Outer space and the solar system is one of the most interesting topics discussed in school because of the countless colorful heavenly bodies occupying the universe and the idea that there is actually something else outside of our world.

In the few decades since space exploration began, probes have reached the far regions of the solar system. The solar system is the group of celestial bodies, including Earth that orbits around the Milky Way galaxy. Some hundred billion stars can be found in the universe while more than 1,000 comets have been observed regularly through telescopes.

To give this topic a little twist, here are tips to have students “get it.”

As introduction to the subject, bring your students out of the classroom (at both daytime and nighttime if it’s possible) so they can see what makes up the sky. Explain that the solar system is made up of our sun and all of the heavenly bodies that travel around it. Once they have familiarized themselves to the concept of space and the solar system, you can start moving on.

The ten planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto, and Xena) differ in characteristics. You can use a table to show these differences and characteristics. After showing how each is special from the other, you can let them pick a favorite planet, draw it the way they want it and explain why they chose it from the rest.

For more than 300 years there has been scientific discussions of the events that led to the formation of the solar system. And since it could be quite time-consuming to talk about the theories concerning the origin of life in the solar system, you may use film or other visual presentations as tools to better explain it.

A telescope is another effective device used to magnify or enlarge the image of a distant object. It is a very important tool for astronomers. It enables them to see much farther into space than is possible with the human eye. What you can do is bring a telescope you can share with your students so everyone can have a glimpse on what’s out there in space through a very informal activity.

What is space exploration? The age of space exploration began in the sixth decade of the 20th century. Since that time, robot probes and human beings have ventured beyond the limits of the Earth’s atmosphere. Today, space explorations include the investigation of celestial objects ranging in size from cosmic dust to the giant planets of the solar system. Because of technology, humans are continuously discovering more about life and forces in space. The possibilities are endless.

Outer space and the solar system may be a very interesting topic but its long history of theoretical and practical developments can fuel a lot of questions. The key to space exploration lay in the production of the rocket engine, which made possible the lofting of objects beyond the Earth’s atmosphere. With this subject, remember you are teaching your students that the field of space exploration and the solar system relies heavily on communication and technology.

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All theories - scientific or not - start with a problem. They aim to solve it by proving that what appears to be “problematic” is not. They re-state the conundrum, or introduce new data, new variables, a new classification, or new organizing principles. They incorporate the problem in a larger body of knowledge, or in a conjecture (”solution”). They explain why we thought we had an issue on our hands - and how it can be avoided, vitiated, or resolved.

Scientific theories invite constant criticism and revision. They yield new problems. They are proven erroneous and are replaced by new models which offer better explanations and a more profound sense of understanding - often by solving these new problems. From time to time, the successor theories constitute a break with everything known and done till then. These seismic convulsions are known as “paradigm shifts”.

Contrary to widespread opinion - even among scientists - science is not only about “facts”. It is not merely about quantifying, measuring, describing, classifying, and organizing “things” (entities). It is not even concerned with finding out the “truth”. Science is about providing us with concepts, explanations, and predictions (collectively known as “theories”) and thus endowing us with a sense of understanding of our world.

Scientific theories are allegorical or metaphoric. They revolve around symbols and theoretical constructs, concepts and substantive assumptions, axioms and hypotheses - most of which can never, even in principle, be computed, observed, quantified, measured, or correlated with the world “out there”. By appealing to our imagination, scientific theories reveal what David Deutsch calls “the fabric of reality”.

Like any other system of knowledge, science has its fanatics, heretics, and deviants.

Instrumentalists, for instance, insist that scientific theories should be concerned exclusively with predicting the outcomes of appropriately designed experiments. Their explanatory powers are of no consequence. Positivists ascribe meaning only to statements that deal with observables and observations.

Instrumentalists and positivists ignore the fact that predictions are derived from models, narratives, and organizing principles. In short: it is the theory’s explanatory dimensions that determine which experiments are relevant and which are not. Forecasts - and experiments - that are not embedded in an understanding of the world (in an explanation) do not constitute science.

Granted, predictions and experiments are crucial to the growth of scientific knowledge and the winnowing out of erroneous or inadequate theories. But they are not the only mechanisms of natural selection. There are other criteria that help us decide whether to adopt and place confidence in a scientific theory or not. Is the theory aesthetic (parsimonious), logical, does it provide a reasonable explanation and, thus, does it further our understanding of the world?

David Deutsch in “The Fabric of Reality” (p. 11):

“… (I)t is hard to give a precise definition of ‘explanation’ or ‘understanding’. Roughly speaking, they are about ‘why’ rather than ‘what’; about the inner workings of things; about how things really are, not just how they appear to be; about what must be so, rather than what merely happens to be so; about laws of nature rather than rules of thumb. They are also about coherence, elegance, and simplicity, as opposed to arbitrariness and complexity …”

Reductionists and emergentists ignore the existence of a hierarchy of scientific theories and meta-languages. They believe - and it is an article of faith, not of science - that complex phenomena (such as the human mind) can be reduced to simple ones (such as the physics and chemistry of the brain). Furthermore, to them the act of reduction is, in itself, an explanation and a form of pertinent understanding. Human thought, fantasy, imagination, and emotions are nothing but electric currents and spurts of chemicals in the brain, they say.

Holists, on the other hand, refuse to consider the possibility that some higher-level phenomena can, indeed, be fully reduced to base components and primitive interactions. They ignore the fact that reductionism sometimes does provide explanations and understanding. The properties of water, for instance, do spring forth from its chemical and physical composition and from the interactions between its constituent atoms and subatomic particles.

