are we thinking too little, or too much? in the course of making a decision, managers often err in one of two directions — either overanalyzing a situation or forgoing all the relevant information and simply going with their gut. hbs marketing professor michael i. norton discusses the potential pitfalls of thinking too much or thinking too little. key concepts include : - when deciding among potential products or employees, managers often take too much time considering all the attributes of their choices — even attributes that have no bearing on the situation at hand. - however, in trying to avoid overthinking a decision for fear of decision paralysis, managers often " over - correct " and end up not thinking enough. - we know that sometimes people think too much, and sometimes they think too little. but we still don ' t know the right amount to think. the most captivating item in michael norton ' s office is a star wars the force trainer, a toy that allows would - be jedi warriors to levitate a ping - pong ball within a tube using only the power of focused thinking. norton, a marketing professor at harvard business school, plans to study whether inducing people into believing they can expertly control the ball will affect the way they perceive themselves as business influencers. in fact, norton spends most of his time thinking about thinking. so it ' s somewhat ironic that his latest line of research explores the idea of thinking too much. " if you ' ve done something the same way for 10 years, it might be time to reconsider. " " academics traditionally have taken two different approaches to decision - making, " says norton, who teaches in the marketing unit. " one view is that people often make decisions too hastily ; they use shortcuts and heuristics, and therefore they ' re susceptible to biases and mistakes. the implication is that if maybe they thought more, they ' d do better. " and then there ' s this whole stream of research about ways in which you should think more carefully in more logical ways — creating decision trees that map out ' if you want to do this, then you should do this and not that, ' making lists of the pros and cons and making a decision based on which list is longer, and so on. " however, there has been little research that considers the notion that overthinking a decision might actually lead to the wrong outcome. nor have researchers come up with a model that explores how to determine when we ' re overthinking a


. " however, there has been little research that considers the notion that overthinking a decision might actually lead to the wrong outcome. nor have researchers come up with a model that explores how to determine when we ' re overthinking a decision — even though logic tells us that there certainly is such a thing. " we all know that when we make lists, we often end up crumpling them and throwing them away because they ' re not really helping us make decisions, " norton says. " bill clinton was famous for becoming so involved with the intricacies of each policy that no decisions were made. having a leader who considers every detail sounds great in theory, but it can be suboptimal for moving forward with a decision. there ' s a paralysis that can come with thinking too much. " norton explores this idea in from thinking too little to thinking too much : a continuum of decision making, an article he co - wrote with duke university ' s dan ariely for wiley interdisciplinary reviews : cognitive science. " we set out not to tell people whether they ' re thinking the right way, but just to get them thinking, ' i ' m supposed to be making a decision right now — am i thinking too little about this, or am i thinking too much? ' " norton says. " both of those could lead to mistakes. " " we set out not to tell people whether they ' re thinking the right way, but just to get them thinking, ' i ' m supposed to be making a decision right now - am i thinking too little about this, or am i thinking too much? ' both of those could lead to mistakes. " for example, in choosing laptop computers for a sales team, an it executive might get caught up in comparing the graphics capabilities and audio quality of various options, when in fact the only factors of importance to users are the size, weight, and security features. worse yet, even if they narrow down the list of attributes under consideration, executives can still be stymied if they try to consider every single laptop on the market. ( in the article, norton and ariely cite a study by social psychologists sheena iyengar and mark lepper, who showed that grocery store shoppers who were offered free samples of 24 jam flavors were less likely to buy any jam at all than those shoppers who sampled only 6 flavors ; considering too many options made it too hard to choose one. ) the problem is that time - crunched managers often swing too far to the other end


flavors were less likely to buy any jam at all than those shoppers who sampled only 6 flavors ; considering too many options made it too hard to choose one. ) the problem is that time - crunched managers often swing too far to the other end of the decision - making thinking spectrum — that is, they don ' t think at all. " very often managers find that there ' s not enough time to think through every single scenario or customer segment, which can take months, " norton says. " but too often the correction to ' we don ' t have time to do that ' is an over - correction to one hundred percent ' we should go with our gut. ' " while all good managers should be able to make snap decisions in high - pressure situations, they may miss out on good opportunities — and fall into ruts — when they make quick decisions strictly out of habit. too often, " we always do it that way " is the main reason for a decision. for instance, a manager might hire or disqualify job candidates based on whether they make good eye contact during an interview, just because past candidates who made good eye contact ended up performing well at the company. " so they just decide to use that criterion forever because it ' s worked out in the past, " norton explains. " but they don ' t think about what if they had hired people who don ' t make eye contact. maybe they would have been better than the people who do. and so that ' s the idea we want people to consider. sometimes when you make habitual decisions, things work out fine. but that doesn ' t mean they ' re the best decisions. and if you ' ve done something the same way for 10 years, it might be time to reconsider — to think a little more. " more detrimentally, people may make downright bad decisions based on force of habit. in the article, norton and ariely describe a study in which several participants watched a movie while eating popcorn. some received fresh popcorn, while others were given week - old, stale popcorn. the researchers found that those participants who always ate popcorn at the movies were just as likely to gobble down the stale popcorn as they were the fresh popcorn, strictly out of habit. lately, norton has been studying the brain chemistry of decision makers, using functional magnetic resonance imaging ( fmri ) in order to determine the neural signatures of decisions based on habits and those based on thoughtful analysis. he gives the example of choosing a favorite hangout because of the


by steven reinberg monday, april 4 ( healthday news ) - - human papillomavirus ( hpv ), a common sexually transmitted virus that accounts for most cases of cervical cancer, may also play a role in lung cancer, researchers report. in other smaller studies, hpv has been found in lung cancer patients. but what role the virus plays, if any, in the development of the disease is not known, the scientists from the international agency for research on cancer ( iarc ) said. " these preliminary results warrant further investigations into the role of hpv in lung cancer, " said lead researcher devasena anantharaman, a postdoctoral fellow in genetic epidemiology group, which is part of iarc. " however, determining the physical presence of the virus in these lung tumors along with other established markers of hpv - related cancer are necessary to establish a causal relationship, " anantharaman said. the findings were to be presented monday at the annual meeting of the american association for cancer research, held in orlando, fla. for the study, anantharaman ' s team looked for types of hpv among 1, 633 lung cancer patients and 2, 729 people without the lung disease. the researchers found that people without lung cancer had fewer types of hpv than lung cancer patients did. among lung cancer patients, the chances of having eight types of serious hpv were significantly increased, the researchers added. the strongest risk factor for lung cancer is smoking, however, this did not account for increased hpv infection, the study authors noted. the link between hpv and lung cancer remained for current and former smokers, as well as nonsmokers. the results were the same for men and women, anantharaman said. high - risk hpv types, including hpv16 and hpv18, account for some 70 percent of cervical cancers. low - risk types, such as hpv6 and hpv11, cause conditions such as genital warts, and have also been seen in respiratory papillomatosis, which is a benign lung condition, anantharaman said. there is a vaccine to prevent hpv, but whether the same vaccine would have any effect on lung cancer is not clear, anantharaman said. " this study aims to report observed associations. whether these indicate a causal relationship remains to be established, " he said. " i understand the interest in relation to hpv vaccination. however, any interpretation in that light


score an a + with your child ’ s asthma action plan when the school bell rings with the start of school, you ’ ll want the peace of mind that comes from knowing that your child ’ s asthma is well - managed. the best way to prepare the school staff to meet your child ’ s needs is to develop an asthma action plan. what ’ s an action plan? this plan describes how to manage your child ’ s asthma. it gives the school staff clear information — in writing — about what your child ’ s triggers and symptoms are, what medications he or she uses, how to make sure your child exercises safely, how to handle a flare - up, and when to call the health care provider. you ’ ll need to work with your child ’ s provider to complete the plan. an asthma action plan generally covers these topics : medications. this refers to the medication your child uses daily to manage asthma, including the dosage and time of day, and the quick - relief medication to use when your child experiences changes in peak flow or has asthma symptoms. asthma symptoms and triggers. those things that make your child ’ s asthma worse, such as pollen, chalk dust, smoke, mold, pet dander, cleaning products, exercise and certain foods, and symptoms of an asthma flare - up. you should list what steps to take when symptoms appear. exercise and recess. the medication and dose your child needs to take before recess, or exercise and activities your child needs to avoid, or special precautions to take, such as wearing a scarf or ski mask on cold days, or not exercising outdoors when pollen counts are high. problems and emergencies. the name and phone number of your child ’ s health care provider. you should include emergency phone numbers and when to call the provider or emergency medical services. putting it all together it ’ s a good idea to meet with the school nurse, teachers, and coaches early in the school year. your child can be there, too. review the plan and discuss any school policies that affect your child ’ s asthma management. for instance, some schools allow kids to keep their quick - relief medicine with them in their bag or locker, but other schools keep medications in the school nurse ’ s office. some schools allow children to self - administer an inhaler, but if your child doesn ’ t like to use an inhaler in front of the other kids, ask if he or she can be allowed to go to the restroom for privacy. you ’ ll also want to know if the school nurse has a


but if your child doesn ’ t like to use an inhaler in front of the other kids, ask if he or she can be allowed to go to the restroom for privacy. you ’ ll also want to know if the school nurse has a peak - flow meter and nebulizer available. if pet dander is a trigger for your child ’ s asthma, find out if animals, such as gerbils or hamsters, are kept in the classroom. don ' t forget to discuss how medication will be handled during school field trips. if the school doesn ’ t have a full - time nurse, you ’ ll want to provide the teacher with information on how to use an inhaler with a spacer, as well as how to use a peak - flow meter and what the zones mean. for example, many asthma action plans use the traffic light system. in this system, green means safe and corresponds to a peak - flow reading of 80 to 100 percent of your child ’ s best reading. yellow means caution and indicates readings of 50 to 80 percent of his or her best reading. red is 50 percent or less of your child ’ s best reading. measurements in this zone mean he or she needs immediate medical help. as the school year goes on, check in with the staff to review your child ’ s needs and discuss any concerns. the school nurse or your child ’ s health care provider may have forms you can use for your child ’ s action plan, or you can find one that can be personalized on the american lung association ' s website at http : / / www. lung. org / lung - disease / asthma / taking - control - of - asthma / asthmaactionplan - jul2008 - high - res. pdf. with a good plan in place, both you and your child will be breathing easier.


