., which was doing the cementing of the deepwater horizon well, acknowledged as much in an industry presentation last year, calling the risks " a challenge to the safety and economics. " ultra deepwater rigs like horizon are also required to have more robust blowout preventers that can withstand the intense pressure. the rig ' s preventer was designed to withstand 15, 000 pounds of pressure per square inch, a standard for drilling at these depths. at an oil industry conference in houston last week, there was an advanced 20, 000 - pound model on display. investigators trying to pinpoint a cause of the explosion are looking at both the blowout preventer and halliburton ' s cementing. interviews with rig workers conducted as part of bp ' s internal investigation indicate a bubble of methane escaped from the well and rocketed up the drill column, expanding as it approached the surface. transocean ltd., which owned the rig and leased it to bp, is the major player in deepwater drilling, which 40 rigs worldwide working 5, 000 feet down or greater. it said in a statement that the company ' s first commitment is safety. " the company continues to strive and apply its core safety tools consistently across all its operations around the world, " transocean said. the ongoing struggle to cap the leak also underscores the challenges when things go wrong far below the surface. bp ' s initial attempt to cap the underwater gusher with a 100 - ton house - sized box designed to funnel the oil to a tanker ship was scrapped due to the formation of an icy slush that clogged it. company officials are now focused on positioning a smaller containment vessel, known as a top hat, or plugging a portion of the leak with junk. those methods are long shots, however, never tried at such depths, and it could be up to three months before a relief well shuts off the leak entirely. " think of this same thing happening at less water depth : we could have easily sealed that well, " said satish nagarajaiah, a rice university engineering professor who focuses on offshore structures. " now the challenges are bigger. " as oil companies continue to push the boundaries into new frontiers, they encounter unknowns : different sands, different hydrocarbons, different gas pressures. there ' s less of a history that can be used to assess problems that drilling may encounter. " there ' s a real change when you go from conventional deepwater to much greater depths, " said tyler priest, a university


alberto giacometti ( 1901 - 1966 ) swiss sculptor, painter, draftsman and printmaker, alberto giacometti is one of the most popular twentieth century sculptors. he trained initially in italy, then in paris where he was influenced by constantin brancusi and joined the surrealism movement. his late - 1920s and 1930s sculpture has been dubbed " still - life " or " magic objects ", of which the most famous is the palace at 4am ( 1932 - 3, museum of modern art, new york ). in later years he returned to more realistic single - figure sculptures, notably his impossibly delicate, elongated figures, dating mostly from the post - war years, which he built up by working directly in plaster on a wire foundation. examples of his unique style of sculpture include man pointing ( 1947, tate london ), man striding i ( 1960, foundation maeght, saint - paul ) and tall woman ii ( 1960, museum of modern art, new york ). giacometti also painted a number of meticulous portraits, notably a five - year study of isabel lambert and portrait of jean genet ( 1955 ). in february 2010, giacometti ' s walking man i, a life - size bronze sculpture cast in 1961, sold at sotheby ' s in london for £65, 001, 250 ( $ 104, 327, 006 ) - the highest - ever price paid at auction for a work of plastic art. types of sculpting modern plastic artists development of sculpture giacometti was born in borgonovo, now switzerland on the border with italy in 1901. his father, giovanni giacometti ( 1868 - 1933 ) was also a painter, his uncle augusto giacometti ( 1877 - 1947 ) was a decorative artist, while his brother diego became a furniture maker and sculptor. giacometti attended the fine arts school in geneva, studying figurative drawing, etching and painting. in 1920 he travelled with his father to the venice biennale to see the work of alexander archipenko ( 1887 - 1964 ), one of the great abstract sculptors from the ukraine. in 1922 giacometti moved to paris to study with the french expressionist sculptor antoine bourdelle ( 1826 - 1929 ) at the academie de la grande - chaumiere. bourdelle was a former pupil of the master - sculptor, auguste rodin ( 1840 - 1917 ). while in paris, giacometti experimented with new modern art movements like cubism, and mixed with artists like picasso, max


man striding ( 1960, foundation maeght, saint - paul ) were created in this studio. in 1934 giacometti had his first solo exhibition in new york. a few later he also met the famous philosopher jean - paul sartre, who became a good friend and wrote two essays about the artistic impact of giacometti ' s art. during the war years, giacometti lived in zurich, only returning to his studio in paris again in 1945. in 1948 giacometti held another exhibition in new york, where he presented his new elongated figures. conceptually, his sculptures were regarded as representing the fragile, essentially lonely nature of human existence. sartre associated it with existentialism ' s pessimistic view of the world, but it was perhaps barnett newman ' s comment that was more accurate : these sculptures look ' as if they were made out of spit - new things with no form, no texture, but somehow filled '. the figure of a man striding was giacomettis most common motif, and those figures show his fascination with the surfaces of his work. he used his fingers and the modelling knife to shape his figurative sculptures. ( for an example of an irish sculptor influenced by giacometti ' s work, see edward delaney, 1930 - 2009. ) though the figures are often pared down to their basic form, they retain an extraordinary presence. around the 1950s, giacometti modelled groups of figures : the square ( 1949 ) and the glade ( 1950 ). in 1955 the artist had two retrospectives, one in london and one in new york. in 1956 he exhibited at the venice biennale. although he is best known for his sculpture, giacometti was also adept at etching, graphic design and painting. in fact, he received the guggenheim international award for painting in 1964. by now acclaimed as one of the giants of modern art, giacometti worked prolifically until this death in 1966. commissions for public sculpture however tended to come to nothing, but in 1961 he made a tree for the stage of samuel beckett ' s waiting for godot. in 1961 he was awarded the grand prize for sculpture at the venice biennale, which bought him worldwide fame. despite the fame, giacometti was rarely satisfied with his work - he still reworked models, often destroying them or setting them aside to be returned to years later. sartre was to remark of his friend ' he will never be finished with it ; this is simply because a man is always beyond what he has done '. despite


reworked models, often destroying them or setting them aside to be returned to years later. sartre was to remark of his friend ' he will never be finished with it ; this is simply because a man is always beyond what he has done '. despite declining health, the sculptor travelled to new york in 1965 to attend an opening of his work at the museum of modern art ( moma ). he died a few months later in switzerland. world record price for a work of art in february 2010 a record - setting art auction at sotheby ' s london resulted in a £65, 001, 250 ( $ 104, 327, 006 ) sale for giacometti ' s sculpture walking man i ( l ' homme qui marche ). the 6 - feet tall bronze depicts a man in mid - stride. the sale broke the previous $ 104, 168, 000 auction record, set in 2004 for pablo picasso ' s portrait boy with a pipe. more than five times higher than its pre - sale estimate of £12m - 18m, competitive bidding and scarcity of works by giacometti were key factors in achieving the record price. the alberto giacometti foundation the kunsthaus zurich contains the collection of the alberto giacometti foundation. collated shortly after the death of the artist, the collection contains 150 sculptures, 20 paintings and many paper drawings. the works range from his early years, showing influences of cubism and primitive art, his surrealistic phase, and his most significant sculptures from the years 1947 to 1951. works include : - femme couchee qui reve ( 1929, cubist influence ) works by giacometti can also be found in the following museums : among many others.


vitamin a promotes healthy surface linings of the eyes and the respiratory, urinary, and intestinal tracts. when those linings break down, it becomes easier for bacteria to enter the body and cause infection. vitamin a also helps maintain the integrity of skin and mucous membranes, which also function as a barrier to bacteria and viruses. retinol is one of the most active, or usable, forms of vitamin a, and is found in animal foods such as liver and whole milk and in some fortified food products. retinol is also called preformed vitamin a. it can be converted to retinal and retinoic acid, other active forms of the vitamin a family. provitamin a carotenoids are darkly colored pigments found in plant foods that can be converted to vitamin a. in the united states, approximately 26 % and 34 % of vitamin a consumed by men and women, respectively, is provided by provitamin a carotenoids. common carotenoids found in foods are beta - carotene, alpha - carotene, lutein, zeaxanthin, lycopene, and cryptoxanthin. of the 563 identified carotenoids, fewer than 10 % are precursors for vitamin a. among these, beta - carotene is most efficiently converted to retinol. alpha - carotene and beta - cryptoxanthin are also converted to vitamin a, but only half as efficiently as beta - carotene. lycopene, lutein, and zeaxanthin are carotenoids that do not have vitamin a activity but have other health promoting properties. the institute of medicine ( iom ) encourages consumption of carotenoid - rich fruits and vegetables for their health - promoting benefits. some carotenoids, in addition to serving as sources of vitamin a, have been shown to function as antioxidants in laboratory tests. however, this role has not been consistently demonstrated in humans. antioxidants protect cells from free radicals, which are potentially damaging by - products of oxygen metabolism that may contribute to the development of some chronic diseases. i have decided to start an active promotion of this website, so that we get more visitors soon. and it would be a waste of time if we didn ' t allow for discussion and sharing of informations. in light of that, discussion forum will be officially launched on june 21st. i hope it will serve a positive function in opening alternative horizons in the area of


william davis is a famous for the simplicity, clarity and sincerity of his poems. ‘ leisure ’ is a simple but forceful poem in which he advises us not to fall a prey to hurry and haste. he feels sorry at the miserable plight of the modern man. the poet says that modern man has become the slave of time. he remains busy in gathering wealth and making progress from morning till late at night. he has no time to rest. he can not enjoy himself of the beauties of nature. the tragedy of modern man does not end here. he has a lot many things to worry about. he lives under constant stress and strain. we have become machines by reaming in the company of machines. we are unable to spare some moments of leisure to refresh our minds by standing among the hills and trees. in the poet ’ s opinion, our slavery to time is the greatest curse of the modern age. he also advises us how to make use of our leisure. ( 172 words ) want to donwload in pdf or word format? click the following links : for more notes & study material related to ba paper a & b, click the following links : modern english essays the old man & the sea one act plays anthology of english poetry learn english in urdu learn – urdu tutorials