Still, there is a general agreement that scientific theories must be abstract (independent of specific time or place), intersubjectively explicit (contain detailed descriptions of the subject matter in unambiguous terms), logically rigorous (make use of logical systems shared and accepted by the practitioners in the field), empirically relevant (correspond to results of empirical research), useful (in describing and/or explaining the world), and provide typologies and predictions.

A scientific theory should resort to primitive (atomic) terminology and all its complex (derived) terms and concepts should be defined in these indivisible terms. It should offer a map unequivocally and consistently connecting operational definitions to theoretical concepts.

Operational definitions that connect to the same theoretical concept should not contradict each other (be negatively correlated). They should yield agreement on measurement conducted independently by trained experimenters. But investigation of the theory of its implication can proceed even without quantification.

Theoretical concepts need not necessarily be measurable or quantifiable or observable. But a scientific theory should afford at least four levels of quantification of its operational and theoretical definitions of concepts: nominal (labeling), ordinal (ranking), interval and ratio.

As we said, scientific theories are not confined to quantified definitions or to a classificatory apparatus. To qualify as scientific they must contain statements about relationships (mostly causal) between concepts - empirically-supported laws and/or propositions (statements derived from axioms).

Philosophers like Carl Hempel and Ernest Nagel regard a theory as scientific if it is hypothetico-deductive. To them, scientific theories are sets of inter-related laws. We know that they are inter-related because a minimum number of axioms and hypotheses yield, in an inexorable deductive sequence, everything else known in the field the theory pertains to.

Explanation is about retrodiction - using the laws to show how things happened. Prediction is using the laws to show how things will happen. Understanding is explanation and prediction combined.

William Whewell augmented this somewhat simplistic point of view with his principle of “consilience of inductions”. Often, he observed, inductive explanations of disparate phenomena are unexpectedly traced to one underlying cause. This is what scientific theorizing is about - finding the common source of the apparently separate.

This omnipotent view of the scientific endeavor competes with a more modest, semantic school of philosophy of science.

Many theories - especially ones with breadth, width, and profundity, such as Darwin’s theory of evolution - are not deductively integrated and are very difficult to test (falsify) conclusively. Their predictions are either scant or ambiguous.

Scientific theories, goes the semantic view, are amalgams of models of reality. These are empirically meaningful only inasmuch as they are empirically (directly and therefore semantically) applicable to a limited area. A typical scientific theory is not constructed with explanatory and predictive aims in mind. Quite the opposite: the choice of models incorporated in it dictates its ultimate success in explaining the Universe and predicting the outcomes of experiments.

Are psychological theories scientific theories by any definition (prescriptive or descriptive)? Hardly.

First, we must distinguish between psychological theories and the way that some of them are applied (psychotherapy and psychological plots). Psychological plots are the narratives co-authored by the therapist and the patient during psychotherapy. These narratives are the outcomes of applying psychological theories and models to the patient’s specific circumstances.

Psychological plots amount to storytelling - but they are still instances of the psychological theories used. The instances of theoretical concepts in concrete situations form part of every theory. Actually, the only way to test psychological theories - with their dearth of measurable entities and concepts - is by examining such instances (plots).

Storytelling has been with us since the days of campfire and besieging wild animals. It serves a number of important functions: amelioration of fears, communication of vital information (regarding survival tactics and the characteristics of animals, for instance), the satisfaction of a sense of order (predictability and justice), the development of the ability to hypothesize, predict and introduce new or additional theories and so on.

We are all endowed with a sense of wonder. The world around us in inexplicable, baffling in its diversity and myriad forms. We experience an urge to organize it, to “explain the wonder away”, to order it so that we know what to expect next (predict). These are the essentials of survival. But while we have been successful at imposing our mind on the outside world - we have been much less successful when we tried to explain and comprehend our internal universe and our behavior.

Psychology is not an exact science, nor can it ever be. This is because its “raw material” (humans and their behavior as individuals and en masse) is not exact. It will never yield natural laws or universal constants (like in physics). Experimentation in the field is constrained by legal and ethical rules. Humans tend to be opinionated, develop resistance, and become self-conscious when observed.

The relationship between the structure and functioning of our (ephemeral) mind, the structure and modes of operation of our (physical) brain, and the structure and conduct of the outside world have been a matter for heated debate for millennia.

Broadly speaking, there are two schools of thought:

One camp identify the substrate (brain) with its product (mind). Some of these scholars postulate the existence of a lattice of preconceived, born, categorical knowledge about the universe - the vessels into which we pour our experience and which mould it.

Others within this group regard the mind as a black box. While it is possible in principle to know its input and output, it is impossible, again in principle, to understand its internal functioning and management of information. To describe this input-output mechanism, Pavlov coined the word “conditioning”, Watson adopted it and invented “behaviorism”, Skinner came up with “reinforcement”.

Epiphenomenologists (proponents of theories of emergent phenomena) regard the mind as the by-product of the complexity of the brain’s “hardware” and “wiring”. But all of them ignore the psychophysical question: what IS the mind and HOW is it linked to the brain?

The other camp assumes the airs of “scientific” and “positivist” thinking. It speculates that the mind (whether a physical entity, an epiphenomenon, a non-physical principle of organization, or the result of introspection) has a structure and a limited set of functions. It is argued that a “mind owner’s manual” could be composed, replete with engineering and maintenance instructions. It proffers a dynamics of the psyche.

The most prominent of these “psychodynamists” was, of course, Freud. Though his disciples (Adler, Horney, the object-relations lot) diverged wildly from his initial theories, they all shared his belief in the need to “scientify” and objectify psychology.

Freud, a medical doctor by profession (neurologist) - preceded by another M.D., Josef Breuer - put forth a theory regarding the structure of the mind and its mechanics: (suppressed) energies and (reactive) forces. Flow charts were provided together with a method of analysis, a mathematical physics of the mind.