from holocron - star wars combine | average height | | 1. 7 meters | | skin color | | gold to yellow - brown with dark stripes | | distinctions | | lion - like aliens | | average lifespan | | up to 79 standard years old | | known members | | list of known cathar | biology and appearance the cathar are a race of feline - like, biped humanoids from cathar, a planet of savannas and rough uplands. the cathar have fur - covered bodies with thick manes. they have prominent, retractable claws that can deliver powerful killing attacks on foes and prey. their bodies also possess rapid healing abilities. on average, cathar are 1. 5 to 1. 9 meters tall. these traits make them the perfect hand - to - hand specialists. society and culture they are known for their loyalty, passion, and temper. quick and powerful, they are considered great warriors and dedicated, efficient predators. their females are prized as slaves, whereas the males are generally considered too uncontrollable for slavery. on their homeworld, cathar live in cities built into giant trees, and are organized into clans governed by " elders. " stories of their great heroes are often carved into the trunks of these tree - homes for following generations to see. the cathar mate for life, to the extent that when one mate dies, the survivor never has a relationship with another. cathar clan society includes great pageants and celebrations, especially for their heroes. their religion includes a ritual known as the " blood hunt, " in which cathar warriors individually engage in combat against entire nests of kiltik in order to gain honor and purge themselves of inner darkness. the native language of the cathar is catharese, which includes the emphasis of some spoken words with a growl. the planet of cathar was devastated by the mandalorians during the battle of cathar, leading to the enslavement and near - extinction of the cathar species. over 90 percent of the species were killed by the mandalorians in the battle. the few survivors were forced to flee offworld to survive. after the end of the mandalorian wars cathar began to resettle their world and by the time of the galactic civil war, it had fully recovered from the damage the mandalorians had done. force - sensitive cathar often became jedi, even though the jedi way tended to be in opposition to their natural tendencies. references : - http : / / star


the kindergarten have been planning to offer a preventive program on sexual assault for young children, but they were still deliberating about this. after what happened, they are now ready to start, but how? by looking for the best program available. i got hold of one program that they call, ' ich bin doch kein heini!? ' ( ' i am nevertheless not heini!? ' ). the puppet, heini, would be the main ' speaker ' of the program. the children would show " heini " behaviors that would hopefully expose their self - assurance and self - confident. they would learn basic skills that build self - worth, self - confidence and good judgment. the moderators of the program would then integrate police know - hows with competent, social educational skills. the children would be shown how to react opposite strangers, in different situations in which they would be alone ; meaning, no presence of their parents. but a part of the program would also involve the parents. because the program ' s concept is to provide the resources for reinforcing the skills the children would need in preventing such things to happen. the key to the success of the program is to encourage the change of behavior and to encourage the children to follow the rules. that would mean more awareness on the part of the parents, of course. the program is also based on the ' feelings yes, feelings no ' from canada. it reinforces the children ' s understanding of yes and no feelings, provides them with a simple, non - threatening definition of sexual assault, and introduces them to skills that will aid them in assessing situations involving strangers. it also hopes to give children the skills necessary to protect themselves from sexual assault - - from strangers, from family members, from other trusted persons. the program would focus on behavior or reactions when the children faces a stranger ' s on the door, in a car or in the playground. thus, it would be easier for the kids to react right when faced with these everyday situations. role playing would be done during the 45 minute program. this sounds just right. the thing is, the program states that they recommend that only kids from 6 years old up should join the program as the younger ones would not be able to appreciate and understand the danger in those situations. which made me think, are our younger kids really so open to these bad elements in the community? therefore, as parents, it is really our responsibility to protect our kids ; that is until they reach the age of 6 in which they could


teachers love to assign book reports. did you ever wonder why? sure, you could think of it as a cruel attempt to force you to read. but it might be a little more than that! your teacher ' s goal is to broaden your understanding of the world and society. that is what good books do! what is included in a book report? book report content will vary according to grade level. middle grade - level book reports will provide the basic details about a book, a summary of the plot, and some comments regarding the student ' s opinions and impressions. as students mature and advance, the book reports should include a little more. as students enter high school and higher grades, they will start to explain and explore the messages that are contained in books - - messages about life and its important experiences. students will begin to share their own opinions about these messages ( themes ) contained in books. your book report introduction the introduction segment of your book report provides an opportunity to make a good first impression! you should try to write a strong introductory sentence that grabs your reader ' s attention. somewhere in your first paragraph, you should also state the book ' s title ( italicized ), the topic, and the author ' s name. high school - level papers should include publication information as well as brief statements about the book ' s angle, the genre, the theme, and a hint about the writer ' s feelings in the introduction. first paragraph example : middle school level : the red badge of courage, by stephen crane, is a book about a young man growing up during the civil war. henry fleming is the main character of the book. as henry watches and experiences the tragic events of the war, he grows up and changes his attitudes about life. first paragraph example : high school level : can you identify one experience that changed your entire view of the world around you? henry fleming, the main character in the red badge of courage, begins his life - changing adventure as a naive young man, eager to experience the glory of war. he soon faces the truth about life, war, and his own self - identity on the battlefield, however. the red badge of courage, by stephen crane, is a coming of age novel, published by d. appleton and company in 1895, about thirty years after the civil war ended. in this book, the author reveals the ugliness of war, and examines its relationship to the pain of growing up. before you get started on the body of the report, take a few minutes to jot


years after the civil war ended. in this book, the author reveals the ugliness of war, and examines its relationship to the pain of growing up. before you get started on the body of the report, take a few minutes to jot down some helpful information by considering the following points. - did you enjoy the book? - was it well written? - what was the genre? - ( fiction ) which characters play important roles that relate to the overall theme? - did you notice reoccurring symbols? - is this book a part of a series? - ( nonfiction ) can you identify the writer ' s thesis? - what is the writing style? - did you notice a tone? - was there an obvious slant or bias? conclusionas you lead to your final paragraph, consider some additional impressions and opinions : - was the ending satisfactory ( for fiction )? - was the thesis supported by strong evidence ( for non - ficton )? - what interesting or notable facts do you know about the author? - would you recommend this book? conclude your report with a paragraph or two that covers these additional points. some teachers prefer that you re - state the name and author of the book in the concluding paragraph. as always, consult your specific assignment guide.


if you ' re overweight, your primary care physician will help assess the role your weight plays in your knee pain and recommend a plan of treatment accordingly. most likely, a plan for weight loss will be part of your treatment. many knee problems can be avoided by maintaining a healthy weight. carrying extra weight is directly related to knee pain. a 2008 review article in the journal obesity found that obesity ( defined as having a body mass index of 30 or above ) leads to pain, limits activity, and increases the risk of needing a total knee replacement. in 2003, obesity research published a study of 5, 700 americans over age 60. it showed that the more obese a person was, the more likely he or she was to experience knee pain. about 56 % of severely obese people had significant knee pain, compared with 15 % of people who were not overweight. such findings are not surprising when you consider that with each step on level ground, you put one to one - and - a - half times your body weight on each knee. so a 200 - pound person can put 300 pounds of pressure on each knee with each step. the burden is even higher when you go up and down stairs ( two or three times as much weight ) or squat ( four or five times ). so if you ' re 50 pounds overweight, the simple act of going downstairs and squatting to move clothes from the washer to the dryer puts hundreds of extra pounds of force on your knees. related video : osteoarthritis of the knee see how osteoarthritis develops when cartilage in the knee tears or erodes and the bones begin to rub together.


