Tuesday, April 7, 2015

Tattle-Tale Management: They Can Be Taught

Not all classroom teaching happens in the four walls of the classroom. Recess is a perfect opportunity for plenty of teaching too. If your recess runs anything like mine, the first few minutes are spent in blissful happiness. Students run to the playground structure, jump into the sandbox, look for ladybugs in the tall blades of grass, or they grab a ball and begin playing a game. You can almost do a count down and be guaranteed that within about ten minutes, students will suddenly show up in little packs to tattle-tale on each other.

The tattle-tale process almost always runs the same as well. At least one of them is yelling something indecipherable over another one's cries. Often times, the one crying is louder, so you hear, "He is going to telllllllllllll on meeeeee!" The other one is either yelling, "Nooooooo I'm nooooooot!" or tries to shout over the crying to tell you what the alleged infraction is. Does this sound familiar to you? If it does, I have some ideas that have worked well for me.

I look each child in the eye and in a calm voice, explain to them that I would like to hear what they BOTH have to say. It seems that when both students know and learn to trust that they will both be guaranteed a time to voice their hurt, it helps to calm them down some. I usually suggest that they sit with me on a bench. For some reason, moving them from an aggressive stance where they can use their body language to continue a silent form of frustration to a separated chance to sit next to me also adds to helping them to calm down.

In my classroom, we talk A LOT about how we work together and are on a team together this school year. When I sit down to have these feuding students talk, they are tempted to cut each other off and continue the yelling. If this happens, I calmly remind them that each of them will have a turn to talk and to remember that they need to work together with their teammate. This also helps to diffuse the frustration.

Before I give my suggestions to them for how to solve the problems, I explain to them that I will take a moment to think about what they have said. The next step is to suggest that they take a moment to discuss things between themselves to see if they can come to a solution on their own before I come up with one for them. I stand close enough by so that I can over hear their interaction and intervene if necessary. Many times, they can successfully come to a solution before I have to become involved. I hear out their suggestions, give accolades to the good ideas, and sometimes suggest a few more ideas as well.

If they do come up with a good solution, I ask them to tell me what they think they might be able to do next time so this does not happen again. Unfortunately, there are times where both parties are stubborn about wanting to work things out. If that happens, I ask both of them to sit in a separate place for a few minutes to think about some solutions and we have another group meeting and I walk them through some suggestions.

Prior to excusing them back to the play space, I ask them if they have anything they'd like to apologize to the other person for. Usually, at this point, everyone has calmed down enough to think of something appropriate to say to the other person.

I can't say that every step of this process will work immediately. It takes awhile for the students to trust that the teacher will take the time to actually LISTEN to BOTH of them, regardless of who causes the infraction. It takes time on your part. If you consistently and calmly teach your students how to work out their differences with each other, they can be taught, by you, to work things out.

How do you deal with students who have difficulties working things out with others?

I'd love to hear!

Friday, March 20, 2015

Reading and Writing is FUN!

This week has been one of those weeks where I have had a number of entertaining moments as a teacher. I feel like someone could have put up a sign that says, "You know you are a teacher when...."

I mean, how can you argue with that? Birds DO do that in the spring. (Yes, I just wrote Do do....and it wasn't meant to be a Freudian slip, but it works.) Needless to say, I'm not so sure the parent would be pleased to see my little genius's work of art up with everyone else's, so we discussed option number two and went with that.

The next day, I came to school and collected homework. One of the parents had a cute story to share with me. Her son had rocked his reading homework so well, he started with a bunch of "one-liners".

His lines are so hilarious! "Man, Mrs. Aronen will be so IMPRESSED!" "I'm on FIRE tonight!" The best one...."Mrs. Aronen so loves guys who can read by themselves!" Oh.my.word. How cute is that? It made me feel so happy that he thoroughly enjoyed the activity with his mom. To make it even better, if you love those cute kid voices from the Welch's Grape jelly commercials, that's his voice. To a "T"!

And now for what REALLY made my week. Thanks to an AMAZING product created by DeeDee Wills, my students were BEGGING to write this week. I'm really not exaggerating at all. I came across her March Writing Station by way of her blog post. I set up her station in my room and showed the students how to make their writing choices. I made a big deal about the fact that it was something they could CHOOSE to do when they finished their work. Ummmm....LOOK HOW POPULAR IT WAS IS!!!!

They LOVE the station because the "I Can" statement posters show them that they CAN make lists and they CAN label pictures and they CAN make a book and they CAN write a story and they CAN make a card for someone. Look at all the beautiful picture cards with vocabulary they have in one place to use to write. I was a bit blown away by the fact that my MOST RELUCTANT writers actually CHOSE to write a story!! This product really empowered my students and has given them a boost in their writing self-esteem. If you want to see this much enthusiasm with your young writers, head on over to DeeDee's store. She has a writing station for EVERY month. She even put them together in a bundle at a discount if you'd like one of each.

I hope your week ends great. We've had a terrific one.

Sunday, March 15, 2015

Buddy Reading and Writing Activities

Building a strong community between groups at school can be done by pairing younger students with older students. At our school, our kinders have fourth grade Reading Buddies. Once a week, on Fridays, the fourth graders come to our room to work with our students. It is wonderful because both groups look forward to this time immensely. Since they started to work together, they now look for each other outside of the classroom (like at lunch or recess) as well. They love to be together and are disappointed to miss each other on scheduled days off.

When an older student gets to work with a younger student, it increases the confidence of the older student and both students feel an immediate sense of value in their school. The younger students look up to the older students and are thrilled to see them in passing on campus or at school events held outside of school hours. The parents feel their child is more engaged in the school when they have a meaningful connection to other students.

Ten years ago, as a new teacher, I was told I had fourth grade buddies and that I needed to plan something for them to do with each other once a week, for a half hour. I was a bit intimidated. I thought, it is hard enough to engage 24 little five year olds, how was I going to do it for those 24 five year olds, plus about the same amount of fourth graders? I found out that it doesn't have to be too complicated and no matter what you try, it will benefit all students.

The older students read the younger student's library books to them. They also read their weekly phonics books to them. The younger students treat their buddies just like their parents and lean all over them while being read to. When they read the little phonics books, here is a list of ideas I give to them to go over. I encourage the older students to see if the younger students can read any of the words on their own. Each student is given a small white board, marker, and wipe to do activities with their book.

Extension Ideas for Reading Groups

*Read the story through once more. Allow students to read different pages than they did the first time.
* Think of a comprehension question you can ask for each page.
* Discuss vocabulary on each page. Don’t assume children know the meanings of each word.
* Look at each word. Have them tell you how many sounds are in a word.
* Look at each sentence. Have them tell you how many words are in a sentence.
* Focus on punctuation. Have them identify when they see a period or question mark. Discuss what purpose each one serves.
* Look at each sentence. Focus on where the spacing between words is. Have them identify the space.
* Choose a word from the story and write it on your whiteboard. Have them identify what letters are vowels and what sound that vowel makes. Repeat with consonants.
* Use the whiteboard to play “Hangman” with words from the story.
* Use the whiteboard to play “Guess the Missing Letter” game with words from the story. You write a word, but leave out one or two letters.
* Focus on blending in words. You write a word from the story on the whiteboard. Touch and say the sound for each letter slowly. Run the marker under the word slowly and have them read the words slowly. Then run the marker under the word and have them read it faster.
* Pick a word from the story and write it on the whiteboard. See how many real words they can think of that rhyme with that word. Keep a tally on the top of the whiteboard.
* Allow them to choose a different ending for the book. What do they wished happened in the end of the story? Compare how that would be different from the real ending of the book.
* Discuss whether the story is fact or fiction. Could it really happen? What parts of the story could really happen? What parts could not?

Sometimes, we do hands-on reading and spelling activities with playdoh or paint. You should see the kids when we do this. I can't tell who gets more excited, the kinders or the fourth graders. I I give them each a ball of playdough to use with their buddies.

I give them a word family list. I tell them that the ball of playdough represents one word at a time. They teach the kinder buddy how to break the word into individual sounds by pinching a piece of playdough for each sound. They line the sounds up on their desk. After breaking the pieces apart, they poke their finger into each piece and say the sound for that piece of playdough.

For example: with the word "at", they get one ball of dough, but break it into two separate pieces to represent the two sounds /a/ and /t/.

If the word has three sounds, they would break the playdough into three sounds.

Another fun activity we have done is to have the older buddies give the younger buddies a finger paint spelling "test". All words on our word wall are words that my students have been exposed to and should be able to spell by themselves at this point in the school year. Students spread finger paint all over their paper. The older buddies choose and say a word from our word wall. The younger student spells that word by unblending the word into individual sounds and "writing" those right onto the finger paint paper. If they make a mistake, they just rub it out and try again. If they get it correct, they rub it out and do another one.

The older students loved this so much that one said on her way out the door, "I vote that we write our next essay using this method!"

If your school uses "Buddies", I would love to hear about what they do together at your school!