by angela godwin, chief editor stormwater runoff has been called the single most common cause of pollution in our nation ' s waterways, carrying a variety of pollutants, such as sediment, bacteria, organic nutrients, and hydrocarbons to our watersheds and degrading water quality. but controlling and managing a non - point source of pollution isn ' t easy — flows can be unpredictable, pollutants are variable, and regulatory requirements can be confusing. couple that with very limited funding and you ' ve got a perfect storm indeed. this year at weftec, stormwater will be covered like never before. " compared to previous years, there ' s been an overall increase in the topic [ of stormwater ] and the program reflects that, " said wef ' s stormwater program and policy manager seth brown. nearly 40 papers across seven sessions will delve specifically into stormwater and green infrastructure topics, exploring such themes as establishing stormwater utilities ; sustainable stormwater infrastructure design ; managing urban stormwater with trees ; and using computer modeling to help manage the impact of rain events on watersheds. this is the second year weftec has planned a dedicated stormwater track, something brown said is a reflection of the maturation of weftec ' s programming. " in the past, stormwater topics focused primarily on wet weather issues like csos, " he said. " while that ' s still part of what we do, we are starting to diversify and talk about things like rainwater harvesting, sediment and erosion control, and financing options for stormwater. " in addition to the traditional technical sessions, weftec will offer for the first time this year a number of featured sessions, which follow a somewhat different format — including a lively panel discussion — and are put together and led by leading industry experts. one of those featured session is titled " epa ' s stormwater effluent limitation guidelines : a moving and disappearing target. " three speakers from the international erosion control association will deliver presentations, question each other, and then take questions from the audience. they ' ll cover some elg history, treatment technologies, epa activities and research on the subject, and finally offer their predictions on where things are headed. " it ' s focusing on erosion and sediment control guidelines for constructions sites, " said brown. " that ' s a new area for wef and one that i ' m excited about. " it ' s not easy being green... or is it? communities across the country are doing some amazing things


constructions sites, " said brown. " that ' s a new area for wef and one that i ' m excited about. " it ' s not easy being green... or is it? communities across the country are doing some amazing things when it comes to managing stormwater with green infrastructure. weftec ' s ‘ big cities turn stormwater green ' session will highlight a few of these : orlando, philadelphia, and new york city, to name a few. one presentation will also discuss how alternative green infrastructure can help cities save big dollars. as water quality regulations grow more stringent, it ' s becoming clear that traditional gray infrastructure isn ' t enough. in the ‘ gray, green, and integrated stormwater design ' session, six presentations will outline how municipalities were able to successfully combine planning, outreach, engineering and management to create innovative designs that utilized the best of gray and green infrastructure to manage runoff. trees can bring some tremendous benefits to an urban environment : they ' re not just aesthetically pleasing but also help conserve water, minimize erosion, support wildlife, reduce air pollution, and mitigate greenhouse gas effect. but urban forests are not without their challenges. industry experts in weftec ' s " urban trees for stormwater management " session will discuss these issues and strategies for reducing the impact of trees on urban infrastructure and improving the success rate and overall health of urban trees. " cities are facing long term control plans and consent decrees and they ' re seeing that green infrastructure can be a cost - effective way to deal with these issues, " said brown. at the same time, epa is opening the door to green solutions through their new integrated planning approach. " there ' s more interest, even outside the regulatory environment, to use a technology or an approach that can be — and has often been shown to be — more cost - effective that just gray solutions, " said brown. there are also a number of side benefits to green infrastructure : public health improvement, aesthetic value, and economic revitalization of blighted urban areas. weftec attendees are sure to notice the volume and diversity of stormwater content at this year ' s event. " we recognize the value and interest in stormwater across the water sector, " said brown. " these integrated water management issues aren ' t just rhetoric, they are real issues. we hear you, we ' re addressing it, and we ' re here to meet the rising challenge of stormwater. look for big things from us. " the lines between stormwater, drinking water,


public speech and religion in the public square : creating citizens who can breach the wall one of the problems with treating schools like a market and treating students and parents like customers is that what students might want from schools is not necessarily what they deserve. preparation for democratic life — learning to give as well as to take in public discourse, learning to hold others as dearly as myself — may not at all be what children want, but it is what they deserve. further, democracy is both messy and contentious. religion is one, but hardly the only, fundamental commitment that divides us, and fundamental commitments by their nature are not easily compromised. and when not religion, it is often something else. we sometimes talk as though relations between secular and sectarian communities have never been as bad as they are today, which is not the case. the struggle to balance private conscience and public policy has always been part of u. s. public life. in 1934, john dewey wrote : never before in history has mankind been so much of two minds, so divided into two camps, as it is today. religions have traditionally been allied with ideas of the supernatural, and often have been based upon explicit beliefs about it …. the opposed group consists if those who think the advance of culture and science has completely discredited the supernatural and with it all religions that were allied with beliefs in it. ( p. 2 ) in 1844, the philadelphia bible riots pitted catholics and protestants against each other over which version of the bible should be read in schools. thomas jefferson was vilified as an atheist because of his unconventional religious beliefs ( and his presence has been greatly reduced in the u. s. history curriculum in the state of texas for the same reason ) ( tanenhaus, 2010 ). our current political divisions based in religious differences raise the same educational questions that they have in the past : how can we prepare children to become members of a public in which they can contribute to civil discussion across differences over “ things that matter ” ( kunzman, 2006 )? people ’ s views on religion, morality, and the shape and content of a good life well - lived cannot be separated from a wide variety of political and social issues, and so we must, if we are to live democratically, find ways to communicate — to speak and to listen — across these differences in order to find social arrangements that will allow maximum freedom and respect for all. though this ability to listen is neither natural nor automatic, neither is it impossible. it can be taught : as barber ( 1998 ) reminds


and to listen — across these differences in order to find social arrangements that will allow maximum freedom and respect for all. though this ability to listen is neither natural nor automatic, neither is it impossible. it can be taught : as barber ( 1998 ) reminds us, “ we may be natural consumers and born narcissists, but citizens have to be made … public schools are how a public — a citizenry — is forged and how young, selfish individuals turn into conscientious, community - minded individuals ” ( p. 220 ). our children deserve, but do not currently have, public schools that assist them in this transformation. prior to 1947, public debate over which religious traditions would shape public life was the exception, not the rule. the default answer was mainstream protestantism, a sort of generic christianity ( excluding roman catholics and evangelicals ). since the 1947 landmark case of everson v. board of education of ewing township, the role of religion in public life has been a matter of intensifying controversy. certain segments of the fundamentalist evangelical religious community have become increasingly active in trying to preserve christianity ’ s privileged position in the body politic, while fundamentalist secularists have demanded ever more exclusion of any religious perspective from political discussion, policy, or decision - making — the so - called wall of separation. justice hugo black ’ s opinion for the majority in everson elevated the idea that the first amendment required a “ wall of separation between church and state ” from the profane domain of politics, where it had been coined by jefferson in his response to the baptist ministers of danbury, ct, to the sacred realm of constitutional law. in an apparent paradox, jefferson ’ s call for a wall of separation was quoted in a 5 - 4 decision permitting the indirect government support of religious education : public funds were being used to transport children to private religious schools. the decision of the court, rhetoric notwithstanding, was that the aid in question was permissible, since it was ostensibly given to the families, not to the school. as justice robert h. jackson observed in his dissent : “ … the undertones of the opinion, advocating complete and uncompromising separation of church from state, seem utterly discordant with its conclusion, yielding support to their commingling in educational matters. ” in the long run, that “ undertone ” has become the dominant chord among fundamental secularists. the first time that the that the wall metaphor was invoked to actually end a long - established practice was in engle v. vitale, the


” in the long run, that “ undertone ” has become the dominant chord among fundamental secularists. the first time that the that the wall metaphor was invoked to actually end a long - established practice was in engle v. vitale, the 1962 decision that even a non - sectarian school prayer violates the first amendment. justice black, again writing for the majority ( 6 - 1, two justices not participating ), references the same jefferson quotation, this time referring to “ … the constitutional wall of separation between church and state ” ( emphasis added ). as noted above, the concept of a “ wall of separation ” is not a constitutional construct, though justice black had successfully made it function as one. in response, evangelical fundamentalists began the effort to restore religion to what they see as its rightful place in public life. also in response, secular fundamentalists have worked to strengthen the wall of separation, an image that has gone from an obscure historical footnote to a metaphor for the deep divisions in american public life. as we will shortly see, there have been several major efforts to clearly articulate the proper relationship between religion and politics, between private and public conscience. we will look briefly at three quite different answers to this dilemma of american politics : john kennedy ’ s address to the houston ministerial association ( 1960 ), mario cuomo ’ s address at notre dame ( 1984 ), and mitt romney ’ s address at the bush presidential library ( 2007 ). these three speeches by politicians negotiating the tension between their religious beliefs and the responsibilities of their public offices present three clearly different versions of the relationship between private faith and civic membership. these different positions play out in the world of politics in significant ways. in the united states today, we face unique issues of the place of religion in public life and the role of individual conscience in the formation of public policy. examples of this truth are at the heart of some of our most divisive political questions : abortion ; civil rights for lesbian, gay, bisexual, transgendered, and queer / questioning ( lgbtq ) people ; and prayer in schools, to name just a few of the most obvious and persistent. many of the most fraught battles are fought over these issues in the context of schooling, as both sides of the debate understand that education of the young shapes the future, and both evangelicals and secularists want to shape the society their children grow up in. part of the point of this essay is that political speech, both in and constitutive of a public, is one