the library of congress manuscript division, library of congress prints and photographs division, library of congress search by keyword | browse by the online presentation of the wilbur and orville wright papers at the library of congress, comprising about 10, 121 library items or approximately 49, 084 digital images, documents the lives of wilbur and orville wright and highlights their pioneering work which led to the world ' s first powered, controlled and sustained flight. included in the collection are correspondence, diaries and notebooks, scrapbooks, drawings, printed matter, and other documents, as well as the wrights ' collection of glass - plate photographic negatives. the wright brothers ' letters to aviation pioneer and mentor octave chanute, from the octave chanute papers, were also selected for this online collection. the wright papers span the years 1881 to 1952 but largely cover 1900 to 1940. this online presentation includes the famous glass - plate negative of the " first flight " at kitty hawk on december 17, 1903, as well as diaries and letters in which wilbur and orville wright recount their work that led to the mission of the library of congress is to make its resources available and useful to congress and the american people and to sustain and preserve a universal collection of knowledge and creativity for future generations. the goal of the library ' s national digital library program to offer broad public access to a wide range of historical and cultural documents as a contribution to education and lifelong learning. the library of congress presents these documents as part of the record of the past. these primary historical documents reflect the attitudes, perspectives, and beliefs of different times. the library of congress does not endorse the views expressed in these collections, which may contain materials offensive to some readers. american memory | search all collections | collection finder | teachers


lice are tiny insects that do not need wings. they are brownish coloring and they ' re very small when they are born. that ’ s exactly why it is really not easy to see them. full grown head lice are usually about the size of a little sesame seed. head lice can not fly or swim and they only by individual touching another person. how do the lice reproduce it begins with a female louse laying eggs near the hair roots to keep the eggs comfortable and warm. the eggs hatch about a week later and baby lice are born. the nits or the vacant eggshells remain glued on the hair. when your hair grow out the eggshells end up being detectable and you may notice that there is something white - colored stuck to your head. then you ' ll definitely know that you almost certainly have lice. it takes them about seven to 10 days for being fully grown. if they are grown they start to move from 1 head to some other, usually searching for a brand new home. lady lice may lay eggs already after the 6th day after she came into this world. so to get rid of lice you have to act immediately and get rid of all the lice before the sixth day. if you don ’ t then the cycle starts all over again given that sole head lice could lay up to 10 eggs each day. to discover these tiny pests you need to search really carefully. you must search your entire head by a single small area of hair at a time. you will need to do this in a very good light or you will miss out on them. the eggs are extremely small however you can easily spot them because they ' re very white - colored. you can only see the eggs very close to the scalp. the eggs are glued on your hair with a highly effective material. who should you treat only people who have head lice should be technically treated, however it is a good idea to look at your whole family for lice. especially when a kid is carrying lice, since you are in close contact with the kid. the best method is to wet the hair and use a thin hair comb to go through the hair very carefully. when your child has lice then it ' sbest if you inform all other parents of youngsters that your kid is in contact with and also the school. without treating everyone the kid might be in touch with the head lice are going to be back again. tips on how to avoid lice from coming back again? the


october 20 2008 position paper no. 611 : peeking behind the blue ribbon download the complete report below. the no child left behind act of 2002 ( nclb ) was enacted to shine more light on student performance previously hidden by school - wide, aggregate achievement results. nclb makes important progress toward that goal by requiring states to report the performance of various student sub - groups, including minority children, students with disabilities, and non - native english speakers. one of the country ' s most prestigious distinctions is to be named a u. s. department of education no child left behind ( nclb ) blue ribbon school. in 2007, only 133 public schools nationwide were honored as blue ribbon schools for scoring in the top 10 percent on state assessments. " these schools are proving that when we raise the bar our children will rise to the challenge, " according to secretary of education margaret spellings. [ i ] these schools also did not enroll many from disadvantaged backgrounds, and a closer look at these award - winning schools reveals that many of them do not live up to that touted " blue - ribbon " label. on average, just 11 percent of students at those 2007 blue - ribbon schools came from impoverished backgrounds, three percent of students were classified with limited english proficiency ( lep ), and only eight percent of students had disabilities. [ ii ] the median home value in the schools ' neighborhoods exceeded $ 300, 000 on average, and the median family income approached $ 100, 000. yet at one in three of those blue - ribbon schools, at least 25 percent of students in at least one grade were not proficient in at least one core subject tested. on average, more than a quarter of students in two grades scored below proficiency in two subjects at those underperforming 2007 blue - ribbon schools. specifically, at underperforming award schools, the percentage of students in at least one grade who did not score proficient ranged from 26 to 62 percent in reading, and from 26 to 56 percent in math. many blue - ribbon schools that underperformed in those core subjects also had similarly poor performance in at least one grade in science. this analysis finds many states are engaging in nclb accountability - avoidance, unwittingly aided by the blue - ribbon award designation. such avoidance is likely to increase as the 2013 - 2014 school year deadline for 100 percent student proficiency approaches, making a u. s. department of education blue ribbon an increasingly unreliable indicator of academic quality in the coming years, absent necessary reforms. instead of piling on additional, expensive federal


thu september 20, 2012 why pictures can sway your moral judgment originally published on thu september 20, 2012 8 : 41 am when we think about morality, many of us think about religion or what our parents taught us when we were young. those influences are powerful, but many scientists now think of the brain as a more basic source for our moral instincts. the tools scientists use to study how the brain makes moral decisions are often stories, said joshua greene, a harvard psychologist, citing one well - known example : " a trolley is headed toward five people, and the only way you can save them is to hit a switch that will turn the trolley away from the five and onto a side track, but if you turn it onto the side track, it will run over one person. " it ' s a moral dilemma. greene and other researchers have presented this dilemma to research volunteers. most people say they would flip the switch and divert the trolley. they say they don ' t want to kill someone, but one innocent person dead is better than five innocent people dead. what this shows is that people resolve the moral dilemma by doing a cost - benefit analysis. greene says they look at the consequences of each choice, and pick the choice that does the least harm. in other words, people are what philosophers would call utilitarians. except, greene tells me, sometimes they aren ' t. he asked me to visualize another well - known dilemma : " this time, you ' re on a footbridge, in between the oncoming trolley and the five people. and next to you is a big person wearing a big backpack. and the only way you can save those five people is to push this big guy off of the footbridge so that he lands on the tracks. and he ' ll get squashed by the train ; you sort of use him as a trolley stopper. but you can save the five people. " would you push the big guy to his death? more important, do you feel this moral dilemma is identical to the earlier one? " in a certain sense, they ' re identical, " greene said. " trade one life to save five. but psychologically, they ' re very different. " pushing someone to their death feels very different from pushing a switch. when greene gives people this dilemma, most people don ' t choose to push the big guy to his death. in other words, people use utilitarian, cost - benefit calculations — sometimes. but other times, they make an emotional decision. " there


greene gives people this dilemma, most people don ' t choose to push the big guy to his death. in other words, people use utilitarian, cost - benefit calculations — sometimes. but other times, they make an emotional decision. " there are certain lines that are drawn in the moral sand, " green said. " some things are inherently wrong, or some things inherently must be done. " there ' s another dimension here that ' s interesting : if you watched yourself during the first dilemma, you may have noticed you had to think about whether you ' d push that switch. in the footbridge dilemma, you probably didn ' t have to think — you just knew that pushing someone to his death is wrong. greene says we really have two completely different moral circuits in our brain. when you listen to a dilemma, the two circuits literally have a fight inside your brain. part of your brain says, slow down, think rationally — make a cost - benefit analysis. another says, no, don ' t think about it. this is just wrong! " these responses compete in a part of the brain called the ventromedial prefrontal cortex, which is a kind of place where different types of values can be weighed against each other to produce an all - things - considered decision, " greene said. so what makes the ventromedial prefrontal cortex go with the rational mode sometimes, and the emotional mode other times? greene and a colleague, elinor amit, thought closely about what was happening to people as they tipped from rational mode to an emotional mode. in new research they ' ve just published in the journal psychological science, these psychologists say they have the answer. " emotional responses don ' t just pop out of nowhere, " greene said. " they have to be triggered by something. and one possibility is that you hear the words describing some event, you picture that event in your mind, and then you respond emotionally to that picture. " that ' s the key : some dilemmas produce vivid images in our heads. and we ' re wired to respond emotionally to pictures. take away the pictures — the brain goes into rational, calculation mode. here ' s how they found that out : greene and amit set up an experiment. they presented people with moral dilemmas that evoked strong visual images. as expected, the volunteers made emotional moral judgments. then the psychologists made it difficult for volunteers to visualize the dilemma. they distracted them by making them visualize something else instead. when that happened,


moral dilemmas that evoked strong visual images. as expected, the volunteers made emotional moral judgments. then the psychologists made it difficult for volunteers to visualize the dilemma. they distracted them by making them visualize something else instead. when that happened, the volunteers stopped making emotional decisions. not having pictures of the moral dilemma in their head prompted them into rational, cost - benefit mode. in another experiment, greene and amit also found that people who think visually make more emotional moral judgments. verbal people make more rational calculations. amit says people don ' t realize how images tip the brain one way or another. and that can create biases we aren ' t even aware of. she laid out a scenario to think about : " imagine a horrible scenario in which a terrorist takes an ax and starts slaughtering people in a bus, " she said. " i ' m coming from israel, so these are the examples that i have in my mind. " the story produces a movie in our heads. we can see blood everywhere. we can hear people screaming. we don ' t have to think at all. it feels terribly wrong. then amit presented another kind of news event : a drone strike that sends a missile hurtling toward a target. at the center of the cross - hairs, an explosion. there ' s dust billowing everywhere. " so if you learn about these events from television or from pictures in a newspaper, which one [ would you ] judge as more horrible? " amit asked. " the person with the ax that killed maybe two people but the scene looks horrible and extremely violent, or the picture of the drone that killed 100 people but looks relatively clean and nice? " to be sure, the events amit describes are completely different. one ' s a terrorist attack, the other is a military action. but it ' s true the ax murderer instantly sends the brain into emotional mode. the drone strike has less vivid imagery. you can ' t see, up close, what the missile does. so most people go into utilitarian mode — they start to think about the costs and benefits. amit ' s point is not that one mode is better than the other. it ' s something much more disturbing. as you listen to the news everyday, hidden circuits in your brain are literally changing the ground rules by which you judge events. you think you ' re making consistent moral choices when, really, the movies playing in your head might be making your choices for you.