Tuesday, March 3, 2015

March Art, Science, and Spraypaint

Hello! Marissa from The Inspired Owl's Corner and Lisa from PAWSitively Teaching are opening their monthly pick 3 Linky party for all of us to share some great ideas for you to use in your classroom in March! Thanks, Ladies!!

Here are some ideas I have for you.

My students really enjoyed creating the oil pastel and watercolor reindeer from ARTventurous in December, so when I saw that the author created a cute version of a bunny rabbit using the same medium, I saved her lesson immediately to my Pinterest board. I seriously love that even though the students all follow the same directions, each creation turns out with an entirely different personality! In most of her posted creations, the students painted with one color of watercolor in the back. I kind of liked the one that showed two colors kind of mixed. This made me think about trying this project on our watercolor paper. I found a bunch of it on sale sometime back, so I am going to try it out. I bet it really makes the background turn out cool!

Please click on picture to be taken to original Pinterest link,

In our class, we do have science lessons on matter. We don't get to talk a lot about viscosity of liquids in kindergarten, but with a big focus on rainbows in March, this would be a really great science project to do. One aspect I really enjoy about teaching kindergarten is that most of them don't come in with any idea of what could happen when you mix liquids such as honey, light corn syrup, dish soap, olive oil, rubbing alcohol, or water. Watching their eyes bug out and hearing them yell, "Boooooyaaaaah!" when something really cool happens is just pure fun. I saw this experiment done on a few websites and one of the authors mentioned that it was REALLY IMPORTANT to add the ingredients down the side of the jar S-L-O-W-L-Y and that more was not better when adding drops of color. The more color added, the more difficult it becomes to differentiate the colors in the rainbow experiment.

Please click on picture to view original Pinterest link.

Finally, this is a project that Debbie Clement found at a conference created by a teacher named Cindy Tuisku. I was drawn to how beautiful each picture was and then amazed that they were created by a kindergarten class! Debbie does suggest that you read the directions carefully three times. If you scroll to the bottom of her post and read Cindy Tuisku's response to Debbie's post, she tells more about how she managed her class while creating this project using real spray paint.

Click on picture to view original Pinterest link.
If you like these ideas, check out what some others have found for you by clicking on the linky below. If you'd like to join the linky it will be open for the next month.

I love to collect pins for things that can be done in my classroom. If you are interested in seeing those, click on For My Classroom.

Friday, February 27, 2015

Create a Free Avatar for Fun!

Created by Christina Aronen on mybluerobot.com

This is what the main page looks like.

Choose what gender you'd like to create.

Choose a face shape.
Choose a skin color.

Choose what you'd like your iris to look like.

You can also choose the color and shape of your eyes.

Choose your hairstyle.

You can alter natural hair color if you wish.

Choose an eyebrow shape.
Use the directional arrows to tilt eyebrows.

Choose a mouth.
You may tilt or widen it using directionals.

Choose a nose.
Use the zoom to enlarge or make smaller.

Choose an ear shape.
Some hairstyles do not show ears.

Choose a clothing style.
Use the color swatches or wheel to change color.

Glasses can be added.
Styles and color can be chosen.
Use directionals to lower or raise glasses.
Use zoom to make smaller or bigger.

Choose a background.
Or leave blank if you prefer.

Backgrounds can be colored as well.

Click "download" on lower right corner.
It will go straight to your downloads folder.

Finished product!
Have fun with it!

I hope you have fun trying this out! I did.

Monday, February 2, 2015

Valentines Day Math and Writing Activities

Click on image to view original Pinterest link

Click on image to view original Pinterest link

#1: Counting by 10's
#2: Patterning
#3: Math Game
#4: Graphing
#5: Water Bead Math
#6: Number recognition, 1:1 counting to 20

All of these great activities use some really cute math manipulatives!

Click on the image to view original Pinterest link

Wednesday, January 7, 2015

Do You Have a Digital Story to Tell?

Kristen, Juliet, and Cassie over at the Teaching Trio host a linky called Technology Thursday. It is a weekly linky dedicated to all things technology related. Teachers can share reviews of websites or apps you've tried, tech tips that make your {teaching or personal} life easier, and helpful tutorials. Their hope is that this linky provides a place for teachers to share and learn new ways to use technology and engage students!

Be a rule follower!
Rule #1: Include the image above and a link to their blog somewhere in your post.
Rule #2: Be a good blog reader...visit the two blogs who link up before you and leave some love on their pages!
Rule #3: This linky is not intended for product promotion. You may include products you've created in your posts, but they should not be the sole focus of the post.

Today, I have an amazingly easy way for you to tell your story. You can use still pictures, text and embed videos right into the story. This program allows you to create a timeline and use a Google map to help take your viewers along on your story. The program is called MEOGRAPH. One of the nicest things about it, it is FREEEEEE!

I can think of a number of ways you can use this program with your class.

1) Students can create a meograph to tell a story about a biography and to show the different places the character travelled to in a lifetime.
2) Students can tell their autobiography.
3) Students can use this program to create their own lit trip through a book such as done with Google Lit Trips.
4) Students can create a Meograph to share their vacation or field trip stories with the class.
There really are numerous ways you can use this program.

Not only is this program free, it is easy to use. I am including a tutorial for you here.

Begin by opening the website and click on the "Try!" button to begin.

Add a title and then click on "add a moment".

Choose whether you would like to add a photo, video, and even narration. Next, click on "More" to add the location and other information for each "moment" you add.

Next, you can add links, text, where, and when the "moment" happened. I love that by doing this, a Google map is added. As you enter each "place", a line moves from the previous to the new place on a Google map. You can adjust the size of the map as well, by zooming in or out up at the top of the map. You just repeat this process over and over for however many "moments" you want to include in your story.

Click on the picture above to be taken to a Meograph I created to tell the story of a mission trip I took to Mexico. It has still pictures, text, narration, and even includes an embedded video.

If you like this tech tip, click on the button at the top of this post to visit the Teaching Trio for some other ideas!

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TROY Abroad

Become a Troy Trojan Explorer: see, live and study abroad.

Students return home with lasting memories, a more cosmopolitan understanding of their surroundings and their own belief systems, and improved capacity to function in multicultural settings. Typically, studies abroad help students to advance their self-confidence and critical thinking that are important factors in gaining access to work opportunities, job interviews, and work performance.


New Inscribed Properties (2003)

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The following cultural properties have been inscribed on the World Heritage List

Sacri Monti of Piedmont and Lombardy

Criteria: (ii)(iv)

Ashur (Qal'at Sherqat)

Criteria: (iii)(iv)

The ancient city of Ashur is located on the Tigris River in northern Mesopotamia in a specific geo-ecological zone, at the borderline between rain-fed and irrigation agriculture. The city dates back to the 3rd millennium BC. From the 14th to the 9th centuries BC it was the first capital of the Assyrian Empire, a city-state and trading platform of international importance. It also served as the religious capital of the Assyrians, associated with the god Ashur. The city was destroyed by the Babylonians, but revived during the Parthian period in the 1st and 2nd centuries AD.

Citadel, Ancient City and Fortress Buildings of Derbent

Russian Federation
Criteria: (iii)(iv)

The Citadel, Ancient City and Fortress Buildings of Derbent were part of the northern lines of the Sasanian Persian Empire, which extended east and west of the Caspian Sea. The fortification was built in stone. It consisted of two parallel walls that formed a barrier from the seashore up to the mountain. The town of Derbent was built between these two walls, and has retained part of its medieval fabric. The site continued to be of great strategic importance until the 19th century.

Cultural Landscape and Archaeological Remains of the Bamiyan Valley

Franciscan Missions in the Sierra Gorda of Querétaro

Criteria: (ii)(iii)

Gebel Barkal and the Sites of the Napatan Region

Historic Quarter of the Seaport City of Valparaíso

Criteria: (iii)

Jewish Quarter and St Procopius' Basilica in Třebíč

Czech Republic
Criteria: (ii)(iii)

Kunta Kinteh Island and Related Sites

Criteria: (iii)(vi)

Mapungubwe Cultural Landscape

South Africa

Mapungubwe is set hard against the northern border of South Africa, joining Zimbabwe and Botswana. It is an open, expansive savannah landscape at the confluence of the Limpopo and Shashe rivers. Mapungubwe developed into the largest kingdom in the sub-continent before it was abandoned in the 14th century. What survives are the almost untouched remains of the palace sites and also the entire settlement area dependent upon them, as well as two earlier capital sites, the whole presenting an unrivalled picture of the development of social and political structures over some 400 years.

Matobo Hills

Criteria: (iii)(v)(vi)

The area exhibits a profusion of distinctive rock landforms rising above the granite shield that covers much of Zimbabwe. The large boulders provide abundant natural shelters and have been associated with human occupation from the early Stone Age right through to early historical times, and intermittently since. They also feature an outstanding collection of rock paintings. The Matobo Hills continue to provide a strong focus for the local community, which still uses shrines and sacred places closely linked to traditional, social and economic activities.

