text:
|Publication number
|Publication type
|Publication date
|Aug 17, 1965
|Filing date
|Nov 19, 1964
|Priority date
|Nov 19, 1964
|Publication number
|Houston William H, Scott Howard W
|Original Assignee
|Verilux Inc
|Export Citation
|BiBTeX, EndNote, RefMan
|Patent Citations (11), Referenced by (23), Classifications (8)
|External Links: USPTO, USPTO Assignment, Espacenet
Aug. 17, 1965 w. SCOTT ETAL FLUORESCENT LIGHTING FIXTURE Original Filed May 19, 1960 15 Sheets-Sheet l m g W 7 T llll lill
TE MB BA TE INVENTORS. HOWARD W. SCOTT 8 WILLIAM H. HOUSTON Their ATTORNEYS V Aug. 17, 1965 H. w. SCOTT ETAL 3,201,575
FLUORESCENT LIGHTING FIXTURE Original Filed May 19. 1960 15 Sheets-Sheet 2 FIG 3 RM AG BA WD WD MB BA RD INVENTORS. HOWARD W. SCOTT 8\ WILLIAM H. HOUSTON Iheir AT T ORA/E Y5 1965 H. w. scoTT ETAL 3,201,576
FLUORESCENT LIGHTING FIXTURE Original Filed May 19. 1960 15 Sheets-Sheet 5 YELLOW-ORANGE GREEN WAVELENGTH MILLIMICRONS BLUE 8 L] 1 O 8 1 I g o o o o o 0" Q Q w v- N AOHEINE! HAILV'EIH INVENTORS.
HOWARD W. SCOTT 8: WILLIAM H. HOUSTON BY 4 h g J their ATTORNEYS FIG 5 A g. 7, 1965 H. w. SCOTT ETAL FLUORESCENT LIGHTING FIXTURE Original FiledMay 19, 1960 15 Sheets-Sheet 4 HOWARD W. SCOTT ASHBNB BALLV'IHH WILLIAM H. HOUSTON BY Wal Am. ,E'QMAK ATTORNEYS.
Aug. 17, 1965 H. w. SCOTT ETAL 3,201,576
FLUORESCENT LIGHTING FIXTURE Original Filed May 19, 1960 15 Sheets-Sheet 5 O 1 I I ,9 o 8 O m \D D Q m g n:
/ g g g n: 8 5 2 3 j 3 d 2 i w I- m a O 5 2 g m O m o E 9; Q o
l l 1g 0 0 o o o o m 19 Q N ASHBNH BALLV'EU INVENTORS.
HOWARD W. SCOTT 8 Q5 WILLIAM H. HOUSTON I their 1i TTORNEYS.
Aug. 17, 1965 H. w. SCOTT ETAL 3,201,576
FLUORESCENT LIGHTING FIXTURE Original Filed May 19, 1960 15 Sheets-Sheet 6 580 600 YELLOW- ORANGE GREEN WAVELENGTH MILLI MIGRONS BLUE VIOLET ASHBNB BAILV'IHH INVENTORS. HOWARD W. SCOTT & WILLIAM H. H USTON their ATTORNEYS.
1965 H. w. SCOTT ETAL 3,201,575
FLUORESCENT LIGHTING FIXTURE Original Filed May 19, 1960 15 Sheets-Sheet '7 RED 580 600 YELLOW-ORANGE WAVELENGTH- MILLIMIGRONS GREEN BLUE VIOLET I \1 I l l O O (D (D ASUBNB BALI-V138 INVENTORS. HOWARD W. SCOTT 8 WILLIAM H. HOUSTON 9 L fheir ATTORNEYS.
Aug. 17, 1965 H. w. scoT-T ETAL 3,
FLUORESGENT LIGHTING FIXTURE Original Filed May 19, 1960 Sheets-Sheet 8 RED 560 580 600 YELLOW-ORANGE GREEN WAVELENGTH MILLI MICRONS BLUE VIOLET f l I l \1 sao o ASUBNB BALLV'IHH INVENTORS. HOWARD W. SCOTT 8 ILLIAM H. HOUSTON BY ATTORNEYS.
Aug. 17, 1965 H. w. sco'r'r ETAL 3,201,576
FLUORESCENT LIGHTING FIXTURE Original Filed May 19, 1960 15 Sheets-Sheet 9 560 580 600 620 640 YELLOW-ORANGE RE BLUE VIOLET l l E \l AS83143 HAILV'EHB INVENTORS. HOWARD W. SCOTT 8 W|LL|AM H HOUSTON BY 4- /LZZL their ATTORNEYS FIG. 76
Aug. 17, 1965 H. w. SCOTT ETAL FLUORESCENT LIGHTING FIXTURE Original Filed may 19, 1960 15 Sheets-Sheet 10 INVENTORS. HOWARD W. SCOTT 8 R wt WILLIAM H HOUSTON By a I their ATTORNEYS Aug. 17, 1965 H. w. SCOTT ETAL FLUORESCENT LIGHTING FIXTURE l5 Sheets-Sheet 11 Original Filed ma 19, 1960 AGE 00* 0mm 0mm zmwmw Own AQHHNH BALLVWHH E wt ATTORNEYS iheir H. W. SCOTT ETAL FLUORESCENT LIGHTING FIXTURE Aug. 17, 1965 Original Filed May 19 15 Sheets-Sheet l2 ASHENEI EIAILV'HH INVENTORS HOWARD W. SCOTT a WILUAM H OUSTON BY J QM iheir ATTORNEYS Aug. 17, 1965 H. W. SCOTT ETAL FLUORESCENT LIGHTING FIXTURE Original Filed ma 19, 1960 15 Sheets-Sheet 13 FIG /0 AEJHBNEI BAILV EIH HOWARD W. SCOTT 8| WILLIAM H. HOUSTON W 4", 5, s I t J their ATTORNEYS Aug. 17, 1965 H. W. SCOTT ETAL FLUORESCENT LIGHTING FIXTURE Original Filed May 19, 1960 15 Sheets-Sheet 14 their ATTORNEKS United States Patent 3,201,576 FLUQRESEENT LlGHTING FIXTURE Howard W. Scott, Greenwich, Conn., and Wiliiam H. Houston, Warren, Pa., assignors to Verilux Inc, New York, N.Y., a corporation of New York Continuation of application Ser. No. 399,358, May 19, 1960. This appiication Nov. 19, 1964, Ser. No. 432312 3 Claims. ((31. Mil-1.1)
This invention, generally, relates to apparatus for producing artificial light and, more particularly, to apparates for producing daylight artificially. This application is a continuation of application Serial No. 30,358, filed May 19, 1960, now abandoned, which is, in turn, a continuation-in-part of our application Serial No. 744,698, filed June 25, 1958, now abandoned, and entitled Lighting Fixture.
The act of seeing is dependent upon the existence of light. As long as the human eye is capable of perceiving an object with ease, the conscious requirements of the mind are satisfied. However, unless artificial light is reasonably comparable in spectral content or relative amounts of radiant energy at each wave length to the light produced naturally by the sun, it is known that effects adverse to the human body may be developed, such e'ltects being, for example, eyestrain, nervousness, headaches or psychophysiological conditions.
Many aspects must be considered in the development of an artificial light source which will provide the quantity and quality of the artificial light required for many industrial and artistic purposes. In the development of artificial light, the principal concern in the past has been with the quantity of light produced, and light quality has received very little consideration. It is when the quantity of light is increased that its quality becomes particularly important to visual acuity. Light quality, in turn, is dependent on the mixing or blending of the diiferent wave lengths of radiant light energy. Many fields require accurate perception for matching of colors and inasmuch as the ordinary artificial light presently available is not comparable to daylight, it is still customary to rely upon natural light for accurate perception. North sky daylight is usually regarded by artists and color technicians in the printing, textile and other fields as the ideal light.
Efforts have been made in the past to use so-called daylight fluorescent tubes to the end of simulating natural northlight. While such daylight tubes emit a light which in psychological terms can be said to be whitish in color, at the same time, it is quite apparent to the eye that such light is different in quality from natural northlight. The reason for this is that the spectral energy distribution curve for a daylight tube does not duplicate the spectral energy distribution curve for northlight.
Recognizing such deficiency in daylight tubes, workers in the prior art sought to supplement the SED. curves for daylight tubes by combining such tubes in a fixture with fluorescent tubes of other types. The result of such combining was, however, to shift the quality of the overall light emitted by the fixture from the whitish appearing light characterizing daylight tubes to light having a more bluish cast, and this result was just the opposite of that which was ultimately desired, namely to elim inate the bluish quality which is generally associated with light emitted by fluorescent tubes, and which renders them unsatisfactory as substitutes for natural daylight.
It was necessary, therefore, for the prior art to override the shift toward the blue end of the color spectrum ensuing from the combining in one fixture of daylight tubes with the other fluorescent tubes. This was done by adding to such fluorescent tube combination a number of incandescent (i.e., tungsten filament) lamps which,
3,Zfil,5?fi Patented Aug. 17, 1965 inherently, are rich in spectral energy in the yellow-red end of the color spectrum. While this mixing together of fluorescent and incandescent light sources provided a better blend of spectral energies for daylight simulating purposes than could be obtained by the prior art combination of fluorescent tubes alone, such mixture of light sources in turn created a number of new disadvantages. For one thing, a fixture of unconventional design was required to accommodate both the fluorescent tubes and the incandescent light bulbs. Further, because of the ineificiency of incandescent lamps as light emitters relative to fluorescent lamps, fixtures employing mixed incandescent and fluorescent light sources inherently had lower ratio of lumens output/ watts input than do all-fluorescent fixtures. Moreover, the high temperature at which incandescent bulbs operate created clifiiculties in the design of the fixture and lowered the efliciency thereof. To Wit, in order to avoid overheating of the ballasts for the fluorescent tubes, special provisions had to be made for ventilating the fixture, and, also, the various light sources had to be spaced farther apart than would be required for an ail-fluorescent fixture. This extra spacing reduced the output in lumens per square foot of the diffuser element for the fixture to a value below that which is attainable with good engineering practice in an all-fluorescent fixture. As another consideration, even with suitable v ntilating and light source spacing, the prior art fixtures using mixed incandescent and fluorescent sources were subject to the disadvantage of a time fluctuation in the spectral energy content of the emitted light, such fluctuation being caused by changes in the temperature of the incandescent bulbs.
Finally, a fixture employing mixed fluorescent and incandescent light sources has a make-shift look and is otherwise unattractive in appearance.
In the prior art attempts to simulate daylight, it had been considered that, for color rendition purposes, the type of natural daylight which was ideal was clear and sunny northlight, i.e., light derived from the north sky on a 45 plane on. a clear and sunny day. We have found, on the other hand, that in many instances, better color rendition is obtained under natural light derived from overcast north sky and known as overcast northlight, T- is latter type of northlight differs from clear and sunny northlight in that, physically speaking, it is richer in spectral energy at the yellow-red end of the color spectrum, and, subjectively speaking, it is therefore warmer in tone.
It is an object of this invention to provide a new and improved all-fluorescent apparatus for producing artificial light having the color spectrum balance of natural overcast northlight.
Another object of this invention is to provide an allfiuorescent apparatus for producing natural overcast northlight in a uniform, inexpensive and efficient manner.
A further object of this invention is to provide an allfluorescent apparatus in which various wave lengths of radiant light energy are combined and blended to produce illumination which approximates overcast northlight in quality.
Generally, the objects of the invention are achieved by combining radiant light energies of predetermined characteristics from a plurality of light sources all of which are fluorescent light sources. To combine the various radiant light energies to produce artificial daylight, each of the light sources has a spectral energy distribution curve which is selected in relation to the respective curves of the other light sources employed so as to provide the optimum balance of wave lengths and intensities comparable with those of the selected natural overcast northlight conditions. In this manner, colors viewed with the 3 new light source will appear much the same as when viewed in natural overcast northlight.