Many hold all psychodynamic theories to be a mirage. An essential part is missing, they observe: the ability to test the hypotheses, which derive from these “theories”. Though very convincing and, surprisingly, possessed of great explanatory powers, being non-verifiable and non-falsifiable as they are - psychodynamic models of the mind cannot be deemed to possess the redeeming features of scientific theories.

Deciding between the two camps was and is a crucial matter. Consider the clash - however repressed - between psychiatry and psychology. The former regards “mental disorders” as euphemisms - it acknowledges only the reality of brain dysfunctions (such as biochemical or electric imbalances) and of hereditary factors. The latter (psychology) implicitly assumes that something exists (the “mind”, the “psyche”) which cannot be reduced to hardware or to wiring diagrams. Talk therapy is aimed at that something and supposedly interacts with it.

But perhaps the distinction is artificial. Perhaps the mind is simply the way we experience our brains. Endowed with the gift (or curse) of introspection, we experience a duality, a split, constantly being both observer and observed. Moreover, talk therapy involves TALKING - which is the transfer of energy from one brain to another through the air. This is a directed, specifically formed energy, intended to trigger certain circuits in the recipient brain. It should come as no surprise if it were to be discovered that talk therapy has clear physiological effects upon the brain of the patient (blood volume, electrical activity, discharge and absorption of hormones, etc.).

All this would be doubly true if the mind were, indeed, only an emergent phenomenon of the complex brain - two sides of the same coin.

Psychological theories of the mind are metaphors of the mind. They are fables and myths, narratives, stories, hypotheses, conjunctures. They play (exceedingly) important roles in the psychotherapeutic setting - but not in the laboratory. Their form is artistic, not rigorous, not testable, less structured than theories in the natural sciences. The language used is polyvalent, rich, effusive, ambiguous, evocative, and fuzzy - in short, metaphorical. These theories are suffused with value judgments, preferences, fears, post facto and ad hoc constructions. None of this has methodological, systematic, analytic and predictive merits.

Still, the theories in psychology are powerful instruments, admirable constructs, and they satisfy important needs to explain and understand ourselves, our interactions with others, and with our environment.

The attainment of peace of mind is a need, which was neglected by Maslow in his famous hierarchy. People sometimes sacrifice material wealth and welfare, resist temptations, forgo opportunities, and risk their lives - in order to secure it. There is, in other words, a preference of inner equilibrium over homeostasis. It is the fulfillment of this overwhelming need that psychological theories cater to. In this, they are no different to other collective narratives (myths, for instance).

Still, psychology is desperately trying to maintain contact with reality and to be thought of as a scientific discipline. It employs observation and measurement and organizes the results, often presenting them in the language of mathematics. In some quarters, these practices lends it an air of credibility and rigorousness. Others snidely regard the as an elaborate camouflage and a sham. Psychology, they insist, is a pseudo-science. It has the trappings of science but not its substance.

Worse still, while historical narratives are rigid and immutable, the application of psychological theories (in the form of psychotherapy) is “tailored” and “customized” to the circumstances of each and every patient (client). The user or consumer is incorporated in the resulting narrative as the main hero (or anti-hero). This flexible “production line” seems to be the result of an age of increasing individualism.

True, the “language units” (large chunks of denotates and connotates) used in psychology and psychotherapy are one and the same, regardless of the identity of the patient and his therapist. In psychoanalysis, the analyst is likely to always employ the tripartite structure (Id, Ego, Superego). But these are merely the language elements and need not be confused with the idiosyncratic plots that are weaved in every encounter. Each client, each person, and his own, unique, irreplicable, plot.

To qualify as a “psychological” (both meaningful and instrumental) plot, the narrative, offered to the patient by the therapist, must be:

1.. All-inclusive (anamnetic) - It must encompass, integrate and incorporate all the facts known about the protagonist.

2.. Coherent - It must be chronological, structured and causal.

3.. Consistent - Self-consistent (its subplots cannot contradict one another or go against the grain of the main plot) and consistent with the observed phenomena (both those related to the protagonist and those pertaining to the rest of the universe).

4.. Logically compatible - It must not violate the laws of logic both internally (the plot must abide by some internally imposed logic) and externally (the Aristotelian logic which is applicable to the observable world).

5.. Insightful (diagnostic) - It must inspire in the client a sense of awe and astonishment which is the result of seeing something familiar in a new light or the result of seeing a pattern emerging out of a big body of data. The insights must constitute the inevitable conclusion of the logic, the language, and of the unfolding of the plot.

6.. Aesthetic - The plot must be both plausible and “right”, beautiful, not cumbersome, not awkward, not discontinuous, smooth, parsimonious, simple, and so on.

7.. Parsimonious - The plot must employ the minimum numbers of assumptions and entities in order to satisfy all the above conditions.

8.. Explanatory - The plot must explain the behavior of other characters in the plot, the hero’s decisions and behavior, why events developed the way they did.

9.. Predictive (prognostic) - The plot must possess the ability to predict future events, the future behavior of the hero and of other meaningful figures and the inner emotional and cognitive dynamics.

10.. Therapeutic - With the power to induce change, encourage functionality, make the patient happier and more content with himself (ego-syntony), with others, and with his circumstances.

11.. Imposing - The plot must be regarded by the client as the preferable organizing principle of his life’s events and a torch to guide him in the dark (vade mecum).

12.. Elastic - The plot must possess the intrinsic abilities to self organize, reorganize, give room to emerging order, accommodate new data comfortably, and react flexibly to attacks from within and from without.

In all these respects, a psychological plot is a theory in disguise. Scientific theories satisfy most of the above conditions as well. But this apparent identity is flawed. The important elements of testability, verifiability, refutability, falsifiability, and repeatability - are all largely missing from psychological theories and plots. No experiment could be designed to test the statements within the plot, to establish their truth-value and, thus, to convert them to theorems or hypotheses in a theory.