Mausoleum of Khoja Ahmed Yasawi

Criteria: (i)(iii)(iv)

Quebrada de Humahuaca

Criteria: (ii)(iv)(v)

Quebrada de Humahuaca follows the line of a major cultural route, the Camino Inca, along the spectacular valley of the Rio Grande, from its source in the cold high desert plateau of the High Andean lands to its confluence with the Rio Leone some 150 km to the south. The valley shows substantial evidence of its use as a major trade route over the past 10,000 years. It features visible traces of prehistoric hunter-gatherer communities, of the Inca Empire (15th to 16th centuries) and of the fight for independence in the 19th and 20th centuries.

Renaissance Monumental Ensembles of Úbeda and Baeza

Criteria: (ii)(iv)

Rock Shelters of Bhimbetka

Criteria: (iii)(v)

The Rock Shelters of Bhimbetka are in the foothills of the Vindhyan Mountains on the southern edge of the central Indian plateau. Within massive sandstone outcrops, above comparatively dense forest, are five clusters of natural rock shelters, displaying paintings that appear to date from the Mesolithic Period right through to the historical period. The cultural traditions of the inhabitants of the twenty-one villages adjacent to the site bear a strong resemblance to those represented in the rock paintings.

Royal Botanic Gardens, Kew

United Kingdom of Great Britain and Northern Ireland
Criteria: (ii)(iii)(iv)

This historic landscape garden features elements that illustrate significant periods of the art of gardens from the 18th to the 20th centuries. The gardens house botanic collections (conserved plants, living plants and documents) that have been considerably enriched through the centuries. Since their creation in 1759, the gardens have made a significant and uninterrupted contribution to the study of plant diversity and economic botany.

Takht-e Soleyman

Iran (Islamic Republic of)

White City of Tel-Aviv -- the Modern Movement

Criteria: (ii)(iv)

Wooden Churches of Southern Małopolska

Criteria: (iii)(iv)

The wooden churches of southern Little Poland represent outstanding examples of the different aspects of medieval church-building traditions in Roman Catholic culture. Built using the horizontal log technique, common in eastern and northern Europe since the Middle Ages, these churches were sponsored by noble families and became status symbols. They offered an alternative to the stone structures erected in urban centres.

The following natural properties have been inscribed on the World Heritage List

Monte San Giorgio

Italy , Switzerland
Criteria: (viii)

Phong Nha-Ke Bang National Park

Viet Nam
Criteria: (viii)

Purnululu National Park

Criteria: (vii)(viii)

The 239,723 ha Purnululu National Park is located in the State of Western Australia. It contains the deeply dissected Bungle Bungle Range composed of Devonian-age quartz sandstone eroded over a period of 20 million years into a series of beehive-shaped towers or cones, whose steeply sloping surfaces are distinctly marked by regular horizontal bands of dark-grey cyanobacterial crust (single-celled photosynthetic organisms). These outstanding examples of cone karst owe their existence and uniqueness to several interacting geological, biological, erosional and climatic phenomena.

Three Parallel Rivers of Yunnan Protected Areas

Uvs Nuur Basin

Mongolia , Russian Federation
Criteria: (ix)(x)

The Uvs Nuur Basin (1,068,853 ha), is the northernmost of the enclosed basins of Central Asia. It takes its name from Uvs Nuur Lake, a large, shallow and very saline lake, important for migrating birds, waterfowl and seabirds. The site is made up of twelve protected areas representing the major biomes of eastern Eurasia. The steppe ecosystem supports a rich diversity of birds and the desert is home to a number of rare gerbil, jerboas and the marbled polecat. The mountains are an important refuge for the globally endangered snow leopard, mountain sheep (argali) and the Asiatic ibex.

The Committee also approved extensions for the following sites

Cultural properties

Archaeological Site of Panamá Viejo and Historic District of Panamá

Criteria: (ii)(iv)(vi)

Imperial Tombs of the Ming and Qing Dynasties

It represents the addition of three Imperial Tombs of the Qing Dynasty in Liaoning to the Ming tombs inscribed in 2000 and 2003. The Three Imperial Tombs of the Qing Dynasty in Liaoning Province include the Yongling Tomb, the Fuling Tomb, and the Zhaoling Tomb, all built in the 17th century. Constructed for the founding emperors of the Qing Dynasty and their ancestors, the tombs follow the precepts of traditional Chinese geomancy and fengshui theory. They feature rich decoration of stone statues and carvings and tiles with dragon motifs, illustrating the development of the funerary architecture of the Qing Dynasty. The three tomb complexes, and their numerous edifices, combine traditions inherited from previous dynasties and new features of Manchu civilization.

Natural properties

Central Amazon Conservation Complex

Criteria: (ix)(x)


1.2 Classifications of Matter

Let's begin our study of chemistry by examining some fundamental ways in which matter is classified and described. Two principal ways of classifying matter are according to its physical state (as a gas, liquid, or solid) and according to its composition (as an element, compound, or mixture).

States of Matter

A sample of matter can be a gas, a liquid, or a solid. These three forms of matter are called the states of matter. The states of matter differ in some of their simple observable properties. A gas (also known as vapor) has no fixed volume or shape; rather, it conforms to the volume and shape of its container. A gas can be compressed to occupy a smaller volume, or it can expand to occupy a larger one. A liquid has a distinct volume independent of its container but has no specific shape: It assumes the shape of the portion of the container that it occupies. A solid has both a definite shape and a definite volume: It is rigid. Neither liquids nor solids can be compressed to any appreciable extent.

The properties of the states can be understood on the molecular level (Figure 1.4). In a gas the molecules are far apart and are moving at high speeds, colliding repeatedly with each other and with the walls of the container. In a liquid the molecules are packed more closely together, but still move rapidly, allowing them to slide over each other; thus, liquids pour easily. In a solid the molecules are held tightly together, usually in definite arrangements, in which the molecules can wiggle only slightly in their otherwise fixed positions. Thus, solids have rigid shapes.

Pure Substances

Most forms of matter that we encounter—for example, the air we breathe (a gas), gasoline for cars (a liquid), and the sidewalk on which we walk (a solid)—are not chemically pure. We can, however, resolve, or separate, these kinds of matter into different pure substances. A pure substance (usually referred to simply as a substance) is matter that has distinct properties and a composition that doesn't vary from sample to sample. Water and ordinary table salt (sodium chloride), the primary components of seawater, are examples of pure substances.

All substances are either elements or compounds. Elements cannot be decomposed into simpler substances. On the molecular level, each element is composed of only one kind of atom [Figure 1.5 (a and b)]. Compounds are substances composed of two or more elements, so they contain two or more kinds of atoms [Figure 1.5(c)]. Water, for example, is a compound composed of two elements, hydrogen and oxygen. Figure 1.5(d) shows a mixture of substances. Mixtures are combinations of two or more substances in which each substance retains its own chemical identity.

At the present time 114 elements are known. These elements vary widely in their abundance, as shown in Figure 1.6. For example, only five elements account for over 90% of the Earth's crust: oxygen, silicon, aluminum, iron, and calcium. In contrast, just three elements (oxygen, carbon, and hydrogen) account for over 90% of the mass of the human body.

Some of the more familiar elements are listed in Table 1.2, along with the chemical abbreviations—or chemical symbols—used to denote them. All the known elements and their symbols are listed on the front inside cover of this text. The table in which the symbol for each element is enclosed in a box is called the periodic table. In the periodic table the elements are arranged in vertical columns so that closely related elements are grouped together. We describe this important tool in more detail in Section 2.5.

Most elements can interact with other elements to form compounds. Hydrogen gas, for example, burns in oxygen gas to form water. Conversely, water can be decomposed into its component elements by passing an electrical current through it, as shown in Figure 1.7. Pure water, regardless of its source, consists of 11% hydrogen and 89% oxygen by mass. This macroscopic composition corresponds to the molecular composition, which consists of two hydrogen atoms combined with one oxygen atom. As seen in Table 1.3, the properties of water bear no resemblance to the properties of its component elements. Hydrogen, oxygen, and water are each unique substances.

The observation that the elemental composition of a pure compound is always the same is known as the law of constant composition (or the law of definite proportions). It was first put forth by the French chemist Joseph Louis Proust (1754–1826) in about 1800. Although this law has been known for 200 years, the general belief persists among some people that a fundamental difference exists between compounds prepared in the laboratory and the corresponding compounds found in nature. However, a pure compound has the same composition and properties regardless of its source.

Some mixtures, such as sand, rocks, and wood, do not have the same composition, properties, and appearance throughout the mixture. Such mixtures are heterogeneous [Figure 1.8(a)]. Mixtures that are uniform throughout are homogeneous. Air is a homogeneous mixture of the gaseous substances nitrogen, oxygen, and smaller amounts of other substances. The nitrogen in air has all the properties that pure nitrogen does because both the pure substance and the mixture contain the same nitrogen molecules. Salt, sugar, and many other substances dissolve in water to form homogeneous mixtures [Figure 1.8(b)]. Homogeneous mixtures are also called solutions. Figure 1.9 summarizes the classification of matter into elements, compounds, and mixtures.

