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Unlabelled: Point velocity measurements conducted by traversing a Pitot tube across the cross section of a flow conduit continue to be the standard practice for evaluating the accuracy of continuous flow-monitoring devices. Such velocity traverses were conducted in the exhaust duct of a reduced-scale analog of a stationary source, and mean flow velocity was computed using several common integration techniques. Sources of random and systematic measurement uncertainty were identified and applied in the uncertainty analysis. When applicable, the minimum requirements of the standard test methods were used to estimate measurement uncertainty due to random sources. Estimates of the systematic measurement uncertainty due to discretized measurements of the asymmetric flow field were determined by simulating point velocity traverse measurements in a flow distribution generated using computational fluid dynamics. For the evaluated flow system, estimates of relative expanded uncertainty for the mean flow velocity ranged from +/- 1.4% to +/- 9.3% and depended on the number of measurement locations and the method of integration., Implications: Accurate flow measurements in smokestacks are critical for quantifying the levels of greenhouse gas emissions from fossil-fuel-burning power plants, the largest emitters of carbon dioxide. A systematic uncertainty analysis is necessary to evaluate the accuracy of these measurements. This study demonstrates such an analysis and its application to identify specific measurement components and procedures needing focused attention to improve the accuracy of mean flow velocity measurements in smokestacks.

Background: This article discusses the importance of screening students in schools for emotional/behavioral problems., Methods: Elements relevant to planning and implementing effective mental health screening in schools are considered. Screening in schools is linked to a broader national agenda to improve the mental health of children and adolescents. Strategies for systematic planning for mental health screening in schools are presented., Results: Mental health screening in schools is a very important, yet sensitive, agenda that is in its very early stages. Careful planning and implementation of mental health screening in schools offers a number of benefits including enhancing outreach and help to youth in need, and mobilizing school and community efforts to promote student mental health while reducing barriers to their learning., Conclusions: When implemented with appropriate family, school, and community involvement, mental health screening in schools has the potential to be a cornerstone of a transformed mental health system. Screening, as part of a coordinated and comprehensive school mental health program, complements the mission of schools, identifies youth in need, links them to effective services, and contributes to positive educational outcomes valued by families, schools, and communities.

The report from President George W. Bush's New Freedom Commission on Mental Health (NFC), Achieving the Promise: Transforming Mental Health Care in America(2003), proposes goals and recommendations for improving mental health services. This report has significant implications for the delivery of mental health services through the schools. A focused discussion of the potential opportunities and challenges of implementing NFC recommendations related to school-based mental health is presented. Strategies for addressing five key areas at the intersection of school mental health and the Commission's recommendations include: stigma reduction, suicide prevention, expansion and improvement of school mental health, and screening and treatment of co-occurring mental health and substance abuse disorders.

The No Child Left Behind Act of 2001 was signed into law by President George W. Bush in January 2002 and is regarded as the most significant federal education policy initiative in a generation. The primary focus of the No Child Left Behind Act is on promoting educational success for all children; however, the legislation also contains opportunities to advance school-based mental health. Unfortunately, the complexities of the provisions of the No Child Left Behind Act have made it difficult for educators, stakeholders, and mental health professionals to understand the legal and practical interface between No Child Left Behind and the school mental health movement. Therefore, the goals of this article are to (1) raise awareness about the challenges educators and school mental health professionals face as a result of the implementation of No Child Left Behind and (2) provide ideas and recommendations to advance the interface between No Child Left Behind and school mental health, which will support key provisions of the act and the growth of the field.