EXPEDITION

Tertiary Education

2011-12-14T13:45:00.002+05:30

Tertiary education in New Zealand is often the final step for many young Kiwis before they launch themselves into a career in the real world. The courses of study which are undertaken at tertiary education providers are often extremely specified, giving students specific skills and knowledge bases to go out and successfully perform in a particular industry.
Teritary education can be undertaken from several different kinds of institutes, namely universities and polytechnics.
Universities in New Zealand offer courses which are normally theoretically based programmes. This means the base of your study will be listening, learning and researching. Many degrees, such as medical degrees have significant practical or "working" aspects to them, however more general degrees such as a Bachelor of Arts or Bachelor of Commerce are almost wholly book-based.
Study at a NZ polytech on the other hand, often offers courses which stress employment-related, practical skills. This means the course involves undertaking the same work tasks as those performed in the real world, not just learning about them. From degrees in Exercise and Sports Science to Hairdressing, polytechnic courses have a much larger slant towards practical application of skill than many university degrees.
The University Option:
University study in New Zealand is strongly grounded in research and academia, giving students an expansive background in self-directed investigative learning.
Most undergraduate degrees at university are not specific to one particular career, making university a good option for those who are not entirely sure of the path they want to go down. In first year students have the ability to explore several different subject avenues in order to find out where their interests lie. Throughout further years students need to specify their study to a particular department, but still have the luxury of taking additional unrelated papers on the side to complete their study requirements.
While there are many degrees which will teach students the specific skills they need to perform a particular job, such as a Bachelor of Dental Surgery, most undergraduate courses at university require postgraduate study to gain the employment-related nous needed to perform in a profession without actual working experience. This is the case for university degrees such as sciences and arts or social sciences.
Upon graduating with a university degree students will have an extremely sound knowledge of a particular field of work, and with some practical work experience (such as internships), will be able to slot into the working world in a junior professional position. University graduates will however, will often still spend the first year or longer of their working career learning many job-specific skills that their degree did not cover.
The Polytechnic Option:
Many prospective students think that polytechnic education only caters for mechanics and the hospitality industry. While that may have once been the case, polytechnic study is increasingly offering more and more courses similar to those offered at universities, but with a more practical element to them. From media to business, landscape design to interior design, software engineering to journalism, the education programmes offered by polytechnics generally offer a more applied form of education.
Socially, university education is still considered to be a higher level of education than polytechnic education. This stigma is increasingly been proven a myth, with practical skills, or a combination of practical and academic skills, far overriding pure academic skills in the workforce.
Polytechnics often have a more direct relationship with industry, and are more actively involved in placing students with work experience and in actual jobs than universities. For university students, post-study experience and employment largely rests on the motivation to succeed by the individual student.
Which to Choose?
By completing an undergraduate degree at university you can show employers that you have a good mind and you know how to learn, as it develops good communication skills and enables you to think critically. Conversely, a qualification from a polytechnic offers specific skills and knowledge which can be directly applied to the workforce.
Unless you intend to become a medical doctor, lawyer or academic, in which case university is the only option, it is best to choose your tertiary education based on what the specific course or degree you are interested in offers - and where the skills that degree teaches you will lead you.
Looking for more information about universities or polytechnics in New Zealand? Check out the NZS.com directory.

Education in New Zealand

2011-12-14T13:44:00.001+05:30

Education in New Zealand follows the three-tier model which includes primary schools, followed by secondary schools (high schools) and tertiary education at universities and/or polytechs.
The Programme for International Student Assessment ranks New Zealand's education as the 7th best in the world.^[1] The Education Index, published with the UN's Human Development Index in 2008, based on data from 2006, lists New Zealand as 0.993, amongst the highest in the world, tied for first with Denmark, Finland and Australia.^[2]
Education is free and compulsory between the ages of 6 and 16, although in very special cases an exemption can be gained after applying to the MOE. These may be granted to students who are close to 16, have been experiencing some ongoing difficulty at school and have a job already lined up. Families wishing to home educate their children can apply for exemption. To get an exemption from enrollment at a registered school, they must satisfy the Secretary of Education that their child will be taught "as regularly and as well as in a registered school".^[3]
Children almost always start school on their 5th birthday, or the first School Day after it. Post-compulsory education is regulated within the New Zealand National Qualifications Framework, a unified system of national qualifications in schools, vocational education and training.
The academic year in New Zealand varies between institutions, but generally runs from late January until mid-December for primary and secondary schools and polytechnics, and from late February until mid-November for universities.

Free Primary and Secondary education tuition is a right for all New Zealand children from age 5 until the end of the calendar year following the student's 19th birthday, and is compulsory for students between the ages of 6 and 16 (15 with parental and school permission). A recent proposal by the New Zealand Government, called Schools Plus, would see students required to remain in some form of education until age 18.^[4] Disabled students with special educational needs can stay until the end of the calendar year they turn 21.
While state funded tuition is free, students must still pay for course materials and related costs. Also, almost all schools charge a tax deductible "donation" that most parents pay. Private or independent schools charge tuition fees while state integrated schools, which are often church funded, may charge an additional levy for the school buildings. International students with valid student visas can also be enrolled in state funded schools provided they pay the appropriate international student tuition fees. A number of schools use international student fees to supplement their state funding.
Most students start when they turn 5, and remain in school for the full 13 years. Students living more than 5 kilometres walking distance from the nearest school (or public transport to school) may be exempted from attending school but may be required to enrol in a correspondence school. Many schools contract public transport operators to provide school buses that deliver students to the school gate in the morning and home again at the end of the school day.
While there is overlap in some schools, primary school ends at Year 8 and secondary school at Year 13. The last two years of primary school are frequently taken at a separate intermediate school instead of at a primary school, leaving 'contributing' primary schools to end at Year 6. Some areas though have 'full' primary schools which go to year 8. Outside of the following categories, many private schools, state area schools and state integrated schools take students from Years 0 to 13, or Years 7 to 13.
There are three types of school: state, private (or registered or independent) and state integrated schools. State and state integrated schools are government funded. Private schools receive about 25% of their funding from the government,^[5] and rely on tuition fees for the rest. State integrated schools are former private schools which are now "integrated" into the state system under the Private Schools Conditional Integration Act 1975^[6] "on a basis which will preserve and safeguard the special character of the education provided by them". According to Independent Schools New Zealand, an advocacy group for private schools, about 86% of all school-aged children attend state schools, 10% attend state integrated schools and 4% attend private schools.^[5] In addition, parents may home school their own children if they can prove that their child will be "...taught at least as regularly and as well as in a registered school...",^[7] and are given an annual grant^[7] to help with costs, including services from The Correspondence School. The percentage of children home schooled is well under 2% even in the Nelson region, the area where it is most popular,^[8] but there are many local and national support groups.

Between 2000 and 2007 most New Zealand schools moved towards designating school class levels based on the years of schooling of the student cohort. The introduction of NCEA, computerised enrolment and school roll return guideline^[11] changes, amongst others, have been drivers for this change. Before this, a system of Forms, Standards and Juniors or Primers was used.^[12] Although those older terms are no longer used for most school administration they still appear in education legislation, at some (mainly independent) schools, and in talk with older generations, who often prefer to use the terms they are more familiar with. However, one should ask today's students "Which year are you in?" rather than "Which form are you in?", as many will confuse 'form' with form class.
There are 13 academic year levels, numbered 1 through to 13. Students turning five enter at Year 1 if they begin school at the beginning of the school year or before the cut-off date (31 March in legislation, later for most schools). Students who turn five late in the year might stay in Year 1 for the next school year depending on their academic progress. The Ministry of Education draws a distinction between academic and funding year levels, the latter being based on when a student first starts school – students first starting school after July, so do not appear on the July roll returns, so are classified as being in Funding Year 0 that year, so they are recorded as being in Year 1 on the next year's roll returns. Students in Years 7 and 8 may attend an Intermediate School which provides a transition from primary schooling to secondary schooling. The last year of primary schooling is Year 8, and students must vacate Year 8 by the end of the school year after their 14th birthday (although most students are 12–13 when they transition to secondary school). The first year of secondary education is Year 9. The Ministry of Education requires that a student's funding year and academic year are aligned in years 7, 8, and 9, irrespective of when they first started school. Students who do not achieve sufficient credits in NCEA may or may not repeat Year 11, 12 or 13, while attempting to attain credits not achieved in NCEA – repeating a year often depends on what credit have been attained and what NCEA levels the majority of study is at. Year 13 is seen as the traditional end of secondary school, with an extra funding year
Under the old system of Forms, Standards and Juniors, there were two Junior years followed by four Standard years in primary school, followed by seven Forms. Forms 1 and 2 were in intermediate school and the remaining five were in secondary school.

For state schools, the Education Amendment Act 2000 puts in place a new "system for determining enrolment of students in circumstances where a school has reached its roll capacity and needs to avoid overcrowding." Schools which operate enrolment schemes have a geographically defined "home zone". Residence in this zone, or in the school's boarding house, if it has one, gives right of entry to the School. Students who live outside the school's home zone can be admitted, if there are places available, in the following order of priority: special programmes; siblings of currently enrolled students; siblings of past students; children of board employees and staff; all other students. If there are more applications than available places then selection must be through a randomly-drawn ballot. The system is complicated by some state schools having boarding facilities for students living beyond the school's zone. Typically these students live in isolated farming regions in New Zealand, or their parents may live or work partly overseas. Many secondary schools offer limited scholarships to their boarding establishment to attract talented students, such as rugby players from Fiji, in imitation of private school practice.
Critics have suggested that the system is fundamentally unfair as it restricts the choice for parents to choose schools and schools to choose their students although it does allow all students living in the community to have entry, as of right, regardless of their academic or social profile. In addition, there is evidence that property values surrounding some more desirable schools become inflated, thus restricting the ability of lower socio-economic groups to purchase a house in the zone, though this is off set by the fact that students are accepted from rental accommodation or from homes where they are boarding with a bona fide relative or friend living in the zone.

Diplomas in Design

2011-12-14T13:43:00.002+05:30

The world of design is an exciting and visually inspiring place but it is not just limited to traditional pen-to-paper artwork or simple logo design.
There are a large number of variations of design diploma that are readily available to study in New Zealand institutions.

Diplomas in Design available in New Zealand include:

Computer Graphic Design
Animation and Digital Video
Interactive Design
Digital Media

Diploma in Computer Graphic Design

Diplomas in Computer Graphic Design will help you to develop and combine your creative skills with technological skills in order to communicate ideas and information in a way that is visually appealing while efficiently promoting your message.
These design courses also give you skills and knowledge in print design theory so that you can competently create a wide range of printed promotional and informative materials at a commercial level.

Diploma in Animation and Digital Video

You only have to look at what's screening at your local cinema to see that 3D animation is becoming more and more popular and more and more advanced. If this is something that inspires you to flex your creative mind, a diploma in animation and digital video will give you the skills and recognition you need to start your career in digital animation.
Creative design skills combine with storytelling and audio to create stunning animations and 3D imagery.

Diploma in Interactive Design

The interactive design industry is thriving throughout the world with more and more people and businesses becoming regular users of the internet.
Diplomas in Interactive Design provide you with skills to create a wide variety of interactive digital media including web design and interactive advertising design as well as the popular fields of interactive game design and development.

Diploma in Digital Media

Digital media provides the optimal outlet for a desire to combine creative talent with skills in digital technology. If you were to take on a Diploma in Digital Media, you can expect to use digital still imagery and video cameras and computers to create a range of original art combining both traditional and digital media.
This diploma will advances your skills in digital illustration techniques as well as the ability to create images and pages suitable for web publication. Skills learnt in this diploma will benefit your career in print, motion graphics or interactive media.

To find an educational organisation that provides the diplomas listed here and more, visit the industry training organisations category in the NZS.com directory.

NZ Student Loans

2011-12-14T13:41:00.003+05:30

Furthering your education with tertiary study is a no-brainer for many New Zealanders, and while our course fees are generally affordable in comparison with the rest of the world, most students will have to take out a student loan to pay for some or all of their study costs.
Being burdened with a large loan is a huge commitment before you’ve even entered the professional workforce, and trying to understand all the ins and outs of your loan structure can be intimidating – especially if you’re not an accounting major.
Getting to grips with the basics of your student loan will help you make an informed decision when it comes to deciding what courses you’ll take, and how much of your expenses you’ll add to your overall loan total. It might also make you think twice before claiming extra money for ‘course related costs’ so you can spend your first week of orientation spending large at the uni bar.
For further financial information from other parties, there are a number of businesses offering financial advice that you can talk to.
What is a student loan?
Basically, a student loan can help to finance your study. In New Zealand it's made up of three parts: compulsory fees, course-related costs and living costs, and while it may seem like free money if you’re fresh out of high school, you will ultimately have to pay it back.
When you apply for a loan, you choose the parts you want to apply for, depending on what you need and qualify for. Remember that you should only borrow what you need. You’ll be signing a contract with the Government agreeing that you’ll pay back your student loan once you start earning money
Compulsory fees
The compulsory fees part of your student loan allows you to borrow the total amount of fees for your course, including the compulsory Student Association fees that are charged by your education provider.
Whether you already have some money saved for your education, or you’re starting with a blank slate and empty savings account, you can borrow either all or part of your compulsory fees. If you decide to pay part of your fees the amount you've paid will be deducted from the amount you can borrow. That means that if your fees for the year are $6000 and you’ve saved enough to pay $2000 towards them, you will be able to borrow $4000 for compulsory fees for your student loan.
Your compulsory fees are paid directly to your education provider, so you must be fully enrolled in your course for any part of your student loan to be paid.
Course related costs
If you do have genuine course related costs you need assistance with, such as stationery, books, computer equipment, travel, you can borrow up to $1000 a year for course-related costs. You don't have to claim all your costs at once, but you will need to provide evidence of your costs like a quote or receipt.
Course-related costs are paid directly to your bank account, with the earliest payment being 14 days before your course starts. You can apply for your course related costs online.
Living costs
The living costs part of your student loan can help with your weekly expenses if you don't qualify for a Student Allowance or don't qualify for the full amount of the Student Allowance.
You can borrow up to $163.38 each week for living costs while you're studying, but if you’re also working and don’t need to borrow that full amount it’s a good idea to reduce your living costs payments. Living costs payments are direct credited to your bank account, and your living costs payments start in the second week of your course (you are paid one week in arrears).
How do I get one?
To receive a student loan you need to be a New Zealand citizen, permanent resident or refugee, and you have to be enrolled in a Tertiary Education Commission approved course. You’ll need to be studying full time, or part time if your course goes for 32 weeks or longer.
You’ll need to take out a new loan every time you start a new course, but each new loan will be tacked on to your total to keep things relatively simple.
To get your student loan you’ll apply through Ministry of Social Development agent Studylink. Their job is to ensure that students get the finance and support they need so they can complete their study, and most tertiary campuses have a Studylink office on site. If you have any questions about your loan or the loan process, they should be your first port of call in getting things sorted.
How do I pay off my student loan?
Paying back your student loan is as simple as choosing the correct tax code once you start working, although you can also make voluntary repayments on top of your compulsory payments if you’d like to pay off your loan more quickly.
If you earn more than the repayment threshold of $19,084 – around $367 a week – you’ll be required to start making compulsory payments, which are deducted from your pay as you earn. While your student loan will accrue interest, this interest is wiped each year for student loan borrowers working in New Zealand. If you live outside of New Zealand the interest rate is 6.6 percent.
You’ll receive regular statements from Inland Revenue Department so you know the balance of your loan and how much you have left to pay back each year. You can also check the balance of your student loan online at www.ird.govt.nz.
For more information about loans check out the loan providers in the NZS.com directory.

Education in India

2007-08-06T21:19:00.000+05:30

India has been a major seat of learning for thousands of years. While some of the country's universities (BITS, ISB, IITs, IIITs, NITs, IISc, TIFR, ISI, IIMs, AIIMS) are among the world's well-renowned, it is also dealing with challenges in its primary education and strives to reach 100% literacy. Universal Compulsory Primary Education, with its challenges of keeping poor children in school and maintaining quality of education in rural areas, has been difficult to achieve (Kerala is the only Indian state to reach this goal so far). All levels of education, from primary to higher education, are overseen by Department of Higher Education (India) and Department of School Education and Literacy, and heavily subsidized by the Indian government, though there is a move to make higher education partially self-financing. Indian Government is considering to allow 100% foreign direct investment in Higher Education.

Structure

Indian Education System comprises stages called Nursery,Primary,Secondary,Higher Secondary,Graduation & Post Graduation. Some students go in different stream after Secondary for 3 Years Technical education called Polytechnics

The system is divided into preprimary, primary, middle, secondary (or high school), and higher levels. Preprimary is usually composed of Lower Kindergarten and Higher Kindergarten, where primary reading and writing skills are developed. Primary school includes children of ages six to eleven, organized into classes one through five. Secondary school pupils aged eleven through fifteen are organized into classes six through ten, and higher secondary school students ages sixteen through seventeen are enrolled in classes Eleven through twelve. In some places there is a concept called Middle schools for classes between six to eight. In such cases classes nine to twelve are classified under high school category. Higher Education in India provides an opportunity to specialize in a field and includes technical schools (such as the Indian Institutes of Technology), colleges, and universities.

In India, the main types of schools are those controlled by:

The state government boards like SSLC, in which the vast majority of Indian school-children are enrolled,
The Central Board of Secondary Education (CBSE) board,
The Council for the Indian School Certificate Examinations (CISCE) board,
National Open School and
"International schools." These schools mimic the schools in the West in pattern and syllabi and are considerably more expensive than regular schools. The exams conducted have the syllabus of anyone of the above-mentioned Councils or Boards.

Preprimary Education

In India, kindergarten is divided into two stages- lower kindergarten (LKG) and upper kindergarten (UKG). Typically, an LKG class would comprise children 3 to 4 years of age, and the UKG class would comprise children 4 to 5 years of age. After finishing upper kindergarten, a child enters Class 1 (or, Standard 1) of primary school. Often kindergarten is an integral part of regular schools. In most cases the kindergarten is run as a private school. Younger Children are also put into a special Toddler/Nursery group at the age of 2–2½. It is run as part of the kindergarten. There are some organized players with standardized curriculums such as the Shemrock Preschools

Elementary Education

Primary school in the remote Kanji village of the Kargil district.

During the eighth five-year plan, the target of "universalizing" elementary education was divided into three broad parameters: Universal Access, Universal Retention and Universal Achievement i.e., making education accessible to children, making sure that they continue education and finally, achieving goals. As a result of education programs, by the end of 2000, 94% of India's rural population had primary schools within one km and 84% had upper primary schools within 3 km. Special efforts were made to enroll SC/ST and girls. The enrollment in primary and upper-primary schools has gone up considerably since the first five-year plan. So has the number of primary and upper-primary schools. In 1950-51, only 3.1 million students had enrolled for primary education. In 1997-98, this figure was 39.5 million. The number of primary and upper-primary schools was 0.223 million in 1950-51. This figure was 0.775 million in 1996-97.

In 2002/2003, an estimated 82% of children in the age group of 6-14 were enrolled in school. The Government of India aims to increase this to 100% by the end of the decade. To achieve this the Government launched Sarva Shiksha Abhiyan.

The strategies adopted by the Government to check drop-out rate are:

Creating parental awareness
Community mobilization
Economic incentives
Minimum Levels of Learning (MLL)
District Primary Education Programme (DPEP)
National Programme of Nutritional Support to Primary Education (Mid-day Meals Scheme)
The 86th Constitutional Amendment Act was passed by the parliament to make the Right to Elementary Education a fundamental right and a fundamental duty.
National Elementary Education Mission
A National Committee of State Education Ministers has been set up with the Minister of Human Resource Development as the Chairperson of the committee.
Media publicity and advocacy plans.
Sarva Shiksha Abhiyan

Non-graduation market

Each major Indian city and town has plenty of government-funded high schools catering to the working classes, who form the majority of the population. Government high schools are sometimes English medium schools (this is often true in large cities) but students are usually taught in the regional language. These institutions are heavily subsidised. Study materials (such as textbooks, notebooks and stationary) are sometime but not always subsidised. Government schools follow the state curriculum. There are also a number of private schools providing secondary education. These schools usually either follow the national curriculum or provide an international qualification. Many top secondary schools offer an alternative international qualification, such as the IB program or A Levels.

Higher Education

Higher education in India has evolved in distinct and divergent streams with each stream monitored by an apex body, indirectly controlled by the Ministry of Human Resource Development. and funded by the state governments. However, there are 18 important universities called Central Universities, which are maintained by the Union Government. The increased funding of the central universities give them an advantage over state competitors.

The private sector is strong in Indian higher education. The Indian Institutes of Technology were placed 50th in the world and 2nd in the field of Engineering (next only to MIT) by Times Higher World University Rankings although they did not appear in the Shanghai Jiao Tong University Academic Ranking of World Universities. The National Law School of India University is highly regarded, with some of its students being awarded Rhodes Scholarships to Oxford University, and the All India Institute of Medical Sciences is consistently rated the top medical school in the country. Indian School of Business, Hyderabad and the Indian Institutes of Management (IIMs) are the top management institutes in India.

Accreditation

Accreditation for universities in India are required by law unless it was created through an act of Parliament. Without accreditation, the government notes "these fake institutions have no legal entity to call themselves as University/Vishwvidyalaya and to award ‘degree’ which are not treated as valid for academic/employment purposes." The University Grants Commission Act 1956 explains,

"the right of conferring or granting degrees shall be exercised only by a University established or incorporated by or under a Central Act carlo bon tempo, or a State Act, or an Institution deemed to be University or an institution specially empowered by an Act of the Parliament to confer or grant degrees. Thus, any institution which has not been created by an enactment of Parliament or a State Legislature or has not been granted the status of a Deemed to be University, is not entitled to award a degree."

Accreditation for higher learning is overseen by autonomous institutions established by the University Grants Commission :

All India Council for Technical Education (AICTE)
Distance Education Council (DEC)
Indian Council of Agricultural Research (ICAR)
Bar Council of India (BCI)
National Assessment and Accreditation Council (NAAC)
National Council for Teacher Education (NCTE)
Rehabilitation Council of India (RCI)
Medical Council of India (MCI)
Pharmacy Council of India (PCI)
Indian Nursing Council (INC)
Dental Council of India (DCI)
Central Council of Homeopathy (CCH)
Central Council of Indian Medicine (CCIM)

Graduation market

This is a chart of graduation market of India as per Census 2001.

Educational level	Holders
Total	502,994,684
Unclassified	97,756
Non-technical diploma or certificate not equal to degree	386,146
Technical diploma or certificate not equal to degree	3,666,680
Higher Secondary, Intermediate, Pre-university or Senior Secondary	37,816,215
Matriculation or Secondary	79,229,721

Degree	Holders
Total	37,670,147
Post-graduate degree other than technical degree	6,949,707
Graduate degree other than technical degree	25,666,044
Engineering and technology	2,588,405
Teaching	1,547,671
Medicine	768,964
Agriculture and dairying	100,126
Veterinary	99,999
Other	22,588

History

India has a long history of organized education. The Gurukul system of education is one of the oldest on earth but before that the guru shishya system was extant, in which students were taught orally and the data would be passed from one generation to the next. Gurukuls were traditional Hindu residential schools of learning; typically the teacher's house or a monastery. Education was free, but students from well-to-do families payed Gurudakshina, a voluntary contribution after the completion of their studies. At the Gurukuls, the teacher imparted knowledge of Religion, Scriptures, Philosophy, Literature, Warfare, Statecraft, Medicine Astrology and "History" ("Itihaas" — actually mythology). Only students belonging to Brahmin and Kshatriya communities were taught in these Gurukuls. However, the advent of Buddhism and Jainism brought fundamental changes in access to education with their democratic character. The first millennium and the few centuries preceding it saw the flourishing of higher education at Nalanda, Takshashila University, Ujjain, & Vikramshila Universities. Art, Architecture, Painting, Logic, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine were among the subjects taught and each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak. British records show that education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society. Traditional structures were not recognized by the British government and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during the British rule.

But scholars have questioned the validity of such an argument. The village pathshalas were often housed in shabby dwellings and taught by ill-qualified teachers. Instruction was limited mainly to the three Rs and the native mahajanilzamindari accounts. Printed books were not used, and most writing was done on palm leaf, plantain leaf, or on sand. There was no fixed class routine, timetable, or school calendar. There was no annual examination, pupils being promoted whenever the guru was satisfied of the scholar's attainments. There were no desks, benches,blackboards, or fixed seating arrangements. The decline probably started in the mid- 1700s. By the 1820s neither the village schools nor the tols or madrasas were the vital centers of learning. In 1823, Raja Rammohan Roy wrote to the governor-general, Lord Amherst, requesting that he not spend government funds on starting a Sanskrit College in Calcutta but rather employ "European Gentlemen of talent and education to instruct the natives of India in Mathematics, Natural Philosophy, Chemistry, Anatomy and other useful sciences."The current system of education, with its western style and content, was introduced & founded by the British in the 20th century, following recommendations by Macaulay.

Up to the 17th century

The first millennium and the few centuries preceding it saw the flourishing of higher education at Nalanda, Takshila, Ujjain, & Vikramshila Universities. Art, Architecture, Painting, Logic, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine were among the subjects taught and each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak.this is

Education under British Rule

British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society. But scholars have questioned the validity of such an argument. They argue that proponents of indigenous education fail to recognize the importance of the widespread use of printed books in the West since the sixteenth century, which led to a remarkable advancement of knowledge. Printed books were not used in Indian schools till the 1820s or even later. There were institutions such as Gresham's college in London that encouraged scientific learning. In fact, there were a number of such academic and scientific societies in England, often supported by Puritan and non-Conformist merchants, the like of which probably did not exist in India. The entire claim of indigenous education proponents is based on the thesis advocated by Dharampal which says that there was a general decline in Indian society and economy with the coming of British rule. In the process, indigenous education suffered. This, however, is too broad a generalization, and the exact impact of British rule on different regions at different times has to be studied more carefully before we conclude that the curve everywhere steadily declined. He argues that pre-British schools and colleges were maintained by grants of revenue-free land. The East India Company, with its policy of maximizing land revenue, stopped this and thus starved the Indian education system of its financial resources. Again, we need more detailed evidence to show how far inam lands were taken over by the government. More often, military officers, zamindar.~,and talukdars were deprived of revenue-free land rather than temples, mosques, madrasas. Recent research has revealed that inam lands continued to exist well into the nineteenth century, much more than was previously suspected.

The current system of education, with its western style and content, was introduced & funded by the British in the 19th century, following recommendations by Macaulay. Traditional structures were not recognized by the British government and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during British rule.

The British established many colleges like St. Xavier's College, Sydenham College, Wilson College and Elphinstone College in India.

According to Prof. Emeritus M.G. Sahadevan, F.R.C.P. (London), the first medical college of Kerala was started at Calicut, in 1942-43, during World War II. Due to shortage of doctors to serve the military, the British Government decided to open a branch of Madras Medical College in Malabar, which was under Madras Presidency then. After the war, the medical school at Calicut was closed and the students continued their studies at Madras Medical College.

After Independence

After independence, education became the responsibility of the states. The Central Government's only obligation was to co-ordinate in technical and higher education and specify standards. This continued till 1976, when the education became a joint responsibility of the state and the Centre.

Education Commission

The Education Commission under the Chairmanship of Dr. D. S. Kothari, the then Chairman, University Grants Commission, began its task on October 2,1964. It consisted of sixteen members, eleven being Indians and five foreign experts. In addition, the Commission had the benefit of discussion with a number of internationally known as consultants in the educational as well as scientific field----.

After 1976

In 1976, education was made a joint responsibility of the states and the Centre, through a constitutional amendment. The center is represented by Ministry of Human Resource Development's Department of Education and together with the states, it is jointly responsible for the formulation of education policy and planning.

NPE 1986 and revised PoA 1992 envisioned that free and compulsory education should be provided for all children up to 14 years of age before the commencement of 21st century. Government of India made a commitment that by 2000, 6% of the Gross Domestic Product (GDP) will be spent on education, out of which half would be spent on the Primary education.

In November 1998, Prime Minister Atal Behari Vajpayee announced setting up of Vidya Vahini Network to link up universities, UGC and CSIR.

Recent developments

The Indian Education System is generally marks-based. However, some experiments have been made to do away with the marks-based system which has led to cases of depression and suicides among students. In 2005, the Kerala government introduced a grades-based system in the hope that it will help students to move away from the cut-throat competition and rote-learning and will be able to focus on creative aspects and personality development as well. iDiscoveri education started by Alumni of Harvard, XLRI is a pioneer in this field. This organization has already developed 5 model schools.

Outdoor Education in India

is relatively new to schools in India, though it is quite well established abroad. Acceptance is slowly increasing with a few schools advocating outbound adventure based programmes among students, to enhance personal growth through experiential learning and increase awareness about various subjects like the environment, ecology, wildlife, history, archaeology, geography and adventure sports. Some organisations that currently offer such programmes for schools are OETS and Wide Aware in Mumbai.Youreka& Ozonewho offer open summer programs based out of Delhi in north and Bangalore in South.

Expenditure on Education in India

The Government expenditure on Education has greatly increased since the First five-year plan. The Government of India has highly subsidized higher education. Nearly 97% of the Central Government expenditure on elementary education goes towards the payment of teachers' salaries.

Initiatives

Non-Formal Education

In 1979-80, the Government of India, Department of Education launched a program of Non-Formal Education (NFE) for children of 6-14 years age group, who cannot join regular schools. These children include school drop-outs, working children, children from areas without easy access to schools etc. The initial focus of the scheme was on ten educationally backward states. Later, it was extended to urban slums as well as hilly, tribal and desert areas in other states. The program is now functional in 25 states/UTs. 100% assistance is given to voluntary organizations for running NFE centers.

Bal Bhavans

Bal Bhavans centers, which are operational all over India, aim to enhance creative and sports skills of children in the age group 5-16 years. There are various State and District Bal Bhavans, which conduct programs in fine-arts, aeromodeling, computer-education, sports, martial arts, performing arts etc. They are also equipped with libraries with books for children. New Delhi alone has 52 Bal Bhavan centers. The National Bal Bhavan is an autonomous institution under the Department of Education. It provides general guidance, training facility and transfer of information to State and District Bal Bhavans situated all over India.

Distance education

India has a large number of Distance education programmes in Undergraduate and Post-Graduate levels. The trend was started originally by private institutions that offered distance education at certificate and diploma level. By 1985 many of the larger Universities recognized the need and potential of distance education in a poor and populous country like India and launched degree level programs through distance education. The trend caught up, and today many prestigious Indian Universities offer distance programs. Indira Gandhi National University, one of the largest in student enrollment, has only distance programs with numerous local centers that offer supplementary contact classes.

Education for special sections of society

Women

Under Non-Formal Education programme, about 40% of the centers in states and 10% of the centers in UTs are exclusively for girls. As of 2000, about 0.3 million NFE centers were catering to about 7.42 million children, out of which about 0.12 million were exclusively for girls.

In engineering, medical and other colleges, 30% of the seats have been reserved for women.