There are four reasons to account for this inability to test and prove (or falsify) psychological theories:

1.. Ethical - Experiments would have to be conducted, involving the patient and others. To achieve the necessary result, the subjects will have to be ignorant of the reasons for the experiments and their aims. Sometimes even the very performance of an experiment will have to remain a secret (double blind experiments). Some experiments may involve unpleasant or even traumatic experiences. This is ethically unacceptable.

2.. The Psychological Uncertainty Principle - The initial state of a human subject in an experiment is usually fully established. But both treatment and experimentation influence the subject and render this knowledge irrelevant. The very processes of measurement and observation influence the human subject and transform him or her - as do life’s circumstances and vicissitudes.

3.. Uniqueness - Psychological experiments are, therefore, bound to be unique, unrepeatable, cannot be replicated elsewhere and at other times even when they are conducted with the SAME subjects. This is because the subjects are never the same due to the aforementioned psychological uncertainty principle. Repeating the experiments with other subjects adversely affects the scientific value of the results.

4.. The undergeneration of testable hypotheses - Psychology does not generate a sufficient number of hypotheses, which can be subjected to scientific testing. This has to do with the fabulous (=storytelling) nature of psychology. In a way, psychology has affinity with some private languages. It is a form of art and, as such, is self-sufficient and self-contained. If structural, internal constraints are met - a statement is deemed true even if it does not satisfy external scientific requirements.

So, what are psychological theories and plots good for? They are the instruments used in the procedures which induce peace of mind (even happiness) in the client. This is done with the help of a few embedded mechanisms:

1.. The Organizing Principle - Psychological plots offer the client an organizing principle, a sense of order, meaningfulness, and justice, an inexorable drive toward well defined (though, perhaps, hidden) goals, the feeling of being part of a whole. They strive to answer the “why’s” and “how’s” of life. They are dialogic. The client asks: “why am I (suffering from a syndrome) and how (can I successfully tackle it)”. Then, the plot is spun: “you are like this not because the world is whimsically cruel but because your parents mistreated you when you were very young, or because a person important to you died, or was taken away from you when you were still impressionable, or because you were sexually abused and so on”. The client is becalmed by the very fact that there is an explanation to that which until now monstrously taunted and haunted him, that he is not the plaything of vicious Gods, that there is a culprit (focusing his diffuse anger). His belief in the existence of order and justice and their administration by some supreme, transcendental principle is restored. This sense of “law and order” is further enhanced when the plot yields predictions which come true (either because they are self-fulfilling or because some real, underlying “law” has been discovered).

2.. The Integrative Principle - The client is offered, through the plot, access to the innermost, hitherto inaccessible, recesses of his mind. He feels that he is being reintegrated, that “things fall into place”. In psychodynamic terms, the energy is released to do productive and positive work, rather than to induce distorted and destructive forces.

3.. The Purgatory Principle - In most cases, the client feels sinful, debased, inhuman, decrepit, corrupting, guilty, punishable, hateful, alienated, strange, mocked and so on. The plot offers him absolution. The client’s suffering expurgates, cleanses, absolves, and atones for his sins and handicaps. A feeling of hard won achievement accompanies a successful plot. The client sheds layers of functional, adaptive stratagems rendered dysfunctional and maladaptive. This is inordinately painful. The client feels dangerously naked, precariously exposed. He then assimilates the plot offered to him, thus enjoying the benefits emanating from the previous two principles and only then does he develop new mechanisms of coping. Therapy is a mental crucifixion and resurrection and atonement for the patient’s sins. It is a religious experience. Psychological theories and plots are in the role of the scriptures from which solace and consolation can be always gleaned.

New Schools Equal New Hires

Las Vegas Schools have ten new schools opening for the 2006-2007 school year. Nine are brand new schools, while one is a replacement of Rancho High School. This is part of a long term plan to meet student population demands and create modern facilities. The schools opening in August are six elementary schools, two middle schools and two high schools. The new elementary schools are Hayden Elementary, Schorr Elementary, Steele Elementary, Thompson Elementary, Ward Elementary and Wright Elementary. The middle schools are Johnston and Tarkanian and the high schools are the new Legacy High School and the replacement Rancho High School. All these new schools create the need for more teacher and support staff. With this in mind Las Vegas Schools is engaging in a very active recruitment process including holding a recruitment fair this summer to be held at the Desert Rose Adult High School. In the area of academic staff Las Vegas Schools are hiring over one thousand new staff and teachers. But academic staff are not the only ones needed to keep a school running. These new member schools of Las Vegas Schools are also in need of bus drivers, transportation aides, vehicle mechanics and substitute food service workers.

The New Rancho High School

The newest edition to Las Vegas Schools is the placement of the old Rancho High School. The new design may seem surprisingly familiar to the students. The new Rancho High School is based on the same design used in most suburban shopping malls. The new 330,000 square foot school was built on the site of the former schools athletic field. The old school will be torn down later in the school year. The new Rancho High School follows a two story mall design and the total building cost was around $75 million. The money came from the Las Vegas Schools $3.5 billion capital improvement plan approved by voters in 1998. The new design did cause a little concern but it actually creates a very functional and friendly space which can add to the success of a school. The Rancho High School principal plans to divide the school into four distinct sections each with its own assistant principal and student services. These sections will possibly be divided based on grade level or program type. Rancho High School is well known for its magnet programs that aim towards the medical and aviation fields. These magnet programs will have new offices and special facilities on the new Ranch High School campus. The ROTC will also have a new area. The Rancho High School ROTC is one of the largest in the U.S. and the facility will be able to accommodate over five hundred students. The Ranch High School replacement is part of a long term replacement plan by Las Vegas schools. The plan was to replace five existing schools Sunrise Acres Elementary, Wendell Williams Elementary and Rancho High School are the first three with Booker Elementary and Virgin Valley Elementary to follow.