For a better understanding of the invention, reference may be had to the accompanying drawings, in which:
FIG; 1 is a view from underneath of a light fixture con structed and arranged according to the principles of the invention; 1
FIG. 2 is a side elevation view taken in cross section along the line indicated by the arrows 22 in FIG. 1;
FIG. 3 is a modification of the light fixture shown in F163. 1 and 2; t
FIG. 4 is another modification of the light fixture shown in FIGS. 1 and 2;
FIG. 5 shows an absolute spectral energy distribution curve for the lighting fixture of FIGS. 1 and 2;
. FIG. 6 is an absolute spectral energy distribution (S.E.D.) curve of north sky daylight under three different atmospheric conditions;
FIG. 7A is a 5.5.1). curve for the TE fluorescent tube;
FIG. 7B is a S.E.D. curve for the BA fluorescent tube;
FIG. 7C is a S.E.D. curve for the MB fluorescent tube;
FIG. 7D is a S.E.D. curve forthe AG fluorescent tube;
FIG; 7B is a S.E.D. curve for the RM fluorescent tube;
FIG. 7F shows absolute S.E.D. curves for the RD and WD tubes used in the FIGS. 3 and 4 modifications;
FIG. 7G shows the overall S.E.D. curves for the modifications of FIGS. 3 and 4; 7
FIG. 8 shows a modification of the fixture of FIGS. 1 and 2 in which six rather than eight fluorescent tubes are employed; 7
FIG. 9 shows the individual absolute S.E.D. curves for the HS, LF and MK tubes in the FIG. 8 modification;
FIG. 10 is an overall absolute S.E.D. curve for the FIG. 8 modification;
FIG. 11 is a chromaticity diagram applicable to the fixture of FIGS. 1 and 2, the diagram being based on the 1931 I.C.I. Standard Observer-and Coordinate System; and
FIG. 12 is a likechromaticity diagram applicable to theFIG. 8 modification.
Referring now in particular to FIGS. 1 and 2 of the drawings, those drawings show a lighting unit or fixture containing eight fluorescent lamps of tubes disposed in substantially parallel relationship, four being on each side of a vertical center plane C for the fixture. Any number of such units may be used in combination to provide the quantity of light desired. The specific arrangement of the various flourescent tubes described hereinafter is the optimum for the particular combination of tubes employed in the FIG. 1 embodiment.
I A typical light fixture 18 is a rectangular box-like member having elongated side walls 11 and 12, end walls 13 and 14 and a top 15 which maybe joined to the walls in any suitable way. A translucent light diffusing plate 159 is detachably positioned at the lower edges of the walls 11 to 14 in any suitable way, as by being edge-supported on inturned lips 2% formed at the lower ends of walls 11 and 12. If desired an'egg-crate diffuser may be used in place of a diifuser of the translucent plate type.
Within the box-like member a pair of baflie plates 25 and 25a extend inwardly from the side walls 11, 12 and towards and beneath the transversely opposite, laterally running, downturned edges 21 of a centrally located plate 22 to laterally running upturned edges 23 formed ,at the inner ends of the plates'25, 25a. The plates 25, 25a support the central plate 22 through channel-like joints formed by welding or otherwise securing the bottoms of the downturned edges 21 to the tops of the underlying plates 25, 25a and by likewise securing the tops of the upturned edges 23 to the bot-tomrof the overlying plate 22. If desired, such joints may be reinforced at various places by laterally spaced bracket members 24 (FIG. 1). Suitable openings (not shown) may be formed for ventilation purposes in the plates 25, 25a, the plate 22 or all of them.
- describe and identify these individual fluorescent tubes, one of the outer two fluorescent tubes, designated RM, produces-light in the red-blue range by coating the inner A coating of white, baked-on lacquer is applied to the under surface of the plate 22, the under surfaces of the battle plates 25 and 25a and the inner surfaces below plates 25', 25a of the wall members 1114 to render all of these surfaces reflective.
Eight ill-watts fluorescent'tubes provide the desired quantity and quality of light to simulate the northlight spectrum. The light provided by each of the fluorescent tubes TE, BA, MB, AG and RM is described and identified by the spectral energy distribution curves shown in FIGS. 7A, 7B, 7C, 7D, and 75, respectively. To further surface of the tube with 75% calcium silicate and 25% magnesium tungstate.
Positioned adjacent the tube RM is a tube designated AG which is coated with 80% calcium halophosphate, 10% zinc silicate and 10% magnesium tungstate to produce light in the pastel green range. Adjacent the tube AG is a tube designated BA having the inner surface coated with calcium silicate for providing light in the light-blue range. Next to the tube designated BA is a tube designated TE which has a coating of calcium halo-phosphate for producing light which is substantially white. This TE tube is followed in order by another TE tube which, in turn, is followed in order by a tube designatedMB. The MB tube is coated with magnesium tungstate to produce light in the dark-hie range. Positioned adjacent the tube designated MB is a tube designated BA which is identical to the previously described BA tube. The array of tubes is completed at the righthand end by another TE tube.
The fixture shown in FIGS. 1 and 2 differs structurally frornthat earlier disclosed in our application Serial No. 744,698'in that the centrally located incandescent bulbs of the earlier fixturehave been replaced in the present fixture by the two TE tubes which lie next to and on either side of the vertical center plane C. Otherwise, in both fixtures the fluorescent tube arrays are the same. One operational improvement of the all-fluorescent fixture over the mixed fluorescent and incandescent fixture is that the all-fluorescent fixture provides about 5% greater lumens output from considerably less electrical power (388 watts compared to 451 watts). Further, the all-fluorescent fixture is free of all those other disadvantages which have been previously pointed out as characterizing fixtures employing mixed fluorescent and incandescent light sources.
For convenience and good appearance, it is preferable that, in the fixture of FIGS. 1 and 2, all of the fluorescent tubes lie in the same plane. However, a co-planar relationship between the tubes is not a necessity and, if desired, the tubes may have some other relation as, say, being positioned alternately above and below a mean horizontal plane. The spacing between the tubes is not critical but is preferably as small as is' consonant with satisfying the conditions of adequate heat dissipation and of ease of insertion of the tubes. The uniformity of illumination of the difiuser element will improve as the spacing of the V diffuser from the tubes is increased. We have found,
however, that the described fixture provides goodcolor rendition of an illuminated objectirrespective of some areal variation in the color and intensity of the light emanated from the under surface of the dilfuser. Hence, the spacing between the tubes and the dilfuser is not critical for good color rendition, and uniformity of diffuser illumination is significant only from the point of view of appearance. A
As opposed to the above-discussed non-critical features,
we have discovered'that there is an optimal order of positioning within the tubearray of those particular tubes which are used inthe' eight-tube array of the FIG. 1 cmbodimentf The criteria which determine this optimal order of positioning will be later described in further detail. 7
To ensure that only the proper fluorescent tube is inserted in the proper socket, arbitrary letter designations are stenciled on the end 13, as best seen in FIG. 1. Also, the length or distance between the sockets of each fluorescent tube is somewhat shorter than a standard fluorescent tube so that a standard tube cannot be inserted inadvertently. The separation between centers of adjacent tubes may be 2%". For convenience, the eight tube positions of the described fixture will be designated herein as the positions P1-P8, such positions being indicated in FIG. 2 by the circles of dotted outline appearing below the shown tubes.
To describe even more particularly the light emitted by each of the fluorescent tubes, the color coordinates are specified according to the chromaticity diagram based on the International Commission on Illumination (known as the Agreement of 193 l) as follows:
The ballasts 34 for the fluorescent tubes are preferably mounted on the cental plate 22 in the space between this plate and the top plate 15.
It should be understood that the external configurations and ornamentation of the fixtures can be modified substantially and that a plurality of units can be used in a given area to provide the desired light intensity.
It is known that daylight is a continuously varying quantity in both intensity and color, depending upon such factors as, for example, cloud formations, weather and location of the sun. It is also known that for such purposes as color determination and painting, north sky daylight is preferred. As previously pointed out, overcast northlight has a different spectral energy content than clear and sunny northlight in that the overcast northlight is the richer of the two in yellow-orange spectral components. We found that, for many color rendition applications, the overcast northlight gives to an illuminated object a warmer, livelier tone and a truer hue than does clear and sunny northlight. For this reason, the quality of the total daylight emitted by the fixture of FIGS. 1 and 2 approximates more closely the north sky daylight available on days which are overcast rather than the north sky daylight available on days which are clear and sunny. An absolute spectral energy distribution curve for the light emitted by the fixture of the present invention is shown in FIG. 5 of the drawings, and the absolute spectral energy distribution curves A, B and C, shown in FIG. 6, represent north sky daylight on days which are overcast, morning haze and clear-sunny, respectively. It is to be noted that the curves shown in FIG. 6 are relative and that the high point of each curve was calibrated as 100 percent. The four rectangular-shaped responses shown on the curve in FIG. 5 are the mercury lines inherent in fluorescent lamps. However, the energy included in these mercury lines is small in comparison to the total light emitted by the fixture, and therefore the eifect on the color quality is small also.