Figure 1.8 (a) Many common materials, including rocks, are heterogeneous. This close-up photo is of malachite, a copper mineral. (b) Homogeneous mixtures are called solutions. Many substances, including the blue solid shown in this photo (copper sulfate), dissolve in water to form solutions.

"White gold," used in jewelry, contains two elements, gold and palladium. Two different samples of white gold differ in the relative amounts of gold and palladium that they contain. Both are uniform in composition throughout. Without knowing any more about the materials, how would you classify white gold?

Solution Let's use the scheme shown in Figure 1.9. Because the material is uniform throughout, it is homogeneous. Because its composition differs for the two samples, it cannot be a compound. Instead, it must be a homogeneous mixture. Gold and palladium can be said to form a solid solution with one another.

Answer: a compound because of its constant composition


January 5, 2010

Worldwide Study Finds Few Gender Differences in Math Abilities

Gender Gaps Linked to Status of Women, According to New Analysis

"Stereotypes about female inferiority in mathematics are a distinct contrast to the actual scientific data,” said Nicole Else-Quest, PhD, a psychology professor at Villanova University, and lead author of the meta-analysis. “These results show that girls will perform at the same level as the boys when they are given the right educational tools and have visible female role models excelling in mathematics."

The results are reported in the latest issue of Psychological Bulletin, published by the American Psychological Association. The finding that girls around the world appear to have less confidence in their mathematical abilities could help explain why young girls are less likely than boys to pursue careers in science, technology, engineering and mathematics.

Else-Quest and her fellow researchers examined data from the Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students ages 14-16 from 69 countries. Both studies’ results were released in 2003, and not all countries participated in both assessments. The TIMSS focuses on basic math knowledge, while the PISA test assesses students' ability to use their math skills in the real world. The researchers felt these two tests offered a good sampling of students’ math abilities.

While these measures tested different math abilities, there were only small gender differences for each, on average. However, from nation to nation, the size of the gender differences varied a great deal.

The two studies also assessed students' level of confidence in their math abilities and how important they felt it was to do well in math in order to have a successful career. Despite overall similarities in math skills, boys felt significantly more confident in their abilities than girls did and were more motivated to do well.

Contact Dr. Nicole Else-Quest by email or at (610) 519-4758.


Amber Marchese

Amber graduated with a BA, then acquired a Masters in Bio-Behavioral Studies/Exercise Physiology from Columbia University. She has a passion for health and fitness and has created her own fitness brand called Vici fitness. Vici literally mean to “conquer” and is a metaphor, as Amber conquers all challenges and interests.

Diagnosed with breast cancer at 31-years-old, she underwent a double mastectomy and a year and a half of chemotherapy; all while caring for a two-year-old and one-year-old, as well as her stepchildren. She has been in remission for five years, and attributes being a better mother, wife, and person to her battle with cancer. Amber is a philanthropist who donates time and money to countless charities raising awareness for young women with cancer and assisting them with the emotional and financial impact of the disease. Amber’s battle inspired her to pursue a lifelong dream of acting. She has completed years of acting classes, has appeared in several commercials, and filmed a TV episode for the Food Network. The sky is the limit for her, and she plans on conquering the acting world and having a blast with it!

Amber describes herself as an intensely passionate person who is outgoing, fun, and occasionally downright silly. Her faith, integrity, love, and sincerity are driven by a never surrender, never retreat drive to be a better person. Her fire is evident in everything she does and is an inspiration to many. However, it also creates conflict with others and when that happens…watch out!


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MS Excel 2003: Automatically refresh pivot table when data in a sheet changes

This Excel tutorial explains how to write a macro to automatically refresh a pivot table when the data in a sheet changes in Excel 2003 and older versions (with screenshots and step-by-step instructions).

Question: In Microsoft Excel 2003/XP/2000/97, I'm looking for a macro that would automatically refresh a pivot table whenever data is changed in an Excel worksheet. Is this possible?

Answer: There are several "events" available within an Excel spreadsheet where you can place VBA code. In your case, we want to refresh the pivot table when the "Worksheet_Calculate" event fires.

Let's look at an example.

Download Excel spreadsheet (as demonstrated below)

Microsoft Excel

In our spreadsheet, there are two sheets - one is called Data which contains the source data for the pivot table. Another sheet is called Pivot which contains the pivot table.

On the sheet called Data, we've placed code on the "Worksheet_Calculate" event, so that whenever the data changes on the "Data" sheet, the pivot table will be refreshed.

You can press Alt-F11 to view the VBA code.

Note: This only will work, if you have the spreadsheet set to calculate "automatically". This is the default for most Excel spreadsheets, but some people turn this feature off.

Macro Code

The macro code looks like this:

Private Sub Worksheet_Calculate()

   'If data on this worksheet changes, refresh the pivot table
End Sub


Boing Boing

Kickstarting LARP-based curriculum materials

Seekers Unlimited's $8,000 Kickstarter is raising funds to update their classroom live-action role-playing games to adhere to the new Common Core State Standards. The group is a 501(c)3 charity whose games already comply with California Science Scholastic Standards for the 8th grade, but they need funds to bring the games up to date. Their LARPs don't require computers and involve a lot of running around and active learning and their board includes the headmaster of a Danish school where all the curriculum is LARP-based. A $25 contribution gets you a PDF of one of their games.

Read the rest

- That’s kind of the slightly scary aspect of role playing games, which has to be considered. At the same time, it’s what makes it possible for RPGs to change the world. LARP can change the world, because it lets people understand that humans under pressure may act differently than in the normal life, when you’re safe.

- I don’t know all the details, but there’s no doubt that you can put Israelis into the situation of the Palestinians and vice versa in a way that fosters understanding and builds bridges. Those things are an important aspect of role playing games which makes it possible to use them politically to create change.

At least according to Norway’s new Minister of International Development, Heikki Holmås. (Thanks, @apehaer!)

(Photo: Imagonem/Ole Peder Giæver)


Figure 12: Matsumoto technique for the suprascapular nerve block. Needle insertion point is the midpoint of a line connecting the anterolateral edge of the acromion and the superomedial angle of the scapula. The needle is advanced, at an angle 30° dorsal to the coronal plane, to make contact with the base of coracoid process (Matsumoto et al. [5]). (Reprinted with permission from Elsevier.)


Amy Winehouse's fashion fortune

Amy Winehouse's fashion fortune

Amy Winehouse is set to receive £500,000 for a one-off performance.

The troubled singer has been offered the vast sum by French fashion house Louis Vuitton - famed for their designer bags and luggage - to appear at their show during Paris Fashion Week and will fly her from Londonby private jet today (29.02.08).

However, Amy's unique fashion sense isn't admired by everyone as she was voted Worst Dressed at last night's (28.02.08) Shockwaves NME Awards 2008.

The beehive-haired singer beat off competition from Pete Doherty, Johnny Borrell and Mika to be given the dubious accolade at the London ceremony.

Earlier this week, it was revealed Amy is set to launch her own fashion range, which will include clothing and make-up.

A source said: "Amy's distinctive style has been copied by girls around the country and there's a lot of money to be made.

"She wants to bring out a range of cosmetics and fashion products. There could be hairspray, head scarves, eyeliner and perfume. All the things that make her who she is."

The signature piece is set to be the black liquid eyeliner which Amy wears heavily around her eyes.

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What Causes Saggy Eyelids?

Valerie DeBenedette, Senior Medical Editor

Valerie DeBenedette is a science writer who specializes in keeping people informed about medicine and their health. She has more than 20 years of experience writing for newspapers, magazines, and websites and has written about most areas of medicine. For many years, she was a contributing writer to Cosmetic Dermatology and to Drug Topics, the leading pharmacy trade magazine. She also was a contributing editor to The Physician and Sportsmedicine for many years. She has written about most fields of medicine, including dermatology, sportsmedicine, ophthalmology, general surgery, orthopedics, and women's health; as well as public health policy and the pharmaceutical industry. In addition, she is the author of Caffeine, a book for young people. She is a member of the National Association of Science Writers.

November 07 2008

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Eyelids are not something anyone thinks about too often, until they start to make us look tired or old before our time, or worse, start to interfere with vision. That is when having drooping or sagging upper eyelids becomes a reason many people start to think about having an eye lift or blepharoplasty.

Eyelids are not just a flap of skin. They are a complex structure that includes the conjunctival membrane, a thin but strong layer of connective tissue called the tarsal plate that gives the lid some of its shape, subcutaneous tissue including some fat, and skin. A muscle called the levator palpabrae superioris connects to the tarsal plate and acts to pull the eyelid up to open the eye. The orbicularis oculi is the muscle that closes the eye.