offering hope with the power of the sun haiti is the poorest country in the western hemisphere and its population is the third hungriest in the world. the 8. 9 million residents lack adequate food and shelter. children regularly die from easily preventable and treatable diseases. it is hard to believe such desperation exists just 600 miles south of the united states. fond des blancs, is a rural area of haiti and is home to 250, 000 people. since there is no public access to electricity, the hospital and a few others make use of gasoline or diesel – powered generators for their primary source of electricity. the increase in fuel prices and lack of fuel availability is limiting. the use of generators in homes is out of the question so they live without electricity. when the sun sets, some use kerosene lamps and candles as their main source of light. the foundation seeks to improve rural isolated communities by bringing solar power to enhance these desperate areas. fond des blancs, haiti … a rural area with little electricity but rich in sunshine. a team of specialists have identified a total of $ 685, 000 of solar installations in fond des blancs that will bring electricity to their hospital, clinics, schools, and community gathering areas. the goal is simple : to improve lives by utilizing the free, consistent power found in the sun. all installations will be overseen by the foundation in partnership with the st. boniface haiti foundation who will train local residents to support the solar energy systems after installation.


click on the names to hear how they are pronounced ad 581, yang jian replaced north zhou from the two jin, southern and northern dynasties and established a new era. he named this new dynasty sui. he was the emperor - - sui wendi. he was a good emperor who made the lives of civilians much better than before. he made many reforms that helped to increase national power. the unifying of china once again was also accredited to him and his general ( also son ) yang guang. because of political needs, sui started constructing many structures starting at the beginning of the dynasty. wendi ' s son, sui yangdi, scaled up the construction. the projects were 1 ) building the two capital cities - - the city of da xing and city of luo yang ; 2 ) filling up the storehouse ; 3 ) opening up a canal, 4 ) constructing roads. during yangdi ' s rein, a canal connecting the north and south was constructed, and a road connecting luo yang, through the mountain of tai hang, and bing zhou was constructed. right - - > a sui woman rider statue ( graphic courtesy of china - window. com ) after the death of sui wendi, his son yang guang inherited the throne. yang guang was later known as the famous tyrant sui yangdi. this title came from 1 ) his lavish of civilian ' s labour, 2 ) frequent invasion to gaoli, 3 ) extravagance, 4 ) cruel punishments. during yangdi ' s rein, there was conscription every year. if there were not enough men, he drafted women to do work for him. if anyone dared to say anything against him, he used cruel punishments on him. he didn ' t care who died or who lived. because of yangdi ' s tyranny and natural hazards, neither people nor animals had means to live. having no choice, the people revolted. ad 611, wang bo started a rebel army on the moutain of chang bai and called upon everybody in the country to follow him. under these revolts, sui was on the verge of destruction. ad 618, sui yangdi was killed by one of his officers. sui was finished. although sui was short - lived, its importance in chinese history cannot be overlooked. because sui was so short - lived, many of its cultural and scientific developments are grouped with tang.


our baby parrots all of our baby parrots are left with their mother for the first three weeks of their lives. doing this ensures a strong immune and gut flora system develops. at three weeks of age, the babies are taken from the nest, are handfed and the socialization period begins. at around eight weeks old, the babies have a complete examination by a licensed avian veterinarian to make sure they are healthy and doing fine. at the same time as the checkup we have them dna - sexed. as the babies start the weaning process, we introduce them to a great variety of pellets, fruits, rice, pasta, eggs, vegetables and even some chicken. this usually begins at approximately five to six weeks of age, but they are also still being handfed. we gradually start to cut back on the handfeeding as the babies grow and mature. we let the babies let us know when that time arrives. when they are not hungry, they will spit the formula back out or they just won ’ t open their beaks. it is very common for a baby parrot to lose some of their body weight at this point. all our babies are raised in our home, in a family environment. our house is a very busy place, with lots of ongoing activity. we are foster parents, so we have children of all ages playing with, cuddling and just talking to the baby parrots. running around the house also are two tiny yorkshire terriers and a toy maltese. needless to say, our babies are exposed to many different faces and voices. the babies get to run around our kitchen for large periods of time throughout the day – this is their time to play together and get acquainted with their siblings and friends.


shortly after the deepwater horizon disaster, mysterious honeycomb material was found floating in the gulf of mexico and along coastal beaches. using state - of - the - art chemical forensics and a bit of old - fashioned detective work, a research team led by scientists at woods hole oceanographic institution ( whoi ) confirmed that the flotsam were pieces of material used to maintain buoyancy of the pipe bringing up oil from the seafloor. the researchers also affirmed that tracking debris from damaged offshore oil rigs could help forecast coastal pollution impacts in future oil spills and guide emergency response efforts — much the way the coast guard has studied the speed and direction of various floating debris to guide search and rescue missions. the findings were published jan. 19 in environmental research letters. on may 5, 2010, 15 days after the deepwater horizon explosion, oceanographer william graham and marine technicians from the dauphin island sea lab were working from a boat about 32 miles south of dauphin island, ala., when they saw a 6 - mile - long, east - west line containing more than 50 pieces of white material interspersed with sargassum weed. the porous material was uniformly embedded with black spheres about a centimeter in diameter. no oil slick was in sight, but there was a halo of oil sheen around the honeycomb clumps. two days later, the researchers also collected similar samples about 25 miles south of dauphin island. nobody knew what the material was, with some hypothesizing at first that it could be coral or other substance made by marine plants or animals. graham sent samples to whoi chemist chris reddy, whose lab confirmed that the material was not biological. but the material ’ s source remained unconfirmed. in january 2011, reddy and whoi researcher catherine carmichael, lead author of the new study, collected a piece of the same unknown material of elmer ’ s beach, grand isle, la. in april, 2011, they found several large pieces, ranging from 3 to 10 feet, of the honeycomb debris on the chandeleur islands off louisiana. oil on all these samples was analyzed at whoi using comprehensive two - dimensional gas chromatography. the technique identifies the thousands of individual chemical compounds that comprise different oils from different reservoirs. the chemistry of the oil on the debris matched that of oil sampled directly from the broken pipe from the macondo well above the deepwater horizon rig. in addition, one piece of debris from the chandeleur islands retained a weathered red sticker that read “ cuming ” with


the debris matched that of oil sampled directly from the broken pipe from the macondo well above the deepwater horizon rig. in addition, one piece of debris from the chandeleur islands retained a weathered red sticker that read “ cuming ” with the numbers 75 - 1059 below it. reddy found a company called cuming corporation in avon, mass., which manufactures syntactic foam flotation equipment for the oil and gas industry. he e - mailed photos of the specimen to the company, and within hours, a cuming engineer confirmed from the serial number that the foam came from a buoyancy module from deepwater horizon. “ we realized that the foam and the oil were released into the environment at the same time, ” reddy said. “ so we had a unique tracer that was independent of the oil itself to chronicle how oil and debris drifted out from the spill site. ” the scientists overlaid the locations where they found honeycomb debris on may 5 and 7 with daily forecasts produced by the national oceanic and atmospheric administration ( noaa ) of the trajectory of the spreading oil slick. noaa used a model that incorporated currents and wind speeds, along with data from planes and satellites. on both days, the debris was about 6. 2 miles ahead of the spreading slick. the explanation, the scientists said, is the principle of leeway, a measure of how fast wind or waves push materials. the leeway for fresh oil is 3 to 3. 3 percent, but the scientists suspected that “ the protruding profile of the buoyant material ” acted acting like a sail, allowing wind to drive it faster than and ahead of the floating oil. in this case, the flotsam served as a harbinger for the oncoming slick, but because different materials can have different leeways, oil spill models may not accurately forecast where oiled debris will head. “ even a small deviation in leeway can, over time, results in significant differences in surface tracks because of typical wind fields, ” the scientists wrote. the coast guard has a long history of calculating the leeway of various materials, from life jackets to bodies of various sizes and weights, to improve forecasts of where the materials would drift if a ship sank or a plane crashed into the sea. but calculating leeways has not been standard practice in oil spills. “ we never had solid data to make the case until this study, ” said merv fingas, who tracked oil spills for more than 38 years for environment canada, which