of the young shapes the future, and both evangelicals and secularists want to shape the society their children grow up in. part of the point of this essay is that political speech, both in and constitutive of a public, is one of the many institutions and practices that exercise what martin ( 2002 ) calls “ multiple educational agency ” ( ch. 2 ). it is the function of public education to help form a public, and it is within and in response to the needs and demands of the public that these agencies — schools, politics, and media included — function. the job of schools can be conceived as preparing children to enter full citizenship in the public, where they engage in self - education while contributing also to the education of their fellows. a different part of the thesis is that there is no easy answer to the policy dilemmas we face. talk about neutrality is just that : talk. while it may make sense to talk of neutrality in the civic square as not only desirable, but actually possible, it is certainly not the latter, and may not be the former. controversies need to be decided by laws, actions, and / or policies. either lesbians and gays are allowed to get married, or they are not ; either abortion is legal, or it is not ; either public money will fund religious schools, or it will not ; either the school day will begin with a prayer, or it will not ; either creationism will be taught in schools, or it will not. adherents of both positions on these ( and many other issues ) will argue that their solution is neutral and respects other points of view, but that is an easy and comforting belief to hold when policies align with one ’ s beliefs. to pretend that resolutions of any of these issues are neutral with respect to religious belief ( of at least some citizens ) is to conduct public discourse dishonestly. to conduct education on the presumption that schools ( or any other institution ) can be neutral is to ill - prepare the young to take their place as responsible citizens capable of honest civil debate. the reality is that, while all views might be listened to in the discussion leading up to policy - making ( even if they often are not ), the policy itself will reflect a point of view, and will not be anything like neutral. in public discourse, a serious problem is created when the holders of the majority point of view take the position that their point of view is a neutral one, and therefore one that any reasonable person should endorse, and only the


anything like neutral. in public discourse, a serious problem is created when the holders of the majority point of view take the position that their point of view is a neutral one, and therefore one that any reasonable person should endorse, and only the stupid or wicked would disagree. to recognize this as false does not mean the majority cannot make legitimate policy decisions on these issues. biblical stories will not be taught in science classes as science, for example, nor will the doctrinal particulars of one or several religious sects be used to make public policy on marriage, sexuality, or reproductive choice. however, it does mean that there are serious constraints on the majority. first of all, the majority must make sure that the restrictions placed on religious practice or the public policies that violate private conscience must be necessary to fulfill serious public needs and carried out with minimum intrusion. second, the majority must truly listen to the objections of the minority and seek to accommodate them. as we will see in looking at the hawkins county textbook controversy, this is not always done. lastly, honesty requires that the secular ( or, for that matter, the evangelical ) majority admit that the decision is not neutral, but embodies a specific point of view rooted in specific beliefs about how we ought to live together. secular does not mean neutral : it is underpinned by some beliefs, and holding it requires excluding other ideas as candidates for belief. one disservice we do to apprentice citizens is to emphasize the consensus function of democracy. often enough, perhaps too often, consensus is not possible ; the best we can hope for in many disputes is that the disagreement, however fundamental, be civil ; that the majority act carefully with respect to both the arguments and the feelings of the minority ; and that the minority act civilly and honestly in any efforts to change public opinion. these are reciprocally interrelated : if the majority does not act respectfully toward those who hold minority opinions, the minority has some license to act less civilly ( as was the case for the civil rights movement, for example ). similarly, if the minority does not act civilly, they become less worthy of respect ( think, for example, of the westwood baptist church and its behavior at military funerals ). the problem is, as we will see in looking at the textbook controversy in hawkins county, tennessee, is that once civil discourse becomes unraveled, it becomes very difficult to get public discussion back on track. this makes it all the more imperative that the discussion begins and continues in


will see in looking at the textbook controversy in hawkins county, tennessee, is that once civil discourse becomes unraveled, it becomes very difficult to get public discussion back on track. this makes it all the more imperative that the discussion begins and continues in a civil manner. and this, in turn, makes schools all the more important as the laboratories where this skill is developed : children must be taught to engage in civil discourse despite the contrary examples constantly on view in congress, on cable tv, and on talk citizenship and religious belief the democratic experiment in the united states is complicated by the demands and prohibitions of the first amendment. on the one hand, democracy both allows freedom of religion and expects citizens to reflect their conscience in advocacy of civil policies. on the other hand, there is the constitutional requirement that public policies in no way establish religion and that religion and politics be kept separate. this is a paradox, and it is one with which we have struggled in many ways on many issues. among the ways in which political leaders have sought to frame the issue, three stand out as either quite influential or exceptionally thoughtful reflections on the proper role of religious belief in the arena of public policy - making : john f. kennedy ’ s speech to the houston ministerial association ( 1960 ), mario cuomo ’ s address at notre dame ( 1984 ), and mitt romney ’ s address at the bush presidential library ( 2007 ). these three addresses are quite different in tone and audience. kennedy, a roman catholic, was talking to leaders of other christian denominations, defending the idea that, if elected president, he could live his faith while fulfilling his responsibility to the constitution. in this speech, kennedy argued that his religious beliefs would be irrelevant to the conduct of his duties were he to be elected. he tells his audience that his speech would be about “ … not what kind of church i believe in, for that should be important only to me — but what kind of america i believe in …. i believe in an america where the separation of church and state is absolute … i believe in an america that is officially neither catholic, protestant, nor jewish …. i am not the catholic candidate for president. i am the democratic party ’ s candidate for president who happens also to be catholic. ” in taking this position, he seems perilously close to saying that his religion does not matter, that it is something like stamp collecting, peripheral to his identity. while this was the politically expedient, perhaps even necessary, thing to do, it does not do justice to the


perilously close to saying that his religion does not matter, that it is something like stamp collecting, peripheral to his identity. while this was the politically expedient, perhaps even necessary, thing to do, it does not do justice to the centrality of religious belief and commitment to the identity of at least some adherents within any religious tradition. if one just happens to be catholic ( or a member of any other faith ), it is arguable that one is not catholic at all, and to the extent that one ’ s religious beliefs and commitments do not shape the sort of president ( wife, husband, supervisor, worker, teacher, person ) one will be, it can perhaps be inferred that one does not truly hold those beliefs or share those commitments at all. this is the conundrum at the heart of a secular civic space inhabited by people of different faiths and different moral schemes : how does one find a space for these different belief systems, including the religious ones, while also honoring the secular nature of the civic space? cuomo, also a roman catholic, was speaking to coreligionists defending the idea that, as governor, he could fulfill the duties of his office and still be faithful to his religious obligations. his analysis of the problem and of its solution was far more nuanced than kennedy ’ s. his argument was not that there could be no conflict between religious commitments and the responsibilities of a public - office holder, but that in such a conflict there were both moral and prudential reasons to bracket one ’ s faith. recall that kennedy assures his audience that he is not the catholic candidate for the presidency, but the democratic party ’ s candidate for president who happens also to be catholic. ” that “ also happens ” as discussed above, is a significant formulation, and points up the significance of the subtitle of cuomo ’ s address : “ a catholic governor ’ s perspective. ” cuomo does not happen to be catholic ; it is part of how he identifies himself. certainly the different audiences partly account for the difference in message, but that cannot be the whole explanation, since both men were very much aware that they were addressing a national audience through the media, not just the individuals in the room. cuomo sees the issue as one of loyalty : … must politics and religion divide our loyalties? does the “ separation between church and state ” imply separation between religion and politics? between morality and government? and are these different propositions? even more specifically, what is the


as one of loyalty : … must politics and religion divide our loyalties? does the “ separation between church and state ” imply separation between religion and politics? between morality and government? and are these different propositions? even more specifically, what is the relationship of my catholicism to my politics? where does the one end and the other begin? or are they divided at all? and if they ’ re not, should they be? to this question, cuomo gives two different answers, one principled, and one prudential. both answers are rooted in the fact of american diversity and the presumption of civil equality for all. the principled answer was that no matter how devout the catholic ( or, by extension, any other religious person ) office holder might be, that person does not represent just catholics ( or any other faith group ), but also “ jews and muslims, atheists and protestants. ” he reminds us that it is the office holder ’ s job — sworn responsibility — to “ create conditions under which all can live with a maximum of dignity and with a reasonable degree of freedom … where the laws protect people ’ s rights to divorce, to use birth control, and even to choose abortion. ” the prudential reason he gives is related : if one religious group is one day in a position to impose its conscience on others, it may find itself on the receiving end on some future day. however, he also recognizes that we cannot completely separate private and public morality, that public policy is inherently a matter of moral decision - making about how we should live together. even in a “ radically secular world, ” lawmakers face questions of “ … when life begins, under what circumstances it can be ended, when it must be protected, by what authority ; it must decide what protection to extend to the helpless and the dying, to the aged and the unborn, to life in all its phases. ” these are moral issues that concern all citizens. romney ( 2007 ) sees a very different way that these moral issues are implicated in policy making. a mormon running for president, romney was also inevitably addressing an audience wider than those physically in attendance. he was speaking to a secular audience at the george h. w. bush presidential library, but was widely regarded as addressing evangelical christians — a key voting bloc in republican primaries — assuring them that he considered religious ( by implication, christian ) belief to be central to public life and essential for democratic life, specifically assuring them that jesus christ is his lord and savior. he thus stood