Rancho High School is Second to Have Mall Design

Rancho High School is the second Las Vegas School to have the mall design. The first was at Buffalo and Grand Teton. The mall design creates a new and unique space that provides natural light and fresh air to the classrooms while creating a more secure environment than a conventional school design. Both the current principal and the president of the construction company building the new school are former Rancho High School graduates, who are extremely pleased with the modern replacement.

My long-time enjoyment of earth science, especially when it included fossil activities, had me doing earth science activities for kids from the time my own children were little ones. So when my middle school asked me to pick something to teach for six weeks that I just enjoyed, this was the first thing that came to mind. It was set up to be more like a club than a class, so while there were definitely learning goals, the most important goal was to have fun and enjoy ourselves. I knew I should include fossil activities in my lesson plans. There had to be a lot of hands-on kids’ activities with an emphasis on fun.

When I got my class list, I saw immediately that I would need to do some revisions in my plans: I had a small class, but it included several students with learning disabilities and behavioral problems. These were not going to be internally motivated kids. I knew that my most important class would be the first one. I needed an earth science activity that would get the students “hooked” on the subject right away.

I had seen an activity with younger students called the “magic bag.” It capitalized on the unknown and their natural curiosity. But these were middle school students-and some tough ones at that! I knew I’d have to have a pretty solid subject area-something that could intrigue and impress.

I placed a small fossil in enough velvet bags for each student to have his/her own. Before handing them to the students, I asked them to explore the contents of the bag without opening it. Since the students knew the topic was fossils, I didn’t give any clues as to the contents of the bags.

Instantly the air was filled comments: “It’s round!” “Mine is like a cylinder.” “Mine’s got ridges.”

Then speculation and conjecture: “I think this is that animal that looks like a clam.” “I think this could be a tooth.” “I know; it’s a snail!”

I had the students pass their bags to the next student and compare observations and guesses. Eventually they were begging me to open the bags.

But before we did, I asked them to tell me what they knew about ancient sea life. There were lots of pictures in their minds; some were accurate. Then I asked them to imagine which of those species might have left fossil remains. We talked about how fossils are formed.

Finally, as a last observation, I asked the students to guess at the animal contained in their bag, by either name or species. When fossil was finally revealed more questions, especially about identification and behavior, waited to be answered.

If this had been a research class, there would have been more than enough curiosity to compel these students on to further study. In this class, our next activity was to do a real fossil dig, with real fossils. The “magic bag” earth science activity had the students thinking, talking and ready for more fossil activities.

As kids’ activities go, The Magic Bag is at the top of the list for ease of use and enthusiastic student involvement.

Educational Program Services

All Pittsburgh Schools Early Childhood Programs cover five days a week, for at least six hours a day. The goal of the program is to ensure that preschool children develop the skills that they will need for attending kindergarten, including self confidence, physical abilities, increased academic awareness, and social interaction.

This free program is open to children between three and five years old. Pittsburgh School Head Start Programs accept children between three and five, while the Pre &ndash Kindergarten accepts children who are three and four years old. Children must be at least three years old by September 1st of the current school year.

Health Program Services

Children participating in the Pittsburgh Schools Early Childhood Program have access to a variety of health services to evaluate their health needs and identify problems early on. All students entering the program must provide complete medical records, including immunizations. Follow up care on the health condition of the child is provided.

The Pittsburgh Schools Early Childhood Program recognizes the need for mental and psychological assistance to preschool children in order to develop the emotional and social skills necessary for attending school and being successful in school. Parent and mental health professionals work together to recognize the special needs of each child and prepare special courses of instruction or treatment for those children who require special attention.

Children in the Pittsburgh Schools Early Childhood Program receive two meals every day. A nutritionist helps prepare the meals as well as help parents design meal programs that suit the needs of their preschool students. Special services are also provided for students with disabilities involving diagnosis, therapy, consultation, referral, and follow up treatment. A minimum of 10% of the children participating in the Pittsburgh Schools Early Childhood Program must be children with disabilities. Staff and parental counseling is provided to ensure that these children can participate in the program.

Childcare Partnerships

Many working parents can take advantage of subsidies for childcare for children that are eligible for the Head Start program. Pittsburgh Schools have developed partnership agreements with a number of child care and early learning agencies throughout the city. These programs provide learning opportunities for children that are similar to the school based programs in the Pittsburgh Public Schools Early Childhood Program. These childcare providers have been screened by Pittsburgh Public Schools and been provided with curriculum, materials, and training to match the school based programs.

The Pittsburgh Public School Early Childhood Program Selection Process

All City of Pittsburgh residents who meet the age criteria are eligible to participate in a lottery for places within various classrooms in the Pittsburgh Public Schools Early Childhood Program. These lotteries will take into account whether children have a sibling who is already attending a Pittsburgh Public School. Children who do have siblings are given priority over those who do not. Many of the special classrooms, such as the one at the Children’s Museum will have other conditions to ensure that there is an equal racia

The world is a very noisy place with loud, intermittent sounds and constant, droning noises &ndash noise reduction headphones can help you get a little peace amongst the distractions of everyday life. Headphones can block out the myriad of sounds that occur in a variety of setting and are helpful to many different people.

Sleeping &ndash If you have trouble sleeping, noise reduction headphones may aid you in getting some rest. Barking dogs, traffic, and awake family members can contribute to sleepless nights, and for those who are sensitive to noise when they’re trying to sleep, noise reduction headphones create a sound-free environment so they can rest.