An eyelid can look droopy for one of two reasons: either the entire eyelid is not being pulled up as far as it should be or excess skin on the eyelids has started to sag and hangs down over the lower margin of the lid. Loose skin on the eyelids (especially if it is loose enough to sag over the margin of the eyelid) is called dermatochalasis, while a drooping eyelid is called blepharoptosis or just ptosis, which is the word used when any body part is drooping out of its normal position. In either case, if the loose skin or drooping eyelid blocks part of the pupil, it can interfere with sight.

Let's deal with the more serious kind of drooping eyelid first. A ptotic eyelid (either one or both) may be hanging low because of a problem with either the muscles that pull the eyelid up or the nerves that control those muscles. The muscles can become lax or loose due to age, due to damage to the eyelid, or from a muscle or nerve condition. The droopiness caused by age usually comes on gradually as the muscles slowly weaken, but the problem may be more noticeable when a person is tired.

However, ptosis of the upper eyelid can be a symptom of several health conditions, including diabetes, diseases of the nervous system such as myasthenia gravis, or damage to the third cranial nerve that controls the eyelids. Myasthenia gravis is a serious autoimmune neuromuscular disease that results in nerve weakness. One or both eyelids may droop to the point of blocking sight, and in serious cases, the ability to open the eyes may be completely lost. In general, if the ptosis is caused by a systemic muscle weakness, other muscles in the face, head, or body may be affected.

A drooping eyelid can also be a symptom of a brain tumor or stroke, especially if it comes on within a few days or a few hours or if just one eye is involved. If you suddenly experience a badly drooping eyelid, contact your physician.

An eyelid that is drooping can usually be fixed surgically. This surgery would be covered by health insurance if it can be shown that the drooping lid impairs vision. There are several procedures that can be used, most of which shorten the levator muscle or its attachment to the tarsal plate, and some of which create a sling to support the muscle. In cases of severe ptosis that cannot be fixed surgically, such as in severe myasthenia gravis, a person can use a special pair of eyeglasses that have a wire support that presses into the upper lid along the crease of the lid. This support holds the lid up. The person periodically moves the glasses forward (to let the eyes blink) and then back into place.

The type of sagging eyelid caused by excess skin on the upper lid—dermatochalasis—is also sometimes called pseudoptosis. The skin of the eyelids is thinner than almost anywhere else in the body and is easily stretched. As we grow older, we lose subcutaneous fat around the eye, which can cause a hollow look or the appearance of gauntness. The skin that had been filled out by that fat is now hanging loosely and can start to look like crepe paper. This sagging skin can be exacerbated by smoking and sun damage, both of which interfere with the skin's ability to renew itself. Fatigue can make this sagginess look worse.

For most people, this loose skin can make them look older or more tired than they really are, but it is strictly a cosmetic problem. However, for some people, the skin on the upper eyelid has grown so loose that a fold of it is either resting on the eyelashes of the upper lid or even hanging down in front of the margin of the eyelid. This cuts off peripheral vision or even some central vision.

This extra skin can be corrected easily with a surgery called Blepharoplasty. This surgery removes the excess skin and redrapes the remaining skin on the eyelid. The eyes look more wide open, giving a more alert and youthful appearance. Blepharoplasty can be performed by either an ophthalmologist (a medical doctor who specializes in treating eye problems) or a plastic surgeon.

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 Money sayings | Money quotes | Money mottos
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Money sayings | Money quotes | Money mottos

If I don't need the money, I don't work. - James Spader

Money is the most egalitarian force in society. It confers power on whoever holds it. - Roger Starr

Money is always there but the pockets change. - Gertrude Stein

The only wealth is life. - Henry David Thoreau

It's just as easy to be happy with a lot of money as with a little. - Marvin Traub

There are people who have money and people who are rich.

From birth to age 18, a girl needs good parents, from 18!5 she needs good looks, f!5 to 55 she needs a good personality, and from 55 on she needs cash. - Sophie Tucker

I've been rich and I've been poor. Rich is better. - Sophie Tucker

If you're going to lend money make sure somebody else is around. If you're going to give money make sure nobody else is around. - Source Unknown

Money can't buy happiness; it can, however, rent it. - Source Unknown

Profits are an opinion, cash is a fact. - Source Unknown

you must get money to chase you, but never let it catch up. - Denis Waitley

The best way to save money is not to lose it. - Les Williams

Cultivate more joy by arranging your life so that more joy will be likely. - Georgia Witkin

Bankruptcy is a legal proceeding in which you put your money in your pants pocket and give your coat to your creditors. - Joey Adams

Capital can do nothing without brains to direct it. - J. Ogden Armour

Money is something you got to make in case you don't die. - Max Asnas

Few women care to be laughed at and men not at all, except for large sums of money. - Alan Ayckbourn

Money is a terrible master but an excellent servant. - P.T. Barnum

Why is there so much month left at the end of the money? - John Barrymore

Whether he admits it or not, a man has been brought up to look at money as a sign of his virility, a symbol of his power, a bigger phallic symbol than a Porsche. - Victoria Billings

If you marry for money, you will surely earn it. - Ezra Bowen

I've got a living to make, to put it plainly; there's more money in shocking and terrifying than in edifying. - Walford Brodie

It's important to me that money not be important to me. - Les Brown

The want of money is the root of all evil. - Samuel Butler

Money never starts an idea; it is the idea that starts the money. - W. J. Cameron

Cash-payment never was, or could except for a few years be, the union-bond of man to man. Cash never yet paid one man fully his deserts to another; nor could it, nor can it, now or henceforth to the end of the world. - Thomas Carlyle

The only thing money gives you is the freedom of not worrying about money. - Johnny Carson

However toplofty and idealistic a man may be, he can always rationalize his right to earn money. - Raymond Chandler

There are people who have money and people who are rich. - Coco Chanel

I don't even get an allowance. - Macaulay Culkin

Money isn't everything? but it ranks right up there with oxygen. - Rita Davenport

Money doesn't talk, it swears. - Bob Dylan

If your outgo exceeds your income, then your upkeep will be your downfall. - Bill Earle

The absolute fundamental aim is to make money out of satisfying customers. - Sir John Egan

Money is the sinews of love, as of war. - George Farquhar

Money is the fruit of evil, as often as the root of it. - Henry Fielding

It is only the poor who pay cash, and that not from virtue, but because they are refused credit. - Anatole France

The use of money is all the advantage there is in having money. - Benjamin Franklin

Money differs from an automobile or mistress in being equally important to those who have it and those who do not. - John Kenneth Galbraith

Prosperity is living easily and happily in the real world, whether you have money or not. - Jerry Gellis

If you can actually count your money, then you're not a rich man. - J. Paul Getty

Many people take no care of their money till they come nearly to the end of it, and others do just the same with their time. - Johann Wolfgang Von Goethe

Money without brains is always dangerous. - Napoleon Hill

I just need enough to tide me over until I need more. - Bill Hoest

Money is good, love is wealth. - Doug Horton

You can't fatten the pig on market day. - John Howard

No man's credit is ever as good as his money. - Edgar Watson Howe

Whoever said money can't buy happiness didn't know where to shop. - Gittel Hudnick

The covetous man never has money. The prodigal will have none shortly. - Ben Johnson

Whatever you have spend less. - Samuel Johnson

Don't be too busy earning a living to make any money. - Joe Karbo

The importance of money flows from it being a link between the present and the future. - John Maynard Keynes

If you cannot make money on one dollar, if you do not coax one dollar to work hard for you, you won't know how to make money out of one hundred thousand dollars. - E. S. Kinnear

There's only one thing money won't buy, and that is poverty. - Joe E. Lewis

After spending some money in his sleep, Hermon the Miser who so infuriated that he hanged himself. - Gaius Lucilius

A person's treatment of money is the most decisive test of his character, how they make it and how they spend it. - James Moffatt

I don't want to make money. I just want to be wonderful. - Marilyn Monroe

If you lend someone $15, and never see that person again, it was probably worth it.

Budget: a mathematical confirmation of your suspicions.

A penny saved is a penny earned.

Money doesn't sleep. - Wall Street Movie

Money often costs too much.