SC/STs and OBCs

The Government has reserved seats for SC/STs in all areas of education. Special scholarships and other incentives are provided for SC/ST candidates. Many State Governments have completely waived fees for SC/ST students. The IITs have a special coaching program for the SC/ST candidates who fail in the entrance exams marginally. Seats have been reserved for candidates belonging to Other Backward Classes as well in some states like Tamilnadu, Karnataka and Andhra Pradesh. The struggle for reserving seats for students from OBC categories in elite institutions like IITs, IIMs and AIIMS and Central Universities is still going on. The Supreme Court of India is obstructing this reservation for the reason that there has been no caste-wise census since 1931 and the population share of OBCs cannot be based on 1931 census. The Department for the Welfare of SC/ST/OBC/Minorities introduced the SC/ST tuition-fee reimbursement scheme in 2003-2004. The scheme applies to SC and ST students of Delhi who are enrolled in recognized unaided private schools and who have an annual family income of less than Rs. 1 lakh. It provides a 100% reimbursement of the tuition fees, sports fee, science fee, lab fee, admission fee and the co-curricular fee if the student's family income falls below Rs. 48, 000 per annum and a reimbursement of 75% if the family income is greater than Rs. 48, 000 per annum but less than Rs. 1 lakh. The subsidy provided by the scheme covers between 85% and 90% of the beneficiary's total running expenses in studying in a private school.

Post Graduate Classes at Correctional Homes

The Government of West Bengal has started the Post Graduate teaching facilities for the convicts at the Correctional Homes in West Bengal. The first of its kind has already started at Alipore Central Correctional Home, Kolkata where Utthan Paul, a life convict is pursuing his Post Graduation in Political Science from Netaji Subhas Open University. Dr. Imankalyan Lahiri , Lecturer in Political Science of Netaji Subhas Open University is taking his classes.

Chronology of main events

1935: Central Advisory Board of Education (CABE) set up.
1976: Education made a joint responsibility of the states and the Centre.
1986: National Policy on Education (NPE) and Programme of Action (PoA)
1992: Revised National Policy on Education (NPE) and Programme of Action (PoA)
December 17, 1998: The Assam Government enacts a law making ragging in educational institutions a criminal offence.
November 1998: Prime Minister Atal Behari Vajpayee announces setting up of Vidya Vahini Network to link up universities, UGC and CSIR.
September 2006: Education Reforms In India

The World Does NOT Revolve Around You

2007-08-06T16:25:00.001+05:30

“Listen, you spoiled little cretins, the world does not revolve around you,” I patiently explained.

“You’re kidding right?” hooted my students derisively.

“Pick up your instruments, start together on the downbeat and count carefully.”

How many music teachers have had the first part of that conversation? Almost none, at least not out loud. The second installment is an every day plea for many.

Our youth-obsessed culture seems to make a liar out of me, but lest you think your work is in vain, let me present you with a few ideas.

One of the things adults commonly complain about in their later years looking back on school, aside from a lousy prom, was that they felt ‘alone’ and like an ‘outsider’. The band and orchestra students that I have canvassed don’t often feel that way. Isn’t that interesting? I’m lobbying to have my son do a graduate research project on this issue. I’d love to see the results, wouldn’t you?

Common sense, that harbinger of things ‘everybody knows’ insists that if you learn to be part of a group that needs you in order to get something done, you will feel valuable and worthwhile. Anecdotal evidence supports this concept.

Our sports-mad country feeds us with stories of the scrawny child who becomes Mr. Olympia seven times, makes multimillions in movies and then governs California. What is often overlooked is that music serves many valuable parts of the maturation process that sports do not.

Let me elaborate briefly. Most people involved with music know the statistics. Music makes you brighter, helps you focus in all areas of study, gives you greater mastery over fractions than heretofore thought humanly possible, etc.

But here’s a thought for all those guitar players strumming alone in their garrets. When you have to listen and fit in, when there is the tyranny of a written part to play you are going to find yourself learning new musical concepts at light speed. Why? For the same reason that learning say, mathematics, is easier with some formal guidelines. Reinventing multiplication or discovering every formula newly takes a few lifetimes of inquiry, just check your history texts. Solitary inquiry is necessary and good and I hope it has a place of honor in everyone’s intellectual pantheon, but it cannot be the only method of realization.

One thing ensemble music instruction teaches you is that you must ‘make nice’ with others in order to get the job done. “So what?” you say. It gets back to the heart of both of our issues.

One of the signs of maturity, which my adorable dumplings in the lower grades find difficult to exhibit, is one’s place and involvement in an activity. In spite of what our youth worshipping culture and media would have you believe individuals are generally not the most important things on the program. In music you learn that you can have a part that is vital to the results, but so are the other parts. Together you all help to create a whole that is satisfying to everyone.

This is something that musicians learn and team players discover, but many other people miss completely. Unlike sports where there can be a competitive factor to be the ‘best’, music requires everyone be good to make the whole creative performance satisfying. This is an even higher level of sophistication than sports because creating your part well and thoroughly gives you no personal glory but makes the whole experience better for all the other players and the audience. And all without someone else having to ‘lose’.

A good musician must practice alone but still be able to play with a group to create something larger than themselves. The product of this collaboration? All of us have favored pieces of music associated with the times
of our lives, and a majority of those pieces were created within a group, rather than by a solo artist.

Both musician and listener profit from this synergy. With recordings you can hear your favorites repeatedly extending the memories for a lifetime. So, although the world doesn’t revolve around any one of us, the extended fruits of our conspiracies are definitely worth striving for. Go forth and make music for yourself and for all of us.

Homeschool And College Acceptance What Works And Doesn’t Work In Homeschooling

2007-08-06T16:23:00.000+05:30

How Homeschooling Parents Can Assure their Homeschooled Students Gain Acceptance into America’s Well-Known Colleges and Universities.

Homeschool and College Acceptance What Works and Doesn’t Work in Homeschooling

How Homeschooling Parents Can Assure their Homeschooled Students Gain Acceptance into America’s Well-Known Colleges and Universities

You’ve all heard the mixed reports about college acceptance of homeschooled children. Some say colleges will not accept homeschooled students; others say they desperately want them. But what is the truth? Can homeschooled students have their choice of colleges and universities or is it a struggle to find one that will accept them? You will find most colleges and universities “homeschool friendly” if you prepare your homeschool student in advance.

The following report will outline for you several strategies that homeschooling families must use in order to assure that their homeschooled students are sought out by the best colleges and universities in America. And it’s not just about taking tests and completing applications for college enrollment. It involves the home school courses you choose, your extra-curricular activities, your community involvement and much more to meet today’s college requirements!

Bottom line is, colleges want the best students out there. As screening processes become more and more intense, homeschooled students must learn to begin the college enrollment preparation process as young as middle school. Don’t wait till high school to prepare for the necessary college requirements.

The courses you select can make or break your admittance into the best colleges and universities.

Let’s face it. A homeschooled student with a transcript full of vocational or general academic courses will not stand a chance against a homeschooled student with college preparatory classes. Furthermore, a homeschool student who waits until tenth grade to begin college preparatory math and science courses is already a minimum of a year behind other college candidates.

Begin in Middle School.

If your student has the ability to handle higher-level math courses in middle school, by all means start them then. At the minimum, you should aim to provide Pre-Algebra in 8th grade in order that your student can move on to Algebra I in high school. However, avoid the temptation to push a student into higher-level math if he or she is not ready. This will only set up a student for struggle and/or failure in the future, which will not only affect a student’s overall picture, but also his confidence to continue.

Select Courses that Prepare your Homeschooled Student for the Rigors of College.

The courses you select in high school can not only make or break your college acceptance but can make or break a student’s ability to succeed in a college course. Not only do you want to select courses that fit in with a college preparatory course of study, but that are also accelerated enough to challenge your student at a higher level. Finding the easiest Algebra course you can find will not prepare your homeschool student for success in a college atmosphere. Choose wisely.

Bridgeway Academy offers a variety of high school courses from vocational to honors and Advanced Placement.

A good self-instructional course is ideal for your homeschooling program since it will require less expertise on the part of the parent and more independence on the part of your student. The ability to work independently is one of the greatest assets that homeschool students bring to a college or university.

Access a typical college preparatory course of study at Bridgeway Academy’s high school site.

Advanced Placement courses are also ideal for the homeschooling student. Advanced Placement (AP) courses not only give students the opportunity to pursue college-level studies while in high school but also to vamp up their college applications. There are currently thirty-four courses in 19 subject areas offered as AP courses. Scores on AP exams may help colleges predict which students are more likely to graduate on time and therefore cost the college less in student aid (and for that matter cost you less in college tuition costs).

Research conducted by the University of California, Berkeley, indicates that correlations exist between success in AP courses and success in college. Students who earn an AP exam grade of 3 or higher are more likely to complete a bachelor’s degree in four years than their peers. Since AP courses are becoming more and more important in the college screening process, I encourage you to pursue at least one AP course in your student’s high school career.

Extra-curricular Activities add to your marketability!

Another critical element to your home school program is your student’s extracurricular and volunteer activities. To a college counselor, these are an absolute must! And to your student, they are an incredibly valuable addition to his or her development as an individual.

Not only will these extras strengthen your home school student’s college applications, the skills learned from volunteer work, sports and other extracurricular activities are essential for enhancing social skills, building confidence and enriching your student’s life. Therefore, no matter what your student’s aspirations, I strongly recommend you engage him or her in extracurricular pursuits and volunteerism.

In that case of building your college applications; however, students should choose activities they enjoy and stick with them. College admission counselors aren’t interested in seeing students ‘do it all.’ Instead, they are looking for a commitment and passion for an activity outside of the classroom.

Keep track of all activities and awards and include them on your student résumés. Look for leadership opportunities and activities that will impact your community for the good. Find a contribution that will set you apart and allow your student to stand out. College admission counselors like to see students who are leaders. . .in and out of the classroom.

Applying early puts your name at the forefront!

One major disadvantage for homeschooling students is the fact that they do not have a guidance counselor breathing down their neck to get their college applications in the mail. Most colleges and universities have early admissions programs, which will allow your students to get ahead of the game of college applications. Take advantage of early admission deadlines! Better yet, get those applications in as early as possible—don’t wait until the due date to put them in the mail.

Many students find this to be a very intimidating process; however, since this is your opportunity to put your best foot forward, it is not something you want to wait until the last minute before beginning the college enrollment process.

Some basic Do’s and Don’ts that will help make your college application and acceptance process a success!

DO:

Read applications and directions carefully.

Make sure that everything that is supposed to be included is enclosed.

Fill out your own applications. Type the information yourself to avoid crucial mistakes.

Start with the simple applications and then progress to the more complex ones.

Make copies of applications, and practice filling one out before you complete the original.

Type or neatly print your answers, and then proofread the applications and essays several times for accuracy. Also ask someone else to proofread them for you.

If asked, describe how you can make a contribution to the schools to which you apply.

Be truthful, and do not exaggerate your accomplishments.

Keep a copy of all forms you submit to colleges.

Be thorough and on time.

DON’T:

Use correction fluid. If you type your application, use a correctable typewriter or the liftoff strips to correct mistakes. Better yet, fill out your application on line.

Write in script. If you don’t have access to a computer or typewriter, print neatly.

Leave blank spaces. Missing information may cause your application to be sent back or delayed while admission officers wait for complete information.

Be unclear. If the question calls for a specific answer, don’t try to dodge it by being vague.

Put it off

College is an exciting time that can be very rewarding! Preparing yourself early will keep you competitive, while acting proactively is essential to obtaining admission into the college or university of your choice!

Get a comprehensive blueprint to prepare your student for college or university acceptance. What Colleges and Universities Look For, see ADMISSION CRITERIA below.

Incredible college search engine that allows students to navigate 100’s of homeschool friendly colleges and universities all across the United States! These colleges and universities want your homeschooled student because they have invested advertising dollars to be listed at homeschoolfriendlycolleges.com, take a look!

Attention Parents: Do You Make These Ten Mistakes In Homeschooling? Free Report Reveals How To Avoid Them

2007-08-06T16:22:00.000+05:30

Everyone approaches homeschooling with a different perspective. Some approach it with fear and trepidation; others with excitement and enthusiasm; others feel backed into a corner with no other options; and still others look forward to homeschooling as a way to invest more into their children.

Examine each point carefully and look honestly at yourself and your teaching style. Not every mistake will apply to you—that will depend on your personality and approach—but all can easily occur without warning!

1.Over Scheduling

I will never forget my first year of homeschooling. My children were involved in art classes, gymnastics, classes at the zoo, science center classes, chorus, piano lessons, physical education classes, and community sports. On the one day per week that we did not have scheduled events, we would get together with fellow homeschooling families for field trips, writing classes (which I taught), and/or just for a fun time.

I have never been so frazzled in my life! We would cram in our studies in the morning, then load up the car to head out to our daily routine.

I can’t remember who burned out first—the kids or me, but I do know we burned out. Soon those creative moments of science experiments, creative writing fun, and history projects were a thing of the past and we became a slave to our activities schedule.

The key: limit yourself to one or two activities at a time and make schooling a priority. When you have more time to commit at home, schooling can become much more enjoyable!

2.Under Scheduling

Over scheduling can be a nightmare, but under-scheduling can also have its detriments. Kids need variety and opportunities to be with others their own age. There are so many learning opportunities out there!

Find what activities work for your family and take advantage of them. There are many opportunities out there through local museums, art schools, YMCAs, support groups, colleges, churches, and historical sites.

A great idea that worked for us was to get together with several other homeschooling families and plan out a year’s worth of field trips—one per month. We then assigned one to each parent to organize, picked the dates (which we all reserved), and looked forward to our once a month outing. On occasion, we would also get together at a local playground or state park for another day of fun or learning.

This smaller network allowed us to support each other on a more personal basis and to feel free to call on another when we needed encouragement or ideas.

3.Unrealistic Expectations

It is so easy to fall into the trap of unrealistic expectations. I have met many a homeschool Mom who was upset because her three-year old was not reading yet or because her sixth grade son was not succeeding in Algebra I. I have watched as families tackle huge projects trying to cram a whole year of World History into one quarter and plan a World History Fair to culminate the experience. These are the same parents and kids who are burned out by Christmas and struggling to make it through each day!

One the other hand, I have also seen families who decide to home school with no direction, no formal home school curriculum, and no real goals in mind.

Students will live up to your expectations and if none exist, they will quickly adapt and really enjoy themselves for a time. However, by Halloween, kids long for the structure of school and parents are thinking that the ghosts and ghouls knocking on their door look much more appealing than their bored and antsy children.

The individualized instruction that homeschooling provides opens up the door for students to master concepts much quicker than in a classroom full of distractions. However, it also makes it very easy to coast through the year without really accomplishing anything.

The answer to this struggle is planning.

4.A Disorganized School Room

There is nothing more frustrating than the inability to put your fingers on what you need when you need it. This is especially true when you are trying to keep your children current with their schoolwork.

The inability to find a pencil, a working eraser, a textbook or workbook, dictionary, calculator . . . . you get the picture. These are all extremely frustrating and when piled up can make for a very difficult start to a day.

I recommend you commit an entire day at the beginning of the school year to organizing your home school room. Engage your children in the task—let them decide how to organize their supplies.
Store away your teacher’s guides and answer keys—preferably in a file drawer so they are always at your fingertips and organize the curriculum in a sequence that makes sense.

The more time you devote ahead of time to organizing, the less wasted time throughout the school year searching for items you know “are around here somewhere!”

5.Avoiding Breaks to Allow for a Shorter Day

This is a biggie! We all do it—it seems like such a wonderful thing to tell our kids. “Hey, if you can just get this all done this morning, we will have all afternoon with no school!” Guess what? Across the board, homeschooling kids are saying, “We’d rather have a break!”

Let me share some personal experiences. I am ashamed to say, I fell into this one very badly my first year of homeschooling. At the beginning of the school year, I was really good about taking breaks—even heading outside with my children to play baseball, catch, soccer, volleyball, tag . . . you name it. My favorite time for one of these breaks was when one of the kids was struggling, grumpy or looking tired, or when I found myself overwhelmed with the mess around me.

I would announce, “RECESS TIME!” and we would head outside for a good 20 minutes of fun. It never ceased to amaze me how easy it was to get back to a difficult task after a quick breather.

Suddenly, it was essential for my kids to finish up their work in the morning so we could have the afternoon free and breaks became a thing of the past.

I never realized just how frustrating this must have been for my kids until a recent homeschool graduate put it on her top ten list. Sure enough, my kids hated it! To them the tradeoff was not worth it. A “free” afternoon after a grueling morning was not of value to them.

To avoid this one: schedule regular breaks and take them whether you think you need them or not and be sure to spend at least one break enjoying your kids!

In the end a more relaxed longer day is better than a crammed short day any day!

6.Becoming a Slave to Your Home School Curriculum

Another big mistake I made my first year of homeschooling was to allow my curriculum to drive me. Even on days when it was obvious that my kids just weren’t getting it, I would push them to complete the assignments we had determined were appropriate for that day.

When I finally learned to back off, our homeschooling became much more effective. On days when my fifth grader just could not quite figure out how to reduce fractions to the lowest common denominator, we would take a break and move on to something else. Although in some cases, we did not even return to math that day, more often than not, we found that waiting until the evening when the hustle and bustle of the day was over worked much better! At that time, she could sit down and breeze through the math concepts that were impossible just a few hours earlier.

In some cases, you may need to abandon an entire course and try a different approach. Now, don’t be too quick to make this decision—too many of these decisions can be costly. Take the time to really evaluate whether it is the homeschool curriculum or your misuse of it that is causing the struggle.
Sometimes it just takes a fresh look or slowing down a little to make a course work better for you. But if you find that something just does not work, don’t be afraid to set it aside or pass it on to someone else.

On the other hand, don’t make the mistake of rushing your children through a study that they are passionate about! Take the time to allow them to pursue it further.

Bottom line: watch and learn from your kids and adapt as necessary. Don’t become a slave to your home school curriculum.

7.Doing it Alone

So many homeschooling Moms try to do it alone. Once the curriculum decisions have been made and the curriculum is in their hands, they begin the process of schooling . . . on their own.

Sometimes pride keeps them from asking for advice when things get tough; sometimes just the overwhelming task of schooling the children makes it difficult to seek out socialization opportunities; sometimes, it is the misperception that “That is the way it is for homeschoolers.”

This is a huge danger! Irrevocably, Moms who try to do it alone become frustrated and very lonely. Do you find yourself keeping the telemarketer on the phone as long as you possibly can? Does your UPS man find it difficult to escape from your front door after delivering a package? YOU NEED SOCIALIZATION!

IT is just as important for you as it is for your kids.

Socialization for a homeschooling Mom means a sounding board for ideas, advice from those who have been through it before, friendships that allow us to be ourselves, an easy way to share or access information and ideas, a terrific venue to pass on newly discovered educational events or opportunities . . . all absolutely necessary for Moms who are investing so much into their children.
Support groups, homeschool publications, seminars, homeschool conferences, memberships, classes . . . all of these are terrific ways for homeschooling families to socialize with other children and adults.

Don’t ignore this! This will make or break your homeschooling endeavors.

8.Super Mom Syndrome

This was probably the most difficult part of homeschooling for me. Days when my friends would say, “Walking into your home is like walking into an Ethan Allen Showroom” were long gone.

Trying to keep those same standards is like trying to rake leaves into a pile in the middle of a tornado.

Face it: your home will never be the same. Your meals will not always be healthy, your errands will not always be run, your bills may be late, and your bathrooms may not always sparkle.

But take a deep breath and remember:

1. You live in your house all day

2. Your kids are in your house all day

3. You school in your house

4. You use your walls as a display for charts, projects, lessons, maps, time lines, motivations, and more.

5. You do not have a large classroom to keep all of your studies in—books and educational materials will naturally take over your home.

6. You use your desk for more than paying bills, checking e-mail, and surfing the net.

If you are going to survive this homeschooling experience, you must learn to lower your standards!

9.Ignoring the Input of your Children

It is so easy to get so wrapped up in your plans and ideas that you forget to check with your children. This can be especially challenging for Moms who were teachers or who served in a managerial role. Part of the beauty of homeschooling is that it can be a two way street.

You set up the boundaries, then, allow your kids some freedom within those boundaries.

Your willingness to bounce ideas off of your kids and to really consider their input will mean so much to them . . . and you might be surprised at what they come up with!

10.Fear of the Internet

Let’s face it—the Internet can be dangerous! There is so much out there that we do not want our children to see and so many people out there we do not want them to meet!

However, there is also a wealth of information out there that is absolutely invaluable to any homeschooling program. From educational and interactive games, to live cam pictures of our solar system, the possibilities are endless.

And if you know where to go, you can tap into homeschool resources and instruction that will never run dry!

The Adopted Child: Trauma and Its Impact

2007-08-06T16:20:00.000+05:30

Adopted at the age of six months, Joseph was a fussy and sometimes hard to soothe infant. Feeling as though this was just normal infant difficulties with the adjustment of adoption, Pat and Robert paid it little attention. When Joseph reached the age of two and began to bite the other children in daycare, they chalked it up to the dreaded two-year old stage of which everyone assumes to be okay. Though the biting never quite ceased that year, with a few modifications, Joseph made it through the year. The teachers raved about how smart he was. By the time he was six, the increasing duration of the school day seemed almost more than he could bear. Sometimes screaming for hours at a time, Joseph would do no work and then would spend the remainder of the day in isolation. Prone to striking out when others attempted to soothe him, Joseph had now grown accustomed to attempting to runaway from the school personnel when his behavior would escalate. On many occasions this would lead to Joseph being restrained by the security guards, principal, or coaches. Eventually Joseph began to stack up a list of schools attended and suspended from. By the time Joseph had hit the 5th grade, his increasingly violent outburst coined with outward defiance had gained him two different stays at local residential treatment centers. Not knowing where else to turn or what else to do, and after failed attempts at therapy, and more than eight psychiatric medications had proved of little benefit other than causing Joseph to appear "zombie-like," Pat and Robert felt their only other option was to send Joseph to a boys boarding school.

Unfortunately, the above story is not an uncommon plight that adoptive parents face. Though not always leading to a disruption or out-of-home placement, many adoptive families struggle for years to create the peaceful family of which they had dreamed. Regrettably, one of the main barriers preventing such family harmony is one of the least understood when it comes to understanding the plight of the adopted child. The barrier is trauma.

Whether adopted from birth or later in life, all adopted children have experienced some degree of trauma. Trauma is any stressful event which is prolonged, overwhelming, or unpredictable. Though we are familiar with events impacting children such as abuse, neglect, and domestic violence, until recently, the full impact of trauma on adopted children has not been understood.

What Science Is Now Revealing

Scientific research now reveals that as early as the second trimester, the human fetus is capable of auditory processing and in fact, is capable of processing rejection in utero. In addition to the rejection and abandonment felt by the newborn adoptee or any age adoptee for that matter, it must be recognized that the far greater trauma often times occurs in the way in which the mind and body system of the newborn is incapable of processing the loss of the biological figure. Far beyond any cognitive awareness, this experience is stored deep within the cells of the body, routinely leading to states of anxiety and depression for the adopted child later in life.

Because this initial experience has gone for so long without validation, it is now difficult for parents to understand. Truth be told, the medical community still discounts this early experience. Nevertheless, this early experience is generally the child's original trauma. From that point forward many more traumas may occur in the child's life. These include premature birth, inconsistent caretakers, abuse, neglect, chronic pain, long-term hospitalizations with separations from the mother, and parental depression. Such life events interrupt a child's emotional development, sometimes even physical development, subsequently interrupting his ability to tolerate stress in meaningful relationships with parents and peers.

An important aspect of trauma is in recognizing that simply because a child has been removed from a traumatic environment, this does not merely remove the trauma from the child's memory. In fact, stress is recognized to be the one primary key to unlocking traumatic memories. Unfortunately for both the adopted child and family, the experience of most traumas in the child's life is that the traumatic experiences typically occur in the context of human relationships. From that point forward, stress in the midst of a relationship will create a traumatic re-experiencing for the child, leading the child to feel threatened, fearful, and overwhelmed in an environment which otherwise may not be threatening to other people.

10 Keys to Healing Trauma in the Adopted Child:

1. Trauma creates fear and stress sensitivity in children. Even for a child adopted from birth, their internal systems may already be more sensitive and fearful than that of a child remaining with his biological parents. You must also consider the first nine months in which the child developed. These early experiences as well could have major implications.

2. Recognize and be more aware of fear being demonstrated by your child. Be more sensitive and tuned in to the small signals given such as clinging, whining, not discriminating amongst strangers, etc. All are signs of insecurity which can be met by bringing the child in closer, holding, carrying, and communicating to the child that he is feeling scared, but you will keep him safe.

3. Recognize the impact of trauma in your own life. One of the single greatest understandings parents can have is a self-understanding. Research tells us that far more communication occurs non-verbally than verbally. Understanding the impact of past trauma in your own life will help you become more sensitive to when your reactions are coming from a place other than your existing parent/child experience. Re-experiencing past trauma is common when parents are placed in an ongoing stressful environment.

4. Reduce external sensory stimulation when possible. Decrease television, overwhelming environments, number of children playing together at one time, and large family gatherings. When necessary that these events take place, keep the child close, explain to him that he may become stressed and he can come to you when needed.

5. Do Time-In instead of Time-out. Rather than sending the stressed out and scared child to the corner to think about his behavior, bring him into to you and help him to feel safe and secure. Internally, this will then permit him the ability to think about his actions. Though time-in is not a time for lecturing, it will allow your child an opportunity to calm his stress and then think more clearly. Another effective key is to let the child decide how much time-in he needs.

6. Do not hit traumatized children. Doing so will only identify you as a threat. The biblical verse spare the rod, spoil the child speaks to the raising of sheep. A rod is used to guide the sheep and the staff to pull him back into line when he strays. Hitting children, just like sheep, will cause them to become frightened of you and in many instances to runaway or hit back.

7. There is never enough affection in the world. A very simple technique for time is the affection prescription 10-20-10. Give a child 10 minutes of quality time and attention first thing in the morning, 20 minutes in the afternoon, and 10 in the evening. Following this prescription of time has proven to have a great impact on the most negative behavior.

8. Encourage an IEP in the classroom to develop an understanding of the child's stress and fear. This may assist in addressing such vital areas as homework, playground, peer interaction, lunchtime, and physical education. All are common areas of reduced structure and increased stress.

9. Educate yourself regarding the impact of stress and trauma on families. Try not to scapegoat your child for their difficulties, but rather take responsibility for creating the environment necessary for healing his hurtful experiences. There are many resources available. A few of note are: www.postinstitute.com ; www.parentingtheadoptedchild.com ; and www.postfamilysystem.com

10. Seek support. Parenting a child with trauma history can take its toll on the best of parent. Seek out a support system for occasional respite care, discussing of issues, and the sharing of a meal. Such small steps can go a long ways during particularly stressful times.

In closing, never forget that you are a great parent. During times of stress you won't always feel like it, but both you and your child were meant to be together. Your child will teach you far more about yourself than you may have ever realized without him. Give yourself time to refuel, connect, and communicate. And finally, a secure parental relationship is the single greatest gift you can give your child. When the parental relationship is secure this will permit the child a foundation to grow from.

Teachers are Faced With Teaching Students Whose Parents Were Drug Addicts

2007-08-06T16:19:00.000+05:30

As a teacher, I have found it harder for my co-workers to teach at the same level they did several years ago. The curriculum hasn’t changed, the hours haven’t gotten longer and the teacher-student ratio hasn’t changed; so why is it more difficult?

Teachers are having to mainstream (putting children disabilities in the general education classes) children who are in some terms addicted themselves to the drugs of their parents.

Where do the children of drug addicts go? To public school. Mothers who have been using drugs during their pregnancy have children who have special needs. Some drugs are alcohol, cocaine, marijuana, crystal meth, or any combination of drug.

What’s unfortunate is these children do not go to rehab, they come to learn at our public schools. Some schools have codes for these children with health problems which are: 403, special education, limited availability or at-risk. Many schools placed these children in special education classes to help them better adjust to life at school.

As teachers we must be able to help these children get the quality education they deserve. We cannot judge these children by why their parents did.

I experienced this myself, and the student grew each and every year.

Learn a few tips on how to handle this situation;

1. Be open minded. Don’t prejudge how the child will act in school.

2. Be extra sensitive to the student’s needs. A lot of times you may be the only stability in their life.

3. Find out about the student’s history, family life, grades in other classes and previous years, and who the student lives with currently.

4. What other languages do the student speak.

5. What are the educational needs of the student.

6. Follow the student’s Individual Education Plan or Individual Behavior Plan.

7. Make sure others are involved to help the student in all areas of his/her school experience.

8. If the student has a social worker, get to know who it is and how to contact the worker.

9. Let counselor know about the student and that the student may need support.

10. Let the student know you care.

11. Treat the student like any other student in your class.

12. Give the student extra time to finish work, explain to the student what is expected more than once and offer help during class.

Teachers face difficulties everyday, just make sure you are making it a littler easier for the student who has a difficult life everyday.

The Truth About Special Ed: Part I

2007-08-06T16:18:00.002+05:30

This a perspective of public education, special education, and critical issues encountered as a teacher or paraprofessional in the field. Part I of this article intended to portray this special educators view of some of the ugly truths that we as new educators can attempt to right, as well as paint a realistic landscape for the general public to take notice of its eye sores. The second installment of this article addresses the importance of reform and discusses key areas of impact. This is not to say that the state of special education is hopeless, but that without remedy, we’re looking to create yet another savage inequality.

Special Education in context

Special education is intended to make education as accessible to students with special needs as their general educated peers. In short, to afford any student the opportunity to perform at their potential. Before you can truly understand the legitimacy of special education as well as its issues, you much first understand the context in which it is presented. Like any other public service institution, school systems reflect societal ideals. Unfortunately, a tenant of our society is individual success and our educational system has adopted a similar focus. This is also a society that has been guilty of clumping homogeneous groups together. Staying true to form, schools have also developed class systems, encourage segregation and thrive on competition. Special education has become a thorn in the side of the educational system. Special education represents a minority group that this institution must recognize, but only to the extent to which they are held accountable. It represents a minority group that does not fit any of society’s molds and for a long time had been neglected. Education reform requires society to demonstrate “fair and appropriate” provision of public services as described in our governing documents. Society at large is slow to create level playing fields and the educational system has inherited the same selfishness. This context is important to what makes special education “special” instead of just education.

Competing perspectives

“Whose job is it”? “Who is responsible for providing accommodations or modifications”? “I am not a special education teacher”. These are the very things discussed in teachers lounges across the country. There are competing perspectives about who actually is responsible for providing an educational program for students with special needs. It is the author’s belief that many educators unknowingly choose a side, but make their stance known in their practice and preference in the classroom. It’s the classic debate of the special educator vs. the general educator and who is supposed to do what. This is not a conspiracy theory attacking the general education teacher or vice versa, but instead another indicator of misinformation and inadequate training. Remember that a teacher’s effectiveness is measured in test scores (so says regulation) and students with special needs are tested at their age-appropriate grade level.

Furthermore, a close relative of the “responsibility” debate is the inclusion debate. Inclusion, as its name suggest, involves the provision of special education services within the general education classroom. This issue has much more history than the former as it actually stems from regulations created to provide equal opportunity for individuals with special needs. Special education had become the scapegoat for removing difficult to teach students (whether academic or emotional). Differentiated instruction has always been difficult and requires lots of training for teachers to do effectively; it has been much more convenient and inexpensive to remove the minority and create a different classroom. The best interest of the other students actually has served as adequate rationale in many cases, stating their progress to be inhibited by students with learning differences. Conversely, advocates of inclusion would champion that very diversity to be in the best interest of classroom. The most interesting aspect of all the debates was that there has been no real solution, merely ongoing discussion and disservice to students with no real policy to stand behind. Special education as a right of the disabled has been defined, but its best method of provision has not. Educators struggle with integrating individualized education plans (IEP) into classroom curriculums and tying them to grade level standards. General educators juggle differentiating instruction to meet diverse learning modalities/levels and meeting grade levels standards and standardized test scores. You won’t find many districts that have solved this riddle and perform both well. What you will find are misdiagnosed children (more on this later), inconsistent practices and burned out educators.