a key voting bloc in republican primaries — assuring them that he considered religious ( by implication, christian ) belief to be central to public life and essential for democratic life, specifically assuring them that jesus christ is his lord and savior. he thus stood kennedy ’ s position on its head : the principles that govern his religious life are the proper principles for the public sphere as well. specifically, romney argues that “ freedom requires religion just as religion requires freedom … freedom and religion endure together, or perish alone. ” now, the question of faith is a broad one, and romney does try to construe it broadly. he does not want to discuss his church ’ s ( or any other official ’ s church ’ s ) “ distinctive doctrines, ” but his reason for that claim is itself interesting : if he becomes president, he says, “ he will need the prayers of all the people of all faiths. ” unlike both kennedy and cuomo, atheists are not included in the scope of who is included within romney ’ s areas of concern. further, his claim that freedom requires religion is then followed up with the statement that “ … any person who has knelt in prayer to the almighty, has a friend and ally in me. and so it is for hundreds of millions of our countrymen : we do not insist on a single strain of religion — rather, we welcome our nation ’ s symphony of faith. ” the three men were all using the public institution of politics to respond to teachable moments — that is to shape or reshape or modify the public ’ s ideas about the proper relationship between a public official ’ s personal beliefs and conscience on the one hand and the discharge of his or her public duties on the other. public schools are not the only institutions of public education in this ( or any other ) country. one of the educational problems we face as a society is how to teach our young to hear each other as fellow citizens, as members of a public constituted by public speech. and how do we learn to do this ourselves? public speech is part of the education of the public, just as it is also part of the formation and creation of the public ( green, 1994 ). the problem we face as a culture is how to have a conversation among a citizenry in which all three of the views about religion and public life are strongly held. between those who believe that ( 1 ) there is no place for religious belief in public discourse, ( 2 ) that the public space should be secular only in the weaker sense


in which all three of the views about religion and public life are strongly held. between those who believe that ( 1 ) there is no place for religious belief in public discourse, ( 2 ) that the public space should be secular only in the weaker sense that it will accommodate all ( or, more minimally, several ) religious points of view equally, and ( 3 ) that the proper form of civil life is what we might call a soft theocracy contend for a victory in the culture war. this war created by the gap between these views is a real threat to democratic life because it calls into doubt the existence of the sort of public that makes democratic life possible. we can see how badly civil discourse can go wrong in the school book controversy that was decided by u. s. court of appeals for the sixth circuit in mozert v. hawkins city board of education ( bates, 1993 ). in rural hawkins county, tennessee, a group of parents organized by vicki frost found the holt, rinehart and winston impressions reading series ( 1978 ), adopted by the school board in 1983, to offend their religious beliefs. their general objection was that the series overall was an expression of secular humanism and, therefore, an offense against their christian beliefs. in addition, frost and her supporters felt the readings in the selected for the series favorably depicted satanism and witchcraft, which they also found objectionable. specific objections included stories showing children being rewarded for lying, telepathy and other occult practices ; religions other than christianity being portrayed positively ; woman ’ s liberation ; the legitimacy of non - biblical sources of truth ; and other examples of what the evangelical citizens of hawkins county considerer impious and disrespectful of their religious beliefs. more significantly, they felt that such teachings put the souls of their children at risk and undermined their parental authority. for this reason, frost and others addressed their concerns to the school board, at a meeting of which they were treated with real disrespect. through they did have an opportunity to present their concerns, the teachers, administrators, and school board members did not appear to listen to them very seriously. as the controversy in hawkins county developed and festered, eventually ending in the courts, we can see two distinct questions that are always involved in these sorts of controversies : what is the proper decision? and, do the advocates on various sides of the debate treat each other as interlocutors or as adversaries? especially when fundamental beliefs are involved, as they are in many


involved in these sorts of controversies : what is the proper decision? and, do the advocates on various sides of the debate treat each other as interlocutors or as adversaries? especially when fundamental beliefs are involved, as they are in many of the controversies of our time, respect is difficult to come by : the view one rejects often seems so obviously incorrect and unsupportable that those holding it must be deficient either in intelligence or character. this lack of respect appears to have happened in hawkins county : the educators in the community looked down on those who found the reading material offensive and contrary to their literal reading of the bible as the only path to truth, while the fundamentalist evangelicals came to see the school board and the educators of the community as doing the devil ’ s work, whether inadvertently or otherwise. what is important to note for our purposes is that there is no such thing as neutrality : whether the reading series was anti - christian or an expression of secular humanism only appears to be a factual dispute. in reality, it depends on what one means by secular humanism, and by how one interprets the significance of the bible. as battle lines were drawn, the two contending sides hardened their positions against the unreasonable other. these kinds of controversies are often portrayed as being between faith and reason. however, this way of seeing things is, i would contend, an example of the problem : it presumes that frost and others motivated by faith were therefore not being reasonable, and why should we engage in reasonable conversation with people who are unreasonable? it is an arrogant and democratically unproductive way to frame the issue. the problem with construing the issue this way, of course, is that the textbook opponents, though certainly motivated by faith, did not feel they were being unreasonable, though their standards of reasonable and their reasons differed from those taken to be relevant by the supporters of the holt series. the resolution, if we can call it that, could only come about in a court action that settled the question in favor of the school board, but divided the town. it seems likely to me that this was the right decision, but the wrong outcome of the dispute. it further seems to me that this is all - too - common today, where many public issues touch those morally significant areas of american political life referenced by cuomo : “ when life begins, under what circumstances it can be ended, when it must be protected, by what authority ; it must decide what protection to extend to the helpless and


public issues touch those morally significant areas of american political life referenced by cuomo : “ when life begins, under what circumstances it can be ended, when it must be protected, by what authority ; it must decide what protection to extend to the helpless and the dying, to the aged and the unborn, to life in all its phases. ” we commonly say that we cannot legislate morality ; cuomo suggests, i think rightly, that we legislate little else. to the obvious ones cuomo mentioned, we might add tax policies, social safety net policies, issues of war and peace, and many others that are at root moral issues, though we rarely talk about them in that way. i think there is something terribly important about dewey ’ s descriptions of democracy, but we must recognize that it is very optimistic about human nature and civic life. for democracy to work as dewey envisions it requires a great deal from its citizens. we are dreadfully divided over issues of morality and religion, but this has always been true. before the culture wars that started in the 1980 ’ s and which are discussed above, there was the civil rights movement and the anti - war movement during the vietnam war ; both of these, though not typically discussed as religious issues were clearly moral ones. before that were the battles over communism and the new deal. before that was the battle over the inequitable distribution of wealth that marked the gilded age, the civil war and reconstruction. before that, the divisions between slave holders and abolitionists. since the time of cuomo ’ s speech, the civil rights of members of the lesbian, gay, bisexual, and transgendered community have been added. and that does not mention class - based divisions, like dealing with immigrants, religious minorities, and the labor movement. and so on. in each of these periods there were deep and fundamental divisions in american society ; there is nothing new about the american people waging “ culture wars ” among themselves. the evidence is that the divisions that operate in democratic politics are often, if not always, fundamental, not trivial, and therefore not easily amenable to compromise. although we teach our history in schools so that we focus on consensus and mention conflict in a sanitized way, if at all, the reality is that democratic life is often a struggle between contending groups who want to see their way of life as instantiated in and protected by law. it is time to consider the role of public schools in creating citizens who can bridge the gap. schools and the


that democratic life is often a struggle between contending groups who want to see their way of life as instantiated in and protected by law. it is time to consider the role of public schools in creating citizens who can bridge the gap. schools and the public in her defense of public education and discussion of how it can do its public work, deborah meier ( 1995 ) argues that one function of public education in a democratic society is to bring together people with different views of how we should live together ( and, therefore, how we should educate children in preparation for that shared life ). against those who advocate education reform through privatization and narrowly focused charter schools because they will allow like - minded parents to come together to educate their children in the manner and in the content they see fit, meier argues for a renewed commitment to public education on the ground that it brings people together who have different views about how we should educate children, and then requires that they work together to find common ground : in schools that are public, citizens are joined by right, not by privilege …. in schools kids sit down next to their classmates, whoever they are …. if democracy survives … hostility [ among people with different views ] it ’ s because we assume we are members of a common club, stuck with each other. public schools can train us for … political conversation across divisions of race, class, religion, and ideology. ( p. 7 ) if children are to learn to live democratically they need good role models, first, to learn that such life is possible and, second, to learn how it is done. on the other hand, if the older generation teaches the younger that differences are best handled through separation, with each group pursuing its own version of the proper education for an individually desired social existence ( as argued for by, for example, chubb and moe ), we make it less likely that democratic citizens will be able to negotiate their differences and preserve democratic governance. both children and democracy, in short, deserve schools that teach children, regardless of whatever else is part of the curriculum, to take into account the needs, interests, and concerns of their fellow citizens. disagreement among members of the community, if handled properly, is exactly the sort of democratic education our children need. it is this, if anything, that will inoculate them against the toxicity of talk radio and shout tv. while many schools and educators act as though democratic education must be neutral between competing visions of the good, there are many examples of others, who take the job of public education