The buck stops with the guy who signs the checks. - Rupert Murdoch

Money is the sixth sense that makes it possible to enjoy the other five. - Richard Ney

More than ever before, Americans are suffering from back problems, back taxes, back rent, back auto payments. - Robert Orben

Money will come to you when you are doing the right thing. - Michael Phillips

When the strong box contains no more both friends and flatterers shun the door. - Plutarch

When money is taken freedom is forsaken. - Proverb

Having money is rather like being a blond. It is more fun but not vital. - Mary Quant

Money does not change men, it only unmasks them. - Mme. Riccoboni

Simply by not owning three medium-sized castles in Tuscany I have saved enough money in the last forty years on insurance premiums alone to buy a medium-sized castle in Tuscany. - Ludwig Mies Van Der Rohe

I know at last what distinguishes man from animals; financial worries. - Romain Rolland

A great fortune is a great slavery. - Seneca

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surements are difficult to make. Emission models are used for estimating on-road emissions and air emissions from landfills, storage tanks, wastewater-collection and -treatment systems, wind erosion, fugitive dust from roads, material handling, agricultural tilling, and construction and demolition. These models generally estimate Ei(s), the emission rate (in, say, tons per day) of pollutant i from source s, as

where EFi(s) is the emission factor (in units of tons of emissions per unit of activity) and A(s) is the activity level for that specific emission. Depending on the source, various types of activity levels can be chosen—for example, the total amount of fuel used by the source, the amount of product produced or consumed, the population density, or the vehicle miles traveled. In some cases, an emission factor is derived for an uncontrolled source. In this case, the emission rate for a source with controls is corrected to allow for the fractional control of the emissions. The control efficiency (CE) may be further modified by correction factors to take into account the rule effectiveness (RE) and the rule penetration (RP) (EPA 2001b). In this case, Equation 3-1 is modified as follows:

where CE is the fraction of a source category’s emissions that are controlled (for example, controlled by a control device or process change). RE is an adjustment to the CE to account for failures or uncertainties in the performance of the control. RP is the fraction of the source category that is covered by the regulation or is expected to comply.

EPA compiles and periodically updates emission factors for a large number of sources (EPA 2002g). Emission factors are simply averages of all available data of acceptable quality and are generally assumed to be representative of long-term averages for all facilities in the source category (that is, a population average) (EPA 1995). For example, for mobile sources, emission factors are derived from measurements made on a selected set of vehicle types and ages deemed to be representative of the fleet of vehicles in use. In other cases, emission factors may be based on the properties of the fuel used. For example, sulfur emissions from vehicles are often estimated from fuel consumption and fuel sulfur concentration, which is determined by measurements made on a sampling of the fuel in use at the time.

An activity level can be estimated from a wide range of data and measurements. For area sources involving consumer products, it can simply be the population density or other relevant socioeconomic indicator (for example, the amount of a given item sold or consumed). Activity levels for

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Science, Tech & Environment

Research suggests global warming related to increased violence

This story is a part of

Human Needs

This story is a part of

Human Needs

A Bolivian woman is affected by drought on August 22, 2011. (Photo courtesy of the European Commission.)

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A team of researchers from the University of California, Berkeley, discovered the correlation after conducting a meta-study that delved into more than 60 existing studies exploring the connections between violence and abnormal high temperatures.

Taking into account the generally agreed upon estimate of two degrees Celsius of expected temperature rise over the next 50 years, the report revealed shocking expectations of increased violence.

Also, women are at a higher risk of domestic violence in regions experiencing abnormal heat according to one of the studies looked at by Miguel and his team.

The study found violent activity increasing at consistent levels in various parts of the world, surprising many experts with its reliability. American cities, for example, would expect a five or six percent increase in violence in the event of such a temperature increase.

Recent and impending global warming give extra weight to the study's findings. People could be noticing these effects within their lifetimes.

Despite the modern implications, the researchers discovered that this is an old issue that may have brought down entire civilizations — including the Mayans and several Chinese dynasties.

Researchers pointed to two explanations that explain the study's findings.

"One is a fundamental," Miguel said. "You could think of it as a physiological channel which is at a higher temperatures. People become more aggressive."

The second is that higher temperatures threaten the livelihood of the majority of people in low-income regions like South Asia, Latin America or Sub-Saharan Africa. These people are much more prone to political violence after drought ruins their crops.

It is unclear how governments will adapt to the human reaction to rising temperatures, Miguel said, but conceivably police could start recognizing the link or scientists could begin to develop drought-resistent crops.

"We find that there's typically been quite limited adaptation to climate changes," Miguel said. "So we very much think that further investments and policy changes around adaptation are a key priority, to make sure that we don't suffer all the violence that our paper predicts could occur with the temperature rise."


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Work simplification can be described as the intelligent use of well-established human patterns to encourage and expedite the finding and implementation of more efficient work methods. Over the years the work simplification approach rooted in bio-mechanics has earned a rapidly expanding popularity.

Many industrial companies have sponsored formal work-simplification programs. Most of these have been quite successful in delivering a multitude of cost-reducing and profit-increasing innovations.

Originally, work-simplification was conceived as an application concentrated in the area of production methods. Experience has broaden his applicability. Work-simplification concepts are now utilized to improve performance in many other activities, including clerical functions, supervisory techniques, research, and maintenance.

In fact, the term work-simplification has become almost a synonym for an organized grass-roots methods improvement technique.

The traditional approach to methods improvement has been to employ highly trained specialist in industrial engineering techniques to spend full time on this activity. These experts are assigned the task of studying one activity after another throughout the entire organization.

They are expected to locate opportunities for improved performance develop ways for these improvements to be achieved, evaluate their feasibility, sell their acceptance, and assist in their implementation. A great deal of progress has been achieve in this manner. Nevertheless, it has been found that the effectiveness of this traditional approach may become diluted in two ways:

1 Much time and effort is expended by the expert to become familiar with each new activity studied in order to ascertain that all pertinent aspects and interactions with related activities are uncovered and properly evaluated.

2 Improvements developed by the experts are usually resented by prospective users, mainly due to typical reaction to outsiders usually found among company employees.

The work-simplification approach is designed to minimize these difficulties. Each employee is assisted to become his own expert and is encouraged to study and recommend way to improve the performance of his own job.Motivation is develop by demonstrating the value to both workers and management of the results they can achieve by working together as a team.

Training in the use of a collection of simple but ingenious techniques provides each employee with adequate know-how to make the required methods-improvement studies.

Work-simplification is more productive when there is widespread participation by many individuals from all levels in the company in an organized program.

Carefully planned indoctrination sessions must be provided to develop effective motivation. All participants should receive training in basic methods-improvement tools and techniques.

A means of handling ideas, such as a suggestion system, should be developed to make a method of communication readily available, to provide a way for obtaining prompt management review of improvement proposals, to facilitate recognition for contributions and to provide adequate rewards for achievements.

Willian J. Reilly, in his book entitled the law of intelligent action, states that "When confronted with a problem, the intelligence of an individual's actions is dependent upon:

His desire to solve the problem

His ability to perform the tasks required and

His capacity to handle the human relations involved."

Motivations for the actions of human beings can be divided into two basic categories:

1 To gain (What is in it for me?)

2 To avoid loss (That is mine. Hands off)

Thus the employee seeks employment as a means of gaining:

Security or reasonable control over his own future

Material reward or money to buy things

Opportunity to improve his position in an economic or social way.

A sense of participation (belonging to the group and having a say in the activities of the group)

It can be expected that the attitude of the individual toward an opportunity for personal gain will be almost entirely selfish. His controlling interest will be "What is in it for me?" but his decisions and actions will tend to be rational, logical, and based on facts.

A direct appeal toward actions which will result in benefit to him and others can be expected to receive objective analysis.

However, the attitude of the individual toward the possible loss of something he already possesses can be expected to be entirely different. Decisions will tend to be base on emotion rather than facts.

Actions taken in connection with a possibility of losing existing possessions may often be devious and will sometimes appear completely illogical.

This difference in attitudes is of great significance when the acceptance of methods improvement is being sought.

To an individual not directly involved, the introduction of a cost-saving proposal involving the use of a new piece of equipment or a new method can have the appeal of intelligent selfishness, but to a person directly involved, a change from the existing implies the loss of his own know-how applicable to the old procedure or equipment.

The fear generated by the prospect of such a loss can be completely cancel out any appeal of mutual benefit. Therefore, to be successful a work-simplification program must have identified with it specific management policies and practices which will assure the individual that the can gain and will not personally lose as the result of implementation of the proposals.

A suggestion system can provide recognition and financial rewards, but an additional guarantee by management indicating that participants will not suffer personal loss through downgrading or layoff is essential.

An agreement to achieve force reductions via attrition or transfer of displaced individuals to other expanding activities is often a mutually acceptable approach. With careful planning, this method is usually adequate to absorb force reductions made possible by work-simplification
proposals. Reductions via layoffs can eliminate any possibility of a successful program.

After all, the cooperation of the individual just cannot be expected if he can see that this cooperation will result in direct losses to himself, his friends, or his associates.

Until the introduction of participating work-simplification programs, which provided both the receptive climate and the necessary training of the participants, the idea that the average employee could successfully conceive, develop and implement worthwhile methods improvements was only a hypothesis.

Management possessed little evidence and even less faith that such efforts were likely to be really productive of meaningful results. Today, however, the impressive results of many successful industrial work-simplification programs amply documents the validity of this

It has been unquestionably proved that the latent ability to develop methods improvements exists in the majority of individuals and can be effectively utilized if proper motivation and training are provided.

It has been shown that with only minimal training in a few of the simple basic industrial engineering tools the average individual can develop an amazing ability to recognize opportunities for improvement and to implement workable solutions.