the waste prevention and management regulation, 2012, which came into effect on 18 april 2012 in bhutan is a comprehensive regulation for the waste minimization and management. it establishes various agencies and monitoring authorities for the effective implementation of this regulation, and is applied to all point sources and / or point of origin of different types of waste and their management. national environment commission ( nec ) is the apex monitoring body under this regulation which shall coordinate and monitor the overall performance of implementing agencies designated to efficiently implement the provisions of this regulation. and, the royal bhutan police shall assist the implementing agencies in achieving full compliance. this regulation is a strong measure to deal with the existing bad scenario of waste disposal and management in bhutan. chapter 2 of the waste prevention and management regulation, 2012 states the general provisions and provides summary to the whole purpose of this regulation. some of the salient features of the general provisions are : providing safe and healthy environment to the community at all times prohibition from disposing waste by every person or an organization in any manner unless required by this regulation inherent duties on each person regarding - safe storage and disposal of waste - handle waste without endangering the person or the environment - complying and cooperating with the initiatives of waste management required under this regulation - cooperation to implementing agencies and authorized service provider for the proper implementation of this regulation a person on having knowledge of any person disposing waste of any nature into the environment shall report to the nearest local authority or the royal bhutan police restriction of sanitary landfill or open dump site in certain locations such as within a distance in or around human settlements, near water catchment areas, rivers, wetlands or ground water sources, landslide prone areas, notified area of endangered wildlife habitation and near monuments. identification of an area as an open dump site for a specific duration by nec which can close or upgrade these sites depending upon their impact on health and environment removal of non - functional vehicles or machineries stranded in one public place. formulation of appropriate mechanisms to prevent and control the waste and nuisance caused by stray domestic animals this regulation has laid down many provisions for handling and management of hazardous or infectious waste which are to be followed by implementing agency such as to have in place a system for safe storage, handling and disposal of hazardous wastes, providing personal protective equipments, labeling of containers having hazardous contents and maintaining detail records regarding incidents of injuries, accidents and non - compliance to the regulation. for waste management services, the implementing agency in consultation with the sanitary committee may formulate collection mechanisms and propose chargeable fee amount that may vary


containers having hazardous contents and maintaining detail records regarding incidents of injuries, accidents and non - compliance to the regulation. for waste management services, the implementing agency in consultation with the sanitary committee may formulate collection mechanisms and propose chargeable fee amount that may vary for residential, commercial institutions and corporations. the fees, charges and fines collected are used for purposes such as outsourcing of waste collection services ; public education and awareness programs ; fund research, technical capacity development programs ; cleaning campaigns, maintenance of existing waste management infrastructures ; and incentives & awards for exemplary waste management initiatives. the implementation agencies or responsible authorities for the above mentioned provisions are : the national environment commission the royal bhutan police dzongdag monitoring authority within dzongkhag jurisdiction dungpa, gup, mangmi, divisional forest officer, park managers and institutional heads shall be the implementing agencies within respective territorial jurisdictions department of roads in collaboration with the road safety and transport authority waste management categories this regulation classifies wastes into four categories for the purpose of clearly demarcating the roles of implementing agencies under respective waste categories for the effective waste management. the provisions under these four waste management categories are as follows : a. medical wastes management under this section, the ministry of health and the ministry of agriculture and forests shall monitor the implementing agencies which include health clinics, hospitals, bhus, department of livestock, bhutan narcotic control agency and drug regulatory authority. medical wastes under this regulation are classified into the categories of general waste, pathological waste, infectious waste, sharps, pharmaceutical waste, chemical waste, radioactive waste and pressurized containers. and, this regulation has laid out comprehensive provisions for the prevention and management of each category of medical waste mentioned above. b. municipal waste management under this section, the ministry of works and human settlement shall be responsible for monitoring the implementation within the jurisdiction of thromde with the help of municipal offices of the thromde and dzongkhag as implementing agencies. some of the responsibilities to be undertaken by thromde for managing municipal waste are : - proper waste management including segregation, collection, processing, transport and disposal to designated sites - provide separate containers for biodegradable and non - biodegradable wastes at every point source for the waste segregation - collect waste management service fees and other charges - safe handling, storage and disposal of hazardous or infectious waste - collection and treatment of leachate from a sanitary landfill before its release into the environment - conduction of advocacy programs and awareness programs. the implementing agencies shall designate thromde


and other charges - safe handling, storage and disposal of hazardous or infectious waste - collection and treatment of leachate from a sanitary landfill before its release into the environment - conduction of advocacy programs and awareness programs. the implementing agencies shall designate thromde inspectors for the effective implementation of the municipal waste management provisions under this regulation. responsibilities are entrusted to waste traders and scrap dealers to ensure cleanliness while dealing with municipal wastes, provide protective equipment to their workers and ensure suspicious recyclable wastes are not purchased. c. industrial waste management under this section, the ministry of economic affairs in cooperation with other related agencies shall monitor the implementing agencies. the salient provisions of the regulation under this section are : - trading of waste or waste products by an individual or firm without the permit from competent authority is prohibited. - waste or waste products trading requires license issued by ministry of economic affairs - to get environment clearance is mandatory for a business person engaged in the waste and waste products trading. - without the prior consent of the importing country, export of hazardous industrial waste, by - products and raw materials of industrial processes by an individual or firm shall not be allowed. - the industrial waste generators have to undertake the responsibilities of segregation ( into biodegradable, recyclable and non - recyclable ), treatment, proper collection, transport and disposal of hazardous and non - hazardous waste. - the industrial waste generators have to ensure that the effluent discharge and gaseous emissions should be within prescribed national standards and a detail documentation is maintained of hazardous and non - hazardous waste from generation to disposal in terms of quantity, characteristics and components. incentives like exemption from bhutan sales tax, income tax and custom duties for 20 years, exemption from license fee etc. may be provided to any licensed person engaged in the activities of waste collection, recycling, reuse or value addition to the waste. under this section a waste management fund is established which deposits any revenue generated from the implementation of this regulation and is used for many activities related to waste analysis, minimization and management initiatives. d. e - waste management the provisions under this section will be implemented by the e - waste management entity and the thromdes, dzongkhags, gewog and chiwog with overall directives and guidelines from the department of information technology and telecom shall monitor the implementation by the e - waste management entity. this section have laid down detailed provisions for every producer, importer, exporter, transporter, consumer or bulk consumer for the management and


and guidelines from the department of information technology and telecom shall monitor the implementation by the e - waste management entity. this section have laid down detailed provisions for every producer, importer, exporter, transporter, consumer or bulk consumer for the management and handling of e - waste. an e - waste fund is created under this section by the department of information technology and telecom in consultation with the nec to finance the implementation of e - waste management system and carry out related tasks. there is an entire chapter under the waste prevention and management regulation, 2012 dealing with waste management in government reserved forest including protected areas and dzongkhag communities. the implementing agency for this purpose is the divisional forestry officer or park manager and the monitoring authority is the ministry for agriculture and forests. the guidelines for solid waste collection and transportation within communities are also mentioned under this section. a regional waste collection centre may be coordinated by different dzongkhags to promote economic viability of inorganic solid waste for the reuse or recycling purposes by interested agencies. fine and administrative action this regulation imposes fines and administrative actions on individuals or organizations for various offences. table 1 : offence and fine schedule offence ( acts of noncompliance ) fine amount ( nu. per instance ) littering at any public places dumping of wastes in places other than approved sites operating business establishments without providing waste bins for customer usage any nature of waste being found within a boundary of a household or business unit urinating or defecating in a public place sale of goods or services on the streets and pedestrian walkways without approval dumping wastes into the streams, rivers, drainage systems or other water bodies dumping of industrial waste in areas other than designated location or facility collection of waste without permit from the relevant authority dumping of construction waste including excavated materials and structural demolition waste in places other than designated sites 9000 per truck load upon completion of a construction work, failure to clean up the remnants of the construction materials in and around a construction area, streets, roads or pedestrian pathways placing or storing of goods, including commercial and construction materials, on the streets, roads, and pedestrian pathways without permission of the relevant authority failure to provide common waste bins by house owners failure to segregate solid waste when segregation facilities are available or provided with failure to record detail information on accident, noncompliance or other detail in particular to medical, industrial or any hazardous waste as required to be included in a report dumping or releasing of waste into the prohibited areas by dumping or releasing of industrial, medical or other hazardous wastes including spillage


noncompliance or other detail in particular to medical, industrial or any hazardous waste as required to be included in a report dumping or releasing of waste into the prohibited areas by dumping or releasing of industrial, medical or other hazardous wastes including spillage during transportation in any places other than designated or approved facility giving false or distorted information or report an implementing agency failing to : provide or cause to be provided with safety gears for the personnel handling hazardous or infectious wastes and ensure their strict usage admin action bcsr develop and issue technical guidelines for the handling of hazardous, infectious or dangerous waste and ensure strict compliance therewith send annual report, with quality content, within stipulated time as required by this regulation enforce or achieve compliance requirements under this regulation ; or secure or cause to be secured the waste collection or dump site facility from endangering human and animals due to its failure to fence or cover such areas as told by mr. tenzin lhundup, an official from nec, “ awareness and proper training is yet not implemented in bhutan and for proper waste management, awareness raising is a pre - requisite. ’ ’ he also told cse that bhumtang municipal corporation has started recently with awareness programmes regarding the new regulation. the waste prevention and management regulation, 2012 in bhutan seems to be a well laid legislation covering all aspects related to waste management issues of the country but hope its implementation is as good as its theoretical contents. we are delighted to inform you that the training and capacity building programmes for state pollution control boards ( spcbs ) and pollution control committees ( pccs ) done by centre for science and environment ( cse ) in collaboration with ministry of environment and forests ( moef ) and central pollution control board ( cpcb ) have successfully completed two years.


