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corridors of shrubs and small trees that typically separate fields from each other and from roadways. Such features are important commuting routes for many bat species, which use them for protection from predators and the elements. We suspected that lesser |
horseshoe bats would avoid illuminated areas, largely because of a heightened risk from raptors. We conducted arti?cial-lighting experiments along hedgerows in eight sites around southern Britain. We first surveyed light levels at currently illuminated hedgerows, then duplicated those levels at |
our experimental hedgerow sites, all of them normally unlighted. We installed two temporary, generator-powered lights – about 100 feet (30 meters) apart – that mimic the intensity and light spectra of streetlights. Each site was near a maternity colony and |
along confirmed commuting routes of lesser horseshoe bats. Bat activity at each site was monitored acoustically, with mounted bat detectors, during four specific treatments: control (with no lights); noise (generator on and lights installed but switched off); lit (full illumination |
all night for four consecutive nights); and another night of noise only. We identified horseshoe bat calls to species and measured relative activity by counting the number of bat passes per species each night. We found no significant difference in |
activity levels of lesser horseshoe bats between the control nights and either of the two noise nights, when the generators were running but the lights were off. The presence of the lighting units and the noise of the generators had |
no effect on bat activity. The negative impacts came when we turned on the lights. We documented dramatic reductions in activity of lesser horseshoe bats during all of the illuminated nights. In our study, 42 percent of commuting bats continued |
flying through the lights; 30 percent reversed direction and left before reaching the lights; 17 percent flew over the hedgerows; 9 percent flew through the thick hedgerow vegetation; and 2 percent circled high or wide to avoid the lights. We |
also recorded some strange behavior on one night when two bats flew over the hedge in a dark area between two lights, then flew up and down repeatedly, as though trapped between the lights. We examined the effects of light |
on the timing of bats' commuting activity. The bats began their commute, on average, 29.9 minutes after sunset on control nights, but 78.6 minutes after sunset when the lights were turned on. Light pollution significantly delayed the bats' commuting behavior. |
Interestingly, the activity began a few minutes earlier (23 minutes after sunset) on the first, but not the second, noise night. It is possible that some bats emerged early to investigate the generator noise. We clearly demonstrated how artificial lighting |
disrupts the behavior of lesser horseshoe bats. We found no evidence of habituation: at least on our timescale, the bats did not become accustomed to the illumination and begin returning to normal activity or timing. These results suggest that light |
pollution may fragment the network of commuting routes used by lesser horseshoe bats, causing them to seek alternate, and probably longer, paths between roosting and foraging habitats. For some bats, this increased flight time can increase energy costs and stress, |
with potential impacts on reproductive success. It is critical, therefore, that light pollution be considered in conservation efforts. Light pollution is an increasing global problem with negative impacts on such important animal behaviors as foraging, reproduction and communication. Yet lighting |
is rarely considered in habitat-management plans and streetlights are specifically excluded from light-pollution legislation in England and Wales. I plan to use these results as the basis for recommendations for changes in policy, conservation and management for bat habitat in |
areas that are subject to development. This knowledge is fundamental for understanding the factors that impact bat populations not only in the United Kingdom but around the world, and in developing effective bat-conservation actions. I hope these findings will also |
help guide further research. Scientists need to determine what levels of lighting particular bat species can tolerate, so we can take appropriate measures to limit the impact. These might include reducing illumination at commuting times, directing light away from commuting |
routes and constructing alternative flight routes. We sincerely hope this research and similar studies will cause both officials and the public to think more about the consequences of artificial lighting on bats and other wildlife. EMMA STONE is a Ph.D. |
student at the University of Bristol and a researcher at the university's School of Biological Sciences. This project earned her the national Vincent Weir Scientific Award from the Bat Conservation Trust of the United Kingdom. Visit her project website for |
How to protect your hearing and keep ears safe About 1 in 10 adults has damaged hearing which can be caused by loud music and noises. Here's Newsround's guide to keeping your ears safe. Why does loud music harm our |
ears? Our ears are sensitive instruments and loud music can damage tiny hairs inside the ear that help us hear properly. When the hairs are damaged they can't be fixed and a lot of people are left with a ringing |
or whistling noise in their ears. We call this tinnitus and people find it very annoying! How loud is too loud? Sound is measured in units called decibels. An electric drill makes about 100 decibels of noise - that's pretty |