that will inoculate them against the toxicity of talk radio and shout tv. while many schools and educators act as though democratic education must be neutral between competing visions of the good, there are many examples of others, who take the job of public education to be the education of the public — the instrument of its very creation and sustenance ( some examples include paley, 1992 ; meier 1995 ; purpel and mclaurin, 2004 ; and kunzman 2006 ). education for democratic life cannot be neutral : it is committed to developing those virtues necessary for democratic citizenship. in the school and society, dewey ( 1907 / 1980 ) states the challenge of democratic life : " what the best and wisest parent wants for his own child, that must the community want for all its children. any other ideal for our schools is narrow and unlovely ; acted upon, it destroys our democracy " ( p. 5 ). we must understand that this is a normative claim about the moral nature of democracy, not a descriptive one of how democracy functions. people will surely continue to give preference to the needs of their own children. dewey ’ s point, however, is real : that preference must not be pursued to the point where it disadvantages others ’ children. that line is not always clear, which does not mean it is not real. how, then, can we educate children so that they are more likely to become the sort of citizens prepared to meet dewey ’ s challenge? to see an example of how schools can so prepare students, consider this story told by deborah meier : i recently had a conversation that gave me a good deal to think about. two students had gotten into one of those stupid quarrels. the origins were silly. but what became clear was that one of the kids was a “ victim ” — over and over he was the subject of teasing and other minor cruelties on the part of his classmates. everyone knows about it, including we adults. we worry, feel bad, get angry and end up doing very little good. i asked the student about it and he agreed that the other student was indeed the target of a lot of peer cruelty, and also that the reasons were silly, petty, and unkind. “ which side are you on? ” i asked. “ his side or his tormentors? ” we were both startled by my question. he said he wasn ’ t really on any side. i didn ’ t stop, because i was busy thinking about it myself. so i pushed. if someone


. “ his side or his tormentors? ” we were both startled by my question. he said he wasn ’ t really on any side. i didn ’ t stop, because i was busy thinking about it myself. so i pushed. if someone is being cruel to someone else, if someone is the victimizer and someone the victim... abused and abuser — can you really be neutral? ” he paused. “ no, ” he said, “ i ’ m never with the abusers. ” what we realized was that there were two questions here and they were getting mixed up together. ( 1 ) whose side am i on? and ( 2 ) what am i prepared to do about it. ( pp. 85 - 86 ) we can assume that central park east has a rule against bullying, but meier was not discussing any such rule. her focus is on getting the student to ask himself what sort of person he is, and, by implication, what sort of person he thinks he ought to be, and how these compare. meier believes that, in order to be effective in its democratic mission, a school must be small — no larger than 350 students in an elementary school and no larger than 500 for a secondary school. her argument is that this is not a matter of student - teacher ratio, but of scale. to be a morally formative community, every student and every teacher must know personally every other student and teacher. this is the essence of a community, and it is within community that one is morally formed. the counter to this sort of education is the sort of behavioral control that is all too common in schools, where students are rewarded for desired behaviors and punished for undesired ones. the manipulation of behavior is the opposite of what we mean when we speak of moral formation ( covaleskie, 1992 ). the problem with this approach to shaping children ’ s behavior is not that it does not work — it certainly can shape behavior under certain circumstances. the problem is that it is not morally serious, and it threatens to produce adults who do not take morality seriously ( kohn, 1999 ). further, if dewey is correct about democracy being a system that requires moral citizens, that would be bad news for democratic life. in another example of pedagogy for democratic citizenship, vivian paley ( 1993 ) decided one year that she needed to intervene in a common experience of childhood : exclusion from play. she saw intervention as a way to help form citizens more responsive to the welfare and the concerns of others.


for democratic citizenship, vivian paley ( 1993 ) decided one year that she needed to intervene in a common experience of childhood : exclusion from play. she saw intervention as a way to help form citizens more responsive to the welfare and the concerns of others. in response to this concern, she made a new rule in her class that year : “ you can ’ t say, you can ’ t play. ” having made this rule, she did not enforce it with a system of rewards and punishments. rather, when it seemed the rule was being broken, she discussed with the class the situation and the feelings of the children involved. the rule was the catalyst for these conversations and was often part of the discussion, but the core of the discussion was to get the students to take, and to take seriously, the perspective of the other members of their classroom community. thus were these children prepared to meet dewey ’ s challenge. frequently schools will avoid discussing “ things that matter ” ( kunzman, 2006 ) because of a mistaken notion that the only way the schools can be neutral on matters of religion and / or morality is by being silent. this misunderstanding is what leads us to what purpel and mclaurin ( 2004 ) call the “ moral and spiritual crisis ” in education. it is also a failure of democratic education. it is true that schools must be neutral on matters of religion, but that is not at all the same as being silent about matters of religion, and even less the same as being neutral about morality. meier and paley, as well as many other teachers, understand that public school teachers and administrators can discuss things that matter while still respecting the “ liberty of conscience ” ( nussbaum, 2008 ) of their students. if children do not learn this skill, they are unlikely to have it as adults. and schools must be part of the process. we are all formed and then sustained in moral communities. schools must help the young to understand that social issues are moral at root, and that moral questions must be taken seriously. perhaps more difficult, schools must help children learn to speak to and, more importantly, listen to people with whom they have serious differences of opinion on important and difficult questions about the required forms of decent social life. on the one hand, such civic conversations require being willing and able to find common ground where possible. on the other hand, children must learn because citizens must know how to manage respectful disagreement when common ground cannot be found or does not exist. the sort of moral teaching by conversation that meier and pale


willing and able to find common ground where possible. on the other hand, children must learn because citizens must know how to manage respectful disagreement when common ground cannot be found or does not exist. the sort of moral teaching by conversation that meier and paley model shows us how this might be done. schools are especially vital in the formation of citizens today, when much public discourse in the media assumes and argues that those who differ with us are our enemies and must be destroyed. we should not compromise with evil, and yet democratic life is complicated and demanding precisely because it requires not only that we have principles but also that we compromise for the common good. further, democratic life requires that we see our fellow citizens, even those with whom we seriously disagree, as fellow citizens. the current political culture makes it more difficult than it needs to be to accomplish all this, which makes it all the more necessary for schools to do the work of shaping the private conscience of children so they will become citizens of a democratic public. our children and our democracy demand it and deserve no less. bates, s. ( 1993 ). battleground : one mother ’ s crusade, the religious right, and the struggle for control of our classrooms. new york, ny : poseidon press. barber, b. r. ( 1998 ). passion for democracy. princeton, nj : princeton university press. callan, e. ( 1989 ). godless moral education and liberal tolerance. journal of philosophy of education, 23 ( 2 ), 267 - 281. chubb, j. and moe, t. ( 1990 ). politics, markets, and america ’ s schools. washington, dc : brookings institution press. cuomo, m. ( sep 13, 1984 ). religious belief and public morality : a catholic governor ’ s perspective : remarks delivered at the university of notre dame, http : / / pewforum. org / docs / index. php? docid = 14. covaleskie, j. f. ( 1992 ). discipline and morality : beyond rules and consequences. the educational forum, 56 ( 2 ), 173 - 183. dawkins, r. ( 2006 ). the god delusion. new york, ny : houghton mifflin. dewey, j. ( 1934 ). a common faith. new haven, ct : yale university press. dewey, j. ( 1907 / 1980 ). the school and society. carbondale, il : southern illinois university press. everson v. board of education of ewing township.


. a common faith. new haven, ct : yale university press. dewey, j. ( 1907 / 1980 ). the school and society. carbondale, il : southern illinois university press. everson v. board of education of ewing township. 330 u. s. 1 ( 1947 ). green, t. f. ( 1994 ). public speech, teachers college press, 95 ( 3 ), 369 - 388. holt, rinehart and winston ( 1978 ). impressions reading series. new york, ny : holt, rinehart and winston / harcourt. kennedy, j. f. ( sep 12, 1960 ). address to the greater houston ministerial association : http : / / www. beliefnet. com / story / 40 / story _ 4080. html. kohn, a. ( 1999 ). punished by rewards : the trouble with gold stars, incentive plans, a ’ s, praise, and other bribes. new york, ny : houghton - mifflin. kunzman, r. ( 2006 ). grappling with the good : talking about religion and morality in public schools. albany, ny : state university of new york press. martin, j. r. ( 2002 ). cultural miseducation : in search of a democratic solution. new york, ny : teachers college press. meier, d. ( 1995 ). the power of their ideas : lessons for america from a small school in harlem. boston, ma : beacon press. nussbaum, m. ( 2008 ). liberty of conscience : in defense of america ’ s tradition of religious equality. new york, ny : basic books. mozert v. hawkins city board of education. 827 f. 2d 1058 ( 1987 ). paley, v. g. ( 1993 ). you can ’ t say, you can ’ t play. cambridge, ma : harvard university press. powell, l. ( aug. 23, 1971 ). attack of the american free enterprise system : confidential memo : http : / / www. reclaimdemocracy. org / corporate _ accountability / powell _ memo _ lewis. html. romney, m. ( dec. 6, 2007 ). faith in america : remarks delivered at the george h. w. bush presidential library : http : / / www. thebostonchannel. compolitics / 14789305 / details. html. purpel, d. e & mclaurin, w. m. ( 2004


