know before? What can we discover about God
by watching this movie? How can we get to know God better by studying Alaska? 3. Read Psalm 19:1 aloud. Read it again, this time have the students say it after you. Ask them how this verse relates to Alaska. Hopefully they will make the connection that creation shouts Godís
praise. Alaska is so beautiful; this reflects on Godís majesty, creativity and mercy. God loves us enough to give us beautiful creation simply so we can enjoy it. We can see his fingerprints in Alaska. 4. Read Psalm 8 aloud. Again, ask them how this verse relates to Alaska. They
will probably have similar responses as above in step three. Share a personal experience of how he/ she has seen Godís power and majesty in His creation. - For example, this is my own experience; you could share something similar to it: One time I climbed the highpoint of Colorado
with my dad. We started hiking before the sun was up. As we were walking along the ridge of the mountain, the sun began to rise; the colors were brilliant! We kept on hiking and hiking. I was getting tired and hungry but soon we came close to the top.
As I climbed up the last little peak and the top of the mountain, I looked out and the view was breathtaking!!! I had never seen so many snow capped mountains before. Sitting up there on the mountaintop, I felt such a joy and peace. What a great God I
serve! He created all of this; His creation alone is enough to tell of His majesty. 5. Ask the students if any of them have had an experience like this; encourage them to share if they would like. 6. Encourage them to find other verses that could relate to our
study of Alaska and bring them to class tomorrow to share. 1. Introduce the Iditarod race the studentís will be learning about by reading the book Iditarod Dream by Ted Wood. As you are reading, stop periodically through out the book and ask them to jot down a few of
their thoughts. At the end of the book ask them to share a few thoughts they wrote down about the book. 2. Introduce the game the students will be playing throughout the unit. Tell the students they will be having their own Iditarod race in the classroom. Each student will
make a map of Alaska on construction paper. On this map, they will draw the trail of the Iditarod race. They will have to map out the different checkpoints of the race on their trails. It is their job to find out how many miles are between each checkpoint and
how many miles they can travel in one day. 3. Each day the students will move their markers on their maps how ever many miles we decide as a class they can travel in one day. Every morning the students will receive a ďracerís fateĒ card. These cards will say
various things such as, ďyour dog has broken a leg, move back twenty milesĒ, or ď you have found an extra bundle of food on the trail, move ahead twelve milesĒ. The students will have to keep track of where they are on the trail on their own maps and
on a large map on the classroom bulletin board. 4. Each afternoon, students will have an opportunity to receive another card if they got their homework done on time that day. This card could be good or bad, but the students get to decide if they want to take it.
5. This activity will be incorporated into language arts. The students will be keeping a race journal. As they play this game they can write their feelings about the race in the journal as if they were an actual racer. 6. This game will also be incorporated into math. Students
will need to do calculations to play the game correctly. They will also discover how to find median, mean and using the game. 1. The students will begin making their maps of Alaska for the Iditarod game. The outline of the map of Alaska will be projected on the overhead
so the students have something to follow when they draw. Copies of the outline of this map will be available for students to trace if they do not want to draw the map freehand. 2. The students can use crayons or colored pencils to make their maps on. 3. The
trail outline and check points will be labeled on the overhead map, but the students will need to research how many miles are in between each check point in a later class 1. Read Psalm 8 one more time and end in prayer, thanking God for His creativity that is
evident in all of creation, especially as it has been seen in Alaska today. 1. Students can do more research about the real Iditarod race on the Internet. 2. Students can read one of the many books about Alaska set up in the learning center. 3. Students can complete any
activity set up in the learning center, including: math story problems, language arts writing activities, and social studies and science 1. Observe how much students participate in the lesson. Have one teacher walk around with a checklist and put checks by the names of the students who are on task
and participating by sharing, asking questions, diligently listening. 2. Observe how diligently students work on their maps. Check the next day to see if they have completed them. Give them a check if they are finished and are done Lesson Plans Unit Outline Home Page Trade Books Learning Center