november 17, 2012 old school – how i made presentations back in 1993 as i approach a quarter century of teaching, i ’ m making yet another shift in how i present videos in class, and that led me to ponder the ways classroom technology has changed since i began teaching physics at bartlesville high school in 1989. back then the only videos were on vhs tape and shown on a television wheeled into the room on a cart, and if i wanted to display a pre - made visual, i used an overhead projector like the monster shown at right ( the projector, not me! ). the only computer in the high school science department was an apple iic, reserved for the science building rep. some students had scientific calculators, but texas instruments had not yet produced a graphing calculator. my students had to graph their data by hand with hand - drawn best fit lines, all record - keeping was on paper, and attendance was on paper slips clipped to the door each period. as for lab equipment, the school had just bought a few air tracks, but not enough to outfit six or seven lab groups. so we were still using springs on metersticks to pull old wooden dynamics carts across the floor for several of our labs. i ’ ve been known as the computer whiz at work for decades, but i ’ m actually rather conservative in my use of technology. i still keep a paper gradebook, since it never goes offline and is easier than the computer for tracking accumulated tardies and absences, although of course i transfer the grades into the online system. i prefer a dumb whiteboard to an electronic one and rarely use powerpoint, i ’ d rather have students make hand gestures for feedback than use remote ‘ clickers ’, and so forth. but my classroom technology has certainly evolved since my early cro magnon days. science teachers and the donated computers and printers back in 1995 i ’ ve had graphing calculators for years, but have never used their graphing functions outside of training classes since i found them too cramped and limited. instead, as the years went by i worked to build up a collection of used computers for student lab groups to use with vernier ’ s graphical analysis software. by 1995 i was trying to interest other science teachers in this approach, with me arranging for phillips petroleum to donate a bunch of old ibm at machines and dot matrix printers for the science rooms in grades 6 - 12. eventually each station in my lab had an old ibm ps / 2 model 25


science teachers in this approach, with me arranging for phillips petroleum to donate a bunch of old ibm at machines and dot matrix printers for the science rooms in grades 6 - 12. eventually each station in my lab had an old ibm ps / 2 model 25 floppy - disk - based computer for graphing, with a primitive print - only network of telephone cables linking them to a few slow and noisy old dot matrix printers with fanfold paper. my classroom evolved to having old hard - drive computers at the stations, linked in a daisy chain 10base2 network of thin coax cable which i wired up from one station to the next, all linked to a single laser printer. what a breakthrough that was, since i could finally transfer files and everyone could print to a single fast printer with high - quality output. a few years later i led netday at our school, with volunteers helping me install the first ethernet wiring and wall ports in the science labs. by then the use of classroom computers was not all that different from what we do today – we ’ re still using a version of graphical analysis after all these years – although fat crt monitors have been replaced with flat lcd panels and the desktop machines are smaller and more capable with each generation. we also now have enough laptop computers that i can provide each student, not merely each group, with a computer if needed for in - class data collection and lab report creation via wireless networking, but it is still such a big hassle to get enough computers wired up and running properly that i only do it once per year to give them the experience. i presume eventually we ’ ll have convenient tablet computers for this sort of thing, but we ’ re a long ways from getting there with our pitiful state funding for public schools. well, i still have an overhead projector and i actually use it in class, although only for a few demonstrations, such as fleming ’ s law and electromagnetic induction, where an apparatus on the overhead can project a huge visual. until we built the science wing in 2003, i either used a large crt monitor to show visuals or a portable lcd projector on a cart. here ’ s what my classroom technology looked like in 2001, minus the portable lcd projector and a smart board i never used much : my classroom technology in 2001 thankfully the lab stations in the new wing are much larger you can see why we needed the new wing, with its large student lab stations with built - in network ports, ceiling - mounted lcd projector, etc. with the permanent lcd projector


2001 thankfully the lab stations in the new wing are much larger you can see why we needed the new wing, with its large student lab stations with built - in network ports, ceiling - mounted lcd projector, etc. with the permanent lcd projector at my disposal, i shifted even more to computer presentations for visuals and now have an elmo document camera for some demos and papers. but i use powerpoint sparingly, relying much more on the chalkboard ( now a whiteboard ) since it gives me plenty of space to write and leave things visible for the slower students. writing everything out each period also helps me pace myself more to the speed students need and encourages me to be succinct. i use powerpoint only when there are many visuals and / or video clips to integrate into the lesson, not for regular note - taking. 1991 vs. 2012 : whiteboards instead of chalkboards, but not much difference promethean board ( no, that ’ s not me ; i don ’ t like them ) i wrote grants for a smart board over a decade ago and later a promethean board, but neither electronic white board worked for me since the long solutions to some examples took up more than one screen and i wanted the earlier work to remain visible, something i can readily do with my multiple traditional white boards. so i gave both electronic boards away for others to use. i ’ m sure there are clever interactive things i could have students do on a promethean board, but it just doesn ’ t suit my style of instruction. similarly, although some teachers make effective use of them, i don ’ t want a “ clicker system ” of student remotes for feedback, instead relying on observation, questioning, and simple student hand signals. but if we ever equip every student with a tablet computer, that might prompt me to change. video clips – vhs to dvd to the computer and after all that discursion, we get to what prompted me to think back on classroom technology : classroom video clips. in the old days i had to pop in a vhs tape to show a clip and then painfully rewind it. later i could burn clips onto a dvd for use in class with the ceiling lcd projector and that also allowed me to extend the life of good clips beyond their pitiful vhs origins. i have been fighting the dvd player again this year, waiting for it to boot up and wrestling with it to show a clip i ’ ve burned off, or show a bit from a larger video. but


good clips beyond their pitiful vhs origins. i have been fighting the dvd player again this year, waiting for it to boot up and wrestling with it to show a clip i ’ ve burned off, or show a bit from a larger video. but showing a clip from the computer is far more efficient than wrestling with the stupid dvd player. what held me back until this year was that the old laptop computer on my teacher desk simply didn ’ t have enough storage space for all of my video clips and i ’ ve learned not to rely on the school ’ s network for instructional components – i can ’ t stand for the internet or the network to go down and leave me high and dry. but this year i planted a new desktop computer under the desk, angled a not - too - large lcd monitor on it, and thus gained plenty of disk space and processing power to switch to only using computer - based video clips. i ’ ll keep the dvd player handy for full - length videos when i miss school, since most substitute teachers can ’ t handle lab work and simply copying physics notes isn ’ t very helpful. if i can let students work on an existing assignment i always do that, but sometimes a video related to the objectives is the best substitute. the problem is that the dozens of short clips i ’ ve collected were mostly burned to dvds ( with backup discs at home ) and not retained on a hard drive. so i ’ ve been slowly ripping them back off my own dvds, editing them if needed, and throwing them into my dropbox directory. that way they sync up to the cloud as well as onto any computer i designate, giving me several backups and making it easy to get them onto the computer at school. i ’ ve been using handbrake to rip the video clips off my dvds on my desktop windows 7 machine. the default windows media player i use at school won ’ t reliably play the ripped clips, so if i want to play them with the divx player, i have handbrake rip them in mkv format. but if i want to edit them, i can ’ t use the free microsoft movie maker to edit the clips handbrake produces. instead, i rip them off in mp4 format, copy that over to my macbook air and convert the file into a form imovie can edit with mpeg streamclip, edit the file in imovie, and then export it back out. frankly, it has been tedious, but now that the job is done i


testiscles should lower from the abdomen into the scrotum before birth. some boys are born with one or both testicles still inside the abdomen or groin. this is called undescended testicles. orchiopexy is a surgery to lower the testicle ( s ) into the scrotum. reasons for procedure orchiopexy is done to treat undescended testicles. the surgery may improve fertility. undescended testicles also have a higher risk of developing cancer later in life. having the testicle in the scrotum makes it easier to check for early signs of cancer. complications are rare, but no procedure is completely free of risk. your doctor will review a list of possible complications, which may include : - testicle move back up into groin after surgery - damage to the testicle - reaction to anesthesia - injury to surrounding structures what to expect prior to procedure your child ’ s doctor will do the following before the surgery : - physical exam - imaging, blood, and urine tests - discuss the anesthesia being used and the risks of surgery talk to the doctor about your child ’ s medicines or any recent illnesses. you may be asked to have your child stop or start certain medicines before surgery. other things to keep in mind before the procedure include : - bring special toys, books, and comfortable clothing for your child. - your child will need to avoid eating for a period of time before surgery. - for children younger than one year, it is often recommended that they do not eat after midnight the night before the surgery. - clear liquids ( eg, breast milk, water, clear juices ) may be allowed up to two hours before the procedure. general anesthesia will be used. it will keep your child asleep during the surgery and block pain. description of the procedure small keyhole incisions will be made in one or both sides of the groin and in the abdomen. long, thin tools will be passed through the incisions. they will allow the doctor to view and operate inside the body. first, the testicle will be examined. next, a pouch will be created in the scrotum. the testicle will be pulled down into the newly created pouch. stitches will hold the testicle in place. the stitches will dissolve on their own. all other incisions will also be closed with stitches. in some cases, a small button will be placed on the outside of the scrotum. the button will hold the testicle down until healing occurs.