w. bush presidential library : http : / / www. thebostonchannel. compolitics / 14789305 / details. html. purpel, d. e & mclaurin, w. m. ( 2004 ). reflections on the moral and spiritual crisis in education. new york, ny : peter lang. reynolds v. united states. 98 u. s. 145 ( 1898 ). tanenhaus, s. ( mar 20, 2010 ). in curriculum fight, identity politics leans right. the new york times online : the word “ public ” in “ public education ” has a multiplicity of meanings, all at the same time : education by the public, funded by the public, in pursuit of public purposes, and with the goal of mentoring the young into public membership, to name but the most obvious. though there were others in prior times, as mentioned above. there are many who might object to the equivalence suggested by use of fundamentalist to describe secularism, but my point is exactly that fundamentalisms involve certainty and implacability. that sort of certainty makes compromise seem like either treachery or stupidity. this is a tendency to which secularists are no less susceptible to this mindset than anyone else. see, for example, dawkins ( 2006 ) or any edition of bill maher ’ s politically incorrect. ironically, the baptist ministers of that time wanted the separation. the jefferson letter had been used in one previous supreme court decision, reynolds v. united states, but in that case it was used in a way that did not create a new line of constitutional reasoning : the court ruled that religious beliefs could not be used to avoid compliance with laws prohibiting bigamy. unique because of the first amendment. other civil societies have to also figure out the proper relation between religion and politics, church and state, but their argument is about what would constitute the best civil solution. because our debate is framed and constrained by the first amendment, we tend to parse that text to divine what is required and what is forbidden rather than what is better or worse. we thus argue legalisms and fine points of constitutional law, not the best way to live together with our differences. eamonn callan ( 1989, p. 273 ) points out that religion, taken seriously, shapes a world view and partly constitutes an identity ; it is not something added to one ’ s life “ like a new interest in stamp collecting. ” note that dignity is to be maximized, but freedom is to be


firstly, what is whiplash? whiplash occurs in some sort of accident, usually a road traffic accident, that forces the neck into a violent flexion movement and then into a violent extension movement. the force of this motion is too quick for the body to react. this means that the muscles, ligaments, and joints stretch further than their normal range of motion causing injury. this typically occurs when a car is rear ended. does it occur with everybody? whiplash doesn ’ t occur in all cases. when people do suffer with whiplash associated disorders it occurs in differing degrees : grade 0 : no neck pain, stiffness, or any physical signs are noticed. grade 1 : neck complaints of pain, stiffness or tenderness only but no physical signs are noted by the examining physician. grade 2 : neck complaints and the examining physician finds decreased range of motion and point tenderness in the neck. grade 3 : neck complaints plus neurological signs such as decreased deep tendon reflexes, weakness and sensory deficits. grade 4 : neck complaints and fracture or dislocation, or injury to the spinal cord. as you can see, whiplash can be a very nasty injury. it is very rare to see grade 3 and 4 whiplash injuries but they do happen. why are there so many claims for whiplash? most people that are in a car accident suffer with grade 1 whiplash associated disorder. although it is still considered whiplash it usually resolves within 7 days. the issue lies with the diagnosis of whiplash itself. it is important to identify what grade of whiplash the person is suffering with in order to determine how it has affected their quality of life. the issue is that at present a neck problem after a car accident is simply diagnosed as ‘ whiplash ’, which means large pay outs to people with lesser problems and smaller pay outs to those with bigger problems. the claim itself should be determined on how much damage is done ( what grade ). rather than the government saying that people should stop claiming for whiplash, they should try to push for a more accurate diagnosis from the practitioner whether they are a gp, chiropractor, osteopath or physiotherapist. also, re - examinations may be necessary to see how long the whiplash has taken to clear up and how long that person has had to take off work. if people then follow the classification and assess the loss of quality of life, the insurance companies can make a more informed decision on how to deal with the claim.


innovations inspire high school girls to become next generation of female innovators, change the world through stem ( bpt ) - when the high school class of 2014 graduates from college in five years, more than 8 million jobs will be available in the fields of science, technology, engineering and math ( stem ). for students today, stem is their future. innovations driven by stem are shaping today ’ s economy. though stem accounts for a majority of job growth in the u. s., the number of students enrolling in relevant degree programs in college to fill these positions continues to decline, leaving a gap of skilled professionals. women, in particular, are underrepresented in stem. while women account for nearly half of all filled jobs nationwide, only a quarter of stem - related positions are held by women. even with the known gap, many women are pioneering the industry, showing young girls they too can be successful in stem. they are leading the charge in bettering the world by developing innovations and technologies such as global, online crowd - sourcing platforms that allow supporters to give funds from mobile devices. others are advancing alternative energy products that deliver electricity, water and other basic resources in developing countries. to help bridge the gap and ready the next generation of women innovators, many organizations support initiatives to introduce students, specifically young girls, to the importance of stem. devry university, for instance, has its annual herworld program. “ herworld was created 16 years ago to educate high school girls about stem and careers in stem, ” says donna loraine, provost / vice president of academic affairs at devry university. “ our goal is to show girls how they can make a difference in the world through these fields. ” a recent study by the girl scout research institute found that more than 80 percent of high school girls surveyed expressed interest in considering a career in a stem field, including engineering, information technology and software development. this is a positive outlook, as positions in stem are becoming available more rapidly than opportunities in any other field. herworld empowers young women to succeed alongside their male counterparts by participating in confidence - building activities and hands - on workshops. they also hear inspirational stories from real, female role models working in stem fields. this year, nearly 7, 000 girls from high schools across the country will attend local events during national herworld month in march. emmy - award nominated actress mayim bialik, renowned for her roles on television series blossom and the big bang theory, is partnering with devry university to further the


question : " at the grocery store my toddler pointed at someone and said " she ' s fat! " loud enough for that person to hear. is there any way to teach my child not to be rude and say such embarrassing things in public? " what ' s the best way to handle your tactless toddler? until you teach him tact, he has no idea what ’ s appropriate conversation and what ’ s not. so don ’ t ignore the incident or cover up for your toddler ( for example, by exclaiming loudly, “ no, silly, that lady doesn ' t have a cat ” ). and don ' t scold your child for his honesty, call him rude, or discourage him from speaking his mind, either. instead, take advantage of this teachable moment as you stroll down the next aisle. first, explain to your toddler that, yes, people come in different sizes and shapes, but it ’ s not nice to point out their differences. then explain that words are powerful : they can communicate information ( “ i ' m hungry ” ) and can make people happy ( “ you ’ re the best little guy in the whole universe! ” ), but they can also hurt people ’ s feelings or make them sad. tell your child that using kind and respectful words is a way of showing good manners that ' s just as important as saying “ please ” and “ thank you. ” ( remember that kids learn by example, so try to use the same respectful tone of voice and words you ' d like to see him use ). and be patient ; your toddler won ' t transform into a diminutive diplomat overnight, but with time and gentle guidance, he ’ ll learn how to think before he speaks ( at least most of the time ). here ’ s to less - embarrassing shopping trips in the future!


the tricuspid valve separates the right ventricle ( lower heart chamber ) from the right atrium ( upper heart chamber. the two common types of tricuspid valve diseases are tricuspid insufficiency / tricuspid regurgitation and tricuspid stenosis. tricuspid insufficiency / tricuspid regurgitation is a disorder involving backward flow of blood across the tricuspid valve, which separates the right ventricle ( lower heart chamber ) from the right atrium ( upper heart chamber ). this occurs during contraction of the right ventricle and is caused by damage to the tricuspid heart valve or enlargement of the right ventricle. the most common cause of tricuspid regurgitation is not damage to the valve itself, but enlargement of the right ventricle, which may be a complication of any disorder that causes failure of the right ventricle. rheumatic fever, diet medications such as " phen - fen " ( phentermine and fenfluramine ) or dexfenfluramine, and a congenital heart disease ( ebstein anomaly ) are also risk factors for tricuspid regurgitation. rarely, tricuspid regurgitation is caused by an unusual tumor called carcinoid which secretes a hormone which damages the valve. other infrequent causes of tricuspid regurgitation include endocarditis, rheumatoid arthritis, radiation therapy, marfan syndrome, and injury. in the absence of high blood pressure in the lungs ( pulmonary hypertension ), tricuspid regurgitation is usually asymptomatic. if pulmonary hypertension and moderate - to - severe tricuspid regurgitation coexist, symptoms may include : steps to prevent or to reduce the risk of tricuspid regurgitation include :


early child development - early childhood is the most important phase for overall development throughout the lifespan. - brain and biological development during the first years of life is highly influenced by an infant ’ s environment. - early experiences determine health, education and economic participation for the rest of life. - every year, more than 200 million children under five years old fail to reach their full cognitive and social potential. - there are simple and effective ways for families and caregivers to ensure optimal child development. during early childhood ( from the prenatal period to eight years of age ), children undergo rapid growth that is highly influenced by their environment. many challenges faced by adults, such as mental health issues, obesity, heart disease, criminality, and poor literacy and numeracy, can be traced back to early childhood. every year, more than 200 million children under five years old fail to reach their full cognitive and social potential. most of these children live in south asia and sub - saharan africa. as a result of poor development, many children are likely to under - achieve in school and subsequently to have low incomes as adults. as adults, they are also likely to have children at a very early age, and provide poor health care, nutrition and stimulation to their children, thus contributing to the intergenerational transmission of poverty and poor development. despite the overwhelming evidence, the health sector has been slow to promote early child development and to support families with appropriate information and skills. early brain development early childhood is the most intensive period of brain development during the lifespan. adequate stimulation and nutrition are essential for development during the first three years of life. it is during these years that a child ' s brain is most sensitive to the influences of the external environment. rapid brain development affects cognitive, social and emotional growth. such development helps to ensure that each child reaches his or her potential and is a productive part of a rapidly changing, global society. the more stimulating the early environment, the more a child develops and learns. language and cognitive development are especially important during the first six months to three years of life. when children spend their early years in a less stimulating, or less emotionally and physically supportive environment, brain development is affected and leads to cognitive, social and behavioural delays. later in life, these children will have difficulty dealing with complex situations and environments. high levels of adversity and stress during early childhood can increase the risk of stress - related disease and learning problems well into the adult years. many factors can disrupt early child development. four risk factors affect at least