loud! Some music players can go up to 120 decibels which is the same as a plane taking off. Sounds that loud can damage your ears. 80 decibels is thought to be the safe upper limit for listening to music. |
People who can't hear music at 80 decibels might need special noise-cancelling headphones. Top tips to keep ears safe - Use headphones at a sensible volume. Read any safety warnings that pop up on your music player. - Stand away |
from speakers at shows and events. - If you're going somewhere loud like a concert wear foam ear plugs to reduce the volume. - If you are worried about your hearing or have ringing in your ears tell a parent |
NIH offers online advice for older drivers While many older people continue to drive safely into their 70s and beyond, age-related changes including declines in vision and hearing plus slower reaction times can impact driving ability. Certain health conditions and medications can also affect driving skills in older peo... |
Traffic Safety Administration (NHTSA). To alert older people about how aging can affect driving abilities, the NIH recently added the topic "Older Drivers" to its NIHSeniorHealth online guide to health and wellness. Among other things, the new resource offer safety tips and suggestions about choosing the safest travel ... |
Many people simply do not like to drink tap water. And would rather consume water in a more palatable form like vitamin enriched water or flavored water. Many sports enthusiast might insist bottled water is better. Dehydration is dehydration. And it is more important to focus on drinking the proper amount of water each... |
designer water. Researchers find most people barely drink enough water to fight off de-hydration during the summer. And once the thirst strikes you are probably already dehydrated. And did you know that the average person should drink about 8 glasses of water a day to stay fully hydrated? This might seem like a lot of ... |
to consume even one glass but it is important to one's overall health. What Happens If We Don't Consume Adequate Water Dehydration happens when a person does not consume enough water for their body to work properly. Dehydration slows down bodily functions. And the person suffering dehydration symptoms is usually very l... |
the body go. And without proper fuel the body simply fails to function properly. Who Requires More Water People who exercise a lot or have a job where a lot of energy is expended require more water. Also, those fighting an illness have higher water requirements. Usually consuming an extra 1 or 2 glasses per day is enou... |
But requirements vary widely. One must take into consideration the individuals age, weight, general health. Other Water Sources Plain old water out of the tap is the best water source. But many vegetables also contain a tremendous amount of water. For example, watermelons and tomatoes are actually great sources for wat... |
milk, juice, tea, coffee, carbonated beverages are good additional water sources. Still plain water is the best source because it is free of calories. How to Get Recommended Water Requirements Eat water packed fresh fruit. Double up on watermelon, cantaloupes, peaches. And other fresh fruit in season. Carry a 16 oz bot... |
If you start feeling dizzy, sluggish, tired. (Signs of dehydration) Find a shady spot. And take a quick cool drink of water. Drink a glass of water with each meal and between each meal to make sure you ingest adequate amounts of water daily. Hydrate before, during, and after strenuous exercise. And make sure you drink ... |
sweating, through exertion, and heavy breathing. Drink in moderation at social gatherings or substitute sparkling water. Alcohol has a tendency to rob thebody of water. Thus adding to dehydration. Water is good for the body but it can be over done. Reports have surfaced concerning athletes who overdosed on water after ... |
get rid of large amounts of water. The body's electrolytes are heavily diluted resulting in low sodium levels in the blood. A condition called hyponatremia develops. This is a very rare occurrence. In conclusion, consult your family doctor for more information on adequate water requirements for the body. "Any girl can ... |
History of Science Museum The History of Science Museum covers the highlights of the historical aspect of science in Egypt during the Pharaonic and Hellenistic eras, as well as, during the golden age of the Arab Islamic world. Press play for a virtual tour of the History of Science Musuem. Back to History Click on the ... |
of what the International Astronomical Union has to say about its status. Of course, Uranus, Neptune, and Pluto are relatively recent additions to astrological lore anyway. Before their discoveries, astrologers assigned membership of Aquarius, Pisces, and Scorpio to Saturn, Jupiter, and Mars, respectively. Some astrolo... |
a Plutonian lens, it’s almost impossible to stop; once you’ve opened Pandora’s Box, there’s no turning back. Pluto’s discovery was made within eight years of the discovery of nuclear fission. Quickly, violence and aggression took a leap beyond the bloody, but simple and comparatively individual experience symbolized by... |
consequences of failing to do so are also shared. Pluto serves as an eloquent astrological symbol for this collective process. Of course, as Einstein said, “It is easier to denature plutonium than to denature the evil spirit of man.” Maybe Pluto’s demotion symbolizes the collective unconscious attempting to reverse pro... |
is critical thinking—and what is it not? Let’s start with what it is not. Although many educators use test scores, grades, and fact-recall activities to gauge educational excellence, none of these truly measure critical-thinking skills. All education consists of two |