stitches will dissolve on their own. all other incisions will also be closed with stitches. in some cases, a small button will be placed on the outside of the scrotum. the button will hold the testicle down until healing occurs. the doctor removes the button by cutting the stitches a few weeks after the procedure. a medication may be given during the surgery to help manage discomfort after the procedure. in most cases, your child can go home from the hospital on the same day as the surgery. how long will it take? 1 hour per testicle how much will it hurt? anesthesia prevents pain during the procedure. medication will be given after the surgery to manage pain. - your child will be monitored while he recovers from the anesthesia. - the nurse will give pain medicine as needed. when your child returns home, do the following to help ensure a smooth recovery : - give medicines to treat pain and prevent infection as directed. - minor bleeding is normal. care for the incisions as directed by the doctor. - if you child wears a diaper, change it often. leave it off for short periods to reduce any irritation to the area. - follow your doctor ' s direction for incision care. you may be asked to put an ointment or cream on the incisions. - ask your doctor about when it is safe to bathe your child. - engage in gentle play. avoid tiring activities for a few weeks. your child should avoid sitting on or riding a bicycle for about a week after the surgery. - monitor your child for signs of pain. these may include fussiness, trouble moving, sweating, or pale skin. be sure to follow the doctor ’ s instructions. call your child ’ s doctor after you leave the hospital, contact the doctor if any of the following occurs : - increasing pressure or pain - redness, drainage, puffiness, or soreness around the incision site ( s ) - changes in frequency, odor, appearance, or volume of urine - difficulty urinating - signs of infection, including fever or chills - abdominal pain - lack of energy - loss of appetite in case of an emergency, call for medical help right away. - reviewer : mike woods, md - review date : 12 / 2012 - - update date : 12 / 28 / 2012 -


the active galactic nucleus ( agn ) of seyfert galaxy m77 ( ngc 1068 ), about 60 million light years from earth, in the x - ray light, as photographed by chandra x - ray observatory. a composite chandra x - ray ( blue / green ) and hubble optical ( red ) image of m77 ( ngc 1068 ) shows hot gas blowing away from a central supermassive object at speeds averaging about 1 million miles per hour. the elongated shape of the gas cloud is thought to be due to the funneling effect of a torus, or doughnut - shaped cloud, of cool gas and dust that surrounds the central object, which many astronomers think is a black hole. the x - rays are scattered and reflected x - rays that are probably coming from a hidden disk of hot gas formed as matter swirls very near the black hole. regions of intense star formation in the inner spiral arms of the galaxy are highlighted by the optical emission. this image extends over a field 36 arcsec on a side. this three - color high energy x - ray image ( red = 1. 3 - 3 kev, green = 3 - 6 kev, blue = 6 - 8 kev ) of ngc 1068 shows gas rushing away from the nucleus. the brightest point - like source may be the inner wall of the torus that is reflecting x - rays from the hidden nucleus. scale : image is 30 arcsec per side. this three - color low energy x - ray image of m77 ( ngc 1068 ) ( red = 0. 4 - 0. 6 kev, green = 0. 6 - 0. 8 kev, blue = 0. 8 - 1. 3 kev ) shows gas rushing away from the the nucleus ( bright white spot ). the range of colors from blue to red corresponds to a high through low ionization of the atoms in the wind. scale : image is 30 arcsec per side. this optical image of the active galaxy ngc 1068, taken by hubble ' s wfpc2, gives a detailed view of the spiral arms in the inner parts of the galaxy. scale : image is 30 arcsec per side. credit : x - ray : nasa / cxc / mit / p. ogle et. al. ; optical : nasa / stsci / a. capetti et. al. last modification : july 12, 2003


the surname spink in my family tree is from my paternal line. at the moment i have 27 people with this surname. the earliest person is my 4x great grandfather william spink who was born about 1764, probably in the linton area of the yorkshire dales. according to surnamedb the name spink is of anglo - saxon origin. it is said to derive from a nickname given in the first instance to someone thought to resemble a finch in some way. possibly with reference to its brightly coloured plumage or sweet singing voice. a large number of early medieval surnames were gradually created from the habitual use of nicknames, given with reference to a variety of characteristics, such as - a person ’ s physical attributes or peculiarities - mental or moral qualities - a fancied resemblance to an animal ’ s or bird ’ s appearance or disposition - habits of dress, or the first recorded spelling of the family name is believed to be that of roger spinc dated 1133 in the “ chartulary of ramsey monastery ”, bedforshire. other early recordings are : - thomas spink listed in the assize rolls of northumberland in 1256 ; the marriage of edmonde spincke and alice madison in stepney, london on 5th september 1604 ; and the marriage of stephen spink and ann ring on 29th october 1696.


information and public awareness programme the objective of “ information & public awareness programme ” is to disseminate information on new and renewable sources of energy ( nrse ) systems / devices through variety of media like electronic, print & exhibition as well as outdoor media, thereby popularizing and creating awareness about such systems and devices. it also brings to the fore benefits, technological developments and promotional activities taking place in the renewable energy arena from time to time. the role of information and public awareness programme for inculcating the importance of renewable energy amongst masses has been assuming increasing significance in recent times. the programme is implemented mainly through state nodal agencies, directorate of advertising & visual publicity ( davp ), doordarshan, all india radio ( air ), and department of posts, etc. special area demonstration project programme the special area demonstration project scheme of the ministry has been introduced with the objective of demonstrating application of various renewable energy systems in a project mode at places of national and international importance including world heritage sites, heritage monuments, religious locations and places of public interest to create greater awareness of renewable and to supplement the energy requirement at such locations human resources development programme ministry has been implementing a comprehensive human resource development programme with the objective of institutionalizing the renewable energy education and training in the country with the following overall goals : - to update the professionals working in the field of renewable energy on technological, economical and social issues and management of the science and technology and public administration through infusion of scientific temper and accountability ; - to infuse commitment towards building of partnership and participatory decision - making ; - ito be responsive to the challenge of changing framework needs in policy, institutional, legal, trade, ipr, knowledge management, organizational and technological development ; - to strive for improving performance and efficiency of renewable energy systems and devices to make them cost competitive ; - to provide adequate knowledge of the technical issues that are essential to help executives in government, banking and financial sector with non - technical background about renewable energy ; - to bring about attitudinal changes among the renewable energy professionals and those working in the mainstream power sector to enhance the use of renewable energy for energy security of the country ; and - to act as a facilitator for improving the skill sets of professionals and executives in the renewable energy industry and also in research and development institutions. planning & coordination the planning and co - ordination division is responsible for overall planning and budgeting plans schemes / programmes of the ministry and matters related to reforms, policy measures, fiscal concessions, etc. its work involves maintaining


also in research and development institutions. planning & coordination the planning and co - ordination division is responsible for overall planning and budgeting plans schemes / programmes of the ministry and matters related to reforms, policy measures, fiscal concessions, etc. its work involves maintaining a close liaison with different programme divisions of the ministry and with other concerned ministries / departments / states, state nodal agencies, etc. on a regular basis. seminar & symposia the ministry provides support to universities, academic institutions / colleges, non - governmental organizations, government departments, etc. for organizing workshops, seminars, conferences to provide a forum for professionals, students, policy - makers, managers, economists, industry representatives, etc., to interact and share their views on identified thrust areas related to renewable or any other emerging area impinging on technology, innovation in regard to renewables. technology information forecasting, assessment & databank ( tifad ) technology information forecasting, assessment and data bank ( tifad ) have got a vast potential in terms of establishment of a dynamic mechanism for creation of databank on information for state - of - the - art technology through technology forecasting and assessment. this can be achieved by way of creation of facilities for utilization of information technology tools at the mnre headquarters, state nodal agencies, technology institutions, manufacturers, ngos and other organizations in the country and utilization of internet to access global database in the area of renewable energy. - creation of computerization and information technology ( it ) facilities for the ministry headquarters, its regional offices and the solar energy centre. - creation of facilities for internet / intranet access and establishing linkages with the technology institutions / technology providers in the area of renewable energy nationally and globally through vsat systems, modems and other it tools. - creation and updation of databases / databanks and establishment of the technology information system in the area of renewable energy in the country. - involving as well as providing guidelines and financial support to nodal agencies, industries, technology institutions, consultants and non - governmental organisations, involved in the area of renewable energy in the country, for creation of it facilities, databanks and maintaining minimum standards. - creation of facilities and development of software for establishment of management information system ( mis ) and computerised on - line electronic monitoring of projects and programmes in the area of renewable energy in the country. - taking up activities on patents and technology information, forecasting and assessment in the area of renewable energy. 100 % computerization has been achieved. 250 nos. of computer based workstation