dealing with complex situations and environments. high levels of adversity and stress during early childhood can increase the risk of stress - related disease and learning problems well into the adult years. many factors can disrupt early child development. four risk factors affect at least 20 – 25 % of infants and young children in developing countries : - malnutrition that is chronic and severe enough to cause growth stunting - inadequate stimulation or learning opportunities - iodine deficiency - iron deficiency anaemia. other important risk factors are malaria, intrauterine growth restriction, maternal depression, exposure to violence, and exposure to heavy metals. developing an early emotional connection to a caregiver is also critical for an infant ’ s well - being. absence of attachment to a consistent caregiver – such as occurs in a poorly run orphanage – can have significant negative effects on brain development and cognitive functioning. to reach their potential, young children need to spend time in a caring, responsive environment that protects them from neglect and inappropriate disapproval and punishment. parents and families are the key to early child development, but need support to provide the right environment. children benefit when national governments adopt “ family friendly ” social protection policies that guarantee adequate family income, maternity benefits, financial support, and allow for parents and caregivers to devote time and attention to young children. globally, societies that invest in children and families in the early years – whether rich or poor – have the most literate and numerate populations. these are also the societies that have the best health status and lowest levels of health inequality in the world. early child development ( ecd ) interventions provide direct learning experiences to children and families. they are : - targeted to young and disadvantaged children - high quality and long lasting - integrated with family support, health, nutrition, or education systems and services. the health care system and health providers have pivotal roles to play, as they are often the points of early contact with a child and can serve as gateways to other early childhood services. health care providers are trusted sources of information for families and can give critical guidance about : - how to communicate with infants and children - ways to stimulate children for better growth - how to handle such common developmental problems as sleep, feeding and discipline - ways to reduce common childhood injuries. investing in young children is an essential component for the development of a national economy. early opportunities for learning in combination with improved nutrition, increases the likelihood that a child will attend school and become an adult with higher income, better health, lower crime rates, and lower levels of welfare dependence


location : prince william sound, alaska material spilled : north slope crude oil amount spilled : 10. 8 million gallons spill extent : 1, 300 miles of coastline many factors complicated the cleanup efforts following the spill. the size of the spill and its remote location, accessible only by helicopter and boat, made government and industry efforts difficult and tested existing plans for dealing with such an event. officials employed a variety of countermeasures to control the slick, including burns and dispersants, as well as high - pressure washing on areas of oiled shoreline. today, most signs of the spill are gone from sight, but research into the long - term biological impacts of the oil has shown that many organisms in prince william sound continue to show effects. publicationsjewett, sc and jj stegeman, et al., “ exposure to hydrocarbons 10 years after the exxon valdez oil spill : evidence from cytochrome p4501a expression and biliary facs in nearshore demersal fishes, ” marine environmental research 54 ( 2002 ) : 21 - 48 trust, ka and stegeman, et al., “ cytochrome p450 1a induction in sea ducks inhabiting nearshore areas of prince william sound, alaska, ” marine pollution bulletin 40 ( 2000 ) : 397 - 403. marty, gd and jj stegeman, et al., “ ascites, premature emergence, increased gonadal cell apoptosis, and cytochrome p4501a induction in pink salmon larvae continuously exposed to oil - contaminated gravel during development, ” canadian journal of zoology - revue canadienne de zoologie 75 ( 1997 ) : 989 - 1007. woodin, br ; rm smolowitz, and jj stegeman, “ induction of cytochrome p4501a in the intertidal fish anoplarchus purpurescens by prudhoe bay crude oil and environmental induction in fish from prince william sound, ” environmental science & technology 31 ( 1997 ) : 1198 - 1205. opinionlet ' s not forget exxon valdez march 24, 2009 editorial by whoi researcher christopher reddy » visit website testimonies & briefings oversight hearing on “ ocean science and data limits in a time of crisis : do noaa and the fish and wildlife service ( fws ) have the resources to respond? " christopher m. reddy, ph. d., associate scientist, marine chemistry & geochemistry, woods hole oceanographic institution


fossil range : early paleocene - recent | ammospermophilus leucurus | forty percent of mammal species are rodents, and they are found in vast numbers on all continents other than antarctica. common rodents include mice, rats, squirrels, chipmunks, gophers, porcupines, beavers, hamsters, gerbils, guinea pigs, chinchillas and degus. rodents have sharp incisors that they use to gnaw wood, break into food, and bite predators. most eat seeds or plants, though some have more varied diets. some species have historically been pests, eating human seed stores and spreading disease. size and range of order in terms of number of species — although not necessarily in terms of number of organisms ( population ) or biomass — rodents make up the largest order of mammals. there are about 2, 277 species of rodents ( wilson and reeder, 2005 ), with over 40 percent of mammalian species belonging to the order. their success is probably due to their small size, short breeding cycle, and ability to gnaw and eat a wide variety of foods. ( lambert, 2000 ) rodents are found in vast numbers on all continents except antarctica, most islands, and in all habitats except oceans. they are the only placental order, other than bats ( chiroptera ) and pinnipeds, to reach australia without human introduction. many rodents are small ; the tiny african pygmy mouse is only 6 cm in length and 7 grams in weight. on the other hand, the capybara can weigh up to 65 ( expression error : missing operand for * ), and the largest known rodent, the extinct josephoartigasia monesi, is estimated to weigh about 1, 000 ( expression error : missing operand for * ), and possibly up to 1, 534 ( expression error : missing operand for * ) or 2, 586 ( expression error : missing operand for * ). rodents have two incisors in the upper as well as in the lower jaw which grow continuously and must be kept worn down by gnawing ; this is the origin of the name, from the latin rodere, to gnaw, and dens, dentis, tooth. these teeth are used for cutting wood, biting through the skin of fruit, or for defense. the teeth have enamel on the outside and exposed dentine on the inside, so they self - sharpen during gnawing. rodents lack canine


tooth. these teeth are used for cutting wood, biting through the skin of fruit, or for defense. the teeth have enamel on the outside and exposed dentine on the inside, so they self - sharpen during gnawing. rodents lack canines, and have a space between their incisors and premolars. nearly all rodents feed on plants, seeds in particular, but there are a few exceptions which eat insects or fish. some squirrels are known to eat passerine birds like cardinals and blue jays. rodents are important in many ecosystems because they reproduce rapidly, and can function as food sources for predators, mechanisms for seed dispersal, and as disease vectors. humans use rodents as a source of fur, as pets, as model organisms in animal testing, for food, and even in detecting landmines. members of non - rodent orders such as chiroptera ( bats ), scandentia ( treeshrews ), insectivora ( moles, shrews and hedgehogs ), lagomorpha ( hares, rabbits and pikas ) and mustelid carnivores such as weasels and mink are sometimes confused with rodents. the fossil record of rodent - like mammals begins shortly after the extinction of the non - avian dinosaurs 65 million years ago, as early as the paleocene. some molecular clock data, however, suggests that modern rodents ( members of the order rodentia ) already appeared in the late cretaceous, although other molecular divergence estimations are in agreement with the fossil record. by the end of the eocene epoch, relatives of beavers, dormouse, squirrels, and other groups appeared in the fossil record. they originated in laurasia, the formerly joined continents of north america, europe, and asia. some species colonized africa, giving rise to the earliest hystricognaths. there is, however, a minority belief in the scientific community that evidence from mitochondrial dna indicates that the hystricognathi may belong to a different evolutionary offshoot and therefore a different order. from there hystricognaths rafted to south america, an isolated continent during the oligocene and miocene epochs. by the miocene, africa collided with asia, allowing rodents such as the porcupine to spread into eurasia. during the pliocene, rodent fossils appeared in australia. even though marsupials are the prominent mammals in australia, rodents make up almost 25 % of the mammals on the continent. meanwhile, the americas


abrocomidae : chinchilla rats - family capromyidae : hutias - family caviidae : cavies, including guinea pigs and the capybara - family chinchillidae : chinchillas and viscachas - family ctenomyidae : tuco - tucos - family dasyproctidae : agoutis - family dinomyidae : pacaranas - family echimyidae : spiny rats - family erethizontidae : new world porcupines - family myocastoridae : nutria - family octodontidae : octodonts - suborder myomorpha - superfamily dipodoidea - family dipodidae : jerboas and jumping mice - superfamily muroidea - family calomyscidae : mouse - like hamsters - family cricetidae : hamsters, new world rats and mice, voles - family muridae : true mice and rats, gerbils, spiny mice, crested rat - family nesomyidae : climbing mice, rock mice, white - tailed rat, malagasy rats and mice - family platacanthomyidae : spiny dormice - family spalacidae : mole rats, bamboo rats, and zokors - superfamily dipodoidea - suborder sciuromorpha the above taxonomy uses the shape of the lower jaw ( sciurognath or hystricognath ) as the primary character. this is the most commonly used approach for dividing the order into suborders. many older references emphasize the zygomasseteric system ( suborders protrogomorpha, sciuromorpha, hystricomorpha, and myomorpha ). several molecular phylogenetic studies have used gene sequences to determine the relationships among rodents, but these studies are yet to produce a single consistent and well - supported taxonomy. some clades have been consistently produced such as : - ctenohystrica contains : monophyly or polyphyly? in 1991, a paper submitted to nature proposed that caviomorphs should be reclassified as a separate order ( similar to lagomorpha ), based on an analysis of the amino acid sequences of guinea pigs. this hypothesis was refined in a 1992 paper, which asserted the possibility that caviomorphs may have diverged from myomorphs prior to later divergences of myomorpha ; this would mean caviomorphs, or possibly h