essential elements: subject matter (“what to think”) and the correct way to understand and evaluate the subject matter (“how to think”). Memorization is key to the first element. Critical thinking is key to the second. In short, then, critical thinking |
is analyzing and evaluating thinking with the goal of improving it. According to the Foundation for Critical Thinking (found at criticalthinking.org), it is “that mode of thinking—about any subject, content, or problem—in which the thinker improves the quality of his |
or her thinking by skillfully analyzing, assessing, and reconstructing it.” Thinking critically is thinking in order to evaluate. It means making reasoned judgments. It is using criteria to judge the quality of something. And its ultimate goal is further improvement |
of thinking skills. Critical thinking goes hand-in-hand with creative thinking. Sound creative thinking requires both the intellectual discipline to judge and evaluate and the originality and productivity to create. Why Should Christians Be Concerned with Thinking Critically? The God of |
the Bible is a God of reason and order. God asks us to know truth (Ps. 46:10), but He also wants us to understand truth (Luke 24:45). Both knowing and understanding are key. But beyond both knowledge and understanding, is |
the quality of discernment (judgment or evaluation) that distinguishes the godly from the ungodly (1 Cor. 2:14–15). The Role of the Textbook in Teaching Critical Thinking Of course, a textbook provides the factual base for studying a subject. But its |
worldview, its methods of teaching, its depth of content, and its literary quality should promote critical and creative thinking that is foundationally biblical. Textbook content clearly plays an important role in what the teacher teaches, but the teacher’s edition of |
the textbook should offer help in promoting good thinking skills. That is why Teacher’s Editions from BJU Press provide you with key questions for discussion, discovery activities that complement your unique teaching style, and suggestions for writing (and other creative |
The following glossary provides definitions for terms and descriptions for acronyms that are used in the AML Handbook. This glossary does not supersede definitions in relevant laws or regulations. Abandoned Mine: An abandoned hardrock mine on or affecting public lands |
administered by the BLM, at which exploration, development, mining, reclamation, maintenance, and inspection of facilities and equipment, and other operations ceased as of January 1, 1981 (the effective date of the BLM’s Surface Management regulations codified at 43 CFR Subpart |
3809) with no evidence demonstrating that the miner intends to resume mining. For many abandoned mines, no current claimant of record or viable potentially responsible party exists. Abandoned mines generally include a range of mining impacts, or features that may |
pose a threat to water quality, public safety, and/or the environment. Abandoned Mine Land (AML) Program: A BLM program that focuses on reclaiming hardrock abandoned mine lands on or affecting public lands administered by the BLM. The primary goal of |
the program is to remediate and reduce actual or potential threats that pose physical safety risks and environmental degradation. The BLM applies risk-based criteria and uses the watershed approach to establish project priorities. The program also works to return mine-impacted |
lands to productive use(s). Applicable and Relevant and Appropriate Requirements (ARARs): ARARs are State, local, and Federal standards that are directly applicable or may be considered relevant and appropriate to the circumstances on the site. ARARs include clean-up standards, standards |
of control, and other environmental protection requirements, criteria, or limitations. These standards are an inherent part of the scoping process, but will affect the long-term remediation, especially in the setting of clean-up standards and meeting other land use regulations. Categorical |
Exclusion: A category of actions (identified in agency guidance) that do not individually or cumulatively have a significant effect on the human environment and for which neither an EA nor an EIS is required (40 CFR 1508.4). Environmental and Disposal |
Liability (EDL): An anticipated future outflow or other sacrifice of resources (e.g., costs) associated with cleanup due to past or current operations that have environmental closure requirements or a release of hazardous substances, pollutants, and contaminants on BLM lands or |
facilities. Geographic Information System (GIS): A computer system capable of storing, analyzing, and displaying data and describing places on the earth’s surface. Government Performance and Results Act (GPRA): The GPRA (Pub.L. 103-62, Aug. 3, 1993, 107 Stat. 285) holds Federal |
agencies accountable for using resources wisely and achieving program results. GPRA requires agencies to develop plans for what they intend to accomplish, measure how well they are doing, make appropriate decisions based on the information they have gathered, and communicate |
information about their performance to Congress and to the public. Hardrock: This term is used here strictly in the context of the AML program and has traditionally been used by the BLM and other agencies to apply to non-coal mining |
environments where environmental risks such as acid-mine drainage, heavy metal contamination, and threats to water quality and the environment are of concern. Hardrock minerals in this context, generally include, but are not limited to gold, silver, copper, lead, zinc, magnesium, |