Special Education today

What does special education look like as a system? The guidelines for each area of exceptionality have always been under scrutiny. Some laws state eleven categories while other regulations state thirteen. Additionally, exceptionality areas are often “fine tuned” by individual districts and what may qualify as a student having mental retardation in one district may be diagnosed as a learning disability in another. The discussion of how labels can effect more than the labeled is also very intriguing. While labeling a child disabled could be a ticket to more a more appropriate education it also shapes people’s expectations and justifies prejudice for many people. The very label used to provide for a more appropriate education can often times carry a stigma that places a child on a track of mediocre services. The type of tracking that used to channel students away from college is still alive and well. We still track students; only now tracking is not as overt. Special education labeling in our current system could be viewed as tracking when poorly done and in the best interest of anyone other than the student.

Our trend today is more toward, inclusion where all students are kept together and provided for within the same classroom environment. However, many classrooms still employ a pullout system (resource) where the exceptional student is pulled out to receive his or her services. In order for an inclusive classroom to work, communication and planning for students must be clear and expectation must be understood. Additionally, more than just special needs students should be served; otherwise the same issues will arise as with a pullout classroom. Other placements such as self contained classrooms and full-time residential placements also come under scrutiny when it comes to effectiveness versus senseless tracking. Mainstreaming provides an opportunity for a self-contained classroom student to earn passage into the classroom, but this too must come with lots of teacher communication and planning in order to be effective. All of the above have very fuzzy lines and that kind of discretion is dangerous in the presence of political agendas.

If It Weren't For Add, We Might Not Have The Theory Of Relativity

2007-08-06T16:18:00.001+05:30

Were you a question machine when you were a kid? How come dogs can poop outside, but you won't let me? Why do raspberries have seeds? How do you know for sure that Santa Claus is watching me every single day? Doesn't he have more important things to do?

If you were lucky, your parents made up some kind of answer, if they didn't know it already. But, more often than not, kids that ask a lot of questions are told to keep still. If you have ADD, this was probably you, and it probably made you feel weird because people just got so exasperated with all your questions.

I know I was just determined to figure out how things work--everything. My brain wouldn't rest until I knew why things are the way they are.

With many kids, ADD doesn't just go away when they grow up. So, ADD adults are still asking questions, wondering about everything from their job to their baby's development. The whole thing about that is that our questions make other people uncomfortable. When we ask a whole bunch of questions, it just throws them off track. But we see things from so many different angles! Yet, because there are so many more linear-thinkers than adults with ADD, we're the ones who feel out of place.

Why?

That's because most people just hate to ask questions at all. They feel stupid, and get embarrassed. When we're there asking tons of questions, it frustrates them and throws everything out of whack.

Yet, getting answers to questions that nobody else really thinks about can be very empowering. Not only are you able to spark new ideas that lead to bigger and better plans at the office, and you may get a million-dollar plan of your own. You need to take that idea and get started with it immediately! Right away, not sometime... Now.

So, what if it's not a million-dollar idea, after all? What if it kind of sucks? Oh, well. Finish what you started anyway. Never put the first thing away because you're already thinking about the second and third things that you want to work on.

Just don't do it! Finish your first idea, and maybe use parts of the 2nd and 3rd ideas that work with what you're already working on. You'll have a gazillion more ideas after these, so don't worry about losing just a couple. You really aren't losing them at all. You're using them to make your original project stronger.

Here's the thing: Never stop asking questions, even when the people around you are fidgeting and uncomfortable. Then, be sure to implement your great idea, even if you find out later that it sucks. Trial and error is what it's about, not trial and abandon.

Think about this: If it wasn't for Einstein's ADD, were would we be in the development of the theory of relativity?

Volunteerism for Teenagers: A Great Character Builder

2007-08-06T16:16:00.000+05:30

Volunteerism among high school and college students is at an all-time high; many school systems actually build volunteer work into their curriculum. Young people are building homes for Habitat for Humanity, working in National Parks for the Conservation Corps, and involving themselves in political, environmental, and social causes.

It's certainly admirable for young people to take an active part in these causes; but it may be even more important than routinely recognized.

Unfortunately, the United States is a materialistic society. Teenagers - many of them the same teenagers lining up to volunteer their time - have access to more discretionary funds than any previous generation, and they're spending it. CDs, DVDs, iPods, cell phones (and the accompanying bills), designer clothes, shoes, and bags - all of these material goods are in easy reach of many of our teenagers. Beyond the danger that these kids will grow up with unrealistic expectations when it comes time for them to move out, get a job, and support themselves, there's a real question as to whether these young folks, used to having anything and everything they want, will be able to relate to those less fortunate than they are.

This is not a frivolous issue. The high school and college students of today are the voting citizens of tomorrow; some of them will become the leaders of tomorrow, charged with making decisions about people from all walks of life, from the most privileged among us to the desperately poor. How are these often privileged middle class kids to develop empathy for those less fortunate than they are, if they never interact with them?

Volunteerism is a way for kids to cut across social and financial boundaries and connect with people different from them. Upper middle class kids from the suburbs of Malibu can work side by side with poor kids from rural West Virginia and urban Brooklyn, clearing trails in a national forest and in the process experiencing an environment beyond the screaming product ads on TV and in magazines billboards. Young people who sign on with Habitat for Humanity can develop an understanding of the difficulties involved for a low-income family when faced with finding decent affordable housing. Locally, kids who volunteer as companions in nursing homes can get a sense of the loneliness and isolation many elderly people experience when cut off from family and friends.

Teenagers who involve themselves in volunteer work can develop valuable skills and a sense of responsibility that will stand them in good stead when it comes time for them to enter the work world. But perhaps more important than job-related skills is the opportunity for these young people to develop empathy and a sense of compassion for those who have been wounded by life. Perhaps for these future leaders and citizens, developing compassion is the paramount and most essential benefit of the volunteer experience.

Teaching for 'Social Justice'?

2007-08-06T16:15:00.000+05:30

The decline of mass media and the rise of the blogosphere have blurred the distinction between the consumer and the producer. Unlike their parents, who grew up as recipients of television wisdom, today’s youth upload writings and videos, in addition to downloading them. Don’t mistake this as a new fad, following hoola-hoop, bell bottoms, slap bracelets and pokemon. This shift empowers all citizens to speak freely, truthfully and recklessly; and it demands that teachers expand their idea of “teaching for social justice.”

Two ninth grade girls in my school took a picture of another ninth grade girl, posted it on the web, wrote “call me for a good time,” and posted the girl’s phone number as well. That night, this unsuspecting student received dozens of calls from men two and three times her age. On the face of it, this is nothing new. Adolescents are cruel and men are lecherous. Yet, the implications of this behavior are far graver than ever before. Who knows whether or not those men will be cyber stalkers, choose to find her home address, and pay her a visit? The dangers of blogging and uploading abound, from the publication of uncensored libel, to revealing the private information of others, to giving all forms of potential tomfoolery a public stage. None of this is news to anyone.

What on earth does this have to do with teachers? Can they be held responsible for the rumors and practical jokes of their students outside the classroom? That’s a stretch.

However, it does mean we need to place heightened emphasis on developing an ethical consciousness at an early age. Before the consequences of student mischief were inherently limited by rudimentary information distribution networks: passing notes by hand, graffiti scrawled on the wall of the bathroom stall, announcements at a school assembly, late night telephone gossip sessions. Now, students have the virtual publication power of professional journalists.

From that perspective, we’re training journalists. Don’t we need to teach ethics, as well as academics? As teachers, we need to promote social justice by not just teaching respect and appreciation for the multiplicity of cultures, races, genders and socio-economic classes, but by using the classroom context to develop the students’ sense of right and wrong.

I’ve attempted to do this by creating emotionally meaningful experiences. In one activity exploring segregation, I gave each student a playing card and told them that they weren’t allowed to look at the cards. Students had to put their respective playing cards on their foreheads and mingle with their peers, treating each other according to the value of their card on their foreheads. The student with the King card, for example, was treated like royalty, while the student with two on his forehead was ignored.

One students responded, “That was mad wrong. Whites treated blacks like dirt for no reason.” Another replied, “It made no sense. Getting a two or a nine was random and then it was the biggest deal.” A more mature student countered, “It’s like the social groups in school. Jocks and pretty girls get treated like kings for no good reason. Then short and fat kids get picked on just because of the way they looked.”

My students not only knew what segregation was, but they could feel how wrong the Jim Crow laws were. And, if they can draw connections from ethical lessons in class to their own lives, they might wield their keyboards, mice, and video cameras more responsibly.

"No Bully" Policy at Philadelphia Schools

2007-08-06T16:13:00.000+05:30

Philadelphia Schools has a “just say no” policy, when it comes to school bullies and other related negative student behavior.

Approximately, two thirds of all deaths among children and adolescents in the United States are the result of injury-related causes. These include motor vehicle crashes, unintentional injuries, homicide and suicide. According to the Centers for Disease Control and Prevention, at least 126 students committed a school-associated homicide or suicide between 1994 and 1999. Of these students, 28 committed suicide, of which eight intentionally injured others immediately before killing themselves. None of these students were involved in gangs.

The suicides, now referred to as “bullycide”, were attributed to school-associated violence, including bullying and other such social stressors. Though the 126 students may seem small for a national statistic, this is only the tip of the iceberg. It does not address the number of students who develop substance abuse and psychological problems due to being bullied and harassed at school — some for many years from elementary through high school by the same individual(s).

“Pediatrics”, Journal of the American Academy of Pediatrics, reported in its May 5, 2004, issue that the rise of obesity and overweight in school-aged children is associated with “many negative social and psychological ramifications.” Peer aggression is at the top of the list.

To work toward eliminating this rising national problem in their schools, Philadelphia schools developed a policy that prohibits anyone from bullying or seriously threatening any member of the school community during school hours and coming to and from school. This includes:

• Repeated threats;

• Threats of bodily injury;

• Physical or psychological intimidation;

• Extortion of any type;

• Fighting or other acts/threats of violence;

• Repeatedly posting information about another individual without his/her consent on the Internet, bulletin boards, school walls, individual’s personal belongings, or any other location — whether it is during school hours or not; and

• Harassment for any reason, but especially due to race, gender, disability, language or physical characteristic.

Besides school personnel, Philadelphia schools have enlisted the help of the students and their parents. They have set up a Bully Hotline that is staffed 24 hours a day for students or parents to report school-related abuse. The hotline serves over 175 languages through a telephonic interpretation service. Philadelphia schools promise to act on a reported problem within 24 hours of receiving the hotline complaint. For some issues, callers may receive a follow-up telephone call to ensure the situations were satisfactorily resolved.

Philadelphia schools created flyers in nine different languages that describe the school policy against these negative behaviors, the Bully Hotline, and instructions for non-English language individuals to access the hotline. The eight non-English languages are the most frequently encountered in Philadelphia schools and represent over 85 percent of their “English as a Second Language” students.

The flyers were sent to the parents of students enrolled in their schools. Additionally, they asked parents and community groups to further distribute the flyers throughout the city.

Philadelphia schools are truly concerned about the safety and well-being of its students. They believe that all students have a right not to be bullied or harassed. With their “no bully” policy and the hotline, they are well on their way to prevent, address and eliminate intimidation and harassment of any student for any reason.

Character Education in Elementary Schools and Preschool: Give Bullying a Knockout!

2007-08-06T16:12:00.001+05:30

Young children love to talk about their injuries. Band-Aids are conversation starters for kids. Luckily elbows and knees can heal pretty quickly but when a child says something mean like, "You're stupid. You're a baby", that hurts another child's feelings. Hurt feelings can take a longer time to mend and continued teasing and taunting can have long lasting consequences. My partner, Danny Jones and I are parents and national "edutainers" who have developed through music, stories and activities (preschool-5th grade) creative tools for parents and teachers to help children learn about age-old character words that relate to a family's real life experiences. To help children monitor their remarks, parents and educators can teach appropriate vocabulary and physical cues to help children label and recognize feelings. There are a lot of good books and songs about feelings. Puppets, masks and even Mr. Potato Head can teach children to match certain facial expressions with certain emotions. When a child is able to recognize the physical signs and then say they're angry, scared or frustrated, undesirable behaviors can fade. Most often in early childhood, hurtful words are said because of the lack of vocabulary to describe a feeling. Young children can be taught tolerance and respect of individual's differences. These young minds are eager to learn that people come in all sizes, shapes and colors. People might express themselves through different languages-perhaps they even speak with their hands or read with their fingers. As children mature, if this message isn't reinforced, they can become cliquish with their own set of priorities. Starting in elementary school, bullying and teasing are hot topics. Most occurrences happen away from adult supervision so that the victim feels powerless. As parents and educators, we need to teach our children the difference between tattling and asking for help. We also need to encourage them to find their voice to stand up for themselves and others when bullying occurs. A fifth grader came to me complaining that the "in girls" were teasing her about her choice of clothes. Just like studying for a test, practicing skills for a sport or rehearsing lines for an audition, we all feel more comfortable when we are prepared. Together we explored through role play, different strategies to handle the hurtful remarks. She chose to deflect the insults with humor. When the girls started to tease her again, she was able to use her preplanned strategy and "punch line". She gave bullying a "knockout". By asking for help and thinking ahead, she was able find her voice. For more information on Caroline and Danny's music, visit www.carolineanddanny.com.

A Brief Look at Attitudes-Based Learning (ABL

2007-08-06T16:11:00.001+05:30

The greatest discovery of my generation (about 1900) is that human beings can alter their lives by altering their attitudes of mind.

William James

'Sow a thought, reap an action. Sow an action, reap a habit. Sow a habit, reap a character. Sow a character, reap a destiny.'

Attitudes-Based Learning (or ABL, for short) is a program initiated in the year 2000 to inculcate positive attitudes and characters in children and teens in Singapore.

During that period of time, there were many incidents around the world that deserved our utmost attention. The rise of terrorism around the world was televised around the world and the increasing number of children and teens suffering due to drugs, physical and sexual abuse was alarming. The increase in school-related violence and incidents were reported widely, from America to Japan. Not to mention, several incidents involving teens going on a school killing spree in America.

One of the most bizarre incidents involved a seven-year-old boy who pulled out a gun and shot dead a girl in class (in front of his Grade 1 teacher and classmates near Flint, Michigan). Associated Press, Mar 1, 2000

With so much violence and terror in our world involving children (directly or indirectly), there was a pressing need to encourage more character building education in our societies, to bring forth positive attitudes and moral values for our young.

Hence, the development of the program, Attitudes-Based Learning (ABL) was given birth in Singapore to play a positive role in remedying the ills of our society.

In its infancy, ABL was perceived as a credible cornerstone to foster a conscious character building education in Singapore schools. But unfortunately, there was not much done to push the idea forward due to lack of interest and financial backing in year 2000. Though for a brief period, ABL made its print debut in the first Asia's children's creative thinking magazine, ONE, in Singapore and Malaysia through stories that emphasized positive attitudes like kindness, determination and how one can make a difference in people's lives.

It was only until the year 2003 that ABL was resuscitated into its full glory and intentions. With encouragement and involvement of like-minded individuals who were fervent to build a mentally and emotionally stronger Singapore, ABL was re-engineered to serve as a holistic attitudes- transformation education program for all (though emphasis is still on young children and teens).

In the year 2003, the new and improved Attitudes-Based Learning program is not just another character building program. ABL was further dissected and analyzed by a small team of researchers. With added refinements to the teaching philosophy and methodology, ABL program became more adaptive and holistic. This has greatly increased the effectiveness of achieving the mission and the desired outcomes of the ABL program.

It was also realized that ABL should cater for pre-schoolers, as there was insufficient providers of character building education programs for this particular age group in Singapore and Asia. With ABL being a program that infuses the dimension of self-reflection to build better self-esteem and awareness, we were confident that through interesting and thought-provoking activities (based on Harvard's Professor Howard Gardner's Multiple Intelligences concept), ABL would be immensely successful in encouraging positive attitudes amongst our pre-schoolers.

So, how is ABL unique from other character building education programs available?

?ABL adopts a 7-steps framework, which ensure that each child is correctly exposed, explained and experienced to the right attitude

?ABL emphasis is on self-discovery rather than forced inculcation

?ABL uses 4 easy-to-remember animal characters to help each child relate a specially devised set of values and attitudes.

The process of nurturing positive attitudes in your students using Attitudes-Based Learning program is not complex. They are simple but effective steps to ensure that your students will slowly but steadily transform the way they behave and feel about themselves. More importantly, family and friends will notice the difference in them in the most positive manner if done right.

The 7-Steps of the Attitudes-Based Learning Process developed by Dr. Alvin Chan

There is a sequence of 7-steps that you need to follow in order for ABL to be effective in achieving your desired outcomes.

1.EXPLANATION AND UNDERSTANDING I.Explain the attitude to be taught to your charges

II.Increase their understanding by giving a few examples about the attitude. Better still, tell a story with the related attitude to be taught and discuss with them

III.Ask them whether they have experiences about the attitude taught to check on their understanding.

2.SHARING EXPERIENCES I.Get them to share their experiences about the attitude and the related positive behavior

3. SITUATIONS and REFLECTIONS I.Give them a few situations whereby such attitude can be applied in their lives

II.Ask them what they will do in this variety of situations

III.Get them to reflect upon their actions-are they appropriate or not?

IV.Share your thoughts with them about their actions

V.Tell them what you think is the more appropriate action for each situation

VI.Ask them to reflect on what you have told them-do they agree with you?

4. ROLE-PLAY I.Create an environment for them to role-play the few situations that are being discussed.

II.Ask them to point out whether the 'actors' have acted in an appropriate manner.

5. ACTIVITY (TO REMIND AND REINFORCE THE LEARNING) I.Give them an activity (could be listening to a story, drawing or singing a song) to reinforce what they have learnt about the attitude. This is to help them remember better the attitude learnt in class.

II.Encourage them to 'practice' what they have learnt in class by giving specific situations and appropriate actions they can do in their home, with their family and friends.

6. ACCOUNTABILITY I.Get them to be accountable for practicing what they have learnt by providing them a checklist of positive actions (usually using pictures to show) for them to remind themselves (or even for their parents to sign the checklist)

II.After a few days, ask them whether they have practiced the positive actions based on the checklist that were given in class.

7. EVALUATION I.Teacher must periodically keep track that students continue to practice the positive actions taught to ensure internalization of attitudes.

II.The checklist also acts as a measurement to evaluate the effectiveness of the learning process.

The Surprising Truth About Bullying And Bullies

2007-08-06T16:09:00.002+05:30

So much attention is focused on bullying right now. In fact, in our workshops, when we ask participants to identify the top cause of school shootings, bullying is usually named.

There is no doubt that bullying is a huge problem in nearly any setting where children and youth congregate, but you may not be able to stop or moderate the bullying by focusing on that issue alone. Yet, often that is what happens. When youth professionals focus solely or primarily on bullying, it may be a bit like seeing the forest but not the trees. Or, perhaps another analogy-- one that might resonate especially well with mental health workers-- is that a primary focus on bullying is a lot like just focusing on an alcoholic's liquor consumption while neglecting to address any of the factors that caused the excessive drinking in the first place. Here is a completely different way of viewing and addressing bullying, one that you may find far more effective than conventional approaches that focus on the symptom of bullying while often overlooking the factors that cause and sustain it.

MYTH To address bullying, use character education or values clarification approaches.

TRUTH While character education and values clarification approaches can have merit, as a reader of this internet magazine, hopefully you have learned that these methods always fail with about 11-14% of youngsters. Do you remember the information presented in past issues on this topic? If you have been to our workshop, you definitely should know the truth on this topic, because we devote hours to it during class. As any of our workshop past participants should be able to tell you, character ed and values clarification approaches will fail with conduct disordered youth. These youngsters lack a conscience or remorse, so character ed and values clarification methods simply won't work at all since those methods require that the child be able to care and have compassion. Since conduct disorders are the most misbehaved students of all, they are also often the bullies. Now, you know why conventional approaches may have limited success reducing bullying.

MYTH Bullying is the primary cause of school shootings.

TRUTH The media loves simple, black and white explanations, and this very simplistic sound bite is just not a very accurate or thorough explanation. While some school shooters were partially motivated by being bullied, to zero in on just the bullying misses the point-- and misses the point on how to prevent an incident. A more accurate way of viewing these youngsters who shoot, is to note that they tend to be clinically depressed, and that in addition to the bullying that they may endure, they are very sad and extremely frustrated. Better than viewing them as worn down by the bullying, it is far more accurate to view them as worn down by many things. Let me explain why this distinction is so important. This distinction is critical because it doesn't require an act of bullying to set this child off. Like a pressure cooker, this student is building up to blow. Certainly bullying could be the thing that causes the blow up, but it could be any event that lights the fuse. When you train your attention on seriously depressed youth (who may be bullied a lot, irregularly, or not at all) you can more readily and precisely identify the youth who could some day explode.

Further, there may be other populations of youth who are statistically far more likely to cause an extremely violent incident. However, having three types of youngsters at risk of extreme violence is a more complicated concept, and not one that the media will necessarily capture for youth professionals. Ironically, although you won't hear it in the media, the bullied child is probably not the one who is at highest risk of extreme violence. If you want to read the details on who are the three highest risk populations, visit our web site at http://www.youthchg.com/hottopic.html. Access to this article is free, and can make a big difference in your understanding of youth violence.

MYTH When teaching bullying prevention, keep the focus on the bullying.

TRUTH While it is fine to focus directly on the bullying, if you stop there, you may be unhappy with the results. To stick with the analogy used earlier, it is like focusing on the amount of liquor consumed rather than helping the alcoholic to learn about self-medicating. In addition to teaching that bullying is wrong, there needs to be a greater focus on teaching the skills youngsters need to behave differently. Further, you need to modify the skills of not just the bully, but also the victims and peers. Typically, we do not necessarily provide specific skill instruction to all three of those groups. The bully needs training to learn new peer interaction skills, but so do the victims and bystanders. If you focus solely on one or two of those groups, you may not get the results you sought. Remember, teaching skills does not mean re-stating expectations or rules. Teaching skills means that you creatively and effectively show students the exact skills that they need to be different. So, for example, you might teach the bully some new "Opening Lines" to use when initiating peer contact, perhaps aiding the youngster to stop threatening, and instead say something less aggressive.

Here are other key areas that are often not taught as part of bullying prevention programs: personal space and distance, interacting with peers who are different, managing hands and other body parts, and how to avoid peer set-ups. There are many more critical skill areas that often are overlooked and left unaddressed. All unaddressed areas will be an endless source of bullying problems so be sure you cover it all.

MYTH You can't significantly reduce the aggressiveness of youngsters who come out of homes and neighborhoods that are very violent.

TRUTH Just because a child is raised around hitting, screaming and threats, does not condemn that youngster to be that way. Certainly, teaching peaceful behavior is a much more difficult task when a student's dad is threatening and coercing his offspring, but it is not the law that children raised in violence inevitably will be violent. Part of the problem is that youth professionals still use one-size-fits-all methods to work with students. Students are not all the same, and until professionals learn to choose different methods for different types of students, then it may seem that "nothing works" with some out-of-control youngsters. In reality, there are methods that can make a huge difference helping children raised in violence to forgo aggression, but first, youth professionals must start using these more targeted, sophisticated approaches. Often, when "nothing works," you are working with a conduct disordered child, and switching to a different set of tools can make a huge difference. Sadly, only mental health workers are usually taught to take this step, and other youth professionals are often not provided this vital information-- information that can literally change the future for many youngsters.

Character Education

2007-08-06T16:09:00.001+05:30

Every parent wants their child to develop positive character traits. One way to supplement your child's character education is to act as a filter for the movies and television shows your child watches, and to review the books your child reads.

The following categories are modeled after "The Book of Virtues for Young People," an excellent book for children in its own right, written by William Bennett. When developing a curriculum of character education for your child, it's helpful to review each children's book, television show, and movie for both positive and negative examples of each of the ten virtues outlined in "The Book of Virtues for Young People." The stronger the message, the more it will contribute to your child's character education.

Following are some ways in which the virtues can manifest as character traits in children's books, movies, and in television shows:

Self-Discipline: A character discusses his feelings of anger rather than impulsively striking out. Or, a character gets his chores done before he goes out to play.

Compassion: A character understands the pain or suffering of a friend, and steps in to help, even when it means she can't attend the party she was looking forward to.

Responsibility: A character admits it was his baseball that broke the window, and offers to pay for a replacement. Or, a character keeps her promise to babysit her younger sister, even though she'd rather go to the movies with her friends.

Friendship: A character stands up for her friend in front of her peers, even though it's not popular. Or, a character befriends the class bully in an effort to get him to change his ways.

Work: A character approaches her job with a positive attitude, and does her very best even when her boss is being unfair. Or, a character makes up a game to get through an unpleasant task, and takes pride in her work even though it goes unnoticed.

Courage: A character is afraid of the raging waters, but takes the risk and dives in to save her family. Or, a character stands up for what he believes in, even though it's unpopular.

Perseverance: A character continues to strive to make the basketball team, even though he's a foot shorter than the other players. Or, a family works together to keep their home, even though the father has lost his job and the mother is ill.

Honesty: A character admits to himself that he isn't trying his hardest. Or, a character talks to an adult about a friend in trouble, even though the friend will get angry at her.

Loyalty: A character sticks with his losing soccer team in the hope of helping them become better, rather than joining a winning soccer team. Or, a character stays at her friend's side during a serious illness or hardship.

Faith: A character reaches out to God to help him in his time of need.

When evaluating character traits and virtues in kids' books, movies, and television shows, also look at negative behavioral influences. Ideally, these influences will be minimal. Consider, for example:

Violence: Does the character hurt himself, another person, or an animal through his words or actions, and does he act without remorse?

Profanity: Does the character use foul language, sexual language, or take God's name in vain?

Nudity: Does the movie, television show, or book show or describe suggestive styles of dress or partially clothed or nude characters?

Sexual Content: Do the characters engage in implied or overt sexual behavior, or do they engage in aberrant sexual behavior?

Drugs, Alcohol, and Tobacco: Do the characters use or abuse legal or illegal substances?

Scary Elements: Are the scenarios depicted gratuitously frightening?

Negative Behaviors: Does the character show disrespect to his parents? Or, does he neglect his homework? Or, does he frighten other children?

By evaluating both the positive character traits and negative behaviors of movies, television shows, and books, and selecting those that reinforce the values and virtues that are important to you, you'll go far in developing your child's character education.

Why Can't Character Ed End Your Classroom Management Nightmares?

2007-08-06T16:08:00.000+05:30

Character ed is becoming more and more popular in schools all over the U.S. But in our workshops around the country, more and more educators and counselors are complaining that character ed is not the solution for every youngster. They want to know what is wrong with character ed approaches.

First, let's make sure you know what character ed is. Character ed approaches attempt to use character-building to ensure or engender appropriate behavior. A character ed approach to bullying might require that the bully apologize and make amends to the victim of the bullying, for example. Character ed methods essentially use a single force to elicit satisfactory conduct. The logic is that by building character, conscience and moral values, students' behavior can be improved or maintained at a satisfactory level.

Unfortunately, human beings are not "uniform" creatures. Single-mode interventions of any type can be expected to fail with at least a portion of any group. Character ed is subject to this potential flaw just like any other style of student management. The education world does tend to move from trend to trend, and character ed may be the current one. This article will explain the biggest flaws and serious safety issues you may encounter if you use character ed, and will explain how to supplement character ed approaches to make them more effective with different types of youngsters. We'll also look at how to avoid the predictable safety issues that character ed methods can engender.

WHO DOES CHARACTER ED WORK WELL WITH? Ironically, character ed works best with the students who least need it. So, character ed can most impact youngsters who have a conscience, remorse and values. Obviously, youngsters who fit that description are not likely to be your worst bullies and agitators.

WHO DOES CHARACTER ED WORK WORST WITH? The sentence above may not be grammatically correct, but that is the least of your problems. Character ed works worst with students who lack a conscience, remorse and compassion. A whopping 11-15% of young people will fit this description. The mental health term that might be applied by a counselor to some of these youngsters is "conduct disorder," but the rather grim bottom line is that character ed is utterly ineffective with these students. You can can't successfully use conscience-based approaches with students who lack a conscience. These students will be your worst bullies and agitators yet character ed is virtually powerless to control them. These students are likely to be the source of many of your worst classroom and group management nightmares but character ed is utterly ineffective when used with them-- plus, safety concerns may be generated.

HOW CAN CHARACTER ED CAUSE SAFETY PROBLEMS? Safety problems can easily be created or worsened by using character ed methods with conduct disorders (children without a conscience). Here is an example: A conduct disordered child bullies another youngster. The bully is given classic character ed-style consequences such as being asked to apologize and make amends. Lacking relationship capacity, the child is unable to benefit from these relationship-based approaches, but it gets worse. Having been caught and required to make an apology may have angered or annoyed the bully, putting the victimized student at high risk of retribution.

ARE THERE OTHER SAFETY CONCERNS? Character ed approaches often involve helping the misbehaved child understand the harm he has done to his peer. If you help the bully "understand" how his behavior upset or saddened the victim-- which was his goal in the first place-- aren't you marking the victim for more torment? Bullies love a strong negative reaction from their victims, and character ed methods often highlight the victims' negative reaction. The effect is to place a "kick me more" sign on the back of the victim. Expect the bully's problem behavior towards the victim to increase. There are additional, important safety concerns that we cover in our workshops, books and ebooks (http://www.youthchg.com); we have covered just the most common concern here.

HOW CAN I SUPPLEMENT CHARACTER ED TO AVOID SAFETY PROBLEMS? It's easy to supplement character ed methods and eliminate the safety concerns. The most important step is to be sure all your staff are trained to know about conduct disorders. You must use a different set of interventions with conduct disorders. You can continue to use character ed methods with others if you are satisfied with the results that style of intervention delivers with some students.

HOW ELSE CAN I ENHANCE CHARACTER ED TO WORK BETTER? Character ed won't make up for a lack of skills, a bad attitude, or if students lack the motivation to improve their behavior. Add in those items, and watch the improvement. So, be sure to teach all the skills you want students to use, and cover everything from what to say to where do hands belong and not belong. Any behavior that you expect, you must teach. Without skills, students can not perform better no matter how much you build their character. Similarly, character ed usually doesn't make up for a bad attitude or poor motivation, so be sure to teach both of those. If you are thinking that no one knows how to teach students to have better attitudes and motivation, then you haven't been exposed to my terrific motivation-builders and bad attitude-busters. Great methods do exist. For example, check out a completely free sampler of great bad attitude-busters at http://www.youthchg.com/solvat.html so you can see that these tools do exist.

When Your Child is the Target of a Bully or Excessive Criticism

2007-08-06T16:07:00.000+05:30

My seven-year old daughter is adopted from Kazakhstan. She came to this country when she was five and a half not knowing any English. She lived in an orphanage her entire life and knew none of the comforts most children experience when they are babies and toddlers. She was a scared, abused little girl who suddenly found herself in America with a strange family, attending a real school for the first time in her life. She was the target of some of the cruelest and meanest comments I have ever heard come out of the mouths of five and six year old kids.