was refined in a 1992 paper, which asserted the possibility that caviomorphs may have diverged from myomorphs prior to later divergences of myomorpha ; this would mean caviomorphs, or possibly hystricomorphs, would be moved out of the rodent classification into a separate order. a minority scientific opinion briefly emerged arguing that guinea pigs, degus, and other caviomorphs are not rodents, while several papers were put forward in support of rodent monophyly. subsequent studies published since 2002, using wider taxon and gene samples, have restored consensus among mammalian biologists that the order rodentia is monophyletic. - adkins, r. m. e. l. gelke, d. rowe, and r. l. honeycutt. 2001. molecular phylogeny and divergence time estimates for major rodent groups : evidence from multiple genes. molecular biology and evolution, 18 : 777 - 791. - carleton, m. d. and g. g. musser. 2005. order rodentia. pp 745 - 752 in mammal species of the world a taxonomic and geographic reference. johns hopkins university press, baltimore. - david lambert and the diagram group. the field guide to prehistoric life. new york : facts on file publications, 1985. isbn 0 - 8160 - 1125 - 7 - jahn, g. c. 1998. “ when birds sing at midnight ” war against rats newsletter 6 : 10 - 11. - leung lkp, peter g. cox, gary c. jahn and robert nugent. 2002. evaluating rodent management with cambodian rice farmers. cambodian journal of agriculture vol. 5, pp. 21 - 26. - mckenna, malcolm c., and bell, susan k. 1997. classification of mammals above the species level. columbia university press, new york, 631 pp. isbn 0 - 231 - 11013 - 8 - nowak, r. m. 1999. walker ' s mammals of the world, vol. 2. johns hopkins university press, london. - steppan, s. j., r. a. adkins, and j. anderson. 2004. phylogeny and divergence date estimates of rapid radiations in muroid rodents based on multiple nuclear genes. systematic biology, 53 : 533 - 553. - university of california museum of paleontology ( ucmp ). 2007 " rodentia ". -


. s., k. lefkimmiatis, a. reyes, c. gissi, c. saccone, and g. pesole ( 2007 ). " phylogenetic analyses of complete mitochondrial genome sequences suggest a basal divergence of the enigmatic rodent anomalurus ". bmc evolutionary biology 7 : 16. doi : 10. 1186 / 1471 - 2148 - 7 - 16. - ↑ graur, d., hide, w. and li, w. ( 1991 ) ' is the guinea - pig a rodent? ' nature, 351 : 649 - 652. - ↑ li, w., hide, w., zharkikh, a., ma, d. and graur, d. ( 1992 ) ' the molecular taxonomy and evolution of the guinea pig. ' journal of heredity, 83 ( 3 ) : 174 - 81. - ↑ d ' erchia, a., gissi, c., pesole, g., saccone, c. and arnason, u. ( 1996 ) ' the guinea - pig is not a rodent. ' nature, 381 ( 6583 ) : 597 - 600. - ↑ reyes, a., pesole, g. and saccone, c. ( 2000 ) ' long - branch attraction phenomenon and the impact of among - site rate variation on rodent phylogeny. ' gene, 259 ( 1 - 2 ) : 177 - 87. - ↑ cao, y., adachi, j., yano, t. and hasegawa, m. ( 1994 ) ' phylogenetic place of guinea pigs : no support of the rodent - polyphyly hypothesis from maximum - likelihood analyses of multiple protein sequences. ' molecular biology and evolution, 11 : 593 - 604. - ↑ kuma, k. and miyata, t. ( 1994 ) ' mammalian phylogeny inferred from multiple protein data. ' japanese journal of genetics, 69 ( 5 ) : 555 - 66. - ↑ robinson - rechavi, m., ponger, l. and mouchiroud, d. ( 2000 ) ' nuclear gene lcat supports rodent monophyly. ' molecular biology and evolution, 17 : 1410 - 1412. - ↑ lin, y - h, et al. " four new mitochondrial genomes and the increased stability of evolutionary trees of mammals from improved taxon sampling. "


monophyly. ' molecular biology and evolution, 17 : 1410 - 1412. - ↑ lin, y - h, et al. " four new mitochondrial genomes and the increased stability of evolutionary trees of mammals from improved taxon sampling. " molecular biology and evolution 19 ( 2002 ) : 2060 - 2070. - ↑ carleton, michael d., and musser, guy g. " order rodentia ". mammal species of the world, 3rd edition, 2005, vol. 2, p. 745. ( concise overview of the literature ) extant mammal orders by infraclass eutheria : afrosoricida · macroscelidea · tubulidentata · hyracoidea · proboscidea · sirenia · cingulata · pilosa · scandentia · dermoptera · primates · rodentia · lagomorpha · erinaceomorpha · soricomorpha · chiroptera · pholidota · carnivora · perissodactyla · artiodactyla · cetacea < span id = " interwiki - de - fa " / > ar : قوارض bar : fieslfiecha bg : гризачи ca : rosegador cs : hlodavci da : gnavere de : nagetiere el : τρωκτικαeo : ronguloj eu : karraskari fa : جوندگان fo : gnagdyrgl : roedor ko : 설치류 hi : गिलहरी hsb : hrymzaki hr : glodavci io : rodero id : hewan pengerat is : nagdyr it : rodentia he : מכרסמים ka : la : rodentia lv : grauzeji lb : knabberdeieren lt : grauzikai lij : rodentia li : knaagdiere hu : ragcsalok mk : глодари nl : knaagdierenno : gnagere nn : gnagarar nrm : grugeux nov : rodentia oc : rodentia nds : gnaagdeerterqu : khankiqsimple : rodent sk : hlodavce sl : glodavci sr :


a recent study finds that spanish women who drink wine or other alcoholic beverages in moderation experience depression in much smaller numbers than women who don ' t drink alcohol. men who drank and women who drank more than one or two beverages a day did not enjoy a noticeable benefit. the study, conducted mainly by researchers at the university of navarra ' s department of preventive medicine and public health and published in bmc public health, followed up with 13, 619 university graduates, both men and women, typically 38 years old, who had been originally recruited for a larger study conducted from 1999 to 2008. when the study began, all the participants were free of depression. for women, moderate alcohol intake, equal to one or two glasses of wine per day, was associated with a 38 percent lower risk of depression. but the positive results were only recorded for women. the type of alcoholic beverage consumed did not appear to make a difference. the university of leicester, in england, recently hosted an entire medical conference devoted to research on the chemical compound resveratrol, which is found in grape skins and red wine. scientists presented 65 lectures about the compound and related research. some highlights : researchers claim resveratrol could potentially halve the rate of bowel cancer, and may also help prevent heart disease and diabetes. " at the university of leicester, we want to see how resveratrol might work to prevent cancer in humans, " said conference organizer karen brown, ph. d. " having shown in our lab experiments that it can reduce tumor development, we are now concentrating on identifying the mechanisms of how resveratrol works in human cells. " one recent study not presented at the leicester conference has found that resveratrol may improve the ability of radiation to kill prostate cancer cells. when the researchers exposed cancer cells to the red wine chemical prior to radiation treatment, the radiation was far more effective in killing off the cells. according to the study, published recently in the journal cancer science, the authors began the study because they feel medicine lacks safe and effective non - surgical prostate cancer treatments. " in theory, either resveratrol can be given with a full dose of radiation to enhance tumor killing or with a lower dose of radiation to limit radiation side effects, " said co - author michael nicholl, m. d., a university of missouri assistant professor and a practicing oncologist at ellis fischel cancer center. while the research is encouraging, the results may not be exclusive to red wine chemicals. " other natural compounds


learn something new every day more info... by email thermal epoxy is any adhesive epoxy that has one or more substances added to it to enhance thermal, or heat, transfer. these epoxies can be electrically conductive or not conductive, depending on the thermal additive used. silver and other metal - based thermal additives are usually electrically conductive, and thermal epoxies that contain these additives must be applied very carefully so as not to cause electrical shorts. ceramic - based additives are not electrically conductive but are also not as efficient at thermal conduction. manufacturers make thermal epoxies that are designed to work as high - performance engineering adhesives and structural adhesives in a wide range of applications and environments. these include aircraft, boats, marine equipment, cars, surfboards, snowboards, and bicycles, among others. there are thermal formulations for almost every application imaginable, including those that cure while under water, those that remain very flexible or get quite rigid when cured, those resistant to fire or high heat, and even those certified by the u. s. national aeronautics and space administration ( nasa ) for low outgassing. heat can damage or destroy electrical components, and today ’ s high - speed computer components produce a large amount of heat that must be removed. devices called heat sinks are used to pull heat away from an object and dissipate the heat to the air, sometimes with the help of a cooling fan. heat sinks are made from metal alloys designed to have excellent thermal conduction properties, and they have specially designed fins to help conduct and remove the heat. they are almost always mounted to a surface using a special adhesive thermal epoxy. when used in computer applications, a thermal epoxy can help fill microscopic voids that occur in the surfaces of heat sinks and other devices. these voids occur in the manufacturing process. when two objects are mounted together, for instance a chip and a heat sink, the voids fill with air. air is a very poor thermal conductor, so a substance is introduced to fill the voids and help conduct the heat to the heat sink for removal. the substance used can be thermal grease, thermal tape, thermal pads or, if the device needs to be secured to the mounting surface, thermal epoxy. when applying thermal epoxy it is very important to use the least possible amount required to fill any voids and make the bond. if a too - thick coat of epoxy is applied