Referring again to FIG. 6, it will be seen that the differences between curve C for clear and sunny northlight and curve A for overcast northlight are as follows. Curve C has a maximum at a wavelength value of 460 millimicrons (in the blue region of the color spectrum) whereas curve A has a maximum at 540 millimicrons (in the green-yellow region of the spectrum). The two curves are reciprocal in respect to peaks in that curve C has a subsidiary peak at 540 millim-icrons where the maximum peak for curve A occurs, and in that curve A has a subsidiary peak near 460 millirnicrons where the maximum peak for curve C occurs. The subsidiary peak for curve C is, however, substantially below the maximum for curve A, and, similarly, the subsidiary peak for curve A is substantially below the maximum for curve C. Beyond 540 millimicrons, as the S.E.D. curves enter the yellow-orange and red spectral region, curve C drops off rapidly and tends towards zero whereas curve A drops off only gradually and still has a relative energy value of over 50% at 760 millirnicrons. The differences just pointed out can be summed up by the statement that the spectral energy of overcast northlight lies predominantly in the spectral region whose lower bound is 540 millimicrons whereas the spectral energy of clear and sunny northlight lies in the spectral region whose upper bound is 540 millimicrons. In other words, overcast northlight is much richer in yellow-orange and red spectral energy components than is clear and sunny northlight.
Comparing now the FIG. 5 spectral energy distribution curve for the fixture of FIGS. 1 and 2 with the S.E.D. curves A and C of FIG. 6, it will be seen that the FIG. 5 curve resembles much more closely the curve A of FIG. 6 for overcast northlight than it does the curve C of FIG. 6 for clear and sunny northlight. While the FIG. 5 fixture curve does not conform fully to the overcast northlight curve in that the fixture curve has a maximum at 575 millimicrons value rather than at the 540 millimicron value characterizing the maximum for curve A, the peaking of the fixture curve at a higher Wavelength value than the overcast northlight curve is a factor which compensates for the dropping off in the yelloworange-red region of the fixture curve at a more rapid rate than the drop off in this region of the curve for natural overcast northlight. Because of the similarity between the FIG. 5 S.E.D. curve for the fixture and the S.E.D. curve A for natural overcast northlight, the fixture of FIGS. 1 and 2 is adapted to give a good simulation of overcast northlight, albeit the light from the fixture is just a bit cooler in appearance than natural overcast northlight.
FIG. 3 is a representation of the fixture of FIGS. 1 and 2 as modified to include an array of tubes which is somewhat different than the previous array which was formed, in order, of the tubes RMAG-BATETE-MBBATE. The dilference in the arrays lies in the replacement of the three TE tubes in positions P4, P5 and P8 of the FIG. 1 array by three RD tubes in the FIG. 3 modification. Op erationally speaking, the effect of such replacement is to produce from the FIG. 3 array a light which is slightly richer in the yellow-orange spectral energy than the light from the FIG. 1 array and which, thus, is somewhat warmer than the light from the FIG. 1 array.
A further increase in degree of warmth in the tone of the emitted light is provided by the modification of the FIG. 1 fixture which is represented by FIG. 4. In this last-named modification the three TE tubes at positions P4, P5 and P8 of the FIG. 1 array are replaced by a WD tube at position P4, another WD tube at position P5 and an RD tube at position P8.
In addition to the tube combinations which have been specifically described, it has been found that there are a number of other tube combinations which may be employed to simulate natural northlight with varying degrees of warmth, and which require the changing of only the tubes in the P4, P5 and P8 positions in order to switch from one combination to another. The specifically described combinations and the mentioned other combinations are listed in order of increasing Warmth as follow:
It will be noted that all of the abovelisted combinations are different combinations of only seven different types of tubes,v namely, the RM, AG, BA, TE, MB, RD and WD tubes. warmth of simulated northlight from such a limited number of tube types is a distinct advantage of the de: scribed fixture. V
The RD tubes employed in the FIGS. 3 and 4 arrays and other'of the above-listed combinations are tubes, in which the phosphor is commercially identified as Sylvania type #3451, such phosphor being'ma'nganese activated calcium orthosilicate together with small amount of zinc orthosilicate and calcium tungstate. The phosphor of the mentioned WD tubes is manganese activated calcium orthosilicate, and this last-named phosphor is commercially identified as Sylvania type #290.
The individual S.E.D. curves for the RD and WD tubes are given by, respectively, the curves designated RD and WD which are shown in FIG. 7 F. The overall S.E.D. curves for the arrays of FIG. 3 and of FIG. 4 appear in FIG. 7G as curves D and E, respectively. Those curves are similar to the curve A of FIG. 6 for natural overcast northlight and to the curve of FIG. for the FIG. 1 array in that (as contrasted to curve C of FIG. 5 for clear and sunny northlight), the maximum energy value for curves -D andE occurs well above 460 millimicrons (the peak The ability to form small gradations in the value for clear and sunny northlight) and, further, the
spectral energy components for curves D and Ewhich are predominating are those in the spectral region which includes the yellows, oranges and reds, and which extends from 540'millimicrons on up to the red end of the visible region. Comparing curves D and E to the curve of FIG. :5 for the-FIG. l array, it will be seen that both curves D and E are relatively somewhat richer in yellow, orange and red spectral energy components than is the FIG. 5 curve, and that, as between curves D and E, the latter will be the richer of the two in such components. This means that, as previously stated, the light output of they FIG. 3 array. will be somewhat Warmer in tone than that of the FIG. 1 tube array, and that that of the FIG. 4 array will be still warmerf V 'The tube array shown by FIG. 8 differs from those previously described in that in the FIG. 8 array thereare only six tube positions P'l-Pd, and in that the tubes which fill those positions are, save for the BA tube, not of the same type as those used in the various tube arrays of the previously described, eight-tubefixture. The tube array specifically shown in FIG. 8 is the array this diminishment in light'trapping, the six-tube fixture provides about as much light as the eight-tube fixture with of the power consumption of the latter. Also, the greater spacing between tubes in the six-tube array facilitates heat dissipation, and the lesser. number of tubes reduces maintenance costs. We have found it preferable to employ an array of at least six tubes rather than a lesser number inasmuch asin a fixture with less-than six tubes the color blending problem becomes intensified and, further, the total light output per fixture is not as great as is desirable in many color rendition applications.
With respect to the HS, LF and MK tubes which are used in the six tube but not in the eight tube fixture, the phosphor for the HS tube is barium titanium phosphate, that of the LF tube is a mixture of calcium silicate and magnesium tungstate orthosilicate, and the phosphor of the MK tube is a mixture of calcium silicate magnesium tungstate, and zinc orthosilicate. Because of the differences in their respective phosphors, the HS, LF and MK tubes have diiferent S.E.D; curves, those curves being shown in FIG. 9 and each being identifiedrby the symbol for the particular tube to which that curve pertains. A six-tube fixture incorporating the array of FIG. 8 has an overall S.E.D. curve of the form shown in FIG. 10. Comparing this FIG. 10 curve to the curves A and C in FIG. 5 for overcast northlight and for clear and sunny northlight, respectively, it is apparent that the FIG. 10 curve is an approximation of the curve for overcast northlight rather than of the curve for'clear and sunny northlight. For convenience, there is set forth below a table of data pertinent to the invention described herein. The first column of the table lists all the tube types which have hitherto been discussed, such tube types being obtainable by the designations given herein from the Interelectric Company, Warren, Pennsylvania. In addition, the first column lists certain other light sources, i.e., that known to the art as the daylight fluorescent tube, that known to the art as the deluxe daylight (7500 K.) fluorescent tube, natural clear and sunny northlight and natural overcast northlight. The second column of the table lists,
where appropriate, the lumens output of the correspond- The six-tube fixture of FIG. 8 has the advantage over the previously described eight-tube fixture in that, given j a standard size for the difiuser element and for the light reflecting chamber in which the tubes are contained, the tubes of the six-tube fixture may be spaced somewhat further apart to diminish the fraction of the total light emitted.
by the tubes which is trapped behind the tubes and which, thus, becomes lost for illumination purposes; Because of ing light source of the first column, and the third and fourth columns list the X chromaticity coordinate value and the Y chromaticity coordinate value, respectively, of the corresponding light source of the first column. The listed chromaticity coordinate values are for a chromaticity diagram according to the 1931 1.01. Standard Observer and Coordinate System. The mentioned table of data is as follows;
Chromaticity Lurnens Coordinate Value Light Source Output 0. 401 0.385 0. 222 U. 294 0.175 0. 184 0.310 0.377 0. 375 0. 304 0.370 0. 362 0. 485 0. 400 0. 250 0. 317 O. 336 0. 334 0. 426 0. 382 0.311 0.338 ht) 0.290 0.313 Clear and sunny Northlight. 0.277 0.293 Overcast N orthlightun 0. 328 O. 342
just mentioned are all of the various tube types occurring in-the tube arrays which have previously been discussed in connection with the eight-tube fixture. In addition .to such fluorescent light sources, 'there appears on thediagram of FIG. 11 a point D which corresponds to the chromaticity coordinate values of the previously mentioned Daylight tube, a point DD which corresponds to the chromaticity coordinate values of the aforementioned Deluxe Daylight tube, a point CSN representing the chromaticity coordinate values for typical clear and sunny northlight, and a point ON representing the chromaticity coordinate values for typical overcast north light, the last-named chromaticity coordinate values being taken herein as standard values for natural overcast northlight. The point ON is at the center of a square area T having X chromaticity coordinate values of from 0.320 to 0.336, and having Y chromaticity coordinate values of from 0.334 to 0.350.