Playing Music &ndash Musicians often use noise reduction headphones to help them block out sounds that may interfere with them hearing their instrument. Once the background noise is blocked, they are free to concentrate purely on the sounds they are making rather than the sounds around them. This creates an environment of total immersion into their music and allows them to perfect their work without being in a studio.

Autistic Students &ndash Noise reduction headphones can also be used in the classroom to help autistic children. Often classroom environments can be distracting to children with autism. Headphones for the children help teachers instruct each student individually so others aren’t confused or distracted by the instructions for the other students.

Studying &ndash Noise reduction headphones are very useful in situations where you need peace and quiet but can’t always control the environment. Students who are studying may find noise reduction headphones helpful in blocking out the distracting sounds around them. Headphones create a peaceful world in which they can focus on their work, rather than environmental noises or the sounds of others.

Working &ndash If you work in a cubical or an open-plan office but find yourself regularly distracted by people walking by, phones ringing, others talking, and the general chaos that can be office life, noise reduction headphones can make a difference. They can help you focus on the task at hand rather than everything going on around you which can boost your productivity and the quality of your work.

Noisy Neighbors &ndash Living in an apartment building, condo or townhouse may include noisy neighbors. Depending on the thickness of your walls and ceiling, you may hear your neighbors walking around above, or hear their music or talking. Noise reduction headphones can block these sounds so you can enjoy being at home, even if the neighbors are loud.

These are only a few examples of the sorts of noise disturbances you may come across in daily life. Where once you had no choice but to be distracted, noise reduction headphones put you in control. Never again do you have to experience a sleepless night or a ruined project. Noise reduction headphones can be used to block out the noises around you: voices, car engines, train noises, barking dogs, loud offices, airplane engine noise, city sounds, loud neighbors, etc.

Passive solar is a method of using the energy from the sun to heat a home. It is extremely popular because the process is free once a passive solar home is created.

Is Passive Solar A Viable Home Heating Option In Cold Areas?

Passive solar can be used to heat a home in colder areas, but you have to go into it with reasonable expectations. While the cold climate is a hurdle, the real issue is going to be the length of time the sun beats down upon your property. If your home receives only four or five hours of direct sunlight a day, forget it. You will never produce enough energy to keep the home warm for sufficient periods of time.

Passive solar design is very popular in warm to mild climates because it is more or less a free method for warming a home. The manipulation of the position of the home and placement of large windows in the south facing wall is typical strategies for dealing with the issue. Obviously, large windows in a cold climate are going to result in significant heat loss regardless of the quality with which they are built. So, what can you do?

There are two primary approaches to creating a passive solar design that works in the winter. One is the use of a large Trombe Wall and the other is the greenhouse approach. Let’s take a look.

Trombe Walls are popular in passive solar designs because they effectively convert sunlight to heat and are interesting from an aesthetic view point. Typically, a Trombe Wall is 8 to 12 feet in length on the south facing wall of a home. In significantly colder areas, the wall is going to need to be much larger, perhaps the full length of the home depending upon energy analysis and the cold weather expected. An energy audit of the home is the only to arrive at a definitive answer.

You are also going to have to incorporate a flip strategy for the heat. As the sun enters the glass plate and heats up the masonry of the wall, you risk losing vast amounts of it through the glass surface. This means you need to create an air circulation method whereby you draw the hot air into a secondary space behind the wall. This can simply be a closed off room or a space intended for the purpose. The circulation should be done on a timer similar to the solar thermostats used on solar hot water panels. The point is to keep the built up heat from escaping back into the environment.

The greenhouse approach simplifies matters. The essential idea is to build an insulated greenhouse to collect and store the heat of the sun during the day. Often called a sunspace, the greenhouse is similar to those used for plants. Even in cold climates, the sun will produce a magnificent amount of heat. Again, the problem is keeping the heat from escaping once it has built up. Since the sun has to come in through a transparent surface, you inevitably have the problem of the heat escaping through the same. The best option is to use a controlled timer to blow the air through to the house once certain temperatures are reached. It is not very efficient, but you have little choice.

An alternative to passive solar heating in very cold areas is biomass. Corn burning furnaces are popular. They are a much cheaper solution as are the corn kernels. This biomass energy is also much more reliable and, personally, it is the way I would go.

A black hole is a region of space with such intense gravity that nothing, not even light, can escape. This is the general understanding of the black hole.

If gravity is still a phenomenon, how can we come to use this statement as if it was a fact? This is misleading. Besides, it is preventing our young thinkers from even to consider exploring the true nature of gravity.

One of the things that irritate me most is, when scientists quote gravity and build up all sorts of formulae and equations around it, when they well know that they have no scientific proof of what gravity really is!

As an authority, the majority of scientists are unwilling to admit that all they really know is what they have acknowledged from their tutors - a centuries-old legacy of scientific beliefs some of which were later proven wrong.

It is no secret to say that scientific research is sometimes corrupted due to conflict of interests or the lure of profits.

Personally, I do not believe that black holes really exist as described in the first paragraph. However, let us assume that they do!

I consider myself as another Faraday.

After many years of intensive study, searching for the secrets of gravity, I arrived to a point where I feel the need to share my theory of this so-called black hole.

According to science, there is more space in an atom than there is matter. So, from where does all the energy come to keep the atom together and active, may I ask?

This is my answer.

The energy comes partly from the electrical field of the planet itself. This electrified field is generated by the planet’s inner core electromagnetism field, which as we know produces the north and south poles.

And, the other part of the energy primarily comes from the planet’s nearest Star. This Star, in turn, radiates myriads of electrified particles that shower on to all the neighboring planets. By means of these electrified particles, the atom gets its energy and stays alive and active.