Young Kids May Be Able to Unbuckle Car Seats Survey of Parents Finds Some Kids May Be Unbuckling While Car Is in Motion May 2, 2011 -- Children as young as 1 year old can unbuckle themselves from car safety seats, a new survey of parents finds. "We found that
children can unbuckle from their child car safety seats by their fourth birthday, and there is an alarming 43% who do so when the car is in motion," says researcher Lilia Reyes, MD, a clinical fellow in pediatric emergency medicine at the Yale School of Medicine in New Haven. "It
was reported as early as 12 months." The findings are being presented at the Pediatric Academic Societies annual meeting in Denver. Child Car Seats: How Secure? While working in the pediatric emergency room at Yale, Reyes encountered two different mothers who had minor car accidents. They told her it happened
when they turned their heads around after discovering their kids had unbuckled themselves. Trying to determine how frequently it happened, she and her colleagues from Yale surveyed 378 parents of young children. Among the other findings: - 51% or about 191 families reported that at least one of their children
had unbuckled their car seats. Of these, 75% were age 3 or younger. The youngest was 12 months old. - Boys unbuckled more than girls; 59% of the kids who unbuckled were boys. Parents were not asked if they were sure they had buckled correctly, Reyes tells WebMD. So there
is a possibility the children weren't buckled in correctly. But parents do typically hear a click, like a seat safety belt, when the buckle latches, she says. The problem, she says, is that while children may be able to physically unbuckle the seat, they are just beginning, at around age
3, to develop reasoning skills to appreciate the consequences of unbuckling. Parents used seats of various types. They included the five-point harness, convertible seats, and booster seats, depending on their child's age and weight. Are Car Seats Really Buckled? ''This study raises questions about how the child restraint was used,"
says Lorrie Walker, training manager and technical advisor for Safe Kids USA, an advocacy group. "Federal motor vehicle safety standard 213 requires the buckle to release using between 9 and 14 pounds of pressure," she says. "It is often challenging for an adult to unbuckle the harness." She wonders if
the buckle was not adequately locked in some cases. "A buckle may give the appearance of being buckled when it has not completely latched," she tells WebMD. Among the mistakes many parents make when placing a child in a car seat she says, is to loosely attach the harness straps
or place the straps in the wrong harness slots. If these mistakes occur, she says, it makes it easy for a child to climb out. The finding that a child as young as age 1 could unbuckle the seat is a surprise to Jennifer Stockburger, program manager of vehicle and
GEF and UNEP Launch Global Platform for Efficient Lighting 25 September 2009: The Global Environment Facility (GEF) and the United Nations Environment Programme (UNEP) have launched the “Global Market Transformation
for Efficient Lighting Platform,” a public-private partnership directed at reducing global energy demand for lighting. The Platform aims to transform lighting markets, primarily in developing countries, by fostering the usage
and production of energy efficient lighting while gradually discontinuing use of incandescent lighting, and substituting traditional fuel-based lighting with modern, efficient alternatives such as solid-state lighting (SSL) and Light Emitting
Diode (LED) lamps. It is hoped that, through these efforts, global demand for lighting energy can eventually be reduced by up to 18 percent. In attendance for the event was
UNEP Executive Director Achim Steiner, who noted that “in terms of climate change, this is among the lowest of low-hanging fruit. Eight percent of global greenhouse gas emissions are linked
Tornadoes are the most intense storms on the planet, and they’re never discussed without at least some mention of the term wind shear. Many of us sitting at home, though, have no idea what wind shear is, or if we do, how it affects tornado production. What is Wind Shear Wind shear, although it might sound complex, is a simple
concept. Wind shear is merely the change in wind with height, in terms of wind direction and speed. I think that we all understand that the wind is generally stronger in the atmosphere over our heads than it is here on the ground, and if we think of the atmosphere in terms of the three dimensions that it has, it
should not be surprising that the wind above us might also be blowing from a different direction than the wind at the ground. When that happens–the wind speed and direction vary with height–wind shear is occurring. Wind Shear and Supercell Thunderstorms This wind shear is an important part of the process in the development of a supercell thunderstorm, from which
the vast majority of strong tornadoes form. All thunderstorms are produced by a powerful updraft–a surge of air that rises from the ground into the upper levels of the atmosphere, and when this updraft forms in an area where wind shear is present, the updraft is influence by this speed and different direction of the wind above, pushing the column

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