The significance of this area T is that, as stated, one of the objects of the invention is to simulate natural overcast northlight by the artificial light from an all-fluorescent fixture. We have found, as a practical matter and insofar as chromaticity coordinate values alone are concerned, that, for many color rendition purposes, a good simulation of this sort may be obtained (and such object of the invention thus realized) whenever the point corresponding to the chromaticity coordinate values of the overall light output from the fixture is a point which is within or on the bounds of the area T. It does not follow from this, however, that if a point corresponding to some particular light output falls somewhat outside the area T, such light output is necessarily entirely unsatisfactory in terms of its chromaticity coordinate values as a simulation of natural overcast northlight. For one thing, natural overcast northlight is not an invariable quantity but instead is somewhat variable in its chromaticity coordinate values as well as in its S.E.D. curve. Furthermore, within those various fields of applications in which the described fixture may be used for color rendition purposes, there is a considerable variance in the stringency of the demand made upon the fixture for exact correspondence between the light derived therefrom and the natural overcast northlight of designated characteristics which the light from the fixture is intended to replace. Still further, color applications differ amongst themselves in respect to the exact characteristics of the natural overcast northlight which is best suited for the rendition. Accordingly, the invention is not necessarily limited only to those fixtures having light outputs whose chromaticity coordinate values define points falling within the area T of FIG. 11.
In the diagram, the point CSN for clear and sunny northlight has an X value of 0.277, whereas the point D for the standard Daylight tube has an X value of 0.311, and is thus displaced rightward of the point CSN by only 0.034 unit. This small excess in X value of the light from the Daylight tube relative to clear and sunny northlight provides a basis for an explanation of why, in the prior art, attempts to simulate clear and sunny northlight by artificial light, it was the practice to supplement with incandescent bulbs the combination employed by the prior art of Daylight tubes with other fluorescent tubes having X values lower than that of the daylight tube, i.e., having light of a more bluish cast than that of the Daylight tube. To wit, when such tubes with light of bluish cast were added to one or more Dayigit tubes for the purpose of filling out the S.E.D. curve of the fixture so as to have such curve more closely resemble the S.E.D. curve for clear and sunny northlight, the elfect of such addition was to render the X value of the light from the combination less than the X value of clear and sunny northlight. It follows that, in order to restore such X value for light from the combination to approximately the X value for the mentioned northlight, it was necessary to add further to the combination a source of light which was relatively rich in orange and red spectral energy components. Incandescent bulbs were readily available and were commonly known to emit light of such character. Hence, incandescent bulbs were re- 10 sorted to for the purpose of rounding out the light sources of the combination.
Because of its X value of 0.311, the point D for the Daylight tube is located in the FIG. 11 diagram to the left of the area T for the reason that the lowest X value of area T is 0.320. As stated, the area T represents the area of good simulation for most purposes of standard overcast northlight. A necessary consequence of this leftward location of point D relative to area Tis that it is impossible to provide a good simulation of the overcast northlight represented by point ON through the employment of Daylight tubes either alone or in any combination with other fluorescent tubes which all have X chromaticity coordinate values less than the X value for the Daylight tube.
Applicants invention is adapted, in the following manner to simulate overcast northlight while avoiding the use of incandescent bulbs. As in the prior art, the individual light outputs of some of applicants fluorescent tubes have X chromaticity coordinate values which are less than or at most equal to 0.311 which is the X vaue for the Daylight tube. Others, however, of applicants fluorescent tube each provide light having an X value of greater than 0.311, and the total light output of such latter tubes is enough to pull the X valve for the overall light from the fixture into the range of 0.3200.336, i.e. the range of X values for the area T. Further, the individual Y chromaticity coordinate values for all tubes of the fixture are so weighted by the lumens output values of such tubes and, also, are so related to each other that the Y value for the overall light from the fixture falls within the range of 0324-0350 which is the Y range for the area T. Finally, the S.E.D. curves of the various tubes of the all-fluorescent fixture are so matched that, when each such curve is weighted for the particular lumens output value of the tube to which such curve belongs, all of such curves blend together to provide for the fixture an overall S.E.D. curve which, to a reasonable approximation, corresponds with the S.E.D. curve for overcast natural northlight. The result is a light which is artificial in origin, but which, nonetheless, is indistinguishable from overcast northlight for most color rendition purposes.
Going further into the details of the light blending process whereby applicants fixture provides its simulation, the light outputs from the tubes of such fixture cooperate with each other in a manner for which a simplified explanation can be graphically given on the diagram of FIG. 11, for, say, the tube array incorporated in the described FIG. 1 embodiment and consisting of the tubes RM, AG, BA, TE, TE, MB, BA, and TE. To elaborate, consider first the MB, AG and BA tubes which have an X value of less than 0.311, and assume among those last-named tubes that the one MB tube with a lumens output of 1000 and the one AG tube with a lumens output of 2495 cooperate to form a virtual light source V whose light output equals the sum of the lumens outputs of MB and AG, or, in others words, 3495 lumens. To locate the light source V on the FIG. 11 diagram, there is drawn between points MB and AG a straight line segment 51. This line segment represents the locus of the chromaticity coordinate values of all light mixtures which can be derived by combining an MB tube of any given lumens output with an AB tube with any other given lumens output.
The position along this line segment of the virtual light source V is determined by a weighting procedure which is carried out as follows. First, the length of line segment 51 is measured in, say, the units of measure used in the FIG. 11 diagram. In the present instance, this length is found to be 236 units. Now, evidently, the point V will lie closer along line segment 51 to the point AG than to the point MB inasmuch as the tube AG has an output value of 2495 lumens whereas that of tube MB is only 1000 lumens. The exact distance of separation in the mentioned units of point V from point AG is calculated by multiplying the 236 unit value of the whole line segment
|Cited Patent
|Filing date
|Publication date
|Jan 31, 1920
|Sep 20, 1921
|Jul 30, 1932
|Jun 4, 1935
|Claude Neon Displays Inc
|Lighting apparatus
|Aug 17, 1938
|Jan 13, 1942
|Gen Luminescent Corp
|White light lamp
|Nov 12, 1952
|Nov 29, 1955
|Analite Corp
|Artificial daylight lamp
|Nov 10, 1949
|May 29, 1956
|Westinghouse Electric Corp
|Color-corrected light source and phosphors therefor
|Apr 19, 1954
|Apr 22, 1958
|Analite Corp
|Lighting fixtures
|Oct 1, 1954
|May 27, 1958
|Stitt Charles Monroe
|Light filter
|Mar 13, 1956
|Dec 27, 1960
|Sylvania Electric Prod
|Electric discharge lamp
|May 9, 1958
|Oct 10, 1961
|Hunter Associates Lab Inc
|Color difference measuring instrument
|Title not available
|Title not available
|Citing Patent
|Filing date
|Publication date
|Apr 21, 1969
|Jun 23, 1970
|Zinovia Semotan
|Artificial lighting system
|Aug 3, 1984
|Feb 11, 1986
|Sentry Electric Corp.
|Indoor lighting arrangement employing high intensity discharge light sources
|Oct 3, 1983
|Mar 17, 1987
|Heinrich Wendel
|Reflector device
|Apr 6, 1989
|Oct 22, 1991
|Frank A. Arone
|Apparatus for daylight color duplication
|Sep 7, 2004
|Nov 7, 2006
|Color Kinetics Incorporated
|Illumination system housing multiple LEDs and provided with corresponding conversion material
|Apr 14, 2005
|Jan 9, 2007
|Color Kinetics Incorporated
|Light emitting diode based products
|Aug 31, 2004
|Aug 14, 2007
|Color Kinetics Incorporated
|Methods and apparatus for generating and modulating illumination conditions
|Mar 26, 2004
|Sep 25, 2007
|Color Kinetics Incorporated
|Multicolored lighting method and apparatus
|Aug 28, 2006
|Apr 1, 2008
|Philips Solid-State Lighting Solutions, Inc.
|Conventionally-shaped light bulbs employing white LEDs
|Nov 11, 2003
|Jun 17, 2008
|Philips Solid-State Lighting Solutions, Inc.
|Methods and apparatus for generating prescribed spectrums of light
|Nov 16, 2004
|Nov 18, 2008
|Philips Solid-State Lighting Solutions, Inc.
|Marketplace illumination methods and apparatus
|Jul 10, 2007
|Dec 9, 2008
|Philips Solid-State Lighting Solutions, Inc.
|Multicolored LED lighting method and apparatus
|Dec 30, 2005
|Apr 21, 2009
|Philips Solid-State Lighting Solutions, Inc.
|Methods and apparatus for controlling a color temperature of lighting conditions
|Jan 22, 2007
|Aug 11, 2009
|Philips Solid-State Lighting Solutions, Inc.
|Methods and apparatus for generating and modulating white light illumination conditions
|Apr 26, 2007
|Oct 6, 2009
|Philips Solid-State Lighting Solutions, Inc.
|Organic light emitting diode methods and apparatus
|Jan 22, 2007
|Jun 14, 2011
|Philips Solid-State Lighting Solutions, Inc.
|Methods and apparatus for generating and modulating white light illumination conditions
|Mar 27, 2012
|Philips Solid-State Lighting Solutions, Inc.
|Systems and methods for converting illumination
|Sep 7, 2004
|Feb 24, 2005
|Color Kinetics, Inc.
|Systems and methods for converting illumination
|Apr 14, 2005
|Dec 29, 2005
|Color Kinetics Incorporated
|Light emitting diode based products
|Sep 29, 2006
|Oct 16, 2008
|Koninklijke Philips Electronics, N.V.
|Uv Activated Electronic Window
|Nov 3, 2006
|Mar 6, 2008
|Zumtobel Lighting Gmbh
|Jan 17, 2002
|Aug 1, 2002
|Koninklijke Philips Electronics N.V.
|Sep 29, 2006
|Apr 19, 2007
|Koninklijke Philips Electronics N.V.
|Uv activated electronic window
|U.S. Classification
|362/1, 362/231
|International Classification
|Cooperative Classification
|European Classification