She is beautiful but had trouble with her balance and her gait. Her large motor skills were not fully formed yet. Her hair was chopped off and growing back unevenly. She had black and blue marks all over her from the beatings she took and from falling down frequently. She had over twenty warts all over her hands. Obviously, her English was non-existent. She stuck out like a sore thumb on the first day of Kindergarten. She was terrified and hadn?t really bonded to me yet. I knew some Russian, enough to communicate with her, but mostly I just had to stand by and watch her crying uncontrollably. She was terrified. The kids were all staring at her and some were laughing. One little girl came up and put her arm around her. My daughter reacted by hitting her. She wasn?t used to any kind of affection. It was a nightmare. I couldn?t leave her like that, so I decided to go to school with her until she felt comfortable and could at least speak some English. I went back to Kindergarten for eight weeks with her, every day. What an eye-opener!

I would like to report that most kids in this situation were kind; however, that was not the case. They didn?t know how to deal or react to a child from a foreign country with no social skills. As my daughter settled in to her new routine, she tried to catch on to our customs. She sang The Pledge of Allegiance every morning in some mixed up language. The kids would laugh at her, even rolling on the floor buckled over to prove their point. She would wear her pants pulled all the way up over her belly and refused to wear skirts or dresses. The girls would make fun of her and imitate her behavior in a cruel way. She would run on the playground with a slight limp and occasionally fall down. No one would help her up. Some kids literally walked right over her. Her writing was awful because she had never held a pencil before. Her drawings were posted in the room with everyone else?s but the kids would constantly make fun of her creations. As her English began to improve and she tried her best to communicate, the kids began ignoring her. She was hard to understand so she became a loner. She was desperate for a friend. During Kindergarten, it never was to be. Other parents were as cruel as their kids, openly handing out birthday party invitations and leaving my daughter out. Luckily she has a strong spirit and is a survivor, so she hung in there and put on a happy face enjoying her new found freedom. However, inside, she was hurting badly.

As she got older, she realized she had no friends. Now she is in second grade. She doesn?t fall down anymore, she writes beautifully, dances like a professional, is a star soccer player and doesn?t pull her pants up anymore, but she still won?t wear dresses. She is the victim of criticism and cruelty many days. Now the kids just ignore her and won?t include her at all in their activities. Some of the kids bully her and follow her around on purpose to annoy her. One girl tied her up with a jump rope and left her to get undone by herself. No one came to her rescue.

As a parent I wanted to make these kids feel the pain my child was feeling. I wanted to tell them and their parents to come and live in my shoes for a week and see what it is like to live with a child that was literally tossed away at birth and abused in every way one can imagine. Being treated like an outcast by her peers was so painful for her and for me. Luckily she has bonded with me, my husband and my 11 year old daughter, who was adopted from China at birth. She wants to know why kids are so mean to her and why she doesn?t have any friends. These are tough questions to answer. How can I expect her to understand and how do I instill in her a sense of respect for others when she is not treated well? Here is what I do and it works. My daughter, for all that she has been through is one of the most compassionate, kind, funny and caring little souls I know.

1) Listen to your children?s bad experiences with an open mind.
They say perception is reality and that is very true for a child. Let your child tell you what happened in detail. They need to vent and talk about what or who hurt them. Probe for details. Sometimes you will discover that the situation was blown a bit out of proportion. Reassure them and make them feel safe and supported. Don?t make the other child or person out to be the bad guy, but empathize as much as you can. Just having you listen and hug them and ?feel their pain? is extremely comforting for a child.

2) Give them suggestions on how to handle the situation if it occurs again.
After your child tells you the details of what or who hurt them, help them to figure out how they can deal with the problem in the future. Give them a set of tools to use ? words and actions. Teach them to be assertive, not aggressive. Teach them how to walk away from a situation and get an adult if you are not there. Emphasize that physically hurting another child is unacceptable, even if they were hit or kicked. In a school setting, they should be told to tell their teacher or the playground supervisor if something happens that they do not know how to handle.

3) Focus on the positive and boost their self-esteem as much as possible.
This is especially important if your child has been called ?stupid, fat, ugly, lazy, etc.? Assure them that you know they are a wonderful kid and to you they are very special. Be genuine. Kids can see through insincerity. Tell them that other children can be mean because they don?t know any other way to act. As hard as it is, don?t agree with their assessment of Sally being a jerk, even if she is one. Tell them Sally doesn?t have very good manners and that you know they know better than to call someone a bad name.

4) Role play difficult situations with your child.
If you are having a hard time understanding exactly what happened to upset your child, ask them to act it out with you. Let them play the role of the bully and you are your child. Sometimes children have difficulty communicating a bad situation, but if you ask them to show you or tell you what happened by being the ?bad guy? you can understand better. Do it twice. Once acting like you know your child acted ? angry, upset, confused, etc. and once acting the way you want them to practice acting ? in control, using their words, asserting themselves, etc. Practice this technique often with your child, it helps and it works!

5) If all else fails, go to the school and voice your complaints.
If the problems are occurring at school, make an appointment to talk to the teacher. It is important for them to be in the loop if there is a recurring situation at school that is negatively impacting your child. They are an extra set of eyes and ears and they can monitor your child?s moods and ask your child if they are OK if they seem upset. The more the teacher knows about what is happening, the better. If problems still occur, take it a step further and meet with the principal.

6) Don?t allow your child to play with kids that are not good influences.
This is difficult when you don?t have control of your child during the school week. However, if you can, volunteer or visit the classroom and scope out the kids that seem sensitive to the needs of others. If you work full-time and just can?t make it to school, call the teacher and ask for her help in matching your child up with the good role models. Plan a play date for your child and be involved the entire time so you can supervise and direct your child appropriately, when needed. If your little one is attracted to the bullies or troublemakers, discourage them from playing with them. This phenomenon will happen. As much as these kids hurt or torment your kid, for some reason they represent power and some kids will be attracted to that group because they pay attention to your child in negative ways, which is better than getting no attention at all. Discourage this kind of interaction! It?s unhealthy and does not promote good self-esteem.

There is nothing more difficult than knowing your child is hurting emotionally. Physical pain is easy to fix and take care of; emotional pain is so much harder. Constant reassurance, positive reinforcement for a job well done and lots of hugs and love will help your child deal with criticism from others. Instill a strong sense of self-esteem and confidence by focusing on the wonderful things your child does every day. Play down their weaknesses. Recognize them and actively help your child to improve in productive ways. Keep your expectations realistic, though. If your child isn?t a born athlete, don?t make them play soccer or baseball just to be social, it will only exacerbate their insecurities. Every child has special talents and gifts. Hone in on them and help your child bloom. If they feel good inside, the hurtful situations and people they will encounter throughout their entire lives will not seem so terrible.

Learning Through Heroes

2007-08-05T20:24:00.000+05:30

Heroes inspire. Everyone wants to be associated with ordinary people who accomplish extraordinary feats. Recently, educators have recognized the importance of using heroes to teach children and adolescents various subject matters ranging from values to science.

Tony R. Sanchez, Assistant Professor of Social Studies Education at Purdue University recognizes that using role models and heroes can be quite effective when teaching values education. He claims that by examining the spirit of heroism, it serves as an invitation for the students to adopt the heroic spirit for themselves.

Dr. Mae Jemison, the first African-American in space, created the Jemison Group, which aims to bring the technological advancements to people across the globe and hopefully nourish students’ love for science. This explorer hero is very active in her undertakings. Schools on the other hand are actively using her as an example when teaching science. A few years ago, West Clayton Elementary School invited the astronaut to give a talk about space travel. After the visit, a significant number of students became more engaged in the subject matter. Children are inspired to learn of the countless possibilities that await them if they try hard enough to pursue their dreams.

The use of heroes in the classroom is becoming more and more popular. However, careful thought should be put in the curriculum design if educators want to ensure the effectiveness of the method. Here are a few tips:

The instructor needs to find a suitable hero to use. There is not generic hero that can be used across all subject matter, although heroes by and large have universal attributes. For instance, it may be more appropriate to use Michael Jordan as a role model when teaching sports rather than using Oprah.
It is important that the instructor does not take away the human-element in heroes. They are not super humans, and it is important for children and young adults to understand this. They need to know that they can be their idols; they can be the heroes who always put things into perspective, who makes sound decisions based on careful reasoning and who thinks of the greater good more than self-interest. Students need to be able to see the hero potential in each of them.

Cheating Is Rampant...Everyone Is Cheated.

2007-08-05T20:23:00.000+05:30

Look at this list: more than 50 sites that sell ghost-written essays to students, who then sign the purchased work and pass it off as their own.

Did you know it was so bad? An epidemic really. And a devastating indictment of our high schools (which obviously don't teach students how to write papers) and colleges (which obviously don't care that so much cheating is taking place or have no idea how to stop it).

First, how could I compile this list? Because I have an essay site (Improve-Education.org) with Google ads. Google's robots see the word "essay" and stick all this junk on my site. For months I didn't understand that I have to tell Google if I don't want a certain site listed. I was really troubled that my visitors might think I approved of these dishonest activities. Finally I started de-listing the names one by one. The list is now up to about 55. In short, there's a control panel where I can simply copy the list below and paste it into this article. All of these are real sites that advertised on my site!

Second, what are some of the broader implications? Our educators, for many decades, have been dumbing down the schools. Our educators undercut reading by using whole word. (For a shocking report on that scam, see #21 on Improve-Education.org). In short, it's no wonder that kids can't write when many can hardly read. This list is merely a huge screaming testament that our educators have been wildly successful at destroying the values and practices they should have been defending.

007termpapers.com
a-termpapers.info
a-termpapers.org
absolutepapers.com
academicblueprint.com
allstaressays.com
allyouressays.com
anythingwritten.com
codemanagers.com
customessay.com
customessay.org
customessaywriting.com
customizedessay.com
customresearchpapers.us
customwriting.com
customwritinghelp.com
customwritings.com
directessays.com
duenow.com
essay-house.com
essay.ca
essaycapital.com
essayedge.com
essayfinder.com
essayplant.com
essays-custom.com
essays-custom.org
essays.alltheservices.com
essayspace.com
essayuniversity.com
essayuniversity.org
essayuniversity.us
exampleessays.com
ezfinda.com
faster-results.com
improve-education.org
informalessay.com
ivyleaguewriters.com
monsterpapers.com
mythesiswriter.com
perfect-essays.com
privatewriting.com
professays.com
qualityphilosophy.com
qualitytermpapers.net
safe-papers.com
samedayresearch.com
schoolessays.com
term-papers.org
termpapersez.com
thesis.org
vault.com
vault.com/college
wedoyouressay.com
wowessay.com

Above, I said, "Eveyone Is Cheated." There must be a vast number of people now with fraudulent resumes. These people will be hired and promoted based on things they cannot do. At some point they'll have to do that thing, and the office or enterprise will falter. Maybe your office has some of these accidents-waiting-to-happen. All this dishonesty and unreality makes the whole society weaker and less coherent. We have to stop cheating because it cheats us all. That might be the central message of chracter education.

Seriously, folks, if this list is okay with you, then keep the current gang in charge. If you want to see the schools improved--so that students can actually write their own papers--we will have to discard a lot of bad ideas and many incompetent people. Improve-Education.org exists to provide leadership toward a better direction.

If you want ammunition for your own crusade, also see Education Revolution on squidoo.com (enter in search box). This is a collection of sources and comments intended to help you bring about change. (Education Revolution is devoted to rabble-rousing, while Improve-Education.org is more scholarly.)

Cultural Conflicts and the First Amendment in Schools

2007-08-05T20:22:00.000+05:30

Recently there has been an increasing surge in cultural and religious conflicts in public schools throughout the U.S. Some groups are more actively promoting posting of then national motto, “In God We Trust,” in classrooms. Others are pressuring school boards to include Intelligent Design alongside evolution in the classroom, while still others threaten to sue if they do. The current worldwide battle against terrorism has brought new questions about religious points of view and a fresh challenge of how to educate students regarding religious differences.

There are two ways districts usually respond to these kinds of issues. Most choose to ignore them, hoping they won’t emerge in their own district while others take the path of least resistance giving in to the latest group to threaten protests. There is a better way that can help you proactively establish an environment that can address these concerns that can deal with differences without polarizing in conflict.

Helping staff, students and your community understand and appreciate the First Amendment ideals that define our national life and provide a way for us to respect different points of view without forcing people to compromise their deepest convictions. The problem is most people don’t understand those ideals, or don’t appreciate how they can help us in these kinds of conflicts.

Training staff to know how to handle questions of religious practice and how to cover religious themes when they surface in the classroom is more important than ever. The initial response often determines whether a simple concern turns into a polarizing conflict.
Teaching students how First Amendment ideals practically apply to how they treat classmates and can be an effective model to address bullying and harassment on campus. The First Amendment Center is developing a curriculum to do just that (www.firstamendmentcenter.org). Some teachers are even using this model with great success as the foundation for their system of classroom discipline that is based on mutual respect among students.
Helping your community appreciate the values of the First Amendment that can help us fairly live with our differences.

Taking time for this kind of training may not seem important in this time of exacting standards and assessments. But if you’ve ever witnessed the good will and resources that can be wasted in an all-out conflict between different factions of the community, you know how critical it can be.

A Chinese Answer to an American Puzzle

2007-08-05T20:18:00.000+05:30

Character education? Look at the obstacles! No matter what you say, you'll be assailed by ACLU crazies or fundamentalists of one stripe or another. But suppose your mind is made up! You are determined to introduce deep thoughts into your classroom. Philosophical and spiritual thoughts, no less. I say, bless you. And here's a way to do it.

The Tao Te Ching is a seminal work in World Philosophy, World Religion, World Literature, World History, Asian Studies, and Chinese History. It may well be THE supreme multicultural document. Who would dare to criticize discussions of such a work?

Written (or compiled) almost 2500 years, the Tao Te Ching continues to fascinate intellectuals of all kinds. It is said to be the most translated book in the world, after the Bible. One site counts more than 125 English translations!

What, quickly, is its appeal? First, it's short. Second, it is not religious in any ordinary sense, being (many would argue) atheistic. Third, it talks about life and how to be happy. Note that Socrates in the Western world and the Tao Te Ching in the Eastern world were discussing the same topics at the same time!

When I first became curious about the spiritual life, I (like many others) used the Tao Te Ching as a point of entry. It is playful, elusive, wise, startling, counterintuitive and (as noted) carries no baggage from organized religion. I studied this little work for several years and wrote a number of articles. One of these I just added to Improve-Education.org (#18). If you need a quick, informal introduction, this essay is a good place to start. Half of it is quotations from my favorite translation, that of Witter Bynner.

You can find endless additional translations on Google. One in particular I'd like to mention, that by Ron Hogan. This is what might be called a loose or even hippie translation. I think it would appeal to more literary or iconoclastic students. I use the word hippie advisedly. These old Chinese monks were, to a degree, their era's misfits and nonconformists. Their message was: whatever you think you're seeking probably isn't worth having and, besides, you fool, you're going about it the wrong way! Taoism is closely allied, by the way, to Zen Buddhism, that other hotbed of paradox and poetical speculation.

And how does all this take us to more character development? Well, first, I'm not thinking of the Marine model where you do lots of things you may not want to do. That route has its place. I'm thinking of the model whereby people thoughtfully discuss life and how we should live it. That's what Philosophy (love of wisdom) was always concerned with. Problem is, as already noted, many forces work against substance in the classroom. But the Tao Te Ching (being arguably the most perfect multicultural and thus Politically Correct thing you can study) trumps all opposition. Asian Studies, anyone?

Benefits of Trading Forex

2007-07-26T21:52:00.000+05:30

Here are some advantages of trading Forex:

Liquidity. Forex is by far the most liquid financial market in the world with nearly 2 trillion dollars traded everyday. This ensures price stability, and you will always be able to open and close transactions. Also it is hard to manipulate the market in a extended manner.

24hr Market. The market opens on Sunday at 3:00 pm EST when New Zealand begins operations, and closes on Friday at 5:00 pm EST when San Francisco terminates operations. There are transactions in practically every time zone, allowing active traders to choose at what time to trade.

Leverage trading. Trading the Forex Market offers a greater buying power than many other markets. Some Forex brokers offer leverage up to 400:1, allowing traders to have only 0.25% in margin of the total investment. For instance, a trader using 100:1 means that to have a US$100,000 position, only US$1,000 are needed on margin to be able to open that position.

Low Transaction costs. Almost all brokers offer commission free trading. The only cost traders incur in any transaction is the spread (difference between the buy and sell price of each currency pair). This spread could be as low as 1 pip (the minimum increment in any currency pair) in some pairs.

Low minimum investment. The Forex market requires less capital to start trading than any other markets. The initial investment could go as low as $300 USD, depending on leverage offered by the broker.

Specialized trading. The liquidity of the market allows us to focus on just a few instruments (or currency pairs) as our main investments (85% of all trading transactions are made on the seven major currencies). Allowing us to get to know better each instrument.

Trading from anywhere. If you do a lot of traveling, you can trade from anywhere in the world just having an internet connection.

Forex Broker: Choosing the right Forex Broker

2007-07-26T21:51:00.000+05:30

Sometimes it's hard to make a decision on which Forex broker to open our trading account, there are just too many of them. Most of them have different features, capabilities, weaknesses and advantages, for this reason I have created a checklist that can help you decide the broker to use in your Forex adventure.

1. Is it regulated?

The first question you have to ask yourself is: is the broker I want to use Regulated ? There must be no doubt about this first point. All regulated brokers must submit financial reports to regulatory authorities, and when they fail to do it, authorities have the right to fine them or terminate their membership. This enforces Forex brokers to keep transparent financial reports.

The brokers must be regulated by their local regulatory authorities, for instance, for brokers based in the US , they must be regulated by the NFA (National Futures Association) and CFTC (Commodity Futures Trading Commission), Swiss based brokers must be regulated by the FDF (Swiss Federal Department of Finance) and so on.

Also when a Forex broker is regulated allows investors to dispute any resolution, increasing the investor protection.

2. Trading Conditions

This point refers to the features of the trading platform and the trading conditions with the chosen broker. Amongst the most important factors are:

Spread - Obviously the smaller the spread on currency pairs the better the conditions are for investors and traders.

Platform execution - Trading execution refers to how fast and consistent are the execution of trades. Some brokers guarantee fast and transparent executions during normal market conditions.

Fractional trading – Some brokers allow investors and traders to trade on a fractional basis, instead of trading full lots “100,000 units” or “300,000 units”, they allow you to trade “163,345 units” or “325,911 units”. This is very helpful for trades risking certain percentage of their balance on each trade.

Safety of funds – We need to make sure our trading funds are kept in a segregated account or at least insured.

Trading platform – Easy to use and understand platform, is it reliable during fast moving markets? And what extra features it offers such as: one click buying/selling, trading directly from a chart, supports mobile devices, trailing stops, etc.)

Minimum investment – What is the minimum amount of money required to open a trading account? This aspect is very useful because before trading your full account, you need to test the waters and see how well you perform with an account with limited funds (after trading a demo account).

Margin (leverage) – What kind of leverage can be used with the chosen broker? Just to make sure our leverage requirements by our Forex strategy and methodology (leverage above 100:1 is not advisable).

Commissions – Some brokers charge commission, it is ok if they do if the spread is smaller than other brokers.

3. Diligence

Hopefully you have eliminated most brokers at this point. You should have 3 or 4 finalists. In this step do your diligences on forums, ask other traders about their experiences using their brokers, and so forth.

Some forums where you can ask for broker information are: ForexFactory, MoneyTec, ForexNews.

If brokers are registered by their local regulatory authorities, you can visit the regulator website and you will find plenty of information about Forex brokers. Some of them publish resolutions regarding Forex brokers.

Amongst the aspects you should ask and get informed are:

Customer service – This aspect is the most important of them all, are they rude to customers? Are they willingly to help customers? These are the questions you should ask in forums and fellow traders.

Slippage – Slippage is the difference between the price where the trade was executed and actual value of it. Do they honor stop loss and take profit levels? Do they guarantee it? If any one had any discrepancies, did their broker revert the result?

Manual execution – Some brokers don't like scalpers, if they catch someone doing it, they will put this trader into manual execution, so a dealer (human) must accept all transactions made by this trader. Do they do this?

Re-quotes – a re-quote happens when you click the buy/sell button and the platform doesn't accept our price, so it will give us another quote for that particular trade.

4. Testing

In this phase we should test our Forex broker, first on a demo account to see how it works, also test your system to see how it performs. If you are satisfied with the results, then try the same platform with limited funds to see how it performs on real trades. If you are satisfied again then open your full trading account with the chosen broker.

I hope this checklist help you all traders to take the right decision when choosing brokers.

Forex Strategy: Trading with Stochastics

2007-07-26T21:50:00.001+05:30

Stochastics are amongst the most popular technical indicators when it comes to Forex Trading. Unfortunately most traders use them incorrectly. In this article we will review the correct way to use this popular technical indicator.

George Lane developed this indicator in the late 1950s. Stochastics measure the current close relative to the range (high/low) over a set of periods.

Stochastics consist of two lines:

%K – Is the main line and is usually displayed as a solid line

%D – Is simply a moving average of the %K and is usually displayed as a dotted line

There are three types of Stochastics: Full, fast and slow stochastics. Slow stochastics are simply a smother version of the fast stochastics, and full stochastics are even a smother version of the slow stochastics.

Interpretation:

Buy when %K falls below the oversold level (below 20) and rises back above the same level.

Sell when %K rises above de overbought level (above 80) and falls back below the same level.

The interpretation above is how most traders and investors use them; however, it only works when the market is trendless or ranging. When the market is trending, a reading above the overbought territory isn't necessary a bearish signal, while a reading below de oversold territory isn't necessary bullish signal.

Trending market

When the market is trending is necessary to adapt the oscillator to the same conditions: When the market is trending up, then the signals with the higher probability of success are those in direction of the trend “Buy signals”, on the other hand when the market is trending down, selling signals offer the lowest risk opportunities.

Thus when the market is trending up, we will only look for oversold conditions (when the stochastics fall below the oversold level [below 20] and rises back above the same level) to get ready to trade, and in the same way, when the market is trending down we will only look for overbought conditions (when the stochastics rise above de overbought level [above 80] and falls back below the same level.

Taking all overbought/oversold signals during a trending market will lead us to many whipsaws. If you are not comfortable with the number of signals given, try expanding your trading to other currency pairs.

Trend-less market

During a ranging market we could use the interpretation explained above to trade off stochastics.

Divergence

Divergence trades are amongst the most reliable trading signals in the Forex market. A divergence occurs either when the indicator reaches new highs/lows and the market fails to do it or the market reaches new highs/lows and the indicator fails to do it. Both conditions mean that the market isn't as strong as it used to be giving us opportunities to profit from the market.

Stochastics can also be used to trade off divergences.

Price behavior

A price behavior can be incorporated into any kind of system or Forex strategy. When using divergences or overbought/oversold condition with a price behavior approach, the probability of success of our signals increases enormously. Why? Because price dictates at the end, how all indicators will behave, it also gives us a lot of information about the probable direction it will take in the future.

I hope this article helps you become a better trader.

Don't forget to read our risk disclaimer.

How to take a loss

2007-07-26T21:48:00.000+05:30

There are quite a few books written on how to make money in the market. Some of them are even written by people who have made money as traders! What you don't see often, however, are books or articles written on how to lose money. “Cut your losers and let your winners run” is commonsensical advice, but how do you determine when a position is a loser? Interestingly, most traders I have seen don't formulate an answer to this question when they put on a position. They focus on the entry, but then don't have a clear sense of exit—especially if that exit is going to put them into the red.

One of the real culprits, I have to believe, is in the difficulty traders have in separating the reality of a losing trade from the psychological sense of feeling like a loser. At some level, many traders equate losing with being a loser. This frustrates them, depresses them, makes them anxious—in short, it interferes with their future decision-making, because their P & L is a blank check written against their self-esteem. Once a trader is self-focused and not market focused, distortions in decision-making are inevitable.

A particularly valuable section of the classic book Reminiscences of a Stock Operator describes Livermore 's approach to buying stock. He would sell a quantity and see how the stock responded. Then he would do that again and again, testing the underlying demand for the issue. When his sales could not push the market down, then he would move aggressively to the buy side and make his money.

What I loved about this methodology is that Livermore's losses were part of a grander plan. He wasn't just losing money; he was paying for information. If my maximum position size is ten contracts in the ES and I buy the highs of a range with a one-lot, expecting a breakout, I am testing the waters. While I am not potentially moving the market in the way that Livermore might have, I still have begun a test of my breakout hypothesis. I then watch carefully. How are the other averages behaving at the top ends of their range? How is the market absorbing the activity of sellers? Like any good scientist, I am gathering data to determine whether or not my hypothesis is supported.

Suppose the breakout does not materialize and the initial move above the range falls back into the range on some increased selling pressure. I take the loss on my one-lot, but then what happens from there?

The unsuccessful trader will respond with frustration: “Why do I always get caught buying the highs? I can't believe “they” ran the market against me! This market is impossible to trade.” Because of that frustration—and the associated self-focus—the unsuccessful trader does not take any information away from that trade.

In the Livermore mode, however, the successful trader will see the losing one-lot as part of a greater plan. Had the market broken nicely to the upside, he would have scaled into the long trade and likely made money. If the one-lot was a loser, he paid for the information that this is, at the very least, a range-bound market, and he might try to find a spot to reverse and go short in order to capitalize on a return to the bottom end of that range.

Look at it this way: If you put on a high probability trade and the trade fails to make you money, you have just paid for an important piece of information: The market is not behaving as it normally, historically does. If a robust piece of economic news that normally sends the dollar screaming higher fails to budge the currency and thwarts your purchase, you have just acquired a useful bit of information: There is an underlying lack of demand for dollars. That information might hold far more profit potential than the money lost in the initial trade.

I recently received a copy of an article from Futures Magazine on the retired trader Everett Klipp, who was dubbed the “Babe Ruth of the CBOT”. Klipp distinguished himself not only by his fifty-year track record of trading success on the floor, but also by his mentorship of over 100 traders. Speaking of his system of short-term trading, Klipp observed, “You have to love to lose money and hate to make money to be successful…It's against human nature what I teach and practice. You have to overcome your humanness.”

Klipp's system was quick to take profits (hence the idea of hating to make money), but even quicker to take losses (loving to lose money). Instead of viewing losses as a threat, Klipp treated them as an essential part of trading. Taking a small loss reinforces a trader's sense of discipline and control, he believed. Losses are not failures.

So here's a question I propose to all those who enter a high-probability trade: “What will tell me that my trade is wrong, and how could I use that information to subsequently profit?” If you're trading well, there are no losing trades: only trades that make money and trades that give you the information to make money later.

Forex Trading System: Choosing between Mechanical and Discretionary Systems

2007-07-26T21:47:00.002+05:30

There are basically two types of Forex trading systems, mechanical and discretionary systems. The trading signals that come out of mechanical systems are mainly based off technical analysis applied in a systematic way. On the other hand, discretionary systems use experience, intuition or judgment on entries and exits. But which one produces better results? Or more importantly, which one fits better your trading style? These are the answers we will try to answer on this article.

We will first analyze the pros and cons about each system approach.

Mechanical systems

Advantages

This kind of system can be automated and backtested efficiently.

It has very rigid rules. Either, there is a trade or there isn't.

Mechanical traders are less susceptible to emotions than discretionary traders.

Disadvantages

Most traders backtest Forex trading systems incorrectly. In order to produce accurate results you need tick data.

The Forex market is always changing. The Forex market (and all markets) has a random component. The market conditions may look similar, but they are never the same.

A system that worked successfully the past year doesn't necessary mean it will work this year.

Discretionary systems

Advantages

Discretionary systems are easily adaptable to new market conditions.

Trading decisions are based on experience. Traders learn to see which trading signals have higher probability of success.

Disadvantages

They cannot be backtested or automated, since there is always a thought decision to be made.

It takes time to develop the experience required to trade successfully and track trades in a discretionary way. At early stages this can be dangerous.

Now, which approach is better for Forex traders? The one that fits better your personality. For instance, if you are a trader that finds it hard to follow your trading signals, then you are better off using a mechanical system, where your judgment won't play an important role in your system. You only take the trades that your system signals.

If the psychological barriers that affect every trader (fear, greed, anger, etc.) puts you in unwanted scenarios, you are also better off trading mechanical systems, because you only need to follow what your system is telling you, go short, go long, close a trade. No other decision has to be made.

On the other hand, if you are a disciplined trader, then you are better off using a discretionary system, because discretionary systems adapt to the market conditions and you are able to change your trading conditions as the market changes. For instance, you have a target of 60 pips on a long trade. But the market suddenly starts trending up pretty strongly, then you could move your target to say 100 pips.

Does it mean that trading a discretionary system has no rules? This is absolutely incorrect. Trading discretionary systems means that once a trader finds his/her setup, the trader then decides what to do. But every trader still needs certain rules that need to be followed, such as the size of the position, conditions that have to be met before thinking to get in the market, and so on.

I am a discretionary trader. The main reason I chose a discretionary system is that my trades are based on price behavior, and as you already know, the price behaves similar to the past, but it is never identical, therefore the outcome of every trade is unknown. However, I do have rigid rules on my system, certain conditions have to be met before I even think in getting in a trade. This keeps me out of trouble, once my setup is present and in accordance with the rules I have set, then I closely watch the price behavior and finally decide whether it is a good opportunity or not.

Whether you choose to be a discretionary or a mechanical trader there are some important points you should take in consideration:

You need to make sure the Forex trading system you are using totally fits your personality. Otherwise you will find yourself outguessing your system.
You also need to have some rules and most importantly have the discipline to follow them.
Take your time to build the perfect system for you. It's not easy and requires time and hard work, but at the end, if done correctly, it will give you consistent profitable results.
Before going live, try it on a demo account or even on a small account (I will go for the second option, since psychological barriers will be present.

Training: What a Good Forex Training Program Should Include

2007-07-26T21:47:00.001+05:30

Should new Forex traders take Forex trading courses or join a Forex training program? Definitely yes; by now you have probably heard that only 5% of traders achieve consistent profitable results when trading the Forex market. The main reason for this is the lack of education. Don't get me wrong here, taking a Forex training program or a Forex trading course won't guarantee profitable results, nothing can, but choosing the right Forex training program or Forex trading course will definitely put the odds in your favor.

Before spending any amount of money on any Forex trading course or Forex training program there are some important aspects you need to take in consideration. There are many training programs available, but not every one of them suits the needs of every trader.

The first thing you should be looking in a Forex training program is the content of the material. Unfortunately, most courses or training programs focus or spend most of the time on basic concepts. Though these basic concepts are important, spending most of the course on them won't help the trader to make consistent results.

The following subjects are what I consider the most important aspects of trading and every training program or trading course should address:

Forex trading basics.

Review basic concepts such as: margin, type of orders, a little background, bid/ask, rollover, etc. You need to make sure you understand every single concept to perfection.

Main drawbacks of Forex traders.

Being aware of the common mistakes made by Forex traders and knowing how to handle them will prevent new traders from making those mistakes.

Technical and fundamental analysis.

These are the two main approaches adopted by Forex traders. Knowing how to properly apply each concept will definitely put the odds in your favor.

The three pillars of Forex trading. I consider that these three subjects have the most impact on every trader trading account.

Forex trading system development.

Having the right system is a must if you want to have consistent profitable results. Having a system that doesn't fit you will cause a series of problems that will make your trading account vanish away (second guessing the system, not following your system, etc.)

Money management.

This is considered by many successful traders to be the most important single aspect of trading. Money management helps to increase your profits geometrically and at the same time limit your losses (i.e. a good risk reward ratio of about 2:1 will make you money in a Forex trading system that is right only 38% of the time.)

Trading psychology.

Being aware and knowing hot to handle the psychological barriers that affect every trader decision will put the odds in your favor.

Other important aspects every training program should include are:

Developing habits for success (such as discipline patience, taking responsibility of every action, commitment, etc.,) understanding and taking our trading as a business, risk and trade management.