nickel, molybdenum, tungsten, uranium, and select other minerals where priority AML problems may occur. Most hardrock minerals are locatable under the Mining Law of 1872. Non-hardrock minerals include coal (which is addressed by the Office of Surface Mining and State |
coal reclamation programs) and some common-variety mineral materials, such as sand and gravel. Hazardous Substances: CERCLA term identifying those substances designated pursuant to section 1321(b)(2)(A) of Title 33, or 42 USC 9602, or listed in 40 CFR 302 or 355. |
Hazardous Substance Release: Any spilling, leaking, pumping, pouring, emitting, emptying, discharging, injecting, escaping, leaching, dumping, or disposing into the environment (including the abandonment or discarding of barrels, containers, and other closed receptacles containing any hazardous substance or pollutant o... |
Hazardous Waste: Refers to a solid waste, or combination of solid wastes, which because of its quantity, concentration, or physical, chemical, or infectious characteristics may pose a substantial threat to human health and the environment. Mine: An underground opening or |
open pit used for the purpose of extracting minerals. Mines commonly include features, such as shafts, adits, pits, trenches, tunnels, waste rock dumps, tailings, and structures including, but not limited to, mills, buildings, head frames, hoists, and loading chutes. Potentially |
Responsible Party (PRP): Any individual or entity, including current and past owners, operators, transporters, arrangers, or generators who may be liable for clean-up costs for hazardous substances under CERCLA Section 107(a) or for injuries to natural resources on public lands |
from hazardous substance releases under section 311(f) of the CWA and CERCLA section 107(f). Project: The investigation, cleanup of safety risks, stabilization, or reclamation of an abandoned mine land site or sites. A project may include one or more individual |
abandoned mines. The project area may be based on geologic, geographic, hydrologic, watershed, ownership, or other legal boundaries, or based on practical or logistical convenience, and is often contiguous. Remedial Action: Permanent remedy taken to prevent or minimize the release |
of hazardous substances into the environment. Long-term actions (5-8 years) are necessary to return a site to its original conditions. Removal Action: Short-term actions necessary to remove or mitigate a release or threat of release of hazardous substances. Site: The |
area identified as being impacted by physical safety and/or environmental hazards. This can include any area where hazardous substances have been released or have migrated. The area size is influenced by the extent of the investigation, migration, evaluation, and past, |
current, and future clean-up activities. Special Status Species: Includes proposed species, listed species, and candidate species under the ESA; State-listed species; and the BLM State Director- designated sensitive species (see BLM Manual 6840 - Special Status Species Management Strategic Plan: |
A plan that establishes the overall direction for the BLM. This plan is guided by the requirements of GPRA, covers a 5-year period, and is updated every 3 years. It is consistent with FLPMA and other laws affecting the public |
lands. Total Maximum Daily Load (TMDL): Pursuant to the Clean Water Act, an estimate of the total quantity of pollutants (from all sources: point, nonpoint, and natural) that may be allowed into waters without exceeding applicable water quality criteria. Watershed: |
This term, when used generically, is the land area that drains water to a particular stream, river, or lake. It is a land feature that can be identified by tracing a line along the highest elevations between two areas on |
a map, often a ridge. Watershed Approach: Refers to the methodology of working within the geographic boundaries of a watershed with partners (Federal, State, private, and Tribes) to jointly resolve problems that affect the physical, chemical, and biological quality of |
that watershed. A scientific approach is used to prioritize sites, develop clean-up action plans, and evaluate effectiveness of actions in the watershed. Partnering agencies and organizations share and exchange information, collaborate on project management, and reduce costs through fund leveraging |
Heart of Darkness Topic Tracking: Wilderness Imagery Wilderness Imagery 1: Marlow describes for his shipmates the wild state of nature that must have existed when the Romans first visited England. Wilderness Imagery 2: Marlow watched the jungle from his ship, seeing pure wilderness for the first time. Wilderness Imager... |
his journey, and the oppressive impression it had on him. Wilderness Imagery 4: Marlow had an image, at the Central Station, of the surrounding wilderness waiting to outlast the invasion of the Company. Wilderness Imagery 5: Marlow imagined the forest looking back at the manager and his uncle--the wilderness is personi... |
along the river overwhelmed Marlow--he imagined it observing him from all sides. Wilderness Imagery 7: Marlow looked back and could see no trace of where the ship had come from--it was as though the jungle was closing in behind them. Wilderness Imagery 8: Marlow says that the wilderness had taken control of Kurtz. Wild... |
ship to look for Kurtz, Marlow ends up in the midst of the living, wild jungle he had been fearing all along. Wilderness Imagery 10: Kurtz, cursing the wilderness, asked Marlow to close the shutters to keep him from seeing the "curtain of trees" around him. |
Both experts and upstarts claim to see unlimited potential in shared wisdom. Yet seasoned mentors too often advise clever cronies to operate much like themselves, with little regard for rapidly changing horizons. Mindguides Invite Mutual Mentoring Few would disagree – it’s time to shift tutoring approaches to reflect m... |