text:
You are a fan of investment productions ? Come to discover the best forums investment productions on the internet and share your experience with a community fan of investment productions . You can also build a forum investment productions and create your online discussion.
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The official forums for Ryno Productions. Not the corporation, but the YouTube channel.

subset: commoncrawl


text:
I am looking for a theme for a mobile phone. I will pay for this theme. I would like to log in and post a small pic, 10 sec. audio clip and one sentence every day. I am choosing wordpress so it can update easily and be submitted to the .mobi search engines. I would want it SEO Friendly. Can someone help me please?
yim: victoria_vain


text:
The Making Of A Great Contraction With A Liquidity Trap and A Jobless Recovery
The great contraction of 2008 pushed the U.S. economy into a protracted liquidity trap (i.e., a long period with zero nominal interest rates and inflationary expectations below target). In addition, the recovery was jobless (i.e., output growth recovered but unemployment lingered). This paper presents a model that captures these three facts. The key elements of the model are downward nominal wage rigidity, a Taylor-type interest-rate feedback rule, the zero bound on nominal rates, and a confidence shock. Lack-of-confidence shocks play a central role in generating jobless recoveries, for fundamental shocks, such as disturbances to the natural rate, are shown to generate recessions featuring recoveries with job growth. The paper considers a monetary policy that can lift the economy out of the slump. Specifically, it shows that raising the nominal interest rate to its intended target for an extended period of time, rather than exacerbating the recession as conventional wisdom would have it, can boost inflationary expectations and thereby foster employment.
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|Date of creation:
|Nov 2012
|Date of revision:
|Contact details of provider:
| Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
Phone: 617-868-3900
Web page: http://www.nber.org
More information through EDIRC
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Alessandro Barattieri & Susanto Basu & Peter Gottschalk, 2010.
"Some Evidence on the Importance of Sticky Wages,"
Boston College Working Papers in Economics
740, Boston College Department of Economics.
- Alessandro Barattieri & Susanto Basu & Peter Gottschalk, 2014. "Some Evidence on the Importance of Sticky Wages," American Economic Journal: Macroeconomics, American Economic Association, vol. 6(1), pages 70-101, January.
- Alessandro Barattieri & Susanto Basu & Peter Gottschalk, 2010. "Some evidence on the importance of sticky wages," Working Papers 10-11, Federal Reserve Bank of Boston.
- Alessandro Barattieri & Susanto Basu & Peter Gottschalk, 2010. "Some Evidence on the Importance of Sticky Wages," NBER Working Papers 16130, National Bureau of Economic Research, Inc.
- Barattieri, Alessandro & Basu, Susanto & Gottschalk, Peter T., 2010. "Some Evidence on the Importance of Sticky Wages," IZA Discussion Papers 5039, Institute for the Study of Labor (IZA).
- Shimer, Robert, 2012. "Wage rigidities and jobless recoveries," Journal of Monetary Economics, Elsevier, vol. 59(S), pages S65-S77.
- Guillermo A. Calvo & Fabrizio Coricelli & Pablo Ottonello, 2012. "Labor Market, Financial Crises and Inflation: Jobless and Wageless Recoveries," NBER Working Papers 18480, National Bureau of Economic Research, Inc.
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Hi all. As so many people have asked this question, i've got the principle in what needs to be done but I can find the right place in my style.css.
This topic shows what i want to do:
The website i'm working on is this - as you can see i have a background but I want the text background to be transparent.
I'm using the Twenty Eleven theme, if needed I can post the style.css code. Can somebody please advice which bits I need to alter.


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The new home of
At the very heart of Suffolk's Heritage Coastal region is the historic market town of Saxmundham. As hinted at in the unusual town name, Saxmundham has a history that dates back to 1086 and the time of the Saxons. Apart from its historical interest it's also a great location for cottage holidays in Suffolk.
As is to be expected of a town as historic as Saxmundham, there are a number of notable buildings in the town, all of which can be seen by following the town trail. The trail starts at the Victorian railway station and journeys around the town, taking in the notable buildings and history. One of the most distinctive of Saxmundham's historic buildings is the neo-classical fronted Market Hall, which is striking amongst the Georgian and Victorian building of the main high street and next to the even more historic Bell Hotel.
The Bell Hotel in Saxmundham has served as an inn for many centuries and provided a resting place for weary travellers and even royalty, as King George II notably stopped by in 1737; the King was so taken by the local hospitality that it took four hours for what was originally planned as a quick change of horses. If you wish to experience the hospitality as King George did, then Saxmundham is full of friendly local shops, pubs and restaurants.
The full history of the town can be found at the local museum and if you want to explore in and around the town, there are a number of delightful footpaths and walks close by.
Saxmundham is the perfect base for exploring nearby National Trust and English Heritage properties, such as Framlingham Castle or the beautiful Leiston Abbey. It's also close to several nature reserves, including Minsmere, an important RSPB nature reserve and visitor centre and areas of Outstanding Natural Beauty.
To plan your break, search Saxmundham Holiday Cottages today.
15 reviews
Set in quiet country lane, this well maintained detached cottage is perfect for a family holiday, celebration or get together with friends. Steeped in character, with beams and a wood burning-stove in the spacious family/dining room, it is set in a delightful garden, which is perfect for alfresco dining, with views over open countryside with the added benefit of an outdoor swimming pool heated by solar panels. There is also use of an orchard across the road which is ideal for picnics, and guests are welcome to pick the fruit in season. With a bespoke kitchen and a sitting room with wood-burning stove, there is room for all the family to spread out. Just a few minutes drive away is the historic market town of Framlingham, which has range of interesting shops, restaurants and cafes all housed in buildings of many ages, there is also a 12th-century castle, a splendid example of Norman architecture. Conveniently placed to explore the delights of Suffolk, in one direction are the charming coastal towns of Aldeburgh, famous for its fish and chips and links with Benjamin Britten, and Southwold, famous for its pier and colourful beach huts, Snape Maltings Concert Hall, Orford and the RSPB reserve at Minsmere. Whilst in the other direction visitors can enjoy the riverside market town of Woodbridge with a swimming pool and independent cinema, the ancient burial ground at Sutton Hoo (NT) and the Victorian seaside resort of Felixstowe. Shop 1 mile and pub 2¼ miles.
Spacious, open-plan living/dining room with wood-burning stove, French doors, tiled floor and well-equipped kitchen with Aga (for cooking) breakfast area and oak floor. Sitting room with wood-burning stove. Utility. Twin bedroom with wood-burning stove. Bathroom with separate shower cubicle and toilet. Beams throughout. First floor: Double bedroom with 5ft bed, dressing area and en-suite shower room with toilet. Further double bedroom with 5ft bed. Twin bedroom. Single bedroom. Bathroom with separate shower cubicle and toilet.
Looking for something with a little more?
cottages.com is a trading name of Wyndham Vacation Rentals (UK) Ltd. Registered in England and Wales.
Registered Office: Spring Mill, Stoney Bank Road, Earby, Lancashire,BB94 0AA, UK
Company Registration Number 00965389. VAT Registration Number: GB 598 22 99 77
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cottages.com is the new home of cottages4you (Cottages for You).
cottages.com is a trading name of Wyndham Vacation Rentals (UK) Ltd. Registered in England and Wales.
Registered Office: Spring Mill, Stoney Bank Road, Earby, Lancashire,BB94 0AA, UK
Company Registration Number 00965389. VAT Registration Number: GB 598 22 99 77


text: We frequently visit Kingston to see family and this place is a perfect place to stay. There is plenty of space to stretch out and relax in this restored apartment. The painted tin ceilings are magnificent... and it was fun to imagine what life was like back when the building was built 100 years ago. Parking right outside your door... More


text:
Hamiltons is located in Brunswick terrace, an outstandingly well preserved Georgian terrace situated near Greenhill on Weymouth seafront, with a stunning view of Weymouth bay.
The business was originally established in 1965 by domenico d'agostino from Monte cassino in Italy as an ice cream parlour and café. It is now in the hands of his two sons, Marco and Ernesto, and is very much a family concern.
During the day you can still purchase anything from a cappuccino to a delicious Home-made pasta dish, however in the evening the premises transform into a stylish a la carte restaurant.
Hamiltons chef, Marco trained under the world famous Anton Mossimann at the Dorchester hotel in London. Marcos culinary training and expertise is reflected in his work with innovative and ever changing menus, always using the finest ingredients, including freshly caught local seafood.
Ernesto ensures the smooth running of the restaurant. He also trained as a chef and with an excellent knowledge of wines, his recommendations are often welcomed by regular customers.
Opening Hours
Please contact for times, details below.
5 Brunswick Terrace
01305 789544
structure means that banishment from post season tournaments are justified. But again, the NCAA Committee on Infractions didn't want to send any message. Arrogance played a big role in all of these cases. All of the coaches thought they were above the law. Arkansas administration showed Christian Louboutin Replica guts, while the NCAA Committee on Infractions red bottom pumps failed to louboutin replica send a message with their handling red bottom shoes of the Baylor basketball cases. Kelvin Sampson lost his job as head men's basketball coach at Indiana a few years ago because of his phone violations. Indiana and Oklahoma (where Sampson began his phone violations) all paid dearly for his cheating. Steve Brennan, a former educator and college basketball coach, has Masters degrees in Educational Administration and Sport Psychology, and a Doctorate in Performance and Health Psychology. He red bottoms is President of Peak Performance Consultants, and the President and CEO of the Center for Performance Enhancement Research and Education (CPERE). Steve is the developer of the Success Factors Scales, both
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text:
Inclusion: Supporting the Success of All Children NOV 18
Middletown Township Friends of Different Learners
Monday, November 18, 2013 from 7:00 PM to 9:00 PM (EST)
Who's Going
San Francisco, California
London, United Kingdom
Florence, Italy
Event Details
As our classrooms have become more and more diverse, inclusive practices have moved into the mainstream of what is considered best educational practice.
We know from the research that individual children with disabilities benefit from being included; but so do their classmates.
Join us for a discussion of the philosophy of inclusion and how today's successful teachers weave inclusive practices into their classroom planning and instruction to support all of their students.
Presented by Paula Lieb, Director of New Jersey Coalition for Inclusive Education (NJCIE)
Hosted by Middletown Township Friends of Different Learners
Our goal for 2013/2014 is to work with the district to create a community of supported inclusion for our students with learning differences
When & Where
Middletown High School NORTH Library (enter doors 30)
63 Tindall Rd
Monday, November 18, 2013 from 7:00 PM to 9:00 PM (EST)
Add to my calendar
Middletown Township Friends of Different Learners
The MTFODL parent group meets the second Wednesday of every month at Panera in Middletown at 7:30 pm and the second Thursday of every other month
(the following week if no school) at Talierico's in Union Square on Rt. 35 from 10 am until 12 pm. Please email us for updated list of meeting dates
Our network of parents support a spectrum of learning differences including ADHD, dyslexia, behavior issues, and a wide range of specific disabilities.
Contact firstname.lastname@example.com to be added to our email list for meeting minutes and workshop information.
Add our Gmail calendar for school calendar,