The basic pattern of human nature has been fairly well established and demonstrated to be essentially unchangeable. Human behavior, however, can be modified and to a certain extent controlled. In fact, human behavior, is relatively predictable and can be measurably influenced by anyone with a thorough understanding of the basic mechanics of human nature plus a willingness to take the prerequisite actions.

In respect to influencing attitudes toward prospective methods-improvement installations, it is usually sufficient to learn to recognize and deal with two of the most basic traits of human nature:

A Resistance to change or to accept something new

B Resentment of criticism

The fundamental idea of searching for a better way to perform a task has the built-in assumption that, when it is found, the new way will be substituted for the old. Thus, improvement implies change.

From the point of view of the user of the old way, change tends to disrupt complacency and create a fear of possible unfavorable consequences. The firm feeling of 'All is well' is replaced with a queasy feeling that perhaps he, the current user, may also become obsolete and have to be retrained, perform a harder task, or perhaps even be replaced.

The user can see nothing in the change for him and an excellent chance of insecurity. Naturally, he resists change. It is almost a conditioned reflex. Everyone tends to be critical or, and resistant to change.

A successful work-simplification program must make provision to assist participants to become familiar with this universal reaction and to learn how to minimize its hampering effect.

Participants must:

1. Learn to avoid confusing fact and opinion. Practice results in habits and can lead to the development of biased opinions that cannot be properly extrapolated. Experience increases knowledge of facts which provide a sounder basis for extrapolation.

2. Learn how to avoid misunderstandings. Failure to ascertain all the facts which provide a sounder basis for extrapolation.

3. Learn how to avoid rush judgment. Time is required for mature judgment. Lack of experience must be taken into consideration in making evaluations.

A change for the better implies criticism of the old method and what is even worse, criticism of the user of the old method. Direct or implied, constructive or destructive, the immediate reaction is fast and always the same. No one likes criticism. It is always taken as a personal affront. It is resented.

To develop a successful work-simplification program, participants must learn to expect this reaction in others and in themselves. They must learn to minimize offending others, to keep criticism from improperly affecting their own judgment and to help others keep it from confusing their decisions.

However, by far the biggest assist in minimizing both resistance to change and resentment of criticism is the basic premise of the work-simplification approach which substitutes the participating development of new methods for the expert approach. The participant is most unlikely to develop resistance to, or resentment of, what he believes are largely his
own ideas.

A problem occurs when people believe they want to know the exact relationship between two or more measurable facts. For example, if a person wants to make an increased profit by reducing the costs of materials used in a work process, there is a problem.

What would happen to profits if plastic instead of steel parts were used in a machine? What would happen to quality and safety? Plastic, steel, profit and safety can be measured in exact ways. Therefore, a person can test the specific relationship between these facts to obtain an answer. A result of using the answer would be increased profits and productivity.

All problem-solving techniques have ways of identifying the exact problem, getting facts, testing for results, reaching conclusions and verifying what you believe to be true. Several methods exist for modern problem solving, each has its advantage.

This how all research in science and industry, medicine and business takes place. A hypothesis (statement of relationship between measurable facts) is formed and test facts gathered. A conclusion is reached based on math (probability theory) patterns and later verified with additional or varied testing.

According to A. D. Little there are four facets to be considered by the scientific approach:

1 The simplicity to wonder

2 The ability to question

3 The power to generalize

4 The capacity to apply

The work simplification approach applies each of these in a very literal fashion.

Maintaining an open mind.-(The simplicity to wonder)

The participant with an open mind wonders about everything. He is willing to explore all alternatives. He is not restricted by past practice, precedent, tradition, habits, customs, or fear of the consequences of change.

Observing the present way.-(The ability to question)

Few people know how to do an adequate job of questioning. Most of them stop asking too soon. Sometimes this is merely to avoid embarrassing the person questioned. To succeed in work simplification, one must get use to question everything. Work simplification provides an organized plan for questioning. It is called the questioning pattern and it is a definite sequence of question:

What is done?

Where is it done?

When is it done?

Who does it?

How is it done?

Why is it done at all?

Why is it done here?

Why is it done then?

Why does this person do it?

Why is it done this way?

This is a training pattern which is to be followed literally at first but which soon becomes simply an organized way of thinking.

Exploring opportunities for improvement.- (the power to generalize)

From the answers, tentative conclusions (generalizations) can be developed. Possibilities for improvement are then investigated:

What?, Where?, When?, Who?, How?, Why eliminate?, Why change place?, Why change sequence?, Why combine?, Why change a person?, Why improve method?
It should be remembered that the person is searching for possible solutions. If it has never been done before, it may be a better way.

Do not admit it cannot be done or you are defeated before you start. Try to find ways to make new ideas work, not to prove then unworkable.

Implementing the new method.-(The capacity to apply)

It is not enough to wonder, ask why and develop a workable improvement. An idea has no value until it is put to use. The capacity to apply implies two things:

The ability to see the application of a general rule to a specific problem.

The ability to convert an understanding of human nature into an approach to the new method which will gain the cooperation of the people involved.

Observational facts are gathered until a recognizable pattern is identified. Comparisons are then made to the experiences we usually expect under normal or average conditions.

Using records of events that happened in the past, relationships between what you are investigating and what your are measuring can be identified mathematically.

After describing the problem and getting facts, the person or group describes their present and future position. A plan of action is then organized, followed and adjusted periodically.

This method calls for describing the problem and asking the staff for volunteers. Young, inexperience people usually volunteer. It emphasizes improvement of the situation at a slow but firm pace along with company culture and work satisfaction improvement.

This method stresses time. Its basic idea is that, if things do not change, results remain the same. Therefore, if your work results change you have a problem. One or more factors must have changed at the same time. Find out what changed in the same time frame and that should correct the deficiency.

This method uses a group to identify several answers rapidly. First you select a group of five to seven people, some with experience with the problem area. Some are warned in advance about the job and others are not. A short time limit is set.

One person records the answers group members rapidly fire; objections or explanations are not allowed at first. What you wind up with is a variety of answers, some better than others.

One offshoot method is called the Delphi method, in which members of the group are hidden from each other. The idea is that some members with a great deal of power or prestige can influence other's ideas excessively, so this method prevents such influence.

After gathering specific facts or clues, the solver uses them to reach a general conclusion. For example, a person might say, 'Because the wind is blowing, the clouds are darkening and the lightning is flashing.... I believe the rain will come down in the next thirty minutes.

In this method, a person starts with a general conclusion and then looks for supporting facts or clues. In law enforcement, an officer might hear a confession and later search for clues or evidence that the crime actually happened in that manner. In business, if a bankruptcy happens, auditors may search for exact problem areas they know may exist.

To solve problems or reach decisions with this method, a businessperson might assign someone to present all the facts possible to support a 'yes' decision to buy a mainframe computer. Another person should then present all the 'no' facts about the possible purchase. The company executive team would then judge where its best interests lie.

This method suggest that people often think only in straight-line fashion, using normal logic. This can be symbolized by a person thinking one-two-three-four-five-six and so on.

New thinking techniques suggest entirely changing the framework of reference of the problem situation to achieve results in different ways. This kind of thinking could be symbolized by a person thinking one-two-three-four-a-b-c-five-six and so on. An example of this kind of problem solving technique would be the following:

An office building six stories high with old/slow elevators causes tenant complains. Renters are threatening to move out. Lack of profits would be catastrophic for the owners. Engineers are hired to devise a solution. No luck. Repairs to the elevators would be too expensive
because they are built into the inner office structure(the engineers are thinking along logical or usual lines).

The problem is solved by an employee in the boiler room who used absolutely different thinking. He purchased six full-length mirrors from a department store. The installed them, one at each of the elevator doors on six floors. People were so busy looking at themselves, they did not notice or complain about the slow elevators afterward.

This method depends on language. The exact problem is re-described in various ways. Questions by an outside expert are used to encourage two or more arguing parties to define what they can and cannot accept in the way of a settlement or answer. This method is based on the fact that language is vague, and people usually do not get angry if they are asked questions that concentrate on facts instead of repeated emotional statements.

In this procedure, you assume hard work will accomplish any task. Past generations were often trained to work hard regardless of any situation. So this method is still popular with supervisors, regardless of results.

If you have a problem, just hire and expert to solve it for you. Why try to invent the chicken when you live next to a farmer with a front yard full of the birds? At times consultants or experts are very cost-effective.

With this method, you define your problem and get all the facts you can. Decide which characteristics the solution must have. Relax your mind and body in a quiet, interruption-free place. As your mind moves from relaxation to sleep, it enters the Alpha condition which registers ten megacycles per second on an electronic measuring device.

The average person can better identify the Alpha stage by merely noting that he is fully relaxed and is moving toward sleep. Curiosity disappears, too.

During this stage, people seem to access most of their memory and make creative associations that help find solutions to difficult problems. The answer often comes all at once, not in pieces, so be prepared to write it down quickly! Bio-feedback training can help you train yourself to get into and out of this Alpha condition with ease whenever you wish.