Another important aspect you should take into consideration when choosing a Forex training program is the mechanics of it, getting to know how the training program works.

A good Forex course will have the following:

A live conference room, to apply everything learned under live market conditions.

One-on-one coaching, every trader has different needs and requires special attention. For instance a trader wanting to improve the system and requires individual feedback from the instructor about it.

Online trading course, a course that could be accessible through internet. A plus is a course where you are able to access the course at the convenient time for you, so you don't have to change your lifestyle.

A forum, where members can talk just about everything related to the Forex market and the Forex training program.

Trading the Forex market is no easy task. It requires a lot of hard work. Making the right decision will definitely put the odds in your favor. Take your time when doing your diligence because it is a big and important step in a trader's trading career.

Forex Pivot Points: Mapping Your Time Frame

2007-07-26T21:46:00.002+05:30

It is useful to have a map and be able to see where the price is relative to previous market action. This way we can see how is the sentiment of traders and investors at any given moment, it also gives us a general idea of where the market is heading during the day. This information can help us decide which way to trade.

Pivot points, a technique developed by floor traders, help us see where the price is relative to previous market action.

As a definition, a pivot point is a turning point or condition. The same applies to the Forex market, the pivot point is a level in which the sentiment of the market changes from “bull” to “bear” or vice versa. If the market breaks this level up, then the sentiment is said to be a bull market and it is likely to continue its way up, on the other hand, if the market breaks this level down, then the sentiment is bear, and it is expected to continue its way down. Also at this level, the market is expected to have some kind of support/resistance, and if price can't break the pivot point, a possible bounce from it is plausible.

Pivot points work best on highly liquid markets, like the spot currency market, but they can also be used in other markets as well.

Forex Pivot Points

In a few words, pivot point is a level in which the sentiment of traders and investors changes from bull to bear or vice versa.

Why PP work?

They work simply because many individual traders and investors use and trust them, as well as bank and institutional traders. It is known to every trader that the pivot point is an important measure of strength and weakness of any market.

Calculating pivot points

There are several ways to arrive to the Pivot point. The method we found to have the most accurate results is calculated by taking the average of the high, low and close of a previous period (or session).

Pivot point (PP) = (High + Low + Close) / 3

Take for instance the following EUR/USD information from the previous session:

Open: 1.2386

High: 1.2474

Low: 1.2376

Close: 1.2458

The PP would be,

PP = (1.2474 + 1.2376 + 1.2458) / 3 = 1.2439

What does this number tell us?

It simply tells us that if the market is trading above 1.2439, Bulls are winning the battle pushing the prices higher. And if the market is trading below this 1.2439 the bears are winning the battle pulling prices lower. On both cases this condition is likely to sustain until the next session.

Since the Forex market is a 24hr market (no close or open from day to day) there is a eternal battle on deciding at white time we should take the open, close, high and low from each session. From our point of view, the times that produce more accurate predictions is taking the open at 00:00 GMT and the close at 23:59 GMT .

Besides the calculation of the PP, there are other support and resistance levels that are calculated taking the PP as a reference.

Support 1 (S1) = (PP * 2) – H

Resistance 1 (R1) = (PP * 2) - L

Support 2 (S2) = PP – (R1 – S1)

Resistance 2 (R2) = PP + (R1 – S1)

Where , H is the High of the previous period and L is the low of the previous period

Continuing with the example above, PP = 1.2439

S1 = (1.2439 * 2) - 1.2474 = 1.2404

R1 = (1.2439 * 2) – 1.2376 = 1.2502

R2 = 1.2439 + (1.2636 – 1.2537) = 1.2537

S2 = 1.2439 – (1.2636 – 1.2537) = 1.2537

These levels are supposed to mark support and resistance levels for the current session.

On the example above, the PP was calculated using information of the previous session (previous day.) This way we could see possible intraday resistance and support levels. But it can also be calculated using the previous weekly or monthly data to determine such levels. By doing so we are able to see the sentiment over longer periods of time. Also we can see possible levels that might offer support and resistance throughout the week or month. Calculating the Pivot point in a weekly or monthly basis is mostly used by long term traders, but it can also be used by short time traders, it gives us a good idea about the longer term trend.

S1, S2, R1 AND R2...? An Objective Alternative

As already stated, the pivot point zone is a well-known technique and it works simply because many traders and investors use and trust it. But what about the other support and resistance zones (S1, S2, R1 and R2,) to forecast a support or resistance level with some mathematical formula is somehow subjective. It is hard to rely on them blindly just because the formula popped out that level. For this reason, we have created an alternative way to map our time frame, simpler but more objective and effective.

We calculate the pivot point as showed before. But our support and resistance levels are drawn in a different way. We take the previous session high and low, and draw those levels on today's chart. The same is done with the session before the previous session. So, we will have our PP and four more important levels drawn in our chart.

LOPS1, low of the previous session.

HOPS1, high of the previous session.

LOPS2, low of the session before the previous session.

HOPS2, high of the session before the previous session.

PP, pivot point.

These levels will tell us the strength of the market at any given moment. If the market is trading above the PP, then the market is considered in a possible uptrend. If the market is trading above HOPS1 or HOPS2, then the market is in an uptrend, and we only take long positions. If the market is trading below the PP then the market is considered in a possible downtrend. If the market is trading below LOPS1 or LOPS2, then the market is in a downtrend, and we should only consider short trades.

The psychology behind this approach is simple. We know that for some reason the market stopped there from going higher/lower the previous session, or the session before that. We don't know the reason, and we don't need to know it. We only know the fact: the market reversed at that level. We also know that traders and investors have memories, they do remember that the price stopped there before, and the odds are that the market reverses from there again (maybe because the same reason, and maybe not) or at least find some support or resistance at these levels.

What is important about his approach is that support and resistance levels are measured objectively; they aren't just a level derived from a mathematical formula, the price reversed there before so these levels have a higher probability of being effective.

Our mapping method works on both market conditions, when trending and on sideways conditions. In a trending market, it helps us determine the strength of the trend and trade off important levels. On sideways markets it shows us possible reversal levels.

How we use our mapping method?

We use the mapping method in three different ways: as a trend identification (measure of the strength of the trend), a trading system using important levels with price behavior as a trading signal and to set the risk reward ratio of any given trade based on where the is the market relative to the previous session.

Main Drawbacks of Forex Traders

2007-07-26T21:46:00.001+05:30

Why is it that very few traders succeed in the Forex trading environment while the grand majority of traders fail to achieve success? There is no hard answer to this question, there are a few things that will put you one step ahead and will definitely put the odds in your favor.

The main purpose of this article is to guide you through some important aspects of Forex trading. But in a different way, instead of telling you what to do or the best way to do it, it will tell you what to avoid. Sometimes it is better to identify the main drawbacks on a discipline and then isolate them so we have the best results at a certain level of development.

The Holy Grail

Many traders spend years and years trying to find the Holy Grail of trading. That magic indicator or set of indicators, only known by a few traders, that will make them rich in a short period of time.

Fact: Well, there is no magic indicator, nor a set of indicators that will make anyone rich in a short period of time. The main reason of this is because market changes, every single moment is unique. Every Forex trading system will fail from time to time. Our work here is to find a Forex trading system that fits our personality as traders, otherwise the trader will find it hard to follow it.

Looking for Easy Money

Unfortunately most traders are attracted to the Forex market for this reason. Mainly because of the publicity showing or rather trying to show how easy is to trade and make money in the Forex market.

Fact: Yes, it is very easy to trade, anyone can do it. It is as hard as one click. But the second part of it isn't that easy. Making money or achieving consistent profitable results is hard. It requires lots of education, patience, discipline, commitment, and this list could go to infinite. In a few words, it is possible to have consistent profitable results, but definitely it is not easy.

Looking for Excitement

Some other traders are attracted to the Forex market or any other financial market because they think it is exciting to be a trader.

Fact: Yes, it is very exciting to trade the Forex market. But if this is the main reason you are still trading the Forex market, sooner or later you will discover the most expensive adventure you have ever known. Do some thinking on it.

Not Using Money Management

Most traders forget about this important aspect of trading. They think they shouldn't be using money management until they achieve consistent profitable results. They totally forget about the risk side of trading.

Fact: Money management allows your profits to increase geometrically, but also limits your risk on every single trade. Money management tells you how much to risk on each trade. Using money management is a must if you want to achieve your trading goals. By using money management you make sure you are going to be able to trade tomorrow, the next week, month and the following years.

Not Being Psychology Tuned

This is one of the most underestimated subjects when it comes to trading. One of the main principles of financial markets is that the price of each instrument is based on the perception of each individual participant “the crowd.” In other words the price of each instrument is determined by the fear, greed, ego and hope of all traders.

Fact: Being aware of all psychological issues that affect the decisions made by traders will definitely put the odds in your favor.

Lack of Education

Education is the base of knowledge on every discipline. As lawyers and doctors require several years of college until they get their degree, Forex traders also require long years of study. It is better to have someone experienced to guide you through your trading, since some information could take you in the wrong path.

Fact: The market teaches us invaluable lessons on every single trade made. The process of education for a Forex trader could take for ever. That's right, we never stop learning. We should be humble about the markets and our knowledge; otherwise the market will prove us wrong.

These are some of the most important barriers every trader faces when trying to trade successfully.

Trading successfully the Forex markets is no easy task, it requires a lot of hard work to do it right, but with the right education, you will put yourself closer to your trading goals.

A Quick Forex Guide for Traders

2007-07-26T21:45:00.002+05:30

In this Forex course we will review some steps you need to take care before you venture into your trading journey. Most traders venture into the Forex market with little or no experience in the Forex market. This results in painful experiences like loosing most of the risk capital, frustration because it seemed so easy to make money, etc.

The first thing you need to realize is that, it is not easy to make money. As every other endeavor in life, where important rewards are to come after mastering it, you need to work hard. You need to get very well educated and experienced before having the possibility to receive important rewards on it. The key on mastering the Forex market relies on commitment, patience and discipline.

Ok, you have decided you are going to trade the Forex market, you have seen several advertisings featuring how easy is to make money in the Forex market. You might think this is your opportunity to reach your financial freedom, right away, time is money, why waiting any longer if you have the opportunity to make money now. I know, I've been there, but you have a chance now, I didn't, no body told me what I am going to tell you.

We, Forex traders, make transactions based on a set of rules. These sets of rules are what we call a Trading System. Our systems tell us the exact time where we need to get in the market and out the market in order to make a profit (i.e. buy low sell high.)

Creating a system is the first big step you need to take care first. Why is this so important? Because you need to build a system that suits your personality, otherwise you are going to find hard to follow it, thus hard to profit from.

A system can be based on technical indicators or what we called a mechanical system or based on experience and intuition or what we call discretionary systems. I highly recommend using and trying first a mechanical system, because discretionary systems are dangerous during the early stages of a Forex trader (can lead to indiscipline.) With experience, on later stages, you will find out which signals work better and which ones to avoid.

The next step in this Forex course is to try your system on a demo account. Most Forex brokers offer a demo account, an account with virtual money. This is an excellent choice to test your trading system as there is no money at risk. In this step you will figure out if the strategy works for you. If you feel comfortable trading it, then it is most likely to produce good results. How much time should you stay in this step? It varies, but you shouldn't go one step further until your system gets consistent profitable results over a period of time. It can take many months, but remember, you need to be patient.

You must be honest to yourself; you need to take every single signal generated by your system, not only the signals you thought were going to work, otherwise, you are going to have problems in the next two steps.

Ok, by know you had consistent profitable results on your demo account. You might think its time to go full. Nope, nope, nope. There is a big difference between trading a demo and a real account. The most important difference lies on emotions (fear, greed, anger, etc.) These are psychological barriers that affect every single decision made by traders regardless of what he/she is trading (stocks, bonds, Forex, futures, grains, etc.) These emotional factors, in my opinion, are the most determinant factor that separates profitable traders from the others.

The next step in this Forex course is specially designed to deal with emotions and to confirm the results obtained in the prior step (consistent results in a demo account.) At this step you need to trade in a real account with limited funds. Some brokers offer fractional lot trading. Meaning you are able to trade any desired amount (even cents.) The important thing here is that these emotions we've been talking about are present only when there is real money at risk. At this stage, you are going to see if you are really comfortable trading your system and if you are able to trade with such system, remember different systems produce different emotions. If you are able to produce similar results than those obtained in a demo account, then ready for the next step. If you didn't, then you might need to create another system, there is chance your system never fit you. If you created consistent profitable results on this stage, you have a chance to produce similar results in the next one, on the other hand, if you didn't produce good results in this stage, you will not be able to make on the next stage. Remember, you need to do things right, and be honest to yourself.

The last stage is trading in a real account with sufficient funds. If you are at this stage, and have passed successfully every prior stage, then you have a chance to make it, go ahead and try it, you need to be confident in yourself and in your system, your strategy have already produced consistent profitable results, there are reasons to believe you are going to make it. Very few traders fail at this stage (if passed successfully prior stages.)

Trading successfully is no easy task, it requires a lot of work, patience, discipline, and education. By completing the steps outlined in this Forex course, you have a chance to produce profitable results. I repeat it again, you need to be honest to yourself about the results obtained in every stage. Some times you might need expert guidance regarding your system development strategies.

Deadly Forex Mistakes That Assure Failure

2007-07-26T21:45:00.001+05:30

Before venturing into your trading journey there are some things you need to be aware of, otherwise you could succeed on your trading adventure, and we don't want that to happen, do we? This Forex training guide will help you track the most costly mistakes Forex traders do.

First of all, make sure you don't have a trading system. Having a trading system might increase the odds of your success. If you have a system, you will have an objective way to get in and out the market. When traders create their trading systems they think objectively since there is no position to be taken at the moment. If there is no position to be taken, there is also no money at risk, if there is no money at risk, we do think objectively and are open to every possibility, thus we are able to find low risk trading opportunities. So make sure you don't have a system and trade based on a randomly approach.

If you have already created your system, then don't follow it, be undisciplined. If you follow your system, there is a possibility that you can profit from the Forex market based on the trading opportunities you have found. If you want to fail on your trading, be sure to be undisciplined.

Don't get educated. Most successful traders are very well educated in the market they trade (stocks, Forex, futures, etc.) If you get educated, you might acquire the knowledge and experience you require to master the Forex market. Don't read about the Forex market, don't enroll into Forex training programs and don't even look at historical charts.

Don't use any money management technique. The purpose of money management is to avoid the risk of ruin, but at the same time it helps you boost your profits, allowing them to grow geometrically. For instance, by using no money management techniques, there is a possibility that in loosing 10 trades in a row you could empty your trading account. On the other hand, by applying simple money management techniques you can avoid it. So make sure, if you want to fail, don't even consider money management.

Forget about psychological issues. You need to get every trade to win. Successful traders know that they don't need to win every trade in order to profit from the market. This is one characteristic that is hard to understand and really apply. Why? Because we are taught, since kids, that any number below 70% is a bad number. In the Forex trading environment, this is not true.

Don't even consider using a Risk-reward (RR) ratio greater than 1-1. If you use a RR ratio of 1-2 (willing to make twice the amount risked in one trade) then you only need a system that is right around 50% to make money. If you use a RR ratio of 1-3 (willing to make three times the amount risked in one trade) then you will need a system that is right around 40% of the time to make money. So make sure to use a RR ratio below 1-1.

By applying every point outlined in this Forex training guide, you will almost assure your failure in your Forex trading journey. Do the opposite, and you will have the possibility to achieve what every trader is looking for: consistent profitable results.

Forex Trading: Mistakes in a Trading Environment

2007-07-26T21:44:00.001+05:30

When it comes to trading, one of the most neglected subjects are those dealing with trading psychology. Most traders spend days, months and even years trying to find the right system. But having a system is just part of the game. Don't get us wrong, it is very important to have a system that perfectly suits the trader, but it is as important as having a money management plan, or to understand all psychology barriers that may affect the trader decisions and other issues. In order to succeed in this business, there must be equilibrium between all important aspects of trading.

In the trading environment, when you lose a trade, what is the first idea that pops up in your mind? It would probably be, “There must be something wrong with my system”, or “I knew it, I shouldn't have taken this trade” (even when your system signaled it). But sometimes we need to dig a little deeper in order to see the nature of our mistake, and then work on it accordingly.

When it comes to trading the Forex market as well as other markets, only 5% of traders achieve the ultimate goal: to be consistent in profits. What is interesting though is that there is just a tiny difference between this 5% of traders and the rest of them. The top 5% grow from mistakes; mistakes are a learning experience, they learn an invaluable lesson on every single mistake made. Deep in their minds, a mistake is one more chance to try it harder and do it better the next time, because they know they might not get a chance the next time. And at the end, this tiny difference becomes THE big difference.

Mistakes in the trading environment

Most of us relate a trading mistake to the outcome (in terms of money) of any given trade. The truth is, a mistake has nothing to do with it, mistakes are made when certain guidelines are not followed. When the rules you trade by are violated. Take for instance the following scenarios:

First scenario: The system signals a trade.

Signal taken and trade turns out to be a profitable trade.

Outcome of the trade : Positive, made money.

Experience gained: Its good to follow the system, if I do this consistently the odds will turn in my favor. Confidence is gained in both the trader and the system.

Signal taken and trade turns out to be a loosing trade.

Outcome of the trade: Negative, lost money.

Experience gained: It is impossible to win every single trade, a loosing trade is just part of the business; our raw material, we know we can't get them all right. Even with this lost trade, the trader is proud about himself for following the system. Confidence in the trader is gained.

Mistake made : None.

Signal not taken and trade turns out to be a profitable trade.

Outcome of the trade: Neutral.

Experience gained: Frustration, the trader always seems to get in trades that turned out to be loosing trades and let the profitable trades go away. Confidence is lost in the trader self.

Mistake made: Not taking a trade when the system signaled it.

Signal not taken and trade turns out to be a loosing trade.

Outcome of the trade: Neutral.

Experience gained: The trader will start to think “hey, I'm better than my system”. Even if the trader doesn't think on it consciously, the trader will rationalize on every signal given by the system because deep in his or her mind, his or her “feeling” is more intelligent than the system itself. From this point on, the trader will try to outguess the system. This mistake has catastrophic effects on our confidence to the system. The confidence on the trader turns into overconfidence.

Mistake made: Not taking a trade when system signaled it

Second Scenario: System does not signal a trade.

No trade is taken

Outcome of the trade: Neutral

Experience gained: Good discipline, we only need to take trades when the odds are in our favor, just when the system signals it. Confidence gained in both the trader self and the system.

Mistake made: None

A trade is taken, turns out to be a profitable trade.

Outcome of the trade: Positive, made money.

Experience gained: This mistake has the most catastrophic effects in the trader self, the system and most importantly in the trader's trading career. You will start to think you need no system, you know better from them all. From this point on, you will start to trade based on what you think. Confidence in the system is totally lost. Confidence in the trader self turns into overconfidence.

Mistake made: Take a trade when there was no signal from the system.

A trade is taken, turned out to be a loosing trade.

Outcome of the trade: negative, lost money.

Experience gained: The trader will rethink his strategy. The next time, the trader will think it twice before getting in a trade when the system does not signal it. The trader will go “Ok, it is better to get in the market when my system signals it, only those trade have a higher probability of success”. Confidence is gained in the system.

Mistake made: Take a trade when there was no signal from the system

As you can see, there is absolutely no correlation between the outcome of the trade and a mistake. The most catastrophic mistake even has a positive trade outcome, made money, but this could be the beginning of the end of the trader's career. As we have already stated, mistakes must only be related to the violation of rules a trader trades by.

All these mistakes were directly related to the signals given by a system, but the same is applied when getting out of a trade. There are also mistakes related to following a trading plan. For example, risking more money on a given trade than the amount the trader should have risked and many more.

Most mistakes can be avoided by first having a trading plan. A trading plan includes the system : the criteria we use to get in and out the market, the money management plan : how much we will risk on any given trade, and many other points. Secondly, and most important, we need to have the discipline to follow strictly our plan. We created our plan when no trade was placed on, thus no psychology barriers were up front. So, the only thing we are certain about is that if we follow our plan, the decision taken is on our best interests, and in the long run, these decisions will help us have better results. We don't have to worry about isolated events, or trades that could had give us better results at first, but then they could have catastrophic results in our trading career.

How to deal with mistakes

There are many possible ways to properly manage mistakes. We will suggest the one that works better for us.

Step one: Belief change.

Every mistake is a learning experience. They all have something valuable to offer. Try to counteract the natural tendency of feeling frustrated and approach mistakes in a positive manner. Instead of yelling to everyone around and feeling disappointed, say to yourself “ok, I did something wrong, what happened? What is it?

Step two: Identify the mistake made.

Define the mistake, find out what caused the mistake, and try as hard as you can to effectively see the nature of that mistake. Finding the mistake nature will prevent you from making the same mistake again. More than often you will find the answer where you less expected. Take for instance a trader that doesn't follow the system. The reason behind this could be that the trader is afraid of loosing. But then, why is he or she afraid? It could be that the trader is using a system that does not fit him or her, and finds difficult to follow every signal. In this case, as you can see, the nature of the mistake is not in the surface. You need to try as hard as you can to find the real reason of the given mistake.

Step three: Measure the consequences of the mistake.

List the consequences of making that particular mistake, both good and bad. Good consequences are those that make us better traders after dealing with the mistake. Think on all possible reasons you can learn from what happened. For the same example above, what are the consequences of making that mistake? Well, if you don't follow the system, you will gradually loose confidence in it, and this at the end will put you into trades you don't really want to be, and out of trades you should be in.

Step four: Take action.

Taking proper action is the last and most important step. In order to learn, you need to change your behavior. Make sure that whatever you do, you become “this-mistake-proof”. By taking action we turn every single mistake into a small part of success in our trading career. Continuing with the same example, redefining the system would be the trader's final step. The trader would put a system that perfectly fits him or her, so the trader doesn't find any trouble following it in future signals.

Understanding the fact that the outcome of any trade has nothing to do with a mistake will open your mind to other possibilities, where you will be able to understand the nature of every mistake made. This at the same time will open the doors for your trading career as you work and take proper action on every mistake made.

The process of success is slow, and plenty of times it is attributed to repeated mistakes made and the constant struggle to get past these mistakes, working on them accordingly. How we deal with them will shape our future as a trader, and most importantly as a person.

Incorporating Price Action into a Forex Trading System

2007-07-26T21:41:00.001+05:30

Trading the Forex market has become very popular in the last few years. But how difficult is it to achieve success in the Forex trading arena? Or let me rephrase this question, how many traders achieve consistent profitable results trading the Forex market? Unfortunately very few, only 5% of traders achieve this goal. One of the main reasons of this is because Forex traders focus in the wrong information to make their trading decisions and totally forget about the most important factor: Price behavior.

Most Forex trading systems are made off technical indicators (a moving average (MA) crossover, overbought/oversold conditions in an oscillator, etc.) But what are technical indicators? They are just a series of data points plotted in a chart; these points are derived from a mathematical formula applied to the price of any given currency pair. In other words, it is a chart of price plotted in a different way that helps us see other aspects of price.

There is an important implication on this definition of technical indicators. The fact that the readings obtained from them are based on price action. Take for instance a long MA crossover signal, the price has gone up enough to make the short period MA crossover the long period MA generating a long signal. Most traders see it as “the MA crossover made the price go up,” but it happened the other way around, the MA crossover signal occurred because the price went up. Where I'm trying to get here is that at the end, price behavior dictates how an indicator will act, and this should be taken into consideration on any trading decision made.

Trading decisions based on technical indicators without taking price action into consideration will give us less accurate results. For example, again a long signal generated by a MA crossover as the market approaches an important resistance level. If the price suddenly starts to bounce back off that important level there is no point on taking this signal, price action is telling us the market doesn't want to go up. Most of the time, under this circumstances, the market will continue to fall down, disregarding the MA crossover.

Don't get us wrong here, technical indicators are a very important aspect of trading. They help us see certain conditions that are otherwise difficult to see by watching pure price action. But when it comes to pull the trigger, price action incorporation into our Forex trading system will definitely put the odds in our favor, it will generate higher probability trades.

So, how to create a perfect Forex trading system?

First of all, you need to make sure your trading system fits your trading personality; otherwise you will find it hard to follow it. Every trader has different needs and goals, thus there is no system that perfectly fits all traders. You need to make your own research on various trading styles and technical indicators until you find a concept that perfectly works for you. Make sure you know the nature of whatever technical indicator used.

Secondly, incorporate price action into your system. So you only take long signals if the price behavior tells you the market wants to go up, and short signals if the market gives you indication that it will go down.

Third, and most importantly, you need to have the discipline to follow your Forex trading system rigorously. Try it first on a demo account, then move on to a small account and finally when feeling comfortably and being consistent profitable apply your system in a regular account.

Things You Should Know About Forex Trading

2007-07-26T21:40:00.000+05:30

How difficult is it to make money trading the Forex market? How much time does it take to actually be able to make a living trading the Forex market? These and other important aspects of trading are to be discussed in this article.

Trading the Forex market has many benefits over other financial markets, among the most important are: superior liquidity, 24hrs market, better execution, and others. Traders and investor see the Forex market as a new speculation or diversifying opportunity because of these benefits. Does this mean that it is easy to make money trading the Forex Market? Not at all.

Forex brokers agree that 90% of traders end up losing money, 5% of traders end up at break even and only 5% of them achieve consistent profitable results. With these statistics shown, I don't consider trading to be an easy task. But, is it harder to master any other endeavor? I don't think so, consider musicians, writers, or even other businesses, the success rates are about the same, there are a whole bunch of them who never got to the top.

Now that we know it is not easy to achieve consistent profitable results, a must question would be, Why is it that some traders succeed while others fail to trade successfully in the Forex market? There is no hard answer to this question, or a recipe to follow to achieve consistent profitable results. What we do know is that traders that reach the top think different. That's right, they don't follow the crowd, they are an independent part of the crowd.

A few things that separate the top traders from the rest are:

Education: They are very well educated in the matter; they have chosen to learn every single and important aspect of trading. The best traders know that every trade is a learning experience. They approach the Forex market with humility, otherwise the market will prove them wrong.

Forex trading system: Top traders have a Forex trading system. They have the discipline to follow it rigorously, because they know that only the trades that are signaled by their system have a greater rate of success.

Price behavior: They have incorporated price behavior into their trading systems. They know price action has the last word.

Money management: Avoiding the risk of ruin is a primary subject to the best traders. After all, you cannot succeed without funds in your trading account.

Trading psychology: They are aware of every psychological issue that affects the decisions made by traders. They have accepted the fact that every individual trade has two probable outcomes, not just the winning side.

These are, among others, the most important factors that influence the success rate of Forex traders.

We know now that it is not easy to make money trading the Forex market, but it is possible. We also discussed the most important factors that influence the rate of success of Forex traders. But, how much time does it take to have consistent profitable results? It is different from trader to trader. For some, it could take a life time, and still don't get the desired results, for some others, a few years are enough to get consistent profitable results. The answer to this question may vary, but what I want to make clear here is that trading successfully is a process, it's not something you can do in a short period of time.

Trading successfully is no easy task; it is a process and could take years to achieve the desired results. There are a few things though every trader should take in consideration that could accelerate the process: having a trading system, using money management, education, being aware of psychological issues, discipline to follow your trading system and your trading plan, and others.

Currency Trading: Understanding the Basics of Currency Trading

2007-07-26T21:39:00.000+05:30

Investors and traders around the world are looking to the Forex market as a new speculation opportunity. But, how are transactions conducted in the Forex market? Or, what are the basics of Forex Trading? Before adventuring in the Forex market we need to make sure we understand the basics, otherwise we will find ourselves lost where we less expected. This is what this article is aimed to, to understand the basics of currency trading.

What is traded in the Forex market?

The instrument traded by Forex traders and investors are currency pairs. A currency pair is the exchange rate of one currency over another. The most traded currency pairs are:

EUR/USD: Euro

GBP/USD: Pound

USD/CAD: Canadian dollar

USD/JPY: Yen

USD/CHF: Swiss franc

AUD/USD: Aussie

These currency pairs generate up to 85% of the overall volume generated in the Forex market.

So, for instance, if a trader goes long or buys the Euro, she or he is simultaneously buying the EUR and selling the USD. If the same trader goes short or sells the Aussie, she or he is simultaneously selling the AUD and buying the USD.

The first currency of each currency pair is referred as the base currency, while second currency is referred as the counter or quote currency.

Each currency pair is expressed in units of the counter currency needed to get one unit of the base currency.

If the price or quote of the EUR/USD is 1.2545, it means that 1.2545 US dollars are needed to get one EUR.

Bid/Ask Spread

All currency pairs are commonly quoted with a bid and ask price. The bid (always lower than the ask) is the price your broker is willing to buy at, thus the trader should sell at this price. The ask is the price your broker is willing to sell at, thus the trader should buy at this price.

EUR/USD 1.2545/48 or 1.2545/8

The bid price is 1.2545

The ask price is 1.2548

A Pip

A pip is the minimum incremental move a currency pair can make. Pip stands for price interest point. A move in the EUR/USD from 1.2545 to 1.2560 equals 15 pips. And a move in the USD/JPY from 112.05 to 113.10 equals 105 pips.

Margin Trading (leverage)

In contrast with other financial markets where you require the full deposit of the amount traded, in the Forex market you require only a margin deposit. The rest will be granted by your broker.

The leverage provided by some brokers goes up to 400:1. This means that you require only 1/400 or .25% in balance to open a position (plus the floating gains/losses.) Most brokers offer 100:1, where every trader requires 1% in balance to open a position.

The standard lot size in the Forex market is $100,000 USD.

For instance, a trader wants to get long one lot in EUR/USD and he or she is using 100:1 leverage.

To open such position, he or she requires 1% in balance or $1,000 USD.

Of course it is not advisable to open a position with such limited funds in our trading balance. If the trade goes against our trader, the position is to be closed by the broker. This takes us to our next important term.

Margin Call

A margin call occurs when the balance of the trading account falls below the maintenance margin (capital required to open one position, 1% when the leverage used is 100:1, 2% when leverage used is 50:1, and so on.) At this moment, the broker sells off (or buys back in the case of short positions) all your trades, leaving the trader “theoretically” with the maintenance margin.

Most of the time margin calls occur when money management is not properly applied.

How are the mechanics of a Forex trade?

The trader, after an extensive analysis, decides there is a higher probability of the British pound to go up. He or she decides to go long risking 30 pips and having a target (reward) of 60 pips. If the market goes against our trader he/she will lose 30 pips, on the other hand, if the market goes in the intended way, he or she will gain 60 pips. The actual quote for the pound is 1.8524/27, 4 pips spread. Our trader gets long at 1.8530 (ask). By the time the market gets to either our target (called take profit order) or our risk point (called stop loss level) we will have to sell it at the bid price (the price our broker is willing to buy our position back.) In order to make 60 pips, our take profit level should be placed at 1.8590 (bid price.) If our target gets hit, the market ran 64 pips (60 pips plus the 4 pip spread.) If our stop loss level is hit, the market ran 26 (26 pips plus the 4 pip spread equals 30 pips) pips against us.

It's very important to understand every aspect of trading. Start first from the very basic concepts, then move on to more complex issues such as Forex trading systems, trading psychology, trade and risk management, and so on. And make sure you master every single aspect before adventuring in a live trading account.