text:
Capricorn's Love and Relationships in 2009
Pluto's presence in Capricorn will lend you stronger and more radical feelings in 2009. You'll struggle for the perfect relationship, for the whole merging. Passion can come strong at any time, with a tremendous impact.
If you're into a relationship that does not satisfy you completely, you'll be more sensitive to the weak points.
As Capricorn's house of couple is in Cancer, the unusual high number of Sun eclipses in 2009 and the Sun eclipse in July 2009 (in Cancer) could foreshadow a troublesome itinerary, marked by changes and unusual happenings.
Beware in January, June-July and September-October 2009!
Capricorn's Home and Family Life in 2009
In the former half of 2009 family relationships will become tighter, warmer, though sometimes bumpy. In the same period, Capricornians' preoccupation for comfort and redecorations will get stronger and you may purchase an art or patrimony object.
The most intense domestic activity will take place in May 2009.
Capricorn's Money and Career in 2009
Pluto's entrance in Capricorn represents the beginning of a 15-year period of ambition, lust for power, money and control.
In 2009, Saturn will support your studying, training, acquiring complex, expert-like concepts. Consolidate your position! Starting with October 2009, its thoroughness will be tested by Saturn's transit through Capricorn's house of career.
Jupiter will make sure that you don't lack money and it might even bring you a generous bonus. Spend it wisely and rationally, don't splash it out, don't make exaggerated or dream-like investments, avoid swindlers and dishonest earnings, because you risk paying them dearly at the end of 2009 and the first part of 2010!
Capricorn's Health in 2009
On the Plutonian background, the transit of the Black Moon will generate more tension, anxiety and frustrations that can lead to psychosomatic manifestations if lived too intensely. Therefore, it is a must that you find ways to relax (yoga, qigong, sports, art, hobbies).
Special attention has to be given to the way you drive and to the technical condition of the car, because there will be a predisposition towards road incidents.
Astrologer: Mihaela Dicu, AAR
Related Links:


text:
I have a nice php-page - and would like to insert the blog-entries written in wordpress into that page. The page is located at something like
http://www.my-page.url , wordpress is located at http://www.my-page.url/wordpress . Is there any possibility to use wordpress as a background blog system for an existing php-page?
Cheers, Ter


text:
H.R.414: Presidential Funding Act
|David E. Price, D-NC
|14 (13 Democrats, 1 Republican)
|Jan. 25, 2011
|House Financial Services
Government trust funds
Congressional elections
Government operations and politics
Elections, voting, political campaign regulation
Government information and archives
Administrative law and regulatory procedures
Tax administration and collection, taxpayers
Judicial review and appeals
Inflation and prices
Public participation and lobbying
Federal Election Commission (FEC)
Bill Progress
- Bill introduced in the House
- Bill passed in the House
- Bill passed in the Senate
- Bill signed into law
Bill Actions
Last Action
|Jan. 24, 2011
|Referred to the Committee on House Administration, and in addition to the Committee on Ways and Means, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
|Jan. 24, 2011
|Referred to House House Administration
|Jan. 24, 2011
|Referred to House Ways and Means
|Jan. 24, 2011
|Referred to House Ways and Means


text:
Pana'ewa Rainforest Zoo in Greater Hilo
Not many travelers can visit a zoo in such a unique setting, where the animals virtually live in paradise. The Pana'ewa Rainforest Zoo is small, delightful, and home to both endemic and introduced species. A visit will take a full day; here's helpful trip planning information and tips.


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A model of conglomeration and synergy traps
We present a model of conglomeration motivated by technology synergies and strategic reductions in variable costs in the face of competitive pressures. The resulting firm integration is neither horizontal nor vertical but rather congeneric integration of firms in related industries. We endogenize the industrial conglomeration structure and examine the effects of competition between conglomerates, and between a conglomerate and independent firms. We show that there is an equilibrium synergy trap in which conglomerates are formed to exploit economies of scope, but resulting profits are lower than under the status quo. We also show that strategic firm integration can occur even in the presence of diseconomies of scope. The model helps to explain features of recent mergers and acquisitions experience.
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|Date of creation:
|Aug 1997
|Date of revision:
|Contact details of provider:
| Web page: http://www.econ.upf.edu/
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Randall Morck & Andrei Shleifer & Robert W. Vishny, 1989.
"Do Managerial Objectives Drive Bad Acquisitions?,"
NBER Working Papers
3000, National Bureau of Economic Research, Inc.
- Morck, Randall & Shleifer, Andrei & Vishny, Robert W, 1990. " Do Managerial Objectives Drive Bad Acquisitions?," Journal of Finance, American Finance Association, vol. 45(1), pages 31-48, March.
- Kaplan, Steven N & Weisbach, Michael S, 1992.
" The Success of Acquisitions: Evidence from Divestitures,"
Journal of Finance,
American Finance Association, vol. 47(1), pages 107-38, March.
- Steven Kaplan & Michael S. Weisbach, 1990. "The Success of Acquisitions: Evidence From Disvestitures," NBER Working Papers 3484, National Bureau of Economic Research, Inc.
- d'ASPREMONT, Claude & JACQUEMIN, Alexis, .
"Cooperative and noncooperative R&D in duopoly with spillovers,"
CORE Discussion Papers RP
823, Université catholique de Louvain, Center for Operations Research and Econometrics (CORE).
- d'Aspremont, Claude & Jacquemin, Alexis, 1988. "Cooperative and Noncooperative R&D in Duopoly with Spillovers," American Economic Review, American Economic Association, vol. 78(5), pages 1133-37, December.
- Bradley, Michael, 1980. "Interfirm Tender Offers and the Market for Corporate Control," The Journal of Business, University of Chicago Press, vol. 53(4), pages 345-76, October.
- Bradley, Michael & Desai, Anand & Kim, E. Han, 1988. "Synergistic gains from corporate acquisitions and their division between the stockholders of target and acquiring firms," Journal of Financial Economics, Elsevier, vol. 21(1), pages 3-40, May.
- Dodd, Peter & Ruback, Richard, 1977. "Tender offers and stockholder returns : An empirical analysis," Journal of Financial Economics, Elsevier, vol. 5(3), pages 351-373, December.
- Devra L. Golbe & Lawrence J. White, 1988. "A Time-Series Analysis of Mergers and Acquisitions in the U.S. Economy," NBER Chapters, in: Corporate Takeovers: Causes and Consequences, pages 265-310 National Bureau of Economic Research, Inc.
- Jensen, Michael C. & Ruback, Richard S., 1983. "The market for corporate control : The scientific evidence," Journal of Financial Economics, Elsevier, vol. 11(1-4), pages 5-50, April.
- Agrawal, Anup & Jaffe, Jeffrey F & Mandelker, Gershon N, 1992. " The Post-merger Performance of Acquiring Firms: A Re-examination of an Anomaly," Journal of Finance, American Finance Association, vol. 47(4), pages 1605-21, September.
- Healy, Paul M. & Palepu, Krishna G. & Ruback, Richard S., 1992. "Does corporate performance improve after mergers?," Journal of Financial Economics, Elsevier, vol. 31(2), pages 135-175, April.
- Franks, Julian & Harris, Robert & Titman, Sheridan, 1991. "The postmerger share-price performance of acquiring firms," Journal of Financial Economics, Elsevier, vol. 29(1), pages 81-96, March.
- Matsusaka, J.C., 1991.
"Takeover Motives During the Conglomerate Merger Wave,"
91-33, Southern California - School of Business Administration.
- John G. Matsusaka, 1993. "Takeover Motives during the Conglomerate Merger Wave," RAND Journal of Economics, The RAND Corporation, vol. 24(3), pages 357-379, Autumn.
- Sanford J. Grossman & Oliver D. Hart, 1980. "Takeover Bids, the Free-Rider Problem, and the Theory of the Corporation," Bell Journal of Economics, The RAND Corporation, vol. 11(1), pages 42-64, Spring.
- Alan J. Auerbach, 1988. "Corporate Takeovers: Causes and Consequences," NBER Books, National Bureau of Economic Research, Inc, number auer88-1.
- Shleifer, Andrei & Vishny, Robert W, 1986.
"Large Shareholders and Corporate Control,"
Journal of Political Economy,
University of Chicago Press, vol. 94(3), pages 461-88, June.
- Shleifer, Andrei & Vishny, Robert W., 1986. "Large Shareholders and Corporate Control," Scholarly Articles 3606237, Harvard University Department of Economics.
- Jensen, Michael C, 1986. "Agency Costs of Free Cash Flow, Corporate Finance, and Takeovers," American Economic Review, American Economic Association, vol. 76(2), pages 323-29, May.
- Steurs, Geert, 1995. "Inter-industry R&D spillovers: What difference do they make?," International Journal of Industrial Organization, Elsevier, vol. 13(2), pages 249-276.
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If you have planned to try out a tongue bar this season, the Black with Pink Heart can be a pretty choice for you. This tongue bar is very girly and would be the ideal choice for the trendy teen queens. The tongue bar comes with two black balls with a tiny pink heart glowing from within. The black and pink combo is just too enigmatic and irresistible. What more, the tongue bar has its pink bar made out of plastic. This is for those who find the steel bars tough to pierce in. Lastly, you have it simply within your budget.
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The Cupboard Shoppe and Tranquil Sands was started by Mr. Richard "Dick" Fuller, who is a craftsman of various talents, from marque puppets to Tranquil Sands, otherwise known as Sand Pictures.
Dick Fuller has been handcrafting these picturesque Tranquil Sands sand pictures for over 20 years and originally was creating them in Pennsylvania before he moved to Lebanon, Ohio. His studio is a nice walk from his home, where he has many of his wonderful Sand Pictures on display in various sizes all ready to ship to your location, or if you live local to the Southwestern Ohio area you can choose to pick your Tranquil Sands sand picture up at his studio or he may even deliver it to you, in person.
He tests each finished encased glass for leaks prior to adding water tints and the frames. Below you can see the sand pictures encased in premium glass, and a few of the smaller size of 4″ x 5″ in a solid oak frames with a natural finish.
There are many sizes of the Tranquil Sands sand pictures all ready available to purchase now for all your gift giving as well as one for yourself, they just need your variation of dye to add or not to add – the choice is yours!
If the color variation you want isn't in stock, he handmakes the sand picture to your specifications – all sizes are available with solid oak frames with a natural finish or a solid pine frame with a walnut stain, plus there are up to 5 different sand variations to choose from and over 20 dye options for the water… or select no dye in the water.
The most often purchased variety are picture sands with blue water, so it appears as a blue sky among the landscapes created by the sand pictures.


