This report provides descriptions of the following energy efficiency technologies: energy management systems; electronic fluorescent ballasts; compact fluorescent lamps; lighting • controls; room air conditioners; high albedo materials, coatings and paints; solar domestic water heaters; heat pump water heaters; energy-efficient motors; adjustable-speed drives; energy-efficient refrigerators; daylight control glazing; insulating glazing; solar control , glazing; switchable glazing; tree planting; and advanced insulation. For each technology, the report provides a description of performance characteristics, consumer utility, development status, technology standards, equipment cost, installation, maintenance, conservation programs, and environmental impacts.

DIMMABLE ELECTRONIC BALLASTS DATA SHEET DESCRIPTION Dimmable ballasts for fluorescent lights represent state-of-the-art in lighting controls. With dimming b_asts, light levels can be varied between 15% (typical) and full light output. Dimming ballasts are. available as magnetic or electronic ballasts. However, the electronic dimming ballasts have maqy distinct advantages over the core-coil technology. In particular, electronic dimming ballasts are well-suited to low-voltage control; thus the control wiring can be ha_plement_ with less costly Class II wiring. (With dimming core-coil ballasts, the dimming is accomplished using "high-power" switching. This results in greater initial cost to install the controls). SOURCES Dimmable electronic ballasts are available from ETTA, Advance, and Lutron. Ali these vendors also offer dimming t,.,_T-8 systems as weil. Dimming magnetic ballasts have bec, available from major ballast manufacturers for many years (Universal and Advance). STATUS OF AVAILABILITY Electronic ballasts are generally in short supply with lead times of several months not uncommon. There are no _ own suppliers of dimmable ballast of T-8 lamps that allow individual control. PROS AND CONS Dimming ballasts are generally :.lightly less efficient even at full output than dedicated systems. This is generally because of the extra power required to keep the lamp filaments at the appropriate temperature over ali dimming conditions.

Purpose Research has documented how white teachers often fall short of their anti-racist intentions. However, much of this research is done with preservice teachers or teachers across disciplines. The authors investigate stories in which white English teachers who teach substantial proportions of black students and who self-reported anti-racist goals nevertheless fell short of those goals. The purpose of the study is to understand the tensions between racial liberalism and racial literacy in their pedagogy. Design/methodology/approach The authors snowball sampled 12 veteran white high school English teachers (3–27 years’ experience) who taught in schools with substantial proportions of black students. The authors used a two-stage interview process to narrow the sample to 7 teachers who confirmed their anti-racist intentions and who wrote narratives of moments when they tried to be anti-racist, but the lesson failed in some way. The authors used a three-stage narrative analysis to analyze how racial liberalism and racial literacy were reflected in the narratives. Findings The veteran English teachers, despite their anti-racist intentions, told narratives that reflected racial liberalism, portraying racism as an individual and interpersonal phenomenon. Some narratives showed teachers who had taken steps toward racial literacy, but no narratives showed a fully developed sense of racial literacy, portraying the layers of institutional and structural racism in English education. Originality/value The sample suggests that veteran white English teachers are subject to similar limited racial literacies as novice teachers. While the authors found glimmers of racial literacy, they still note the work necessary to equip veteran English teachers with the racial literacies necessary for anti-racist instruction. The authors propose directions for teacher education, systemic support and professional development.

DISCLAIMER This collection of technology reviews is considered to be a "growing" document and contains incomplete information. It is intended to serve the project needs throughout its duration, with revisions and additions inevitable throughout the life of this project. Information in this document may include , opinions, conjecture, and other unverified data. Information here comes from a variety of sources and therefore may vary in quality and reliability. e We caution readers of this report to exercise caution when using any information contained herein.