The Auroras at the North and South Poles are a physical example of these electrified particles.

Our solar system, and in turn our galaxy, works in the same harmony. That is why the planets revolve and hold their orbit around their Star. The planets and their Star attract each other because of these electrified forces.

This is what gravity is all about.

The same could be said of one galaxy to another that holds our universe together.

My theory stands that a black hole is nothing more than a space in the universe where the electrified energy of the neighboring Stars do not reach - and therefore an atom cannot survive!

With the exception of Nietzsche, no other madman has contributed so much to human sanity as has Louis Althusser. He is mentioned twice in the Encyclopaedia Britannica as someone’s teacher. There could be no greater lapse: for two important decades (the 60s and the 70s), Althusser was at the eye of all the important cultural storms. He fathered quite a few of them.

This newly-found obscurity forces me to summarize his work before suggesting a few (minor) modifications to it.

(1) Society consists of practices: economic, political and ideological.

Althusser defines a practice as:

“Any process of transformation of a determinate product, affected

by a determinate human labour, using determinate means (of production)”

The economic practice (the historically specific mode of production) transforms raw materials to finished products using human labour and other means of production, all organized within defined webs of inter-relations. The political practice does the same with social relations as the raw materials. Finally, ideology is the transformation of the way that a subject relates to his real life conditions of existence.

This is a rejection of the mechanistic worldview (replete with bases and superstructures). It is a rejection of the Marxist theorization of ideology. It is a rejection of the Hegelian fascist “social totality”. It is a dynamic, revealing, modern day model.

In it, the very existence and reproduction of the social base (not merely its expression) is dependent upon the social superstructure. The superstructure is “relatively autonomous” and ideology has a central part in it - see entry about Marx and Engels and entry concerning Hegel.

The economic structure is determinant but another structure could be dominant, depending on the historical conjuncture. Determination (now called over-determination - see Note) specifies the form of economic production upon which the dominant practice depends. Put otherwise: the economic is determinant not because the practices of the social formation (political and ideological) are the social formation’s expressive epiphenomena - but because it determines WHICH of them is dominant.

(2) People relate to the conditions of existence through the practice of ideology. Contradictions are smoothed over and (real) problems are offered false (though seemingly true) solutions. Thus, ideology has a realistic dimension - and a dimension of representations (myths, concepts, ideas, images). There is (harsh, conflicting) reality - and the way that we represent it both to ourselves and to others.

(3) To achieve the above, ideology must not be seen to err or, worse, remain speechless. It, therefore, confronts and poses (to itself) only answerable questions. This way, it remains confined to a fabulous, legendary, contradiction-free domain. It ignores other questions altogether.

(4) Althusser introduced the concept of “The Problematic”:

“The objective internal reference … the system of questions

commanding the answers given”

It determines which problems, questions and answers are part of the game - and which should be blacklisted and never as much as mentioned. It is a structure of theory (ideology), a framework and the repertoire of discourses which - ultimately - yield a text or a practice. All the rest is excluded.

It, therefore, becomes clear that what is omitted is of no less importance than what is included in a text. The problematic of a text relates to its historical context (”moment”) by incorporating both: inclusions as well as omissions, presences as much as absences. The problematic of the text fosters the generation of answers to posed questions - and of defective answers to excluded questions.

(5) The task of “scientific” (e.g., Marxist) discourse, of Althusserian critical practice is to deconstruct the problematic, to read through ideology and evidence the real conditions of existence. This is a “symptomatic reading” of TWO TEXTS:

“It divulges the undivulged event in the text that it reads and, in the

same movement, relates to it a different text, present, as a necessary

absence, in the first … (Marx’s reading of Adam Smith) presupposes

the existence of two texts and the measurement of the first against

the second. But what distinguishes this new reading from the old,

is the fact that in the new one, the second text is articulated with the

lapses in the first text … (Marx measures) the problematic contained

in the paradox of an answer which does not correspond to any questions posed.”

Althusser is contrasting the manifest text with a latent text which is the result of the lapses, distortions, silences and absences in the manifest text. The latent text is the “diary of the struggle” of the unposed question to be posed and answered.

(6) Ideology is a practice with lived and material dimensions. It has costumes, rituals, behaviour patterns, ways of thinking. The State employs Ideological Apparatuses (ISAs) to reproduce ideology through practices and productions: (organized) religion, the education system, the family, (organized) politics, the media, the industries of culture.

“All ideology has the function (which defines it) of ‘constructing’

concrete individuals as subjects”

Subjects to what? The answer: to the material practices of the ideology. This (the creation of subjects) is done by the acts of “hailing” or “interpellation”. These are acts of attracting attention (hailing) , forcing the individuals to generate meaning (interpretation) and making them participate in the practice.

These theoretical tools were widely used to analyze the Advertising and the film industries.

The ideology of consumption (which is, undeniably, the most material of all practices) uses advertising to transform individuals to subjects (=to consumers). It uses advertising to interpellate them. The advertisements attract attention, force people to introduce meaning to them and, as a result, to consume. The most famous example is the use of “People like you (buy this or do that)” in ads. The reader / viewer is interpellated both as an individual (”you”) and as a member of a group (”people like…”). He occupies the empty (imaginary) space of the “you” in the ad. This is ideological “misrecognition”. First, many others misrecognize themselves as that “you” (an impossibility in the real world). Secondly, the misrecognized “you” exists only in the ad because it was created by it, it has no real world correlate.

The reader or viewer of the ad is transformed into the subject of (and subject to) the material practice of the ideology (consumption, in this case).