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Do you remember when you first realized summer was different for adults? You realized your parents don't get a vacation and have fun all day. My daughter began to realize that this summer. Tell us about your experience on Facebook.
Gym Bans Skinny People. Shine from YAHOO!
S.African innovator takes water out of showering. YHAOO! NEWS
We all love free stuff -- here's how to get it. TODAY
'Milk In My Sippy Cup': Pint-Sized Kid Stars In Adorable Rap Video. Huffington Post
We are now myth busters...The top summer myths debunked. AZ Central
10 'Cheap' Summer Ideas for Little Kids. Shine from YAHOO!
Angelina Jolie looks chilling as fairy-tale villain Maleficent. TODAY
Why are the new fairy-tale movies so dark? A listener called and tells us here.
Please join us in prayer for those impacted by the recent Chicago shootings.
More Chicago mayhem: 35 hurt, 7 killed in shootings. U.S. NEWS
Man a hero twice in two days. KPLC 7 News
Calif. man rescued after whale knocks hole in boat. msnbc
Visit msnbc.com for breaking news, world news, and news about the economy
Olympic torchbearer stops mid-relay, proposes. TODAY
Since I can't be there to perform TobyMac's rap in "Good Morning" by Mandisa we are giving you the opportunity to post your best cover of the rap on our Facebook Page. Check these out so far.
This is for you Mandisa, should be glad we are not rapping.
Mark Wahlberg planning to get his high school diploma. CTV
Scientists Discover Pill that Creates the Desire to Exercise. Shine from YAHOO!
Man upset over sandwich order calls 911. U.S. NEWS
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Film review: Devil's Own, The
Performances are foiled by the directing, which creeps along at a snail's pace.
Growing up in Belfast, Frankie McGuire's first exposure to violence came early and hit hard. He was just a child sitting around the dinner table with his family when a masked assassin broke into the house and gunned down his father.
Now, as an adult, Frankie (Brad Pitt) is a hunted member of the IRA, a top-ranked assassin in his own right. And his unit is being violently phased out by British police. As a result, Frankie wants leave something behind and go out in a blaze of glory.
He travels to New York City under the false name of Rory Devaney and strikes a deal with mobster Billy Burke (Treat Williams) for some missiles. While he's negotiating, however, he needs a safe haven, and a New York judge with IRA sympathies arranges for him to stay with a family in New Jersey.
The head of that family is Tom O'Meara (Harrison Ford), a stoic, straight-arrow, honest cop who puts his family first. His loving wife (Margaret Colin) and two daughters are everything to him, but when he welcomes Rory into his home he sees an opportunity to bond with another male.
Unfortunately, his association with Rory throws Tom into the thick of the conflict. His first thought is to simply bring Rory in, but when he realizes British police want Rory dead, he vows to bring him back alive.
All of this has the makings of a powerhouse contemporary thriller, combining Irish unrest with American apathy, and the film does have a few moments here and there that hold promise.
But beyond the acting fireworks provided by the film's stars, "The Devil's Own" is routine and empty, directed at a snail's pace by Alan J. Pakula, whose career is filled with top-of-the-line hits ("All the President's Men," "Sophie's Choice," "Klute," "Presumed Innocent"), but also a number of misfires ("Rollover," "Consenting Adults," "Dream Lover").
This is made all the more frustrating because Ford and Pitt are obviously up to the task. Pitt is excellent as a hardened young man who kills routinely and all too well, but whose heart yearns for something more. And Ford brings emotional weight to his seen-it-all cop, a good-hearted man who is ethically and emotionally challenged by circumstances he can't control.
And if the screenplay, by three writers Kevin Jarre ("Glory," "Tombstone"), David Aaron Cohen ("V.I. Warshawski") and Vincent Patrick ("Family Business") had been better, they could certainly deliver the goods.
But nearly all of the other characters are underdeveloped, and the plotting is by the numbers.
Pakula is at his best here with scenes that detail the day-to-day work of New York street cops. Those scenes, with Ford and Ruben Blades, have a frightening bluntness to them.
The rest of the film, however, seems like filler.
"The Devil's Own" is rated R for considerable violence and some harsh profanity.
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Hi All,
I am looking for a plugin that will do 2 things. 1) Let me create an appendix of commonly used terms on my website. (This would be optionally available for viewing by the users.) And 2) Would automatically search posts and create tool tips for matching appendix phrases.
Does such a plugin exist? If so, can anyone please point me in the right direction.
Thank you in advance,
P.S. I have already done quite a bit of googling and searching of this site and others to no avail.