Disability Benefits For Veterans Vary Widely By State, Study Finds

2007-07-25T22:19:00.001+05:30

Disability pay for injured veterans varies widely from state to state, according to a new study conducted by the Institute for Defense Analysis, the AP/Arizona Daily Star reports. The 50-page report, which is the first to examine scientifically the cause of variance in veteran disability pay, was made available to the Associated Press. The examination was launched after reports in 2005 showed wide disparities in payments to veterans by the Department of Veterans Affairs. The study was conducted over a period of about 18 months.

The study found that average annual disability payments varied from $7,556 in Ohio to $12,395 in New Mexico. The nationwide average was $8,890, according to the study. The study found that about one-third of disparities in disability payments could be attributed to poor agency standards and inadequate training. The VA has in the past mostly attributed the problems to factors outside of its control, such as the number of Vietman veterans in a state — who on average receive higher payments — and whether a veteran had legal assistance while making a claim. As a result of poor standards and training, VA regional offices often had too much authority and discretion over how much pay a veteran received, the study found. The study also reached several other conclusions:

* Post-traumatic stress disorder claims accounted for the highest disability pay, averaging $20,000 annually to more than 200,000 veterans;

* Veterans who receive legal help or aid from advocacy groups received on average $11,162, compared with $4,728 for those who had none;

* About two-thirds of veterans received advocacy help, with the highest representation in North Dakota, at 81.9%, and the lowest in Maryland, with 44.8%;

* Vietnam veterans received annual compensation of $11,670, compared with $7,410 for veterans of other wars; and

* Veterans of the Gulf War received the lowest average payments of $6,506 per year

Stem Cell Research Conference October 15-16 At The Rockefeller University

2007-07-25T22:18:00.002+05:30

The New York Stem Cell Foundation’s (NYSCF) second annual Translational Stem Cell Research Conference will be held from October 15-16 at The Rockefeller University in Manhattan. The conference will bring together many of the most prominent figures in human embryonic stem cell (hESC) research from across the United States and abroad. These pre-eminent scientists will present the latest and most exciting breakthroughs in this revolutionary field of research in the search for cures of the major diseases of our time.

This year, the NYSCF Translational Stem Cell Research Conference will be co-chaired by John Gearhart, PhD, Director, Stem Cell Program, Institute for Cell Engineering, Johns Hopkins Medicine; Douglas Melton, PhD, co-director of the Harvard Stem Cell Institute; and Paul Nurse, PhD, president of The Rockefeller University.

The conference opens on October 15 with a public policy panel, featuring top stem cell scientists, advocates and policy leaders, who will discuss the continuing challenges facing the field of hESC research. The panel will be moderated by R. Alta Charo, JD, Professor of Law and Bioethics at the University of Wisconsin at Madison, and will include David A. Carmel, Vice President, Business Development, StemCyte, Inc.; Dr. Gearhart; Michael Manganiello, principal, Whyte Hirschboeck Dudek Government Affairs; Dr. Melton; William B. Neaves, PhD, president and CEO, Stowers Institute for Medical Research; and Susan L. Solomon, JD, CEO of the New York Stem Cell Foundation.

The second day of the conference, October 16, “Unlocking the Potential,” will begin with opening remarks by Susan L. Solomon, welcoming remarks by Paul Nurse, followed by a special address by R. Alta Charo and presentations on Somatic Cell Nuclear Transfer (SCNT), the most advanced hESC technique. Among the presenters with be Kevin Eggan, PhD, assistant professor of molecular and cellular biology at Harvard University and NYSCF’s scientific director. Dr. Melton will give the keynote speech. Further sessions will explore the impact human embryonic stem cell research is having on efforts to better understand, and ultimately find more effective treatments and cures for, cancer, neurological disorders, heart disease and diabetes, and auto immune disease.

A full conference pamphlet and registration information is available at http://www.nyscf.org/.

“Our inaugural conference was an unprecedented event for New York and reinforced the city’s status as a vital national center for stem cell research,” said Solomon. “With the field of hESC research now at critical scientific and political junctures, the conversations at this year’s conference will be key to gaining a better understanding of what is on the horizon.”

The New York Stem Cell Foundation conference is co-sponsored by the Albert Einstein College of Medicine, Columbia University Medical Center, the Helen and Martin Kimmel Center for Stem Cell Biology at New York University School of Medicine, the Mount Sinai School of Medicine and the members of Tri-Institutional Stem Cell Initiative: The Rockefeller University, Memorial Sloan-Kettering Cancer Center and Weill Medical College of Cornell University.

“The New York Stem Cell Foundation is a very important organization, because the kinds of problems we’re trying to solve are far beyond the reach of any one investigator or laboratory, so we need cooperation across the universities to make progress in this area,” said Dr. Melton.

“We need, desperately, foundations like this, and I would look for the New York Stem Cell Foundation to lead us for quite a while,” said Dr. Gearhart.

“The Foundation’s work is important because it allows support of those activities which, at present, the federal government, through the NIH, will simply not support,” said Dr. Nurse.

“It’s a delight to work with people who are passionate about trying to find new cures,” added Melton. “And it’s a pleasure in life to work with people who are so focused on a mission and want to work together to achieve that goal.”

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Article adapted by Medical News Today from original press release.

USA Today Examines Practice Of Ingesting Placenta To Mitigate Postpartum Depression

2007-07-25T22:18:00.001+05:30

USA Today on Thursday examined the practice known as placentophagy, in which the placenta of a pregnant woman is saved, dried and emulsified, then placed in gelatin capsules and taken by the mother in the months after childbirth. Hospitals usually store placentas for a few days to allow for testing if there is a postpregnancy complication but then destroy them, according to USA Today. Some hospitals regard placentas as “hazardous medical waste” and are reluctant to let women keep them, while other hospitals allow women to keep the organ, USA Today reports.

According to USA Today, the practice of ingesting placenta “is far from widespread” and has been received with “great skepticism by more traditional medical experts.” However, a “small but vocal contingent” of pregnant women and advocates “strongly” believe that the placenta is “rich in chemicals that can help mitigate fluctuations in hormones believed to cause postpartum depression,” USA Today reports.

“I feel that it is what we as women are meant to do with the placenta,” Jodi Selander — who provides the encapsulation service at no cost to clients and is collecting testimonials of women who have ingested placenta for her Web site placentabenefits.Info — said, adding that other mammals eat their placentas. Mark Kristal — a professor at State University of New York-Buffalo, who focused his 1971 doctoral dissertation on why animals eat their placentas — said, “People can believe what they want, but there’s no research to substantiate claims of human benefit.” He added, “The cooking process will destroy all the protein and the hormones. … Drying it out or freezing it would destroy other things.”

Selander said she has sought FDA guidance but received no clear answers. FDA spokesperson Kris Mejia said the agency considers some statements on Selander’s Web site to be unsubstantiated medical claims and will be reviewing the matter. “Human placental capsules that make treatment claims … must be accompanied by well-designed and controlled clinical studies to support approval/licensure,” Mejia wrote in an e-mail (Friess, USA Today, 7/19).

“Reprinted with permission from http://www.kaisernetwork.org. You can view the entire Kaiser Daily Health Policy Report, search the archives, or sign up for email delivery at http://www.kaisernetwork.org/dailyreports/healthpolicy. The Kaiser Daily Health Policy Report is published for kaisernetwork.org, a free service of The Henry J. Kaiser Family Foundation . © 2005 Advisory Board Company and Kaiser Family Foundation. All rights reserved.

Two Technologies To Improve Flu Virus Detection Licensed

2007-07-25T22:17:00.001+05:30

The University of Colorado’s Technology Transfer Office has executed two licenses with Quidel Corporation of San Diego, CA, a leading provider of rapid point-of-care (POC) diagnostic tests. The agreements grant exclusive, worldwide rights to two influenza detection technologies developed by researchers at the University of Colorado at Boulder.

The Anti-Viral Resistance (AVR) Chip was developed by a team of CU-Boulder researchers led by Drs. Kathy Rowlen and Robert Kuchta. Quidel’s intent is to develop and market diagnostic tests featuring the chip for use in identifying mutations that may complicate influenza treatment decisions.

The chip detects the two most common factors contributing to the resistance of influenza to drug treatment. The ability to identify antiviral susceptibility is important for global monitoring of influenza patterns, and for directing physicians toward better treatment decisions.

Preliminary studies demonstrate a 95% success rate in the detection of influenza mutations known to result in drug resistance.

The BChip was also developed at CU-Boulder, in close collaboration with the U.S. Centers for Disease Control and Prevention (CDC); its primary application is in influenza B monitoring, as a tool for the clinical laboratory and at the point-of-care in the physician office laboratory. The BChip can detect two influenza B virus strains (B/Victoria/2/87 and B/Yamagata/16/88), which are critical in determining seasonal influenza vaccines.

In a recent study of 62 influenza B virus samples from 19 countries, dating from 1945 to 2005, as well as five negative control samples, the BChip exhibited 97% sensitivity and 100% specificity, with no false positives.

The two new chips help strengthen Quidel’s technology foundation in molecular diagnostics; they represent further work done on the FluChip and MChip technologies licensed by Quidel from CU in December 2006.

“After many years of faculty research, we are excited to have executed three licenses with a leading company in the molecular diagnostic industry. This arrangement has the potential to help millions of people,” said David Allen, CU’s associate vice president for technology.

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Article adapted by Medical News Today from original press release.
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National Hotline Expands To Assist Professionals With Clients’ Full Array Of Medicare Questions And Problems, USA

2007-07-25T22:16:00.002+05:30

The Medicare Rights Center’s Professional Hotline is now providing comprehensive guidance on a complete spectrum of Medicare benefits, rights and options to professionals who assist older adults and people with disabilities who have Medicare.

Launched in 2005 to support social workers and health care professionals in need of advice on the new Medicare prescription drug benefit available through private drug plans, the hotline service has just expanded to cover all consumer-related Medicare issues.

Hotline counselors now give free and expert information about a range of topics, including: how to appeal Medicare private health and drug plan denials; help for victims of Medicare private health plan marketing schemes; how the Medicare drug benefit works with Medicaid, state pharmaceutical assistance programs and other drug coverage; resources for low-income people with Medicare; and how Medicare covers care in the home, skilled nursing facilities and hospitals, and durable medical equipment.

“Professionals can access accurate, unbiased information with just a phone call,” said Robert M. Hayes, president of the Medicare Rights Center, a national consumer group. “The Medicare Rights Center staff helps professionals serve their clients more effectively by providing Medicare-related information in a consumer-friendly and timely manner.”

Medicare Rights Center (MRC) is the largest independent source of health care information and assistance in the United States for people with Medicare. Founded in 1989, MRC helps older adults and people with disabilities get good, affordable health care.

Update On Tainted Veggie Booty Snack Food - FDA Testing Confirms Presence Of Salmonella Contamination, USA

2007-07-25T22:16:00.001+05:30

The Food and Drug Administration (FDA) confirmed that a strain of Salmonella Wandsworth bacteria found in Veggie Booty snack food is responsible for the disease outbreak that occurred between March and June 2007.

Laboratory testing conducted by the Minnesota Agricultural Lab previously confirmed initial epidemiologic evidence that implicated Veggie Booty snack food as the source of the outbreak. The results of FDA’s own testing added further confirmation.

Veggie Booty is marketed by Robert’s American Gourmet, of Sea Cliff, N.Y.

FDA continues to advise consumers not to eat any Veggie Booty and to throw away product they have. FDA also advises consumers not to eat Super Veggie Tings Crunchy Corn Sticks, and to throw out any supplies they have, because this product also may be contaminated.

No illnesses have been associated with any other Robert’s American Gourmet products.

Salmonella typically causes diarrhea (may be bloody), often accompanied by abdominal cramps and fever. Symptoms typically begin within one to four days after exposure to the bacteria. In infants and persons with poor underlying health and those with weakened immune systems, Salmonella can invade the bloodstream and cause life-threatening infections.

Individuals who have recently eaten Veggie Booty or Super Veggie Tings Crunchy Corn Sticks and who have experienced any of the symptoms described above should contact a doctor or other health care provider immediately. Both products may appeal to children, so parents should be especially vigilant and seek medical care if they observe signs of illness.

The Centers for Disease Control and Prevention (CDC) has identified 60 persons, mostly toddlers, from 19 states who have become ill. Five persons were hospitalized. No deaths have been reported. States reporting illnesses include: California (seven cases), Colorado (five), Connecticut (two), Georgia (one), Illinois (one), Indiana (one), Massachusetts (four), Minnesota (two), New Hampshire (two), New Jersey (two), New York (15), Oregon (one), Pennsylvania (four), Tennessee (one), Texas (two), Virginia (one), Vermont (three), Washington (four), and Wisconsin (two).

FDA, the States, and CDC are continuing the investigation. Preliminary testing suggests that the seasoning mix used in Veggie Booty may be the source of the contamination. FDA will continue to trace back the ingredients and processing methods used for the seasoning mix, seeing to determine whether the seasoning actually is the source of the problem.

Veggie Booty is sold in a flexible plastic foil bag in four ounce, one ounce and one-half ounce packages. Some gift baskets available for purchase on the internet include Veggie Booty or Super Veggie Tings Crunchy Corn Sticks.

Robert’s American Gourmet ceased distributing Veggie Booty and began recalling the product on June 28. The company has also voluntarily recalled all lots and sizes of Super Veggie Tings Crunchy Corn Sticks snack food because the same potentially contaminated seasoning may have been used in making that product, too. In addition, the manufacturer of Veggie Booty and other products for Robert’s has ceased production until this investigation is complete. Robert’s American Gourmet and its contract manufacturer are fully cooperating with FDA’s investigation into the cause of the contamination.

FDA will provide additional updates as the investigation progresses and more information becomes available.

Wellbaskets.com Is Alerting Customers of the Veggie Booty Voluntary Recall Issued on June 28, 2007 by Robert’s American Gourmet (July 2, 2007)

Robert’s American Gourmet Food, Inc. Conducts a Nationwide Recall of Super Veggie Tings Crunchy Corn Sticks Because of Possible Health Risk (July 2, 2007)

FDA’s Pilot Program to Better Educate Consumers about Recalled Food Products

Do I Know You? QBI Researchers Identify Woman’s Struggle To Recognise New Faces

2007-07-25T22:15:00.001+05:30

A young woman - who is by every other measure healthy and intelligent but struggles to recognise new faces - has presented Queensland Brain Institute (QBI) scientists with fascinating new insights into learning and memory.

The woman’s condition, known as prosopamnesia, is extremely rare and has only been found in a handful of people around the world, according to University of Queensland cognitive neuroscientist Professor Jason Mattingley.

“For many years, scientists have been interested in how people learn to recognise new faces, and people who have difficulty with faces often have trouble interacting in social settings,” he said.

The woman - whose identity remains protected - presented herself to researchers after experiencing social embarrassment when she found she was unable to recognise colleagues, people to whom she had already been introduced.

The research, in collaboration with colleagues at Macquarie and La Trobe universities, is published in this month’s edition of Current Biology. The work suggests the woman’s “disability” might lie in her inability to encode or recognise new faces, rather than her ability to perceive them.

“She reports relying heavily on featural cues such as hair colour and style, eyeglasses, and eyebrows to recognise new acquaintances,” Professor Mattingley said.

On a battery of standard face-recognition tests, the woman consistently registered scores that indicated her ability to recognise new faces was severely impaired.

The woman experiences a similar difficulty in recognising characters on television, but after months of repeated viewing could slowly learn to identify key individuals.

For example, when the woman was shown 42 images of pre-nominated movie celebrities, she correctly identified nine-out-of-10 of the faces.

The researchers also noted that it was only after six months of testing that the woman was able to recognise the faces.

The group’s findings were backed up by brain-imaging investigations, which indicated that the woman’s exposure to an unfamiliar face, even over ‘multiple encoding episodes’, was not enough to leave a lasting memory.

“It may be that enduring face representations are slow to form or are degraded in quality, or they may decay rapidly following normal encoding,” Professor Mattingley said.

While face recognition is currently thought to be an innate capacity that human babies have at birth, aspects of this ability are probably shaped by experience.

Prosopamnesia is probably a condition linked to an irregularity during neural development, Professor Mattingley said.

To add to the researchers’ intrigue, the young woman has reported that some of her family members experience similar problems with face memory.

“If this is true, this woman’s condition might present us with tantalising evidence for a genetic link as well,” Professor Mattingley said.

While more studies are planned, the woman has placed any additional investigations on hold until she establishes her career.

Scientific paper: Williams et al., Abnormal fMRI Adaptation to Unfamiliar Faces in a Case of Developmental Prosopamnesia, Current Biology (2007), doi:10.1016/j.cub.2007.06.042.

The University of Queensland, Brisbane Australia

Update On Tainted Veggie Booty Snack Food - FDA Testing Confirms Presence Of Salmonella Contamination, USA

2007-07-25T22:14:00.003+05:30

Veggie Booty is marketed by Robert’s American Gourmet, of Sea Cliff, N.Y.

No illnesses have been associated with any other Robert’s American Gourmet products.

FDA will provide additional updates as the investigation progresses and more information becomes available.

Wellbaskets.com Is Alerting Customers of the Veggie Booty Voluntary Recall Issued on June 28, 2007 by Robert’s American Gourmet (July 2, 2007)

Robert’s American Gourmet Food, Inc. Conducts a Nationwide Recall of Super Veggie Tings Crunchy Corn Sticks Because of Possible Health Risk (July 2, 2007)

FDA’s Pilot Program to Better Educate Consumers about Recalled Food Products

FDA Press Release (June 28, 2007)

Should Adult Male Circumcision Be Recommended For HIV Prevention In The US?

2007-07-25T22:14:00.001+05:30

Three clinical trials in Africa found that adult male circumcision reduced the risk of men acquiring HIV infection from heterosexual sex by 51-60%. While adult male circumcision may also have a role to play in preventing HIV transmission in the US, say scientists at the US Centers for Disease Control (CDC) in a paper in PLoS Medicine, “the extent of this role on a population basis is unknown.”

Patrick Sullivan (Division of HIV/AIDS Prevention,CDC) and colleagues argue that the potential impact of adult male circumcision on HIV transmission rates in the US is hard to predict, given the many differences between the underlying HIV epidemics in Africa and the US, differences in the prevalence of male circumcision in Africa and the US, and the considerable gaps in knowledge that exist regarding the potential impact of circumcision on HIV transmission by male-male sex.

“The HIV epidemics in Africa are substantially different from the US epidemic,” they say. The predominant mode of HIV transmission in Africa is heterosexual sex whereas the US has a concentrated HIV epidemic with most sexual transmission occurring among men who have sex with men (MSM). The African trials did not study MSM. While some observational studies have suggested that circumcised MSM in the US may have a decreased risk of HIV infection, say the authors, it is impossible to draw firm conclusions from such observational research, which is prone to bias.

Adult male circumcision will likely have the largest impact in populations where circumcision has been rare, they say. Yet in the US circumcision is already very common-hospital discharge data show that in 1999 around two thirds of all newborn boys were circumcised.

Nevertheless, based on the data from the three African clinical trials, Sullivan and colleagues conclude that “it is likely that circumcision will decrease the probability of a man acquiring HIV via penile-vaginal sex with an HIV-infected woman in the US.” Until public health recommendations are available for the US, they say, “some sexually active men may consider circumcision as an additional HIV prevention measure, but should do so only in consultation with their physician or health care provider, and with a clear understanding of the costs and risks of circumcision and the need to continue use of other, proven prevention measures (e.g., reducing the numbers of sex partners and using condoms consistently and correctly). Men who choose to be circumcised should also be counseled about the importance of refraining from sexual intercourse following circumcision, until wound healing is complete. Men should also understand that male circumcision has only proven effective in reducing the risk of infection through insertive vaginal sex.”

Citation: Sullivan PS, Kilmarx PH, Peterman TA, Taylor AW, Nakashima AK, et al. (2007) Male circumcision for prevention of HIV transmission: What the new data mean for HIV prevention in the United States. PLoS Med 4(7): e223.
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About PLoS Medicine

PLoS Medicine is an open access, freely available international medical journal. It publishes original research that enhances our understanding of human health and disease, together with commentary and analysis of important global health issues. For more information, visit http://www.plosmedicine.org

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The Public Library of Science (PLoS) is a non-profit organization of scientists and physicians committed to making the world’s scientific and medical literature a freely available public resource.

Gonzo Engineering

2007-07-25T22:05:00.000+05:30

Should you fail to pilot your own ship, don’t be surprised at what inappropriate port you find yourself docked.

-- Tom Robbins in Jitterbug Perfume

If you probe the interstices of an industry increasingly dominated by Big Business, you’ll discover a microculture of hackers motivated by the mad bliss of invention, surviving on the sweet contagion of creative energy. Employment bonuses mean nothing here; fancy packaging and market share are viewed with contempt if a product lacks art. Beauty, now that’s the thing—the beauty of elegant code, of a robust network, of a balanced design that “just works” without duct tape and feature bloat.

It is from this culture that the Internet emerged, as well as the Open Source movement. Less obviously, it’s also a diverse community of home-shop machinists, PIC magicians, guerilla solar experimenters, human-powered vehicle designers, robotics hobbyists, amateur radio satellite builders, and countless other independent developers. If you want to see passionate invention without the sloppy overhead of a big R&D budget or the weird constraints of maximizing shareholder value, go find a hacker… someone who gets a techno-boner from circumventing limitations and knows how to get things done.

This has been my world for 30 years—a world where fun is the bottom line and livings are made on the opportunistic spinoffs of creativity, not selling one’s life for a salary. We subsist in the dark matter between industries, trolling flea markets and dumpsters for Obtainium, mail-ordering goodies, making holy pilgrimages to the surplus Mecca of Silicon Valley, re-purposing the detritus of corporate America to our own obsessive ends. Scattered among us are conjurers, alchemists, wizards, lone-wolf inventors, quirky entrepreneurs, larger-than-life writers, and the origins of more than a few disturbing geek stereotypes.

In this parallel universe, the motivation for creating is highly personal. In industry, you can bet that any massive development effort is associated with a business plan—there’s no room for slack in a bottom-line world, and seldom are things done for fun. But here, you’ll find entire lifetimes given over to chasing quixotic dreams; you’ll see personal fortunes whittled down to marginal subsistence in the name of invention and reputation. Occasionally there’s an imagined pot o’ gold, to be sure, but most likely it’s just a reassuring fiction to keep the spousal unit calm in the face of demonic focus, Every Goddamn Night Out There in the Shed. No, our motives are usually as guileless as passion itself: chasing daydreams, building tools, realizing obsessions, shattering limits, publishing, earning grins of appreciation from the cognoscenti and accolades from neophytes.

These are things that touch the soul more than the bank account, and there’s definitely a conceit about it—our sense of security lies more in our toolsets than our 401-Ks. We feel sorry for vested employees with their BMWs and well-appointed houses, even as we decorate our labs with rusted hand-me-down office furniture and pay for system upgrades by mining our hardware boneyards through eBay. But money is not the point. It’s the exhilaration of surfing the knee of the learning curve, the almost erotic bliss of a machine flickering to life—catching the spark and glowing while the rest of the world sleeps.

Of course, getting to that point can involve a ludicrous amount of work.

The Microship

OK, so what is it, exactly, that has induced fellow techies to devote their time and energy to a crazy technomadic quest, attracted sponsors, and gobbled up all of my available resources while my contemporaries have been feathering their nests? This project has been a moving target and an all-consuming obsession at the same time, and one of the biggest challenges has been holding on to a central vision that drives the design... even as it changes, sometimes radically, from year to year.

The machine has to satisfy the urges that spawned all this and be intrinsically sexy, yet address practical issues like serviceability and sufficient adherence to standards to ensure the availability of competent help. The underlying fantasy must be potent enough to withstand dead-ends, evolution of technology, and the cyclic wax and wane of passion. And it has to be beautiful, a bit weird (but never in a gratuitous sense!), and so profoundly enchanting to geek sensibilities that it takes on a life of its own and infuses the very dreams of the participants with visions of the system in action.

Why should you care about some bozo's boat? Simple: in this sprawling website, we are embarking on an exploration of gonzo engineering, an almost embarrassingly intimate look at how crazy unbalanced people can take an ambitious dream and pull together the resources to make it come true (and then go out and play). You’ll never get a corporate middle manager to admit it, but such lunacy, driven by emotion and other unquantifiable wild cards of the psyche, lies at the very heart of the design process. You can formalize tools and implement procedures all you like, but you can’t fit passion on a PERT chart; trying to do so will repel the very people you need most.

The first step is one of the most fun: indulging in a fantasy rich enough to trigger secret grins of hard-core technolust. That’s the stuff that makes otherwise sensible engineers willing to devote years, if that’s what it takes, to getting it right.

A Touch of Nomadness

I suppose I should begin with a philosophical perspective. After all, the Microship isn’t just a pedal/solar/sailboat, wireless-linked embedded system, or node in a flotilla of like-minded wanderers; nor is it just a telemetry probe, babe magnet, or sneaky way to get back on the corporate speaking circuit now that BEHEMOTH is retired alongside other silicon-encrusted marvels in The Computer History Museum.

One of the great secrets I’ve discovered is that even someone with stupendously bad work habits (like me) can get a prodigious amount accomplished by applying one simple and obvious technique: keep moving in the same direction for a long time. Unfortunately, that can lead one down the path of specialization—an essential part of the great symbiosis between those who dream and those who produce. Specialization along with its concomitant skills is obviously necessary to get real work done, but if you’re not careful it can also become a filter through which you see the world, attenuating everything that is not somehow related to your primary focus. Over time, this can cause severe perceptual distortion from which it can be difficult to recover (especially if said specialty ends up, not necessarily through any fault of your own, becoming an evolutionary dead end in a rapidly changing industry).

That’s an easy platitude for a self-proclaimed generalist to spout, but how do we resolve the problem? How do we hold on to a central design objective for a decade or more without becoming like one of those single-issue political or religious zealots who lose the broader context entirely and descend into extremism? It’s much easier to end up there than you might think, especially when you audaciously choose to chase a personal obsession rather than sell 40-hour weeks while hanging onto the remainder for your own sanity-preserving pursuits.

The trick is at once simple and fiendishly tricky: all it takes is caring so passionately about the project that it fills your daydreams, turns trade journals into treasure hunts, induces you to recruit your friends, inspires doodles, and overlays a sense of purpose onto every foray into the backwaters of the web. This is a lot to ask of a job that’s been dumped on you by management, and one of our central messages here is that if this crazy-talk of passion gets you all fired up and chafing at the bonds of a career that isn’t letting you play enough, then maybe some restructuring is in order. For there is simply no way that crank-turning, even by a well-oiled department full of Really Smart People, is going to give you a sustained rush of intense creative obsession; doing that requires a suite of characteristics that are generally regarded as pathological in a corporate environment:

Enough chutzpah to believe that you are doing something original and important, but the humility to steal shamelessly from the work of those who have preceded you
Enough schmoozing ability to induce others to buy in to the dream, but the stubbornness to continue believing in your mad quest when associates have given up on you
Enough optimistic naiveté to interpret catastrophic failures as steps along a continuous path, but the sensitivity to recognize the real gotchas (like your own change of heart) when they subtly appear
Enough arrogance to ignore the warnings and skepticism of people with far more experience, but the wisdom to shut up and listen quietly to the advice of practitioners in a completely unrelated field

People who behave this way are often described as having attitude problems, difficulty working well with others, and a tendency to jump around and not finish assignments. These are not the things managers look for in employees.

What I’m trying to tell you here is that if you are one of these troublesome folks, you need to shape your environment to support your passions: nothing is more important than removing the barriers that our culture erects around creative madmen, and few companies are willing to customize a job description to allow your brain to go berserk in its own juices. In severe cases, you might even need to jump ship and accept the insecurities that accompany working alone. (On the other hand, if you are in management and are trying to pull off the impossible, then you need to recognize and encourage the hackers in your midst, giving them the freedom to be profoundly annoying and unpredictable.)

All this is simply a contextual backdrop for the real point here, which is that massively audacious feats of creativity fall out of a way of thinking that is much more a lifestyle than a toolset. I find myself smirking at books about management and team-building, when virtually every world-changing cusp in the fabric of technology can be at least partly attributed to the obsessive-compulsive behavior of some intense character who broke the rules, dropped out of school, irritated colleagues, jumped between careers, got in trouble, or, as the schoolbooks used to say about the inventors I tended to identify with, “died alone in poverty, an embittered man.”

It seems we keep returning to this theme: a lifestyle of dedication to a mad dream, with everything else shoved aside as necessary to make room for equipment, learning curves, relationships with gurus and assistants, testing phases, and the endless quest for support. It’s not necessarily profitable, nor is it particularly fun (in the amusing sense), but there is something blissful about having a raison d’etre, a central passion, an unwavering navigational objective that allows every instant of your life to be tagged unambiguously with Distance To Go, Cross-Track Error, Estimated Time of Arrival, and Speed Over Ground. Such clarity may be illusory, but it beats floundering around every day, changing direction on a whim, and questioning your purpose even while working your butt off and looking forward mostly to evenings, weekends, vacations, and retirement.

It’s also no guarantee of success. But even going spectacularly down the tubes feels kind of noble when it’s part of your life’s enduring quest.

Still, I keep wanting to overlay some kind of formality on this. If the Microship is indeed to be a metaphor for gonzo engineering, as I claim, aren’t there a few rules we can apply that are a bit more useful than saying “just dream it,” like some incongruously successful relic of the 60s who became a crystal-sucker in the New Age fringes of Silicon Valley before stumbling into a founder’s pool during the can’t-fail dotcom boom? Like, it’s all about the fundamental vibrations of your creative energy, man…

Well, um, yes. But if this level of design is indeed a lifestyle, then the closest we can get to “formal tools” is a body of behaviors, attitudes, and hacks. Let’s put on an engineering hat and attempt to consider the problem in that light.

Formal Tools, Briefly Considered

Sometimes I wish I could claim that Microship development had been a tightly managed progression in which, beginning with a vaporous initial concept, we generated increasingly refined formal specification documents, mapped everything onto a PERT chart to establish dependencies, used that to drive human resources and purchasing departments, then underwent a tightly scheduled fabrication and coding phase focused on milestones and design reviews. That’s how big companies claim to do it… and, hey, we even have some nifty project-management software that knows how to convert TO-DO lists into pretty pictures.

During the BEHEMOTH era, I spent a very interesting afternoon at Trimble Navigation, makers of the bike’s GPS. These weren’t colorful, user-friendly handhelds wrapped around off-the-shelf chipsets back then; they were extremely complex DSP engines coupled with RF hybrid black magic that pushed just about every envelope in the book. I remember being captivated by a massive floor-to-ceiling PERT chart, spanning an entire hallway, the completed boxes bright yellow, the web of interconnections revealing Deep Understanding of the design process and accurate predictions of every step remaining. “I should do this for the bike,” I mused to my host. “It looks like a great tool.”

“Nah,” he replied. “Project management tools assign resources to tasks. You work alone. Just do something.”

He was right. Even with first-class volunteers and occasional contract help, Nomadic Research Labs is a tiny operation, a de facto non-profit, beset by overload and bad work habits, constantly challenged by such fundamental issues as demotivation, distraction, and lack of funds. A PERT chart in this environment would be masturbatory, and would presuppose a stable design.