projects and programmes in the area of renewable energy in the country. - taking up activities on patents and technology information, forecasting and assessment in the area of renewable energy. 100 % computerization has been achieved. 250 nos. of computer based workstations have been created for providing computerization facility at the ministry ’ s headquarters, its 9 regional offices and solar energy centre. local area network ( lan ) has been established in the two building of the ministry ’ s headquarters for providing connectivity to various computers installed in the ministry. in order to provide connectivity between the computers installed in the two buildings and fast data communication, lans set up in these buildings of the ministry have been integrated through laying of fiber optics cable. e - mail and internet facility have been extended to all the officers at the ministry ’ s headquarters. e - mail facility has also been provided to the 9 regional offices and the solar energy centre. all the officers and officials of the ministry ’ s headquarters, its regional offices and the solar energy centre have been provided training in the use of computers through nic and other professional organizations. specialized training programmes on basic concepts of data management and networking services & applications is being organized at nic for all the officers of mnre, its regional offices and solar energy centre. the mnre has already prepared its web - site in english as well as in hindi through its in - house efforts. the mnre web - site gives a comprehensive picture of the development and utilization of renewable energy sources in india. the ministry has started information and facilitation centre with computer facility at its headquarters for an easy access to various types of information by the visitors coming to this ministry.


the godavari river is a major waterway in india, next to the ganges and indus rivers. it rises at trimbakeshwar, near nasik and mumbai ( formerly bombay ) in maharashtra around 380 km distant from the arabian sea, but flows southeast across south - central india into andhra pradesh, and empties into the bay of bengal the river godavari starts at the western ghats and flows towards the eastern ghats. it flows in the southern india and is considered to be one of the seven sacred rivers. this river originates from the hills situated at the back of the village tryanibak, located at nasik district in maharashtra. a large reservoir is situated at the hill from which the river originates. at ' daulekharam ' it merges into the " bay of bengal ", making a delta. according to the hindu religion the river godavari is considered to be one of the very sacred rivers. the people believe that taking a holy dip in the river relieves them from all the sins. the godavari is the largest river system in peninsular india. arising in the western ghats near nasik it passes through maharashtra, madhya pradesh, orissa and andhra pradesh before debouching into the bay of bengal near kakinada. on the andhra coast. there are ten major distributaries flowing through well established drainage networks.


the little bigfoot phenomenon we ’ ve all heard about the antics of bigfoot, but what about littlefoot? certainly, it ’ s an undeniable fact that many reports emanating from britain tell of encounters with not just large and lumbering, hairy entities, but with distinctly smaller critters, too. centuries - old welsh folklore, for example, tells of the bwbach, an approximately three foot tall, hair - covered humanoid perceived by the folk of that era as a brownie or nymph. supposedly, like so many of similar ilk, they would undertake chores and little jobs around the homes of humans, providing they were the recipients of two things : respect and nourishment, the latter usually in the form of oats, milk and cream. and they had a deep hatred of those who avoided alcohol and who led teetotal lives! feature image via “ letters from the big man ” – a narrative film project in los angeles, ca by christopher munch wirt sikes was u. s. consul to wales, a noted expert on welsh folklore, and the author of an acclaimed 1880 book, british goblins. in its pages, sikes wrote of the hairy little bwbach that it : “ … is the good - natured goblin which does good turns for the tidy welsh maid who wins its favour by a certain course of behaviour recommended by long tradition. the maid having swept the kitchen, makes a good fire the last thing at night, and having put the churn, filled with cream, on the whitened hearth, with a basin of fresh cream for the bwbach on the hob, goes to bed to await the event. ” sikes continued : ” in the morning she finds ( if she is in luck ) that the bwbach has emptied the basin of cream, and plied the churn - dasher so well that the maid has but to give a thump or two to bring the butter in a great lump. like the ellyll which it so much resembles, the bwbach does not approve of dissenters and their ways, and especially strong is its aversion to total abstainers. ” the bwbach is largely forgotten today, but encounters with small, hairy, man - like figures in britain are certainly not. jon downes – director of the center for fortean zoology – says of such matters : “ i have many similar reports of such creatures being seen in devonshire woodland. and the following one is a real


- like figures in britain are certainly not. jon downes – director of the center for fortean zoology – says of such matters : “ i have many similar reports of such creatures being seen in devonshire woodland. and the following one is a real cracker because it has so much separate and credible corroboration to it … ” the location, jon reveals, was churston woods, which is situated close to the english holiday resort of torbay : “ over a six week period, in the summer of 1996, fifteen separate witnesses reported seeing what they could only describe as a green faced monkey, running through the woods. granted, some of the descriptions were quite vague, but most of the witnesses told of seeing a tailless animal, around four to five feet tall, with a flat, olive - green face that would run through the woods and occasionally would be seen swinging through the trees. ” jon concludes : “ now, to me at least, this sounds like some form of primitive human, but, of course, such things simply cannot exist in this country – and yet they seem to. and this area – devon, somerset and cornwall – is rich with such tales. ” matters don ’ t end there, however. in november 2008, an extremely strange story surfaced from wanstead – a suburban area of the borough of london. according to witness testimony, a small bigfoot - type creature was supposedly seen wandering in epping forest, a 2, 476 hectare area of forestland which, by name at least, was first referenced in the 17th century, but that has existed since neolithic times and which, in the 12th century, was designated as a royal forest by king henry iii. british cryptozoologist and author neil arnold describes how the distinctly odd story began : “ the animal was first sighted during early november by eighteen - year - old angler michael kent who was fishing with his brother and father in the hollow ponds area of epping forest, on the border of wanstead and leytonstone. the teenager claimed that whilst walking towards his brothers, he heard a rustling in the bushes and saw the back of a dark, hairy animal around four feet in height, that scampered off into the woods. ” another of those that caught sight of the diminutive beast was irene dainty, who claimed a face to face encounter with the thing on love lane, woodford bridge. she told the press : “ i had just come out of my flat and just as i had turned the corner i saw this hairy thing


was irene dainty, who claimed a face to face encounter with the thing on love lane, woodford bridge. she told the press : “ i had just come out of my flat and just as i had turned the corner i saw this hairy thing come out of nowhere. i really don ’ t want to see it again. it was about four feet tall and with really big feet and looked straight at me with animal eyes. then it leaped straight over the wall with no trouble at all and went off into the garden of the three jolly wheelers pub. i was so terrified that i went to my neighbour ’ s house and told her what had happened. she couldn ’ t believe it and asked me if i had been drinking, but i said of course i hadn ’ t – it was only about 3. 00 p. m. ” further reports subsequently surfaced, some of which were far more of a four - legged variety, maybe even bear - like, rather than actually being suggestive of bigfoot. but, it was this issue of the “ really big feet ” that kept the media - driven controversy focused on matters of a mini sasquatch - type nature. ultimately, just like so many similar such affairs, sightings of the beast came to an abrupt end and the matter of the epping forest monster was never satisfactorily resolved. juvenile bigfoot entities? escaped monkeys? unclassified animals? the cases are many, but in terms of definitive answers we have – forgive the pun! – very “ little ” to go on!


student athletes everywhere can chalk up another point in the win column as the u. s. department of education ’ s office for civil rights has successfully issued a guidance measure that addresses the rights of children with disabilities to participate in school athletics and other extracurricular activities. in an addendum to section 504 of the rehabilitation act, the proposed guidance adds clarity to the responsibilities of federally - funded schools for the provision of opportunities in physical activities and sports participation for students with disabilities. the united states government accountability office ( gao ) also aided in the initiative by providing a report stressing the important health and social benefits of access to and participation in school sports for all students, especially those with disabilities. the measure calls for schools to accommodate students with disabilities who choose to join traditional sports teams by making “ reasonable modifications. ” the national center for health, physical activity, and disability has information and examples of sports adaptation on their website. in cases that an adjustment causes a disruption to the essence of the sport, then the order calls for the school to create a parallel athletic program that would have equal or at least comparable standing to the traditional platform. the measure piggybacks on the successes of title ix and augments the 1972 legislation ( which focused on the inclusion of women in education programs and activities ) to include those with disabilities. this opens the door for massive inclusion of students living with disabilities to be able to participate in sports and extracurricular activities at all levels, much like title ix did for girls ’ athletics. this initiative will do much to improve the opportunities for athletes of all diversities in sport and give those athletes the muscle to erase the stigma that not fitting a prototype doesn ’ t mean one cannot be an athlete.