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Category Archives: Middle School
Using Sumdog to Improve Math Skills and Student Motivation
One of the sites that I used in my Teacher Inquiry project over the summer was one I have mentioned before: Sumdog. I happen to love the site and have been using it again this year with my current students. My results from my teacher inquiry indicate that using Math sites such as Sumdog have a positive effect on students' attitudes toward Math and motivation to do Math. The results also indicated that regularly using a site like Sumdog can result in improvement in accuracy and speed in the skills that they practice.
I have been using Sumdog for the last four or five years and the site underwent some major changes over the summer to streamline it, making it even more user-friendly. I use the site to assign weekly homework and an assessment to my students. I am able to customize skills for students easily and get real-time results of my students' progress. I sent out a mass email at the beginning of the year to ensure that all parents were aware of the homework I was assigning (since you need technology to complete the tasks). Students also have the option of completing their work at lunch or after school in the computer lab. So far, I have had a mostly positive response from parents and students on this homework. As a teacher, I really like that it is so easy to assign tasks, but also that the site gives me so much data on student performance. I can even see problems that students get incorrect when I give an assessment, in addition to their final score.
If you haven't used Sumdog with your students – check it out! I have used lots of different Math sites, but this is the one I go back to year after year. The kids enjoy it – which is the most important thing to me. Kids can play against the computer, the world or even against kids in their own class. They can earn little rewards – pets, for example – as they get more and more points. This is new this school year, but even my grade eight and nines are getting a kick out of their new pets and the tricks that they can do. As the teacher, I can assign competitions, assessments, and challenges easily and track data from each. The site is appropriate for grades 1-9, with a wide selection of skills from which to choose. Differentiation is super simple and a huge benefit of the site, as I want different students to work on different skills. Anyhow, I like to share this site each school year because it is one of my favorites!
What are your favorite Math sites?
Teacher Inquiry: My Wondering (Post 2)
I spoke in my previous post about teacher inquiry as a process in which teachers use their own skills, power, and creativity to solve a problem that exists in their classroom; a problem that if solved would improve student achievement in some way. I challenged you to state a wondering of your own, as well. This wondering should be something that you're passionate about finding an answer to!
(Click here to read the introductory post….)
My wondering for my Master's course requirement came at the end of this past school year. I had many different wonderings floating around in my head at the time. They dealt with whole class instruction, engagement, behavior, and other issues as well. The process of defining a wondering is key because it is this question which will drive the entire inquiry. Since it was the end of the school year and I was not going to have my students in front of me during the inquiry, I identified an inquiry that I could explore in the summer months.
As a Math teacher, one issue arises for me each September. Students come back from a summer of rest and relaxation, and I am so happy to see them! Unfortunately, I find that many students tend to regress in their skills and we spend the first couple of weeks of school bringing them back up to speed. I wish I was able to start the grade level curriculum more quickly, and so I started to wonder… I wondered if there was a way to work with students over the summer to help maintain their math skills to lessen this regression. My students and I were also participating in a technology pilot at the time, which ended up having a significant impact on how I organized my inquiry. When it came down to defining my wondering, I knew I wanted to follow my passion for Math, and try to incorporate technology and attempt to increase or at least maintain student achievement.
My wondering for my inquiry was: How can I use technology (Khan Academy, Sumdog and Google Classroom) to help my grade 7 students maintain their Math skills over the summer months?
In upcoming posts, I will discuss where I went from here with my teacher inquiry. So, any wonderings coming to mind? Please share by commenting below! I know many are already back in classrooms, although I do not personally start back with students until September 8th. I wonder…could we ever create an online group of teacher inquirers this school year? Any interest – please let me know and we'll see what we can do!
Getting Started with Teacher Inquiry
I am proud to say that I have officially finished 9 of my 10 Masters courses (insert applause here). It has been a busy 12 months! My program really has changed me as a teacher – my planning, instruction, and how I regard assessment.
One course that I took a couple of months ago was "Action Research". Before beginning the course, I was shaking in my boots. I envisioned research methods from my undergrad degree – reliability and validity, controlling variables and looking for statistically significant results…Shudder… I remember thinking, "It's almost the end of the school year. I DO NOT have time to conduct RESEARCH!" As it turns out, I learned in the first week that action research has many other names, including "teacher inquiry", and it was nothing like what I had pictured. I have come to prefer the term "teacher inquiry" to "action research". I find it less intimidating – if that makes any sense! But, they do refer to the same process.
So, why have I chosen to share with you, my first venture into teacher inquiry? Well, as a requirement of my program, I had to conduct a teacher inquiry of my own. One of the major elements upon the completion of a teacher inquiry is to share what happened – the results, what I learned, and what it all means. So, as part of the "sharing" component I decided to share here on my blog with all of you. It's too much to share in one post, so you can expect a few upcoming posts highlighting the whole process.
What you need to understand, if you are new to teacher inquiry, is that it is a simple, yet complex process. Time-consuming, yet rich in professional development opportunities. The entire process begins with what is called a "wondering". This is a question that you wish you had the answer to. It may be something that you think about on the drive home, or discuss with your spouse or colleagues, or something that rolls around in your mind as you try to sleep. As educators, we all have wonderings, of sorts….How can I help So-and-So be more organized? What can I do to increase student engagement? What can I do to improve achievement with this unit? How can I incorporate more technology into my course? What can I do to make So-And-So stop blurting out in class? How can I get all of my students to actually LEARN their times tables this year? These were all potential wonderings for me as I started the process of teacher inquiry. I encourage you to think about a question, a wondering, that you would like help with. It should be something that would improve life in your classroom and in return, increase student achievement – which is what it's all about – helping kids learn and have success.
I'm including a link to our course text, in case teacher inquiry sounds like something that you would like to explore this school year. In my opinion, the book was extremely helpful and user-friendly:
The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry
So, as I leave you to reflect on your own personal wondering, know that teacher inquiry is simply a structured method to help you find the answer(s) to that question. It is empowering, and helps teachers to find the answers to their own questions. So, what's your wondering?
My students are all published authors – thank you Picaboo :)
I mentioned a while back that my students were working on memoirs and that my students were each going to put their memoir in to a class book. Well, we completed our book and even added some of their art work, in addition to their memoirs. The books arrived just last week and the quality is awesome (and they took less than 2 weeks turn around time from when we submitted the final proof). The kids did a super job and the site that we used, Picaboo (which is actually a yearbook site) was fantastic to work with. We used the site to self-publish, essentially. However, they also sent me a copy of their actual yearbooks to get an idea of quality – and both hard and soft covers are really well-made.
Not all of my students could afford a yearbook this year, but the Picaboo yearbooks were only $10 a piece – that's pretty affordable. There are no minimums for orders and so the teacher could order one book for the class library, or each student could purchase their own copy. Picaboo also offers free ebooks, so students could still share their work with parents etc.- just online.
The day the books arrived, I allowed my students time to mingle and check out each others' published work and even write "yearbook" type comments – since every student did get a copy of our class book of writing, "From the Minds of 7B ~ A book of Memoirs". They thought it was great, because again, they hadn't all gotten yearbooks and this way they did get to sign messages to each other and it was almost MORE special since it was something that only our class was a part of.
Even my reluctant writers were pretty proud of their work and I think using a site, like Picaboo, to self publish is a must to give purpose for writing. This site is affordable, easy to use, and has tons of extra options for anyone who wants to "get fancy" with their class writing project. And again, at the end of the day – the site is a Yearbook making site – and I would recommend looking into them if you're getting started with yearbooks in your school or classroom. Their customer service was wonderful!
Really, it's pretty cool (in my opinion) to create a class book of writing, include artwork, class photos, cool backgrounds and borders – and all for $10 a book. I'm proud of the work that we did this year in writing and I'm happy that each of my students has become a published author before the end of the school year.
Do You Teach Your Students About Having a Fixed Vs Growth Mindset?
In one of the courses that I am taking for my Master's of Education, I came across a topic that really struck a chord with me. I am taking two courses at the moment ( my March "Break" has been pivotal in maintaining my sanity with this 2 courses at once, business). In my Differentiated Instruction course, the idea of a "Fixed Mindset" versus a "Growth Mindset" came up. To put it simply, some people (kids included) believe that we are born with a certain amount of intelligence – it's "fixed". In comparison, hose with a "Growth Mindset" understand that putting in effort to learn new things expands our minds, and that effort is what makes us successful and "smarter".
I don't know about you, but I have certain students, who constantly question themselves and do not give their full effort! Like, ever! Oh wait, unless it's a really simple task. It is extremely frustrating, as the teacher, to sit back and see that if s/he just TRIED they would achieve the success that they wish for. What I have learned is that people with a "fixed mindset" see effort and "having to try" as threatening to their intelligence. This exertion of effort actually makes them feel stupid because they feel like they should already know the material. They think that others just "get it" while they do not. Kids with a "fixed mindset" don't realize that other students are actually working harder than they are (exerting effort to do well) and it is the effort of these other students that causes them to gain more academic success, not intelligence that they were born with.
I teach grade 7 and I think that junior high students could really benefit from being informed about "fixed" and "growth" mindsets. Recognizing the type of mindset that they have and looking at how they can make simple changes to actually "grow their brains" and make themselves smarter? I would have to think that idea would be appealing to kids!
I found an interactive quiz to share with your kiddos if this is something that you're interested in. Below the quiz are two videos – a Ted Talk by Carol Dweck who has researched this phenomenon, and a second video about how the brain works that would be suitable for middle school and up. I also found another quick video comparing "fixed" and "growth" mindset.
Carol Dweck's book is titled, "Mindset" if this is a topic that interests you.
I also dug around and found "Mindsets in the Classroom" which I am adding to my Amazon wishlist. It looks fantastic and very user-friendly!
I think that the main thing that I got from the articles that I have read for my MSED on mindset, is that kids need to know that they have the power to "make themselves smarter". Their effort is what matters – they haven't been born with a certain amount of intelligence. Exerting effort to learn something new makes the neurons in their brain fire and can actually cause their brain to grow (whereby making them smarter than if they hadn't exerted effort). Even sharing or reminding kids of that fact, and pulling the topic in when kids with "fixed mindsets" balk at challenges would be helpful with motivating and inspiring all kids to achieve.
I am excited to get back to class and share some of the things I have learned about mindset with my kiddos (the ones with clearly "fixed mindsets" especially). I would love to hear your opinions on this topic! Are you familiar with Dweck's work? I have spoken to my kids on the topic of effort, but never in the terms of mindset and intelligence and I can't wait to hear what they think!
Feeling the Love
As teachers, there are times that our jobs are stressful and we get to the end of the day and wonder if we actually taught anybody anything! Or, maybe that's just me!
Well this was the opposite of one of those weeks. This week I was feeling the love! I came back from Christmas vacation to find a little card in my school mailbox. When I opened it, I discovered that it was from a student I taught last year, and who I had for Math again this year. She moved a couple of months ago. I only wish there was a return address on the envelope! I'm going to have to track her down!
So sweet, brought a tear to my eye.
I mean, come on! How lucky am I to receive such a special card – this one filled my bucket for at least the next few months.
And then as I was just getting ready to head home today, I noticed this on the board. Now, they've written this on the board before, but they usually add, "And ——– is her favorite student!" This message was anonymous, and it topped up my bucket – I'm good until the end of June, now!
Just in case you haven't been told recently, YOU ARE AWESOME! Enjoy your weekend – I certainly have a little extra energy for the Master's work ahead of me!
Have Yourself a Moby Little Christmas
Updated: Congratulations to Meghan L., the winner of the MobyMax tablet!
I know that everyone likes a good giveaway, and this is a pretty sweet one! Have you heard of MobyMax? MobyMax tablets offer teachers and parents an amazing option to help their kids gain skills in Language Arts and Math. Students can work to close gaps in their learning by working through lessons on the Moby tablet, and continue to challenge themselves to move ahead. Teachers and parents can monitor their child's results through reports that Moby offers. There are games and other "fun stuff" to motivate kids as well!
MobyMax curriculum is based on the research of professor John Hattie, and it is a great way to differentiate in your classroom.
Although these tablets are specifically loaded with MobyMax curriculum so that you can individualize your instruction, they are still tablets and so you can load them with your favorite apps, as well. Want your own Moby? Entering is easy, and one lucky follower is going to a have a "Moby little Christmas"!
Check out these specs!
MobyMax Curriculum includes all of this? Wow!
Contest ends December 21st, 2014! Be sure to enter!


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Sense Of Place
Vinicius Cantuária On World Cafe
Courtesy of the artist
Set List
- "Este Seu Olhar"
- "Lua E Estrela"
As part of this week's Sense of Place: Rio series, World Cafe revisits a 2004 session with Brazilian singer Vinicius Cantuária. At the time, he was in the midst of a string of highly praised albums, beginning with 1996's Sol Na Cara.
In this interview, Cantuária discusses his love of Tom Jobim, moving to New York City in 1994 and how he feels somehow "more Brazilian" here in the U.S.
World Cafe Playlist for July 19, 2013
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The 10u Texas Worth Turn2 is looking for two players to join our very strong team which has qualified for the USFA World Series and bound for Panama City Beach Florida in July. This team is made up of players with 2001 birthdays; but, very strong players with 2002 birthdays will be considered.
The Turn2 10u team enjoys playing softball because our players are serious competitors who have fun playing and practicing together. Coaching is focused on developing skills and knowledge of the game while encouraging each player's love of softball. We practice Tuesdays and Thursdays evenings at Memorial Ashford Softball Complex and will play tournaments at least twice a month.
If you are interested in learning more about Turn2's 10u team, go to www.iTurn2.com for a complete calendar of events, photos and more. Call Greg Smith at (972) 757-4716 or email him firstname.lastname@example.com. All inquiries are kept confidential.
ACTIVE is the leader in online event registrations from 5k running races and marathons to softball leagues and local events. ACTIVE also makes it easy to learn and prepare for all the things you love to do with expert resources, training plans and fitness calculators.


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Paul Ryan Has No Interest in House Speaker, May Still Want to Be President
Rand Paul continues to be far less coy.
Representative Paul Ryan has been playing coy about his political ambitions, but on Thursday he ruled out one option pretty definitively, declaring that he does not want to be speaker of the House. "When Janna and I joined [Mitt Romney's presidential] ticket, we looked at what would this do to our family and we realized that actually we would see each other more in the vice presidency than as a member of the House," he explained at a Texas luncheon. "We would see each other less in the speakership than as a member of the House." According to Politico, Ryan said it was too early to discuss whether he wants to be chairman of the House Ways and Means Committee. And obviously if he's managed to resist the urge to start a feud with Chris Christie, he isn't going to tip his hand about his presidential ambitions now.
Speaking of Senator Rand Paul, he's about to launch a new effort to raise his profile ahead of the 2016 race. He'll deliver his own response to the State of the Union on Tuesday in a prerecorded YouTube video. The Washington Post reports that once Obama has actually delivered the speech, Paul will offer more critiques on CNN and Fox News, and on several Sunday shows.
Last year, Paul offered an alternate response to the State of the Union in a speech sponsored by the Tea Party Express. Paul's friend Senator Mike Lee will deliver the tea party response this year, and Representative Cathy McMorris Rodgers will give the official GOP response. Nothing says "party unity" like three separate rebuttals.