experience from differences, rather than on entitlement, age or seniority. In my capstone management course, Lead Innovation with the Brain in Mind, one newly coined term – mindguiding – changes the management structure of any organization. How so? Mindguiding, defines a reciprocal learning-leading process, that highli... |
learn new talents at the same time. It sidesteps moodiness of a few senior players, but supports serotonin-led innovations at many levels. Using 10 brainpowered tools below – mindguides set a mutual stage for clever results across diverse teams. New neuro-discoveries change the roles of mentors from sage-on-the-stage m... |
teams in learning or discovery roles. Just as mindguides see their role less as lecturer or talker, they also listen with their brains – in ways that open new opportunities for those they support. 1. Focus on gender preferences and interests: According to researcher Dr. Michael Phillips, a neuroradiologist at the India... |
that men listen to language which is located in the left brain, for instance, while women use both sides, including the right brain’s more creative capabilities. Dr. Robyn McMaster points out that women or men lead better – when they focus in novel ways, on engaging others’ interests. Mindguides value men, value women ... |
tend replicate old boy practices to include female brainpower. Suggested Brainpowered tool: Vary communications – seek out people who differ from you – so that novelty enters the mix in ways that teach both genders. New research about novelty’s power for mental growth shows how original ideas offer positive experiences... |
Technology changes how brains learn and how mindguides lead: Digital sound bites shift topics frequently, and allow for specific searches on multiple topics. These new learning practices also rewire brains to catch brief bits of significant information, rather than remain focused for long periods on any one detail. Tec... |
their impact on brainpower. Suggested Brainpowered tool: Sketch diagrams to link abstract or boring technology ideas onto something already known or experienced. New mechanical ideas make more sense to you when mindguides hook complex concepts onto familiar or concrete experiences. Links and bridges help mindguides to ... |
New digital imaging devices prove that listening changes the brain when acted upon. Imaging such as PET, fMRI, and magnetoencephalography (MEG) generate interactive images to show the anatomy of the brain. They also show brain operations involved in listening. Listening operates from three regions of the brain that sup... |
acting on what we hear. Suggested Brainpowered tool: Brainpowered tool: Apply one technical insight learned so that brainpower increases and multiple intelligences expand in the interactive mindguide active listening process. 4. Mindguides identify familiar features to highlight big picture: By observing cortical activ... |
half of the brain’s cortex is devoted to recognizing familiar patterns, such as a cat’s meow, a baby’s cry or a familiar business brand. Suggested Brainpowered tool: Brainpowered tool: Ask, ask, ask! Question with two feet to draw out unique contributions, that become doable big picture solutions for stubborn real life... |
on listening: while mentor hearing differs- is more automatic, and can be less effective. Modern brain images show that when you really focus on listening, you engage areas in the prefrontal cortex. This area of your brain organizes and prioritizes what you hear, and stokes actions that as Fuster (2003) points out, all... |
interact with the world. Focus helps you to create meaning by holding what you hear in your working memory, match it up with what you already know, and predict what to do with what you hear. Suggested Brainpowered tool: Mindguides apply what’s learned in ways that embrace differences, such as gaps between genders, or d... |
worker. It may simply be distinctives between different rhythms in background music at work. Mindguides capitalize on differences to discover and lead innovative directions for renewed results. 6. Music or speech impacts emotions, impact moods in ways that motivate people, and can add to focus for mindguiding. Great mu... |
ensure good attention, it’s important to offer multiple ways for people to recognize parts of what is communicated. When print dominates a culture, for instance, learning skills can begin to fade. With new social media, variety however, has escalated. New media and technologies such as ipods or even the web – have incr... |
Suggested Brainpowered tool: Mindguides seek advice about ideal learning settings from diverse leaders you admire, and act on advice received. In so doing, mindguides engage the plasticity that reshapes human brains to advance in multiple ways. 7. Mindguides communicate with tone that connect growth to emotions so that... |
that mindguiding experiences link to people’s unique preferences. Learning depends on levels of commitment and also on developing expertise and talent to communicate with tone often seen in innovative mindguides. Suggested Brainpowered tool: Mindguides step back from heated situations, tame an amygdala, and hear heated... |
approaches. Researchers found that some music genres offer the same kind of pleasurable learning experiences as food, drugs or sex, for instance. The enjoyable act of engaging music – releases dopamine, a neurotransmitter connected to pleasurable rewards. The key is to create a pleasant setting for every mindguiding se... |
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