Althusser was a Marxist. The dominant mode of production in his days (and even more so today) was capitalism. His implied criticism of the material dimensions of ideological practices should be taken with more than a grain of salt. Interpellated by the ideology of Marxism himself, he generalized on his personal experience and described ideologies as infallible, omnipotent, ever successful. Ideologies, to him, were impeccably functioning machines which can always be relied upon to reproduce subjects with all the habits and thought patterns required by the dominant mode of production.

And this is where Althusser fails, trapped by dogmatism and more than a touch of paranoia. He neglects to treat two all-important questions (his problematic may have not allowed it):

(a) What do ideologies look for? Why do they engage in their practice? What is the ultimate goal?

(b) What happens in a pluralistic environment rich in competing ideologies?

Althusser stipulates the existence of two texts, manifest and hidden. The latter co-exists with the former, very much as a black figure defines its white background. The background is also a figure and it is only arbitrarily - the result of historical conditioning - that we bestow a preferred status upon the one. The latent text can be extracted from the manifest one by listening to the absences, the lapses and the silences in the manifest text.

But: what dictates the laws of extraction? how do we know that the latent text thus exposed is THE right one? Surely, there must exist a procedure of comparison, authentication and verification of the latent text?

A comparison of the resulting latent text to the manifest text from which it was extracted would be futile because it would be recursive. This is not even a process of iteration. It is teutological. There must exist a THIRD, “master-text”, a privileged text, historically invariant, reliable, unequivocal (indifferent to interpretation-frameworks), universally accessible, atemporal and non-spatial. This third text is COMPLETE in the sense that it includes both the manifest and the latent. Actually, it should include all the possible texts (a LIBRARY function). The historical moment will determine which of them will be manifest and which latent, according to the needs of the mode of production and the various practices. Not all these texts will be conscious and accessible to the individual but such a text would embody and dictate the rules of comparison between the manifest text and ITSELF (the Third Text) , being the COMPLETE text.

Only through a comparison between a partial text and a complete text can the deficiencies of the partial text be exposed. A comparison between partial texts will yield no certain results and a comparison between the text and itself (as Althusser suggests) is absolutely meaningless.

This Third Text is the human psyche. We constantly compare texts that we read to this Third Text, a copy of which we all carry with us. We are unaware of most of the texts incorporated in this master text of ours. When faced with a manifest text which is new to us, we first “download” the “rules of comparison (engagement)”. We sift through the manifest text. We compare it to our COMPLETE master text and see which parts are missing. These constitute the latent text. The manifest text serves as a trigger which brings to our consciousness appropriate and relevant portions of the Third Text. It also generates the latent text in us.

If this sounds familiar it is because this pattern of confronting (the manifest text), comparing (with our master text) and storing the results (the latent text and the manifest text are brought to consciousness) - is used by mother nature itself. The DNA is such a “Master Text, Third Text”. It includes all the genetic-biological texts some manifest, some latent. Only stimuli in its environment (=a manifest text) can provoke it to generate its own (hitherto latent) “text”. The same would apply to computer applications.

The Third Text, therefore, has an invariant nature (it includes all possible texts) - and, yet, is changeable by interacting with manifest texts. This contradiction is only apparent. The Third Text does not change - only different parts of it are brought to our awareness as a result of the interaction with the manifest text. We can also safely say that one does not need to be an Althusserian critic or engage in “scientific” discourse to deconstruct the problematic. Every reader of text immediately and always deconstructs it. The very act of reading involves comparison with the Third Text which inevitably leads to the generation of a latent text.

And this precisely is why some interpellations fail. The subject deconstructs every message even if he is not trained in critical practice. He is interpellated or fails to be interpellated depending on what latent message was generated through the comparison with the Third Text. And because the Third Text includes ALL possible texts, the subject is given to numerous competing interpellations offered by many ideologies, mostly at odds with each other. The subject is in an environment of COMPETING INTERPELLATIONS (especially in this day and age of information glut). The failure of one interpellation - normally means the success of another (whose interpellation is based on the latent text generated in the comparison process or on a manifest text of its own, or on a latent text generated by another text).

There are competing ideologies even in the most severe of authoritarian regimes. Sometimes, IASs within the same social formation offer competing ideologies: the political Party, the Church, the Family, the Army, the Media, the Civilian Regime, the Bureaucracy. To assume that interpellations are offered to the potential subjects successively (and not in parallel) defies experience (though it does simplify the thought-system).

Clarifying the HOW, though, does not shed light on the WHY.

Advertising leads to the interpellation of the subject to effect the material practice of consumption. Put more simply: there is money involved. Other ideologies - propagated through organized religions, for instance - lead to prayer. Could this be the material practice that they are looking for? No way. Money, prayer, the very ability to interpellate - they are all representations of power over other human beings. The business concern, the church, the political party, the family, the media, the culture industries - are all looking for the same thing: influence, power, might. Absurdly, interpellation is used to secure one paramount thing: the ability to interpellate. Behind every material practice stands a psychological practice (very much as the Third Text - the psyche - stands behind every text, latent or manifest).

The media could be different: money, spiritual prowess, physical brutality, subtle messages. But everyone (even individuals in their private life) is looking to hail and interpellate others and thus manipulate them to succumb to their material practices. A short sighted view would say that the businessman interpellates in order to make money. But the important question is: what ever for? What drives ideologies to establish material practices and to interpellate people to participate in them and become subjects? The will to power. the wish to be able to interpellate. It is this cyclical nature of Althusser’s teachings (ideologies interpellate in order to be able to interpellate) and his dogmatic approach (ideologies never fail) which doomed his otherwise brilliant observations to oblivion.

Note

In Althusser’s writings the Marxist determination remains as Over-determination. This is a structured articulation of a number of contradictions and determinations (between the practices). This is very reminiscent of Freud’s Dream Theory and of the concept of Superposition in Quantum Mechanics.