Think of the AQI as a yardstick that runs from 0 to 500. The higher the AQI value, the greater the level of air pollution and the greater the health concern. For example, an AQI value of 50 or below represents good air quality, while an AQI value over 300 represents hazardous air quality.
For each pollutant an AQI value of 100 generally corresponds to an ambient air concentration that equals the level of the short-term national ambient air quality standard for protection of public health. AQI values at or below 100 are generally thought of as satisfactory. When AQI values are above 100, air quality is unhealthy: at first for certain sensitive groups of people, then for everyone as AQI values get higher.
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The AQI is divided into six categories. Each category corresponds to a different level of health concern. Each category also has a specific color. The color makes it easy for people to quickly determine whether air quality is reaching unhealthy levels in their communities.
Five major pollutantsEPA establishes an AQI for five major air pollutants regulated by the Clean Air Act. Each of these pollutants has a national air quality standard set by EPA to protect public health:
The QM Higher Ed Rubric, Seventh Edition is now available! Higher Ed courses submitted for Official Review will now be reviewed using the new edition. If you're a QM member, you can order Rubric Workbooks and view the Rubric in MyQM using the Self Review tool. A special thank you to the Rubric Committee for their contributions and work on this updated version. See notes about the Seventh Edition and a list of the Specific Review Standards on the Higher Ed Rubric web page.
Whether you're looking to improve a course, design a course or learn how to use a QM Rubric for assessing course quality, QM has you covered with professional development options. We're offering many workshops in the virtual modality to help you continuously improve. Check out the full list of workshops and courses.
A QM-Certified Course is an online or blended course that has met QM Standards for a QM Rubric in an Official Course Review. Once certified, organizations can display the QM Certification Mark to demonstrate their commitment to quality and continuous improvement.
While working with an Instructional Designer is the best path to course quality, this collection of resources can help you identify areas for improvement and outline basic steps for improving course quality. This list includes:
This three-part digital accessibility white paper series shares the results of a 2019 survey conducted by Dr. Barbara Frey and Dr. Rae Mancilla. The first paper covers accessibility policies and processes, the second is on course design and development tools, and the third is about professional development needs.
Join us June 20, 2024 for "Systematic Review: The Effect of Synchronous Instructor Presence on Student Learning & Satisfaction" at 12:00 p.m. Eastern. QM Success Stories webinars are free and open to QM Members.
Progress towards quality education was already slower than required before the pandemic, but COVID-19 has had devastating impacts on education, causing learning losses in four out of five of the 104 countries studied.
Without additional measures, an estimated 84 million children and young people will stay out of school by 2030 and approximately 300 million students will lack the basic numeracy and literacy skills necessary for success in life.
In addition to free primary and secondary schooling for all boys and girls by 2030, the aim is to provide equal access to affordable vocational training, eliminate gender and wealth disparities, and achieve universal access to quality higher education.
Education helps to reduce inequalities and to reach gender equality. It also empowers people everywhere to live more healthy and sustainable lives. Education is also crucial to fostering tolerance between people and contributes to more peaceful societies.
To deliver on Goal 4, education financing must become a national investment priority. Furthermore, measures such as making education free and compulsory, increasing the number of teachers, improving basic school infrastructure and embracing digital transformation are essential.
While progress has been made towards the 2030 education targets set by the United Nations, continued efforts are required to address persistent challenges and ensure that quality education is accessible to all, leaving no one behind.
Between 2015 and 2021, there was an increase in worldwide primary school completion, lower secondary completion, and upper secondary completion. Nevertheless, the progress made during this period was notably slower compared to the 15 years prior.
According to national education targets, the percentage of students attaining basic reading skills by the end of primary school is projected to rise from 51 per cent in 2015 to 67 per cent by 2030. However, an estimated 300 million children and young people will still lack basic numeracy and literacy skills by 2030.
Economic constraints, coupled with issues of learning outcomes and dropout rates, persist in marginalized areas, underscoring the need for continued global commitment to ensuring inclusive and equitable education for all. Low levels of information and communications technology (ICT) skills are also a major barrier to achieving universal and meaningful connectivity.
Sub-Saharan Africa faces the biggest challenges in providing schools with basic resources. The situation is extreme at the primary and lower secondary levels, where less than one-half of schools in sub-Saharan Africa have access to drinking water, electricity, computers and the Internet.
Yes, women and girls are one of these groups. About 40 per cent of countries have not achieved gender parity in primary education. These disadvantages in education also translate into lack of access to skills and limited opportunities in the labour market for young women.
Ask our governments to place education as a priority in both policy and practice. Lobby our governments to make firm commitments to provide free primary school education to all, including vulnerable or marginalized groups.
4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
4.B By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
4.C By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
EPA is partnering with National Aeronautics and Space Administration, Centers for Disease Control and Prevention, U.S. Forest Service, U.S. National Park Service, U.S. Department of Energy, and U.S. Fish and Wildlife Service, as well as state, local, and Tribal agencies to share information with the public about efforts to protect and improve air quality. This week also includes World Asthma Day on Tuesday, May 7th.
In a general manner, quality in business consists of "producing a good or service that conforms [to the specification of the client] the first time, in the right quantity, and at the right time".[3] The product or service should not be lower or higher than the specification (under or overquality). Overquality leads to unnecessary additional production costs.
There are many aspects of quality in a business context, though primary is the idea the business produces something, whether it be a physical good or a particular service. These goods and/or services and how they are produced involve many types of processes, procedures, equipment, personnel, and investments, which all fall under the quality umbrella. Key aspects of quality and how it's diffused throughout the business are rooted in the concept of quality management:[1][2]
While quality management and its tenets are relatively recent phenomena, the idea of quality in business is not new. In the early 1900s, pioneers such as Frederick Winslow Taylor and Henry Ford recognized the limitations of the methods being used in mass production at the time and the subsequent varying quality of output, implementing quality control, inspection, and standardization procedures in their work.[4][5] Later in the twentieth century, the likes of William Edwards Deming and Joseph M. Juran helped take quality to new heights, initially in Japan and later (in the late '70s and early '80s) globally.[2][6]
Customers recognize that quality is an important attribute in products and services, and suppliers recognize that quality can be an important differentiator between their own offerings and those of competitors (the quality gap). In the past two decades this quality gap has been gradually decreasing between competitive products and services. This is partly due to the contracting (also called outsourcing) of manufacturing to countries like China and India, as well internationalization of trade and competition. These countries, among many others, have raised their own standards of quality in order to meet international standards and customer demands.[7][8] The ISO 9000 series of standards are probably the best known international standards for quality management, though specialized standards such as ISO 15189 (for medical laboratories) and ISO 14001 (for environmental management) also exist.[9] 152ee80cbc
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