Engineering in a Nutshell

What actually happened was much more organic, and I’ve noted with amusement that, despite protestations to the contrary among the engineering population, it’s typical of the way things usually work in industry. Here’s how to manage a huge, complex project:

Accept going in that your first tentative decomposition of the fundamental concept will yield an over-simplified TO-DO list, distorted by misunderstanding of key issues.
Avoiding all the items labeled TBDWL (To Be Dealt With Later) or ATAMO (And Then A Miracle Occurs), dive headlong into the well-defined parts, finishing some of the electronic design so early in the game that it is guaranteed to be obsolete before the physical substrate is built.
Blunder ahead on the non-obvious parts, getting pleasantly distracted by learning curves and occasional moments of certainty, only to discover basic flaws in your reasoning.
Now that you are forced to re-think the initial concept, map it onto newly recognized reality to yield a fresh TO-DO list (with new lab notebooks and computational tools to keep things lively) and another cycle of enthusiastic activity.
Repeat steps 3-4 countless times at varying levels of abstraction ranging from the entire system down to individual components.
Meanwhile, since technology evolves with frightening rapidity, acknowledge the fact that any computer-based system is such a moving target that if it’s not completed quickly, it will be irrelevant by the time it ships.
Respond by simplifying the design, further refining your objectives and abandoning dead-end ideas while doggedly pursuing others that have come to represent too large an economic or emotional investment to allow a graceful retreat.
Compromise here and there, bang out a few things that weren’t on the list, then add them and cross them off to make yourself feel good.
Get totally sidetracked a few times, and periodically dive into major development marathons to meet public deadlines like trade shows, pulling all-nighters in PFD mode (Procrastination Followed by Despair).
Announce new completion dates whenever a previously predicted one has passed, and keep driving your PR engine to maintain interest during a process that is a textbook illustration of Hofstadter’s Law (“Everything takes longer than you expect, even when you take into account Hofstadter’s law.”)

Part of this development heuristic is just sloppy management, but it also reflects the way we think. This is why engineering is, at its heart, an art form (and why the average completion time of a homebuilt boat is 135 years).

Perhaps the most interesting thing about this seemingly ugly process is that it’s iterative and self-correcting. Grandiose or stupid ideas may not be obvious during first-pass blue-sky analysis (when the project is glued together by wishful thinking), but it’s another story entirely when it all has to be converted into Clearly-Defined Tasks (CDTs) and drawings that make sense to machinists. Without some kind of closed-loop intellectual process to fine-tune your thinking, it would be impossible to get to the point where you can start using engineering tools to convert fantasies into contraptions.

Trying to shortcut this by starting on Day One with formal design methodologies can have the catastrophic effect of committing you to an ill-defined goal state, whereupon the end result is shaped more by your toolkit than by the supposed objective. That’s why so many products seem malformed, patched, and otherwise inelegant: management loves formal methods and looks askance upon such frivolous notions as approaching product design as a delicate blend of art and engineering. The exceptions, when they occur, are a joy to use. The rest miss the point, no matter how stylish their exterior or sophisticated their underlying technology.

So it appears that designing a system isn’t nearly as rigid a process as typical engineering textbooks would have you believe. Your component choices affect the shape of the thing you’re building; said shape in turn creates constraints that affect your choice of components. Such psychological race conditions can only be resolved by tweaking the granularity knob while adding inputs to your evolving mental model, until the correct solution congeals in a flash.

It’s easy, and here’s how to do it: Prop your feet up on your desk, relax, and form a fantasy of the desired results. Now turn it slowly in your head while calmly examining it from all sides, allowing input variables to float until an unanticipated combination satisfies your psychic fantasy-comparator and generates a flash of recognition. Since all your noodling is naturally saved in a big circular buffer called short-term memory, let this recognition event pre-trigger a snapshot of the conditions that immediately preceded it (before accumulated pondering-propagation delays introduce conceptual drift). There’s your design specification. Take that and run with it.

This is probably not an engineering methodology that makes managers comfortable, though it’s a good summary of life in the trenches. There is a pervasive myth that structured methods and sequential procedures, used in isolation, will get you there… but I’ve never seen it work that way. The tools don’t actually start to become useful until you’re quite thoroughly immersed, and that can take weeks of appearing, to outside observers, as if you are loafing.

A Sense of Urgency

Speaking of time, there’s another big difference between gonzo engineering and life in industry. Schedules and deadlines, the X-axis of project management, are anathema to the independent worker. Don’t tell me that I have until Monday morning at 9:00 to hand you a report on the solar array thermal retrofit; I’m still in the wall-staring phase on that one and expect to be here for days! I might emerge occasionally to troll the web for prior art to steal, get distracted by other parts of the project, or just say “screw it” and go sailing on a friend’s catamaran in the name of research, but a deadline? Imposing order on the project would send me on a search for something better suited to my interpretation of the term “work.”

Alas, life isn’t like that in a corporate environment, where people actually pay you to behave. Critical-path management, release dates, pre-production prototypes, purchasing cycles, trade shows… there are countless reasons why the long-suffering denizens of cubicles and labs are not given free rein to go with their instincts. But despite the importance of scheduling in coordinating a complex enterprise, there are huge costs involved: design compromises, sneaky shortcuts, employee burnout, kluged patches, bad assumptions, useless documentation, and incomplete testing, just to name a few. This is analogous to sailing: it is well understood that a sailor with no schedule always has fair winds. The people who find themselves calling MAYDAY in a Force 10 gale are usually those who have decided to push their luck for some time-related reason: they’re in a race, vacation’s almost over, the crew has to reach port in time to use a return ticket, or some arbitrary schedule laid out over charts and cruising guides in a cozy den long ago is now affecting the skipper’s judgment.

Working alone and with volunteers on something that will be done when it’s done (and not before), we have the luxury of ignoring the calendar—although with that comes the dangerous temptation to give in to the dreaded BEHEMOTH Effect (“Hey, here’s a cool gadget; let’s see how we can integrate it into the system!”) Somewhere in there is the right compromise, but we are going to assume that when you’re building your life around the Ultimate Project, schedules are not a factor.

Convenient, eh?

An Economic Aside

While we’re ignoring things, let’s talk about money. From an engineering perspective, this can be even more annoying than time—there’s nothing like “aggressive cost minimization” to take all the fun out of a design. Fortunately, one of the intrinsic features of passionate dream-chasing is that everything else is secondary, and it’s thus easy to justify spending as much as you have (and then some). Combine this with poverty consciousness, and one can get amazingly creative at scrounging. In addition to all the expensive bits from West Marine and McMaster-Carr, the Microship contains thousands of parts that were donated, bought surplus, extracted from dumpsters, horse-traded, repurposed, cannibalized, or fabricated on the cheap. But one issue that never came up was worrying about manufacturability and component cost. There’s a sort of certainty here that is immensely liberating: “This is the most important thing I can possibly be doing, so it doesn’t really matter what it costs to get the job done—I’ll afford it somehow.”

How to Balance your Boat¹

2007-07-25T22:03:00.000+05:30

¹ (or your airplane, helicopter, blimp, submarine, ROV... or anything else that needs to stay balanced despite having a bunch of junk on-board)

I heard it from them all... every multihull marine architect who had ideas to contribute to the Microship project urged me, at one time or another, to do a weight study. Robb Walker... Gino Morrelli... John Marples... Jim Antrim... luminaries in the field, every one. Each informed me that a critical first step in designing a ship (or an airplane) is a thorough inventory of gear and fixtures with at least a summary of their weights and centers of gravity.

I really didn’t want to do this.

My first attempts were therefore pretty crude: one-page listings of broad categories, with wild guesses about aggregate weights. As I pointed out to my advisors, I could hardly come up with a detailed inventory when I still didn’t know the size of the boat, now, could I? “Tellya what,” I told ‘em cockily, “you tell me the constraints, and then I’ll massage the inventory to fit!”

No dice. “Do a weight study,” they responded. “It affects the entire design.”

Obviously, what we have here is a circular problem, and an iterative one at that. You make a list, discover that the weight budget won’t support a 100 gallon water tank (that’s 800 pounds of water), change the capacity to 50 and nudge it forward in the hull a little bit, then try again. There’s a lot of head-scratching and guesswork involved, and whether you’re outfitting a voyaging yacht or a racing skiff, the sheer volume of data can be overwhelming. If said yacht happens to be a multihull, the weight and center-of-gravity issue is even more critical... this is not a place for shortcuts. And, I should point out, the same problem arises in aircraft design but with even more critical implications.

So after a few false starts with a paper binder (tedious) and a spreadsheet (ugly and a mess to edit), I decided to develop a weight-study database that would maintain not only a running total but also calculate, on-the-fly, the ship’s aggregate center of gravity. This is derived from the weight of each object (starting with the vessel itself), and its vertical, longitudinal, and transverse centers of gravity (VCG, LCG, and TCG) – entered in any convenient notation (such as height above or below waterline, distance to port or starboard from centerline, and station, or distance from the bow).

This works beautifully, and we now have a tool that objectively (not optimistically) shows the effect of every added object – not only in terms of bottom-line poundage, but effect on trim. This makes it easy early in the design stages to modify decisions about battery bays, tankage, spares inventory, and more – all with solid feedback on how product choices and placement will affect performance.

This article will show you how to accomplish the same thing, using any robust database package, on any computing platform. The example here was created in FileMaker Pro for the Macintosh and is freely available if you want it, but the theory and field definitions are fully explained so you can implement it in other packages (or in a spreadsheet such as Excel, if you prefer that over a database). This tool will not only give you much greater control over the trim of your boat, but also provide a convenient place to keep track of spares, costs, insurable totals, vendors, serial numbers, service intervals, and things to buy.

Let’s start with an introduction to the whole “center of gravity” concept, see how to calculate the effect of an object’s weight and location, then dive into the database design...

The Principle of Moments... A Few CG Basics

Every boat has a center of buoyancy (CB), which is the center of the underwater volume of the vessel. She also has a center of gravity (CG) which is where all the mass would be concentrated if it had to be compressed to a single point. If the boat is to float properly on her design waterline, then the CG must be in line vertically with the CB.... if it’s not, then the boat will correct for it by changing trim (and thus underwater shape) until the new CB is in a vertical line with the CG.

This pretty well sums up the problem. There’s not much you can do about the CB for a given boat (which wanders around with heel angle, but we won’t worry about that since it’s out of our control), and the CG of the raw hull is pretty much a given as well. But the moment you start installing equipment and people it all changes... often dramatically. Just take a stroll from bow to stern of a canoe for a quick demonstration of how much your weight can affect the trim of something with 1,000 pounds or more of buoyancy.

I’m not going to go into the extensive mathematical analysis of all the factors affecting this – it’s well covered in nautical textbooks and on the Web (there are some useful links at the end of this file to get you started if you want to explore the physics). What we do want to discuss instead is how, exactly, you compute the resultant CG from the locations and weights of random objects so that you control the process from the beginning... instead of shoving stuff around later trying to fix it.

If you have one object sitting alone, then determining net center of gravity is obvious – it’s just the object’s own CG (fairly easy to guess for most smallish things, not hard to measure for large ones). But as soon as you have two or more attached the same substrate, such as a boat, you have to do a mathematical trick to find out their collective center of gravity.

An easy way to start visualizing this is with the seesaw in Figure 1. A heavy kid and a light kid, to achieve balance, must arrange themselves in such a way that the former is closer to the pivot point than the latter. It happens that the math is simple: all they’re doing is equalizing their moments, which are defined as their respective weights times their distances from the pivot point. If we have an 80 pound kid and his 50-pound little brother sitting on a 12-foot seesaw, they will automatically position themselves such that their moments are equal. Assuming that the light kid is sitting on the very end, his moment is 6 feet times 50 pounds, or 300 foot-pounds. To balance, the 80-pounder just divides 300 by his weight, yielding 3.75... then moves to that spot on the board. Of course, he doesn’t actually calculate this; he just scoots forward until the seesaw balances... and that’s where he ends up: 3.75 feet from the fulcrum.

Figure 1: The 80-pound kid finds the correct spot on the seesaw to balance his little brother by achieving the same moment -- the product of mass and distance from the fulcrum.

What we have here is a simple demonstration that a small object far from the pivot point (CG) of a vessel (er, seesaw) has the same effect on trim as a large object that’s closer. If the kids on the seesaw happened to have instead been paddling a very tender canoe and had the nautical sensibilities to keep her properly balanced on her waterline, they would have positioned themselves similarly...

Now let’s see how moments can be combined to yield the aggregate center of gravity of any arbitrary number of objects.

It’s a process much like averaging. Looking at part (a) of Figure 2 below, let’s pretend that the horizontal line is a small 20-foot boat (we’ll ignore its own mass for the moment, so to speak). It turns out that any point can be used as a reference, so to keep measurement simple and avoid the added confusion of negative numbers, let’s call the bow our “reference datum,” which is a fancy name for zero.

I’ve arbitrarily placed two objects on board this imaginary vessel: a 55-pound battery 6 feet back from the bow, and a 85-pound outboard motor whose center of mass is 1 foot forward of the stern. Let’s calculate the moments:

    Battery    55 lbs X 6’    =    330

    Motor      85 lbs X 19’   =    1615

Where’s the resultant CG? Just add the moments and divide by the total weight of the objects:

    CG        330 + 1615    =    1945    =    13.89
               55 +  85           140

The center of gravity of the battery and the motor is 13.89 feet back from the bow... not very good trim!

Figure 2: These three images illustrate the effect of moving a heavy object around on a boat. In (a), the 55-pound battery and 85-pound motor combine to yield a longitudinal center of gravity of 13.89 feet. In (b), the battery weight is doubled, moving the CG forward by over 2 feet. In (c), relocating the original battery to the bow has almost the same effect on CG. Every object on a boat contributes to the collective center of gravity through the combination of its weight and location.

In Figure 2(b), let’s add a second battery to see how the CG is affected. When you run the numbers with 110 pounds instead of 55, how much does the CG move? It scoots forward by over 2 feet! Our new CG is 11.67 feet (try this yourself to make sure you get the same answer).

But what if we instead kept the 55 pound battery but relocated it to a point 1 foot back from the bow, as in Figure 2(c)? Let’s ignore the fact that this sort of behavior is ludicrous from a nautical perspective (not only is that a poor place for a battery for purely electrical reasons, but you generally want big massy things near the boat’s CG to prevent hobby-horsing and other pathological behavior... this is what “moment of inertia” is all about). If you run the numbers, you see that the battery’s moment is now only 55 (55 lbs X 1’). Adding that to the motor’s moment and dividing by the total weight of the two yields a net CG of 11.93.

Now you can really see the interacting effects of an object’s weight and its location... the result of doubling the weight of a battery located 6 feet from the bow is almost identical to that of moving the original battery to a point only 1 foot from the bow. This is a key observation... for every object on your boat, you have two knobs to twiddle when determining its effect on trim: weight and location. Since the former is a little hard to adjust for most things, your most powerful balancing tool is moving things around with an understanding of moments.

This simple calculation scales to any number of objects, of course – we can add a thousand moments, divide by the total weight of those 1,000 objects, and the number will be their net center of gravity.

Now, take everything I’ve told you and expand it into three dimensions. CG comes in a trio of flavors, which add up to a point in space, located somewhere inside your boat. What we’ve been discussing so far is known as longitudinal center of gravity, or LCG, and lays along a line from bow to stern.

If you walk around to the stern and look at the boat from that perspective, however, you can see that the same kind of issues are present with side-to-side balance; you don’t want to be sitting all wonky in the water (here’s one situation where it’s good to be listless). The magic number here is called transverse center of gravity, or TCG, and is affected by tankage and other heavy things that people like to tuck out of the way to port or starboard. When calculating TCG, it’s traditional to use the centerline of the boat as the reference datum, with objects’ distances measured to port (-) or starboard (+).

And finally, if you tilt your head sideways and think in terms of stability, you have exactly the same set of phenomena operating vertically, naturally called vertical center of gravity, or VCG. In general, you want this to be down as low as possible; if it’s way up in the air, you could have serious problems! The reference datum for VCG calculations is arbitrary, but is often the DWL (design waterline), as that’s just about the only well-defined horizontal plane sliced through a hull. I mean, how many flat surfaces and straight lines are there in a boat? In all cases, the choice of reference datum is ultimately irrelevant, so if you have a more convenient way to measure from, by all means do so... just be absolutely consistent.

The foregoing quick introduction is all the background you need to perform the magic math that yields the center of gravity of your boat, including everything from the hull itself to that stainless steel crescent wrench you just bought. All this adds up to much more information than you’d ever want to keep in your head, so let’s automate it.

Figure 3: The collective center of gravity (whether longitudinal, transverse, or vertical) is calculated by totaling the weights of all the objects, totaling all the moments by multiplying the weight of each object by its own center of gravity, then dividing the sum of those moments by the total weight. Doing this calculation in all three axes for all objects (including the substrate itself, such as a boat hull) will yield the net CG of any system.

The Weight Study Database

First, I need to make a quick comment on the implementation. It happens that I developed this database on a Macintosh under FileMaker Pro version 3.0 (Nov 23, 2005 note: I'm now using version 7.0, which imported and converted this just fine). Fortunately, this excellent software is designed to be cross-platform, and with a few minor cautions a database written on the Mac should run fine under Windows.

NOTE: If you are using a PC, please be aware of a few caveats. First and foremost, I have never tested this under Windows, so I don’t guarantee anything... though theoretically it should work fine. (In theory, there is no difference between theory and practice. In practice, there is.) The differences between the platforms are minor, as far as FileMaker is concerned: The Mac version supports AppleScript and Windows has OLE, but we don’t use either here, so that’s not a problem. You might have to adjust fonts, field and label sizes, and possibly make other aesthetic tweaks to make it come out pretty on a PC. And I hear rumors that the Windows version, at least in the old days, required a specific filename extension for the file to be compatible (even though that won’t show up in the title bar), and under older versions, you were limited to the ancient DOS-style 8-character filename. For all I know, these limitations are no longer the case, so if you’re using a Windows box, just try it and see what happens. Then tell me about it, so I can update this paragraph and put your version on the site for others to download!

None of this should matter much anyway, since you’ll doubtless want to configure the database to fit your own needs, using your own tools; by the time you’ve done all that you’ve basically created your own database (it’s not hard). But if you still want to play with my version after all those warnings, you can download the 32K template file here.

OK, now that the administrivia is out of the way, let’s talk about how this actually works. Please take a look at Figure 4, which is a screen shot of the test version of my Microship inventory database.

Figure 4: Screen shot of database record. The 55-pound battery is located 6.5 feet back from the bow, on the boat’s centerline. At the moment, the net LCG (Longitudinal Center of Gravity) is a 9.12 feet from the bow, and there is a very slight list to port.

The whole idea here is to have an inventory database for the ship, at any level of detail you like. To keep it from becoming a full-time job during initial planning, I just cluster whole piles of things into single units – like “tool kit” instead of the 200 or so entries that make up its contents. But the design does accommodate grouping, as we shall see in a moment.

The database does a lot of traditional things in addition to the magic center-of-gravity calculation – it lets you track your spares inventory, record serial numbers and vendor information, make notes about each item, and so on. And in my case, I also have a few dollar-value fields that most people don’t need, as much of our equipment is sponsored and it’s fun to keep track of that. I even have a $/pound calculation, which is utterly useless but amusing. (“Why do we do it? Because we CAN!”) I should also note that the values you see here are from an ancient test phase of this database, not reality... so please don’t draw any conclusions about the Microship project from this bogus data.

Let’s take it from the top, field by field.

Title: At the very top is a title, which appears on each record. This is completely superfluous, as it’s also shown in the title bar... but it’s pretty.

Item Name: This identifies the widget under consideration, in this case a marine deep-cycle battery.

Source: I find it useful to associate a vendor or sponsor with each item, where applicable... I bought this at West Marine.

Category: This field is a pop-up menu of all possible categories of goods on the boat, which makes it easy to look at just the contents of one locker or pack... or see how much the electronics weighs by doing a find on a single category. Here’s the full list from the test version of the database; yours will look different:

ESTIMATES (temporary)
GEAR: Audiovisual
GEAR: Bedding/comfort
GEAR: Books
GEAR: Camping/shore
GEAR: Diving/fishing/etc
GEAR: Galley
GEAR: Goo
GEAR: Maintenance/cleaning
GEAR: Marine
GEAR: Miscellaneous
GEAR: Nav/mapping
GEAR: Office/business
GEAR: Parts/spares
GEAR: Safety/survival
GEAR: Clothing
GEAR: Manpack
GEAR: Personal
GEAR: Tools
INTEGRAL: Cockpit furnishings
INTEGRAL: Electrical/Solar
INTEGRAL: Electronics/AV-Comm
INTEGRAL: Electronics/Comp
INTEGRAL: Electronics/Packaging
INTEGRAL: Marine Misc
INTEGRAL: Landing Gear
INTEGRAL: Water System
RIGGING: Deck/misc
RIGGING: Ground tackle
RIGGING: Hydraulics
RIGGING: Sails & Running
STRUCTURE: Primary
STRUCTURE: Secondary
VARIABLE: Food-Water
ZERO-WEIGHT: Software

FileMaker allows you to edit a “value list” for a field and present it as a pop-up list, pop-up menu, check boxes, or radio buttons... it’s best to use this kind of approach for categories so your searches won’t be thrown off by alternate spellings.

Contact, Phone, and Serial #: These fields let you keep track of additional details about the item in question, for insurance or support purposes. This is the kind of data that can end up scattered to the winds (usually in old notebooks or receipts) if you don’t make some effort to put it in one place... and since you’re going to all the trouble to inventory the boat for a weight study anyway, you might as well put it here.

Cost and Value: I have two fields where only one is needed, just to let me keep approximate track of sponsorship, good deals, freebies, hand-me-downs, and so on. Cost is actual out-of-pocket; Value is what it’s worth.

Item Weight: Here you enter the weight of the item in pounds... and click a radio button to indicate whether it’s estimated or real. This turns out to be useful when you’re in the planning stages, and a quick find operation can tell you what’s still ambiguous.

Item LCG: Longitudinal Center of Gravity... this is where you record where the item is on your boat, measured in feet from the bow.

Item TCG: Transverse Center of Gravity... as above, here you record the location on either side of centerline (use negative numbers for port and positive for starboard).

(Item VCG: Vertical Center of Gravity. My boat, a micro-trimaran, is so low that this turns out to be irrelevant for me, so I left it out. It works exactly like the others, and adding it is an exercise for the reader.)

Status: This line of check boxes is a quick-and-dirty way to flag items that need to be acquired, or otherwise create useful abstract subcategories for searching.

PM Months: I haven’t really done anything with this yet, but the idea is to periodically print out a Preventive Maintenance schedule, with items sorted into intervals (like checking the batteries in your strobe every year). As with any other field in this database, if it’s not useful to you, just delete it.

Batts/Spares: Here we have a place to record what batteries or spare parts associated with this particular item need to be on hand... and the two radio buttons to the right indicate whether they are local or back at home base.

Notes: Anything you like goes here. I tend to expand the description a bit and record any other details I might like to know someday.

OK, here’s where it starts to get fun. Everything from this point on is updated automatically by the database every time you add or modify a record. Nothing below this line is ever manually entered (and the database will stop you if you try).

Total Value: This is a “summary” field that totalizes all the “Value” fields in the database. A nice thing to know.

Total Cost: Likewise for the real out-of-pocket...

% Spons: This is a calculation based on the past two fields, and is defined as ((Total Value - Total Cost) / Total Value). In practice, I find that the separate sponsor database is a much more useful place to keep this information, as it includes things that don’t appear in the ship inventory. I’m leaving it in just to give another field calculation example leading up to the CG stuff, but I don’t particularly recommend that you use it.

$/lb: Be honest, now... don’t you also wonder about completely useless things like this?

Item LM: Item Longitudinal Moment, or the result of the item’s longitudinal (Weight X LCG) calculation (55 X 6.5 = 357.5). This number by itself isn’t particularly useful, though it does show you the “torque” applied to the boat by the object in question. It exists as an intermediate calculation step in the development of the value we’re really after.

Item TM: Item Transverse Moment. Exactly as above, but reflecting instead the item’s effect on side-to-side trim. Note that the battery is centered in the boat, so even though it weighs 55 pounds its effect on the transverse center of gravity is zero (55 X 0 = 0).

Total LM: This is the sum of all the longitudinal moments in the database, at this instant equaling 7,142.08 foot-pounds. If you tried to pick the boat up by its very bow, this is the torque you would have to overcome.

Total TM: Likewise, the sum of all the transverse moments. Since the center hull of my boat is a canoe and things tend to more or less hover around the centerline, this shows just a minor negative value. In a millpond, this would translate into an almost imperceptible list to port.

Total weight: This is the beginning of the bottom line. Recall from our explanation that at some point we’re going to need the total weight of everything on board. This is a summary field that automatically increases – frighteningly quickly, I might add – with each item you lug aboard.

Net LCG: Here we have the result of the final longitudinal center of gravity calculation: the database has totaled all the longitudinal moments and divided by the total weight to yield a point just aft of center.

Net TCG: Similarly, this is the result of the final transverse center of gravity calculation.

Using (and Enhancing) the CG Database

Putting all this to use is easy... just start throwing stuff at it and watch the numbers converge! But it’s best to begin with the boat itself.

This isn’t as hard as it sounds. You need a scale that can handle about half the weight of your boat. Follow these steps:

Weigh each end of the level boat, wherever and however convenient.
Note the exact distance from the bow of each measurement point.
Multiply each weight by the distance from the bow.
Add those two numbers.
Divide the total by the sum of the two weights.

Sound familiar? You just performed the same old moment calculation to determine the boat’s LCG! If she’s on a trailer, you’ll have to measure the weight of the wheels and tongue, then make the same measurements on the unloaded trailer and subtract. Either way, it’s important to start with the substrate, the single largest contributor to the CG numbers you’re after.

Once you have this, create a database record for the boat itself, ideally with no equipment installed (I know, that’s not always practical with an existing boat, but you need to draw a distinction between things that are part of the boat and those that are not). This is your starting point, and every subsequent component in the growing calculation will nudge the CG figures back and forth, left and right, up and down... giving you an evolving look at your static trim.

If the empty boat rested perfectly on her lines, you already know the target values... you want the final net CG figures to be exactly the same. If she didn’t float level, well, at least you know which way you have to tweak things to achieve a proper balance. And don’t forget the ephemeral variables: tankage, people, and stores. It might be useful to include a yes-no field called “empty” and use it to flag separate records for the contents of tanks, expected personal gear brought on board by crew, and even the crew themselves in estimated locations. When you do a FIND on the database with empty=yes, you have the CG of the empty boat; if you do a find-all (hitting command-J in FileMaker), the additional weights of all the added cargo are considered in the calculation.

Incidentally, there’s a lot more to this than just the CG. That lets you determine static trim when sitting quietly in the water and has a lot to do with stability, but there are dynamic issues as well. In particular, the phenomenon known as moment of inertia will affect the rolling and pitching action in a seaway: if all the mass is concentrated at the center, the resulting motion is quicker; if it’s at the ends, slower and deeper. There are all sorts of trade-offs here that are further affected by your boat’s hull design and purpose in life; see Link#2 below for a useful discussion on the subject. Adding moments of inertia to the database is no big deal (the basic difference is that you square the distance figures to exaggerate their effect on the total).

I noted earlier that we happened to have done this in FileMaker Pro on the Mac, and that you are encouraged to implement it using other programs or computing platforms. One of the most interesting database environments is the range of SQL-based tools, such as the popular MySQL available free for Linux. The fundamental difference is that this kind of relational database appears more as a linked collection of tables, and there is no mechanism for internally maintaining calculations as we do here. However, it’s quite easy at the query level: you would write a query that computes the various totals and net CG on demand and let the machine run the whole process anytime you ask for it... such as

select sum(weight) as totalWeight from myInventory

to compute the total weight of all items on the boat.

If you do generate an SQL variation, or implement similar methods in another flavor of software (such as a spreadsheet or web-resident tool), please consider passing it along to other readers in the spirit of Open Source. Email me to arrange adding your work and comments to this page. We are putting the whole Microship project under GPL to do our bit to buck the tide of increasingly oppressive corporate end user license agreements.

Finally, I should note that all this applies equally well to airplanes, helicopters, submarines... anything for which balance is important. You can even apply this tool to backpacking or bicycle touring, for a nice low CG makes life much more pleasant when you’re hauling something around with your body. Feel free to experiment... the real point here is the basic calculation method; there are countless ways to put it to work and this database is just one convenient way to package it.

Good luck, and may your vessel always rest gracefully on her lines!

Basic Composite Fabrication

2007-07-25T21:57:00.000+05:30

When I was building the BEHEMOTH substrate back in 1989, I needed a way to fabricate lightweight, rigid structures with arbitrarily complex (and sometimes curvy) shapes. In particular, both the bike’s trailer and the equipment enclosure behind the seat were fiendishly complex designs that required a lot of mounting points for equipment, and the thought of trying to do it with aluminum was disturbing. I asked David Berkstresser for advice, as he always knows about these things.

“Build it with cardboard,” he said. “I made a kayak out of cardboard once.” I had a good laugh, and then realized he was serious. Within a week I had scrounged a pile of clean corrugated cardboard and was building my trailer enclosure by cutting out pieces with a utility knife, sticking them together with a hot-glue gun, and fiddlling with the evolving sculpture until it was exactly right. At last, happy with the design, I lay fiberglass cloth on all surfaces, bonded it with stinky polyester resin, and built up multiple layers where there would be significant stress, hardware attachment points, or abrasion. I then “closed out” the edges with a Bondo-like paste, filled and sanded the surfaces smooth, and took the unit to a professional for an automotive-quality Imron paint job. The results were amazing: light, perfectly matched to the application, and even pretty:

Figure 1: The bicycle, BEHEMOTH, with enclosure behind seat and trailer fabricated using "CSPC" cardboard-core composite technique.

We dubbed the technique CSPC, or “Cellulose-Core, Silicon-Matrix, Polyester-Filled Composite,” and the technique is described here. (If you think I’m mad, consider that the BEHEMOTH enclosures only involved simple curves, and were thus trivial to form by making long parallel slits in one skin of the cardboard. David’s kayak, on the other hand, had compound curves…requiring a detailed pattern of little X-Acto knife cuts to “stretch” the surface.)

This may sound frivolous, but there was real engineering here. The skins of fiberglass cloth, once solidified in a matrix of resin, provided significant tensile strength. As they were held a constant distance apart by the corrugated cardboard core, any attempt to bend a panel would encounter strong resistance. You can see more sophisticated variations of this technique in boats, aircraft, bridges, and even some new roofing materials.

Cored Composites

The essential idea behind cored-composite structures is to maximize the stiffness-to-weight ratio. Since flexural stiffness of a beam is proportional to the cube of its thickness, it would at first seem desirable to make everything thick—but if the material is solid, that can become absurdly heavy. Fortunately, we can play a trick: use a lightweight core to add thickness. When you try to bend something made this way, the stresses resolve into three separate cases, so we can optimize the materials to handle them. Imagine pushing down on a piece of my cardboard-core bicycle trailer:

The upper fiberglass skin is in compression across its surface, focused at the point of contact
The lower skin is in tension
The core is loaded in “shear,” which tries to split it along the middle as the faces move like hands rubbing together.

Since everything is bonded nicely together, the characteristics of the long glass fibers work to our advantage (they are oriented at right angles in a normal cloth weave in this particular case, but there’s nothing sacred about that; in optimized structures, the majority of the fibers may be oriented along the lines of maximum anticipated loading). As long as the core maintains a constant thickness and doesn’t start to crush or split longitudinally, the whole assembly is resistant to bending and the skins don’t wrinkle or buckle; failures, when they do occur, are generally catastrophic. It’s analogous to an I-beam, where the skins correspond to the flanges and the core corresponds to the web. This approach also cuts weight, with the sum of the skins thinner and lighter than a “single skin” structure of equivalent stiffness (and it has better insulating properties).