A problem exists when you want to establish the relationship between two or more measurable facts.

All problems have answers. There are no exceptions!

Problems usually have several answers, not just one.

No one solves a problem without first defining it exactly.

Logic is not enough. Since we never have all the facts, we must depend on creative intuition to some degree. Therefore, logic and intuition are equally valid.

All elements of the problem situation must be measurable.

Everything is measurable. There are no exceptions.

Finding the answer is not the last step, merely the last point before taking action.

It is human to seek solutions even before the problem is understood. But do not do it yourself.

Let your purpose guide your choice of alternatives.

A definite and permanent advance is seldom made until use is made of measurement. This is particularly true where human factors are involved.

Human performance tends to vary so much that unless some form of measurement is provided and used as a basis for decisions, there is little possibility of repeating a process accurately or predicting or controlling future conditions sufficiently to allow introduction
of improvements.

Mere observations done objectively, is a form of measurement. It can be used to classify, label, and compare. An interesting demonstration is to pick a task with which you are familiar but not directly involved.

Now, subject the performance of this task to your concentrated and undivided attention. Chances are that you will find that you were completely unaware of many important aspects. It can be truthfully said that the commonest article of commerce is misinformation about
fundamental things.

An organized pattern of observation is of great assistance. Work simplification suggests a step-by-step program for studying tasks:

1.- Select the task to be studied.

Be careful that only one task is studied at the time. Failure to observe this caution can lead to confusing results or to ineffective efforts.

Because time is valuable, the best possible use of it must be made by doing first things first. Pick the job that needs improvement most. But remember the human problem. do not rush in too fast. Start by improving your own job or jobs in your department.

Remember, if you work on someone else's problems, they will probably resent your help as implied criticism.

Look for situations as:

a. Bottlenecks.

Leave the smooth-flowing jobs alone until you crack troublesome ones.

b. Time-consuming operations.

Lengthy jobs usually offer the greatest opportunity for improvement.

c. Chasing around.

Activities of this type are almost always unproductive and often can be eliminated or drastically reduced.

d. Waste.

We become so accustomed to some forms of wasted materials, time, or energy that we have difficulty in recognizing it as such. Increases go unnoticed. Look carefully.

2.- Observe the present way in which the task is performed.

Get all the facts. Be sure to include all the requirements for the performance of the task. Do not forget to determine interactions with related tasks. Make a process chart. use it to record all details.

3.- Challenge everything. Question what is done.

a. Challenge the whole job being investigated. Why is it done? Is it necessary? Can it be done another way or at another time or place?

b. Next, challenge each 'do' operation. This is because if you eliminate the 'do' you automatically eliminate the make-ready and put-away that go with it.

c. Then supply the checklist of questions to every detail.

What is done? What is the purpose of doing it? Why should it be done? Does it do what it is supposed to do?

Where is the detail being done? Why should it be done there? Could it be done somewhere else?

When is the detail done? Why is it done then? Could it be done at some other time?

Who does the detail? Why does this person do the detail? Could someone else do it?

How is the detail performed? Why is it done that way? Is there any other way to do it?

This questioning attitude helps develop a point of view that considers the good of the whole operation rather than that of any one department or individual. It will often bring to light possibilities for eliminating useless or unnecessary work which adds no real value to product.

It tends to bring out the type of operation or equipment needed to perform the required work most economically. Do not overlook the possibility of obtaining ideas from other people working on the same operation. And do not forget that when you ask for these ideas you have a human problem.

You will get the ideas only if they want to give them to you. they must be convinced that improving performance will help them.

4.- Explore opportunities for improvement.

Consider all possibilities. examine each in detail. Evaluate, compare, and select the best alternative. Use the flow process chart or multiple-activity chart to pretest and demonstrate the feasibility of new methods.

a. Can operations be eliminated?

What is done?, Why is it done?, Is it necessary?. In far too many instances a good deal of time is spent studying major operations for possibilities of improvement without asking the question, 'Why is this operation performed?'

If it is found that an operation has been in the plant in the same way for a year or longer, it should be questioned. A better way is probably available. If operations cannot be eliminated, perhaps there are unnecessary transportation and storage. Question every handling.

Then, if handling is absolutely necessary, look for:

Back-tracking of work
Heavy lifting or carrying
Skilled operators doing handling work

b. Can activities be combined? Can sequence, place, or person be changed?

This is an important opportunity for improvements. Whenever two or more operations can be combined, they are often performed at a cost approaching or even equal to the cost of one.

Likewise, transportation and storage between the operations may be eliminated. If operations cannot be combined, find out if it is possible to combine a transportation and an operation. By changing the sequence of an operation, one may eliminate backtracking and duplication
of work.

The order in which operations are performed may have been derived from the original nature of the process. The process or product design may have been changed since then. But has the order of operations been restudied and changed to regain optimum efficiency?

Sometimes, just changing the place where the work is done or by whom it is done will help. Better lighting, better ventilation, better tools may be available elsewhere. Perhaps another operator is better equipped to do the operation.

c. Can the 'do' operation be improved?

How is it done?, Why is it done that way?, Is better equipment available?, Are other materials available?, Can new techniques be applied?.

Unfortunately, it is here that a great deal of work simplification started in the past. We must learn to consider this step the last resort. Major savings can usually be found, but the price of the new equipment, materials, training, etc., is also usually high, sometimes beyond our reach.

Often relatively small rearrangements, method changes, and layout revisions will accomplish almost as much with negligible cost.

5.- Implement the new method.

See that all people involved understand the objective of the task and desirability of the new method. Take care that each person involved knows and understands his or her part in the new method. Be sure that none involved will lose financially or socially as a result of the change. And, even more important, be sure that they know it!

There are many charting techniques which have been designed to assist in the development of improved methods. They are:

Flow process chart
Multiple-activity process chart
What if?
Gantt chart
Critical path network

All these charting techniques are similar in principle. They are a means of recording and studying activities required to perform a task. The above list is in order of increasing complexity.

The flow process chart is used to record a single sequence of activities. The multiple activity chart is used when several sequences of activities occur at the same time and their relationship with respect to time are significant.

The Gantt chart is utilized when the number of simultaneously occurring sequences of activities becomes large. The use of the critical path method network is desirable when some of the sequences of activities are time-related and some are not. This approach can become quite complicated and then computer programs must be used in conjunction with it.

PERT (program evaluation and review technique) is a variation of the critical path technique into which another variable, probability, has been introduced.

Quality control work is different from production work in two basic ways:

1. Most quality control work input is assigned and controlled on a job-by-job basis rather than unit-of-time or product-output. For this reason, work content is usually non-repetitive in nature.

2. Direct correlation between work output and product or service output is seldom feasible. This tends to make verification of savings difficult.

These differences do not limit the usefulness of the work- simplification approach. But they do change the emphasis somewhat.

The problems encountered in applying intelligent management to quality control are very complex. Effective management usually requires a great deal of data. A huge volume of records are often generated. Work simplification can give a big assist to the streamlining of these activities. For instance:

1. Work-control procedures.

Efficient assignment and control of work on a job-by-job basis requires much planning and a large volume of paper work. This work is very repetitive in nature and an excellent subject for work simplification.

On work of caution: simple elimination of paper work or arbitrary reduction in the number of work orders is not the answer if it results in loss of control. Much can be done, however, to reduce complexity of this documents and decrease the effort and time required to process
them without destroying their effectiveness.

2. History records.

The development of maintenance history records is absolutely essential to carrying on a productive quality control program. But these records are often quite voluminous and time-consuming in both preparation and use. The methods used for the assembly and retrieval of information from these records represent an excellent area for work simplification.

The following are areas of effort which can greatly benefit from the use of the work-simplification approach, specially when equipment grows more and more complex:

1. Pre-detection of incipient failures.

Effective preventive quality control will require improved techniques for predicting when, where and how failures are likely to be incurred. This probably involve the development of better inspection techniques, the introduction of the use of more diagnostic instruments, and perhaps the introduction of continuous monitoring techniques.

2. Post-failure remedial-action decisions.

The determination of the exact nature and extent of equipment malfunctions and remedial action indicated is becoming increasingly difficult as the variety and complexity of facilities increase. The predevelopment of standard diagnostic routines offers and excellent opportunity for the development of better methods.

3. Repetitive-job standardization.

Use of standardized, pre-selected procedures for the same or similar jobs will increase the volume of work upon which detailed methods-improvement studies can be justified.

The multiple-activity process charting technique provides an excellent vehicle for exploring ways to:

1. Reduce crew sizes.

Use of pre-planned, shop make-ready, prefabrication or pre-assembly, special-handling equipment or tools, etc., can frequently reduce the amount of work done by field crews.

2. Reduce out-of-service time.

Careful pre-scheduling can often appreciably reduce the total time required to complete jobs. The multiple-activity process chart is a good tool for this purpose. When jobs are large and complicated, it is usually necessary to resort to the more complex critical-path technique.


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