Of course, cardboard is a wimpy core material, and would never be used in a real application (especially in a marine environment—one crack and the whole thing would turn to mush). Old boxes were a cheap option back in 1989 when I was bicycle-hacking, but I graduated to professional materials when moving on to boatbuilding; instead of cellulose, the Microship uses Divinycell, a closed cell rigid PVC foam with a density of 5 pounds per cubic foot. This is one of a wide range of materials that are made specifically for this purpose, varying in shear modulus, density, permeability, fabrication difficulty, and cost.

One familiar core material is end-grain balsa wood (from Baltek Corporation), oriented with the fibers running from skin to skin to resist shear loads and add compressive strength. Balsa is particularly good at handling attachment points without crushing, something that is more of a pain with foam. But as with the cardboard, damage to one of the skins (or even a hidden leak around a fastener) can eventually cause the structure to become waterlogged.

Foams are available in many flavors, ranging from cross-linked types like Divinycell (and Klegecell) to linear types that are more flexible (Airex). They can be had in a wide range of densities as indicated by the application—where flotation is an issue (as in surfboards) a very light core would be used, but that is of course more prone to impact damage if the skins are too thin. Always the trade-offs…

Figure 2: A sampling of core materials. Gray surface and scrap at upper-right are the Divinycell used throughout the Microship project; various honeycombs are also shown.

The most “high-tech” core material, usually seen in aerospace applications (or racing yachts) where there is the budget to pay for it, is honeycomb. This stuff looks like a beehive, with structural and weight characteristics nearly ideal for a cored composite. Naturally, it comes in many forms: Hexcel sells an aramid (Kevlar) material, Nida-Core has a relatively affordable polypropylene core, Tricel makes one out of paper, and you can even find it in aluminum or carbon fiber for special applications. But all these are harder to work with than foam—the close-outs (edges) are trickier, and when bonding skins you need to make sure that epoxy doesn’t flood the cells and turn the whole thing into a brick (Nida-Core solves this with a bondable scrim on both faces). Still, a properly made honeycomb panel is a thing of beauty, ultralight and extremely stiff.

Unfortunately, all cored composite structures introduce fabrication challenges. Imagine the simple problem of bolting on a piece of hardware: on a single-skinned panel, this is so trivial as to barely be worth mentioning. But with a cored panel, the compressive force of the bolt can be quite enough to crush the relatively soft foam or honeycomb, introducing a stress riser that can cause structural failure (or at least the eventual loosening of the bolt). To get around this, there is a whole body of techniques that involve replacing a section of the core with a rigid annular ring that resists crushing—in our case, usually accomplished by “hogging out” foam with a bent nail chucked into a drill, clearing the hole with compressed air and hemostats, injecting filled epoxy into the enlarged cavity, and then re-drilling for the fastener itself—or sometimes using a syringe to cast threads in place around a waxed bolt. It’s a nuisance that prevents the casual slapping-on of impromptu hardware, but taking the time to do it right is worth it.

Other fabrication problems include getting a perfect bond between skin and core—if we don’t, then bending stresses will tend to separate the two and lead to buckling. It’s not always obvious just how thick to make the skins and cores, what kind of cloth to use, the optimal orientation of the fibers, and how gradually to distribute localized loads across a wide area. And finally, remembering our rule that an infinite number of very light things becomes infinitely heavy, it is important to use just enough resin, but not TOO much. To this end, one of the more advanced fiberglass fabrication techniques is vacuum-bagging, which uses the weight of the atmosphere as a giant press to force excess resin out of a layup. Most of the time, fortunately, we can get by with “hand layups” and relatively simple techniques.

Indeed, the beauty of composite construction is that it’s pleasingly incremental: you sculpt chunks of foam, glue them together, add fillets to inside corners and round those outside, then bond on fiberglass skins of sufficient thickness to satisfy the structural requirements of your application. Sometimes you mold structures around the objects to which they will mate; other times you do freehand build-ups of thickened epoxy and then shape them with a Dremel tool. The result is a kind of ugly thing with the surface texture of hardened burlap, dangerously sharp bits where once-soft fibers now protrude like needles, and a patchwork of blah colors resulting from the types of epoxy and hardener used as well as the various fillers. To clean this up once all the engineering issues are satisfied, you sand down the rough edges without damaging any more fibers than necessary, blend microscopic glass balloons into a fresh pot of epoxy, butter the fabric texture and overlapping edges with squeegees and other tools, and wait. Once that cures (a function of temperature and epoxy chemistry), you can finish the resulting object to any level of perfection ranging from butt-ugly to showroom-perfect depending on how much of your life you want to devote to it, then get intimate with another suite of toxic chemicals to prep/primer/paint the surface. It’s all very messy, actually, but at every step in the process the thing you’re building is editable—time and again, we tore into “finished” work with fearsome implements of destruction to correct mistakes, add fixtures, and even change our fundamental design as evolving specifications rendered earlier assumptions fallacious. This is not even remotely like machining: once you get used to working with composites, there is liberation in knowing that anything can be undone or fixed; rarely is it necessary to start over. Errors are not fatal.

The Ingredients

It seems, at the outset, like this should require only a minimal inventory: a roll of fiberglass cloth, a few gallons of resin and hardener, and something to use as a thickener for fillets and fixtures. But this is only the beginning, as every aspect of composite fabrication involves a wide range of choices. Let’s set the stage for getting our hands dirty by running through what it takes to set up a fiberglass shop.

Figure 3: The Zone of Goo

A Note on Safety

First, I should mention the problem of being a delicate biological organism in contact with profoundly nasty industrial chemicals. In addition to the obvious physical hazards of skin laceration and itching, there are two classes of things that you don’t want in your body. First, many of these chemicals are evil: the hardeners used with epoxy resin are sensitizers that lead to severe allergic reactions, the MEKP used as a catalyst for esters will cause blindness on eye contact, and various essential solvents are highly toxic (many are also carcinogenic). Sanding a fresh layup generates fine, chemically active dust that is optimized for inhalation poisoning, and working for hours with volatile organic compounds in an enclosed space will push the limits of any safety gear as you sweat profusely and roll around in epoxy drippings. Inhalation, ingestion, and skin contact are equally dangerous, and it is essential that people working with this stuff take protection seriously and use high quality masks, gloves, and eye protection. Unfortunately, there is a sort of macho mentality among some builders (I actually heard one guy say, “this stuff doesn’t affect me”), but it’s only a matter of time and has nothing to do with masculinity—the toxic effects are cumulative and eventually sensitization will occur. At this point, the project ends. If you are patient, you can find good deals on partially built boats and kit airplanes for exactly this reason, though it seems a rather sad way to take on a project.

The other hazard is more “mechanical”—the non-chemical but equally damaging effects of things that can be inhaled but never eliminated. Some filler materials, most notably colloidal silica and other sharp-edged fibrous substances light enough to hang suspended in the air for some time, can become a permanent fixture in your lungs. Those nuisance-dust masks from the paint section of Home Depot are not enough; it takes good filters and careful attention to detail (not shaving my beard constitutes risky behavior; it’s hard to get a good seal around my 3M activated-charcoal dual-cartridge mask).

When you think about it from a health perspective, this whole pursuit is insane. If you decide to do this, please spend some time planning around the safety issues: install dust control facilities like a shop air cleaner with HEPA filter, ventilate well when using solvents, understand and label all chemicals, don’t scrimp on personal safety gear (we’ve gone through over a thousand latex gloves), wear your mask when sweeping, use a positive pressure respirator of you’re crazy enough to do your own spray painting, use wet sanding techniques to minimize dust whenever possible, use hearing protection when grinding, treat the table saw with Deep Respect, don’t eat in the shop, and don’t smoke at all (it makes your lungs sticky). Read and take to heart all the literature on the subject, and spend some time hanging around professional boat shops to see how people with legal exposure are covering their assets. And don’t forget that poisons don’t magically disappear when placed in the trash; some of this stuff is classifiable as toxic waste and does not belong in aquifers, landfills, or waterways (the correct way to dispose of trace amounts of hardener, for example, is to use it to catalyze a bit of resin and then discard the resulting solid object).

OK, assuming that we still want to risk shortening our lives with this stuff, what do we need to stock?

The Essential Goo

One of the first issues is the choice of the resin that will be used to solidify an otherwise soft layer of cloth. The broad choice is between epoxy and the esters (polyester or vinylester). The latter are cheaper and more suited to volume production and “chopper guns,” but are structurally weaker. And they stink. For hand layups and one-off custom projects, epoxies are the only rational choice; the extra cost is more than worth it.

Epoxies are available in a variety of systems from different manufacturers, and consist of resin and hardener that must be mixed in a precise ratio (by weight or volume). The Microship project mostly uses West System products, though for the solar panels we consumed a few gallons of a special low-viscosity resin from Composite Materials, optimized for high-temperature applications. West is perhaps best known in the marine marketplace, with the other big name being System Three; there are ardent devotees of each. (I have a stack of very informative System Three how-to books; paypal $6.00 to wordy@microship.com if you'd like one; I need to reduce excess!)

Whatever the system, the chemistry is similar: when the resin and hardener are thoroughly mixed, an exothermic polymerization reaction results. Long molecular chains start to become cross-linked, and eventually the pot of goo will get warm and gel, which is your cue to stop being so finicky with that one persistent fiberglass cowlick and finish quickly. You can push the envelope quite a bit if you’re working with a thick filler mixture, but if you’re trying to wet out cloth the time limit is more severe. This is strongly affected by the shop temperature (up here in Washington we get longer pot life than we did in California), as well as the particular choice of hardener—West provides type 205 (slow) and 206 (fast), which can be mixed in any ratio before in turn being mixed 1:5 with the type 105 resin (changing this ratio is not allowed, and will result in either a brittle layup or a horrible uncured mess). Depending on the mix, you have 15-30 minutes of working time before it gels (and about 9 hours to a sandable partial cure; overnight is generally assumed unless you get up early, skip the morning email, and keep the woodstove stoked). Measuring the ingredients is typically done by volume using pumps, but when it’s cold this is physically difficult; we switched years ago to an Ohaus triple-beam balance and carefully monitor the tare weights of empty containers to compensate for spills and the recycling of mixing pots.

The “completeness” of the mix is critically important, and the standard method is to use tongue depressors with one end sanded square to get into the corners of the unwaxed paper or plastic mixing cups. Any little bits of resin that are not commingled perfectly with hardener will be forever gooey and require removal, a most unpleasant task.

Let’s see, we’re already up to a stock of resin, two flavors of hardener, cups, pumps, sticks, gloves, and a scale… plus acetone, methyl ethyl ketone, and isopropyl alcohol for various cleanup jobs. That’s just the beginning…

Filler Materials

When you whip up a pot of pure epoxy (which we have come to call neat, as in a glass of whiskey), you have a low-viscosity material with the approximate consistency of corn syrup. This is suitable for all the basic layup requirements: bonding fiberglass cloth to foam, adding layers to an existing structure, or vacuum bagging. But quite often, you want the goo to have some body of its own. For this, you use fillers, and there are a variety of choices depending on the application.

Earlier, I mentioned micro-balloons. These are tiny, non-structural bubbles that are used as a thickener for filling low spots or getting a more complete bond to a textured surface such as foam. This filler is available in phenolic or glass form, though it’s a bit of a pain to blend as it wants to blow all over the place and is so light that it runs away from the tongue depressor like a strange fluid. There’s also something called “microlight” from West that is somewhat easier to use—but any of these are good for fairing (smoothing a surface) and other applications where you’re trying to achieve beauty, not add strength.

One of the more annoying characteristics of epoxy, even filled with a thickener, is that it tends to sag on vertical surfaces and run out of places where you really, really want it to stay put until it hardens. This can cause some amusing scenes in the shop as someone tries to compensate for poor planning by frantically shoveling goo back where it belongs, unable to get away long enough to conjure an impromptu dam or to refixture the project in a way that renders gravity less traumatic. A useful additive to reduce this tendency is colloidal silica (or Cab-o-Sil), a synthetic silicon dioxide powder that magically renders epoxy thixotropic. We often mix this with other filler materials to change the flow characteristics without otherwise having much effect on consistency.

For general bonding and filleting, we turn to fine cotton fibers. This stuff is light and easy to work with, and since it’s fibrous, it has fairly decent structural characteristics once hardened into an epoxy matrix (compared to, say, little glass bubbles). As more and more of this is added to a pot of fresh mix, the consistency progresses from syrup to honey, thence to mayonnaise and eventually peanut butter. You can take it all the way to bread dough, if you want… this allows thick buildups for things like mounting pads without a tendency to droop or run away.

When the objective is maximizing compressive strength, there are various high-density fillers that lend themselves to hardware bonding and similar applications. The choice of materials becomes a judgment call, based on experience with the material and a bit of destructive testing; inevitably, despite our simplistic opening assumptions when stocking the shop, we ended up with an inventory of pretty much everything in the book (and had to re-order almost all of it at one time or another).

In practice, we found ourselves doing custom blends for nearly every job, factoring in the characteristics of different filler materials to optimize the mix for a given application while not losing sight of secondary issues like ease of sanding and weight. On big jobs early in the project, a whole pot of goo would typically be used for one task (like forming a long fat fillet between two foam panels glued at right angles), but when it came to dealing with countless little bonding jobs we would start with a runny mix carrying only a few fibers, inject some of it with a syringe to pot threads, add a bit of colloidal silica and more microfibers to form a buildup for a mounting pad, then blend a load of micro-balloons into the dangerously warming leftovers to use up the remainder on some always-available surface filling job in the endless quest for a decent finish. It becomes a sort of dance, choreographed by a list of tasks on the blackboard categorized into type of mix, all crammed into about 30 frenetic minutes.

During those times, we don’t answer the phone.

A Suite of Fibers

During this whole discussion of polymers and powders, I’ve been alluding to fiberglass—which, one could argue, is the central component in all this. Naturally, there are a lot of variables here as well (Figure 4).

Our basic building material was a 100-pound roll of 48-inch wide, 10-ounce (per square yard) cloth generously donated by David Berkstresser and completely consumed in the construction of Wordplay and Songline. The roll was mounted on a pipe fixtured above one of the shop windows, and directly below it was a dedicated 4x4-foot cutting table (thus appearing to visitors as if we were making boats out of our curtains). Known as bi-directional cloth, this material has half the fibers parallel to the selvage edge and the other half perpendicular. We used a Sharpie, a yardstick, and some good scissors to cut all the pieces, and kept a bag of scrap that often served up just what was needed for patches or other small jobs (sometimes so small that we would tease out individual fibers and apply resin with a pipe cleaner or artist’s brush).

Fiber orientation in most places on a boat is not terribly critical, but it comes up in two ways. First, sometimes, like around the mast step, you care deeply about stress distribution, and the final structure can be significantly lighter if you think it through and ensure that the applied forces run “with the grain.” Second, these thin strands of glass are quite flexible, but they still don’t like sharp corners. Orienting the cloth on the bias so the fibers approach sharp bends at a 45-degree angle solves the problem.

But this is just the vanilla cloth. Sometimes all the stress is along one obvious axis, and accommodating anything else is just dead weight (along with the epoxy that fills it, representing at least the weight of the cloth itself, and that’s if you’re very good at doing a proper layup). This kind of situation calls for a more specialized cloth known as unidirectional, or uni in shop parlance, which has 95% of its fibers running one way and only 5% used to keep the rest together. The result is maximum strength along the long axis with a minimum of overhead.

Another common fiberglass material (which we avoided completely) is mat—nonwoven fibers oriented randomly and sold as a thick pad-like material that shreds easily. This is useful in some large repair jobs, but seems most associated with projects whose weight and elegance are not critical (hot tubs, shower stalls, and mass-market powerboats). Be careful with this stuff, for in addition to causing very heavy layups, most of it (including the sexy-looking “X-Mat” that somebody shoved my way before I knew better) contains a polyester-soluble binder that is incompatible with epoxy. The resulting layup might look like a good bond, but the glass fibers are captured in the plastic matrix more mechanically than chemically unless you switch to vinylester resin.

Figure 4: Four flavors of fiberglass cloth (contrast-enhanced for weave clarity). From left to right: 10-ounce bidirectional, 4-ounce bidirectional, unidirectional, and X-mat.

All of the above are available in various weights, widths, weaves, and thicknesses—some bi-directional cloth is so thin that it virtually disappears when wet out, and is ideal for creating a tough abrasion-resistant waterproof seal over a wood surface. This material is commonly known as deck cloth, and one product is only 1.45 ounces per square yard. Having spent months trying to get all the boat surfaces smooth enough to look good with glossy polyurethane paint, I can attest to the desirability of getting as close as possible with the basic layup if you possibly can. In our case, we used lightweight cloth occasionally when needing more fiber flexibility for detailed structures, but didn’t really take advantage of this approach since there are so few clear expanses of deck.

If you want to buy some fiberglass cloth, the current eBay listings are at the bottom of this page. Ain't technology wonderful?

So far we have only discussed glass fibers (yes, it’s really glass). This is great stuff, and even reasonably affordable at about $5/yard in the standard 4-foot width. But for more demanding applications, one can achieve much better performance.

Kevlar (aramid fiber) has a much higher strength-to-weight ratio, with a tensile strength that makes it the material of choice for bulletproof vests. For a given thickness, it’s about half the weight of fiberglass, but 2.5 times stronger. But this comes at a cost: cutting it is a major pain (it eats scissors, requiring special $60 models to do the job), and sanding a surface turns it to fuzz instead of making it smoother since no mere sandpaper is going to abrade the fibers. Some kayak builders have developed a very high-performance sandwich that consists of an inside layer of Kevlar bonded to an outside sacrificial layer of conventional fiberglass that’s easy to repair—the former has the tensile strength to resist holing; the latter behaves better when dragged across a beach of fractured oyster shells. Kevlar costs 4-6 times as much as glass and would be overkill for most of our work, although the original canoe hulls are made of it and are thus much more likely to survive the occasional clumsy encounter with an underwater rock than they would be otherwise.

The other high-tech fiber that is available for composites fabrication is carbon—ultra light and strong, made of extremely fine filaments. Where weight is critical, this is the material of choice; it’s particularly good for kayak paddles, windsurfer masts, and other things that either have to be manipulated by human muscle or represent significant weight aloft (where the moment of inertia multiplies the effects of mass at the end of a long arm). I have a sample honeycomb-core panel with tri-axial carbon skins, and it’s so light that it almost wants to float out of my hands and hang in the air…

As you can see, there are a lot of choices to make, and a composites fabrication shop quickly becomes a rather large investment (and we haven’t even talked about tools, abrasives, molding supplies, fixtures, hardware inventory, paint, metal preparation chemistry, and all the other essential stuff that makes a 3,000 square-foot building seem not so big after all). Let’s take a quick tour of the facilities and the tools I consider essential for a project of this nature (after a brief commercial for relevant books).

Project Facilities

It seems, at the outset, to be a rather simple problem. After all, people have been building boats in backyards for decades, and it can be argued that motivation is much more important than having the ultimate shop. But a large-scale composites project pushes the envelope of complexity, and some of the funkier shade-tree construction methods would, alas, be inadequate.

Our lab is a 40x56-foot heated metal building with integral benches, enclosed dust-control areas, electronics lab, fiberglass fabrication area, roll-up door, machine shop, inventory shelving, and an upstairs office and video/publications facility. The boats themselves, two little 19-foot micro-trimarans, are end-to-end down the middle.

I have seen some amazing boat and airplane projects come together in rickety facilities, but it really does make a difference in attitude if you start with adequate workspace and a good set of tools. Ours are listed below; your mileage may vary...

Tools

The Microship project called for a substantial upgrade to my battered collection of tools, some of which dated back to the ‘70s. Fiberglass jobs require a prodigious quantity of abrasives and specialized cutting implements.

Here’s our inventory of shop tools, all of which have been used on this construction marathon, some heavily enough to be nearing their “last legs”:

a copy of the essential book, Gougeon Brothers on Boat Construction
Recirculating industrial air filter, 2-stage (Grizzly)
16-speed floor-mount drill press with cross-slide vise, 1 HP, 5/8" (Foremost)
Sheet-metal brake/shear/roll(Grizzly)
Belt sander/grinder (Rutland)
belt (4") and disc (6") sander (Delta)
Swiveling bench vise (Wilton)
Air compressor, portable tank, and 100' hose (Campbell-Hausfeld)
Bead blasting cabinet (Grizzly)
Table saw, 10” (Foremost)
Makita 4" Angle Grinder
Laminate trimmer, basically a small router (Ryobi)
Palm finish sander (Makita)
Sawzall (Milwaukee)
Jigsaw (Ryobi)
Makita 1 1/8in. x 21in. Variable Speed Belt Sander, Model# 9031
Random orbit sander, 5” disc (Bosch)
Cordless drill (Makita)
Electric drill (Ryobi)
mini disc sander (Dayton)
Walking-foot heavy-duty sewing machine (Sailrite)
Dremel tool (we're on our third one)
Hot glue gun (we're on our second one)
Industrial strip heaters for foam bending
Refrigerator/freezer to suspend epoxy cure and extend brush life
Oxygen-Acetylene portable welding outfit
Vacuum-bagging facility (pump, table, epoxy trap, consumables)
Homebrew anodizing tank and power supply for quick jobs, (although alodining is easier)
5 "rolly carts" of different types for material handling
Hydraulic jacks, block and tackle assemblies, ratchet straps, and other gadgets for manipulating heavy things
2 homebrew boat workstands on casters
Huge pile of spring clamps and other fixturing devices
The usual sprawl of miscellaneous hand tools, bits, blades, abrasives, etc.

It could go on quite a bit further, believe me, but we had to draw the line somewhere. Despite chronic techno-lust that keeps me drooling over machine tool catalogs, trips to Grizzly in Bellingham, and the tool departments of local homeowner meccas, at some point we had to stop building the lab and start building boats. As such, we depend quite a bit on nearby resources for TIG welding aluminum and stainless, serious lathe and mill work, electric discharge machining, anodizing/sealing of aluminum parts, panel silkscreening, and other “big stuff” that requires serious equipment and/or skills far beyond my own. Continuous shop enhancement is a dangerous and expensive obsession…but I would consider the above list a fairly minimalist collection of necessary tools for a composites-based project of this scale. (Note that a milling machine and lathe are conspicuously absent; I miss trusty old "Cecil be da Mill" from the bikelab, but have managed to get by with crude methods, hacks, and help from experts… it was downright humbling to watch what Bob Stuart could do with the table saw, a laminate trimmer, and a bit of creative jigging.)

This is a must-have tool for complex fabrication projects... I had never used one of these before, but now can't imagine working without it: a long, skinny belt sander that goes where no sander has gone before. In addition to the obvious fiberglass sculpting applications, I frequently chuck it in the bench vise and use either a standard sanding belt or one made of 3M non-woven abrasive (from McMaster-Carr) to do aluminum finishing with much more agility than the various fixed sanders in the shop. It's an expensive machine, but well worth it... click on the photo to pick one up from Northern Tool:

Stock Materials

Of course, that’s just the start. Every job involves not just a tool, but something to whack with it; as Microship fabrication progressed, we amassed quite an inventory of parts and raw materials. To help you plan cabinetry and shelving for your project, here’s a quick look at the major supply categories:

Massive inventory of stainless-steel fasteners (many thousands of parts, but never enough )
Stock bins of aluminum, machinable plastics, stainless steel rod, scrap, etc.
A variety of woods, foam core materials, veneers, and other sheet stock
100-pound roll of 10-oz fiberglass cloth; smaller inventory of other weights, unidirectional fabric, and so on.
Many, many gallons of epoxies and hardeners
A half-dozen flavors of filler materials
Countless paints, adhesives, lubricants, anti-sieze compounds, sealants, and other “goo”
Stainless-steel wire rope, thimbles, sleeves, anhydrous lanolin, heat-shrink, and swaging tool
Shelves full of marine supplies, hinges, mounts, blocks, cleats, widgets, gizmos, and framuses (frami?)

One of the most frustrating problems in a complex one-off project is finding the random odd bits of metal needed... we spent entirely too much time prowling scrap yards for sheets and extrusions various. There is now an excellent online solution:

When we moved to an island in the Pacific Northwest from the heart of Silicon Valley, my primary concern was the loss of ready access to goodies—what would I do without Halted Specialties, ham radio stores, local tech-savvy vendors, and yes, even Fry’s? There’s a lot of good stuff in Seattle, but it’s a pain to leave the island, so we just hang out here in the forest and work on projects. But wherefrom cometh the goodies?

Perhaps the greatest single discovery was McMaster-Carr, with a distribution center somewhere down around Los Angeles. Their huge catalog, with all pages available as PDFs on their website, has been our central source of hardware, materials, and tools for this project—and they are fast, often managing next-day delivery for ground UPS rates (they ship so much stuff to Boeing and its contractors that there is a daily container load transported via air courier to Seattle!).

For nautical supplies, we depend quite a bit on West Marine as well as other chandleries in the area, the most interesting of which is the venerable Marine Supply and Hardware in Anacortes. One of the nice things about being in the Pacific Northwest is that we’re not the only people crazy enough to build boats around here, and there are a number of resources nearby for quality woods, fiberglassing materials, polyurethane paints, and other stuff that would be hard to find locally in, say, Nebraska. But between the Web and a few high-profile mail-order suppliers (like the two biggies in the kit airplane business, Wicks Aircraft Supply and Aircraft Spruce & Specialty), it’s not too difficult to track down just about anything in the composites department.

All this to just outfit a canoe for a river and coastal expedition! Lewis and Clark would be scandalized, and we haven’t even peeked at the electronics side of the lab yet (where things get truly out of hand). But hey, part of what drives this is a strange obsession that would render a journey aboard a non-geeky boat somehow unfulfilling.

And if you've read this far about immersing yourself in toxic goo and itchy fibers, you know the feeling. I hope this has been a useful introduction... may all your layups solidify... but not too soon!

2007-07-25T21:43:00.000+05:30

Declutter the Space Between Gadgets and Computer with a Docking Pack

This is a quick and easy how-to piece, but it can dramatically clean up the space around your computer while making it much easier to "grab and go" with all your essentials.

I'm sure you know the problem. You probably have a pretty decent collection of portable gadgets: iPod, PDA, digital camera, camcorder, cellular phone... and perhaps a few of the more esoteric things like ham radio, GPS, and weather station. Every one of these items has some support requirements, ranging from a charging cable to a USB-connected dock that lets it interface with your computer while topping off its battery. For most folks, this translates into a big mess of cables and clutter in the general vicinity of the machine, and I bet you've fished around a few times for the right unlabeled connector to shove into the inscrutable socket on some seldom-used widget. Packing it all up to go is an even bigger problem, and it's easy to forget a dusty charger when you're heading out the door in a hurry.

All that was certainly the case here, and since I'm trying to get ready to move to a boat I am particularly interested in "modularizing" my systems as much as possible. On my last cross-country trip, I stuffed a huge tangle of cables and spare batteries into a bag and spent considerable time sorting it out at the other end (finding many things that I didn't need while missing one that I did).

The solution, it turns out, is a simple one-evening project.

Assembling the Docking Pack

Basically, this is just a packaging job; because the exact identity of individual components is subject to change as new toys arrive in your life, it doesn't make much sense to build custom power supplies or ultra-optimized devices stripped of their original plastics... or to cut and splice cables to length (rendering them less saleable when you are finished with them). The intent here is simple expediency, and it is thus not even remotely weight-optimized.

In my application, I wanted support for the contents of my stuffed-to-the-gills Podzilla:

Palm TX PDA
Panasonic PV-GS250 Camcorder
Olympus DS-2 Digital Voice Recorder
Canon SD500 digital camera
Yaesu VX-6R tri-band ham radio HT
Kestrel 4000 pocket weather tracker
Motorola V710 cellular phone

This translates into some charger cables with wall-warts, a USB media reader to plug in CF and SD memory cards, a few docking stands that provide power and connectivity to their associated gadgets, a USB hub and outlet strip to minimize dangling wires, and some random support cables that just need a place to live. Here's the pile of related clutter, all of which was taking up desk space in the general vicinity of my Macintosh:

Actually, I skipped ahead a little with that photo. The plastic that most of the stuff is sitting on is a 16x12-inch piece of Lexan® Thermoclear® polycarbonate sheeting, a nice ultra-light material that I used for some of the sub-panels in BEHEMOTH long ago. Pretty much anything will work, however (including a scrap of paneling); the key is covering the bottom of a suitable pack with a flat surface that can accept adhesive-backed Velcro®. (Actually, you could use sew-on hook-and-loop directly attached to the fabric of a reasonably stiff pack, but that's a lot more work... and much harder to edit later).

The pack I chose to receive all this is a left-over laptop bag from long ago, extracted from a musty pile in the deep recesses of my lab. It's not too critical... you just need something that holds its shape, is large enough to accommodate the pile of stuff, and tall enough (in my case, about 3 inches) to accommodate the thickest item (an outlet strip carrying huge inefficient wall-warts).

The exact arrangement is completely non-critical, and you can get as fancy... or as crude... as you like. I bought a box of black Velcro® Industrial Strength Tape (2in. x 4ft.), and had plenty left over. To make occasional handling of the items more pleasant, I recommend standardizing with hook on the substrate and loop on the devices. Here's what it looks like, a couple hours later... with all of its associated gadgets plugged in:

Already, this has dramatically changed my workflow. It sits out of the way on my desk, with one AC cord snaking off to the wall and one USB cable making its way to the hub behind the Mac. I always know where my portable devices can find power, or where to plug in a media card full of images. And when I want to go mobile with the laptop, I have one bag already packed with everything that lies between the computer and the gadget pack. It would certainly be possible to lighten it by getting rid of the evil wall-warts and power strip (using a multi-output DC switching supply hard-wired to a power-entry module), but realistically, this particular combination of components is probably only good for a year... since today's whizzy must-have gizmology is tomorrow's eBay item.

Incidentally, most packs that are suited to this project have a few stray pockets here and there... providing storage for related but floating items like the DV (FireWire) camcorder cable, "battery eliminator cable" for same, USB extension cord, AC adaptors, backup batteries, and other things that are related to the gadget collection, yet are not worth carrying all the time. Let it evolve to fit your needs (ain't hook 'n loop wonderful?).

Next: Rechargeable Battery Management

Before I close this quick how-to piece, I should mention the second half of the project (to be detailed here when it's completed). A closely related need involves all the stray batteries, as opposed to those that are recharged within their corresponding hand-held devices. I have standardized on Ni-MH, and found this excellent package with 10 AAA, 25 AA, 8 9V, 10 C, and 8 D batteries... along with a tester and a smart charger:

This is about to get a similar packaging treatment... in a matching pack that zips onto the first. The binder will be included (yes, I know, paper is a retro and crude storage technology... but it is so non-volatile), since every battery is serial-numbered and has a corresponding page on which charge dates and current "assignment" are recorded. This allows wear-leveling across the entire inventory, as well as early detection of failing cells. It also eliminates that maddening problem with having a mixed inventory of batteries of unknown history: digging around trying to find power for an immediate need, eventually "borrowing" partly-discharged units from another device.

The Grand Scheme

At the beginning of this article, I mentioned that I am getting ready to move to a boat. This process enforces a more streamlined way of looking at the familiar clutter, since on-board space and weight budgets are severely limiting. I started realizing that it boils down to an issue of granularity, where the goal is to reduce the number of objects to a minimum... each one embodying a single clear function with a well-defined relationship to the rest of the system (just like object-oriented programming!). The docking pack is merely one step along this path; I am similarly coalescing tools, parts inventory, documentation, audio components, libraries, and other resources into well-defined and packable components. After all, it really should be possible to grab one's essentials and leave without spending weeks making lists and sorting things into boxes.

I wil report further on this as it develops...