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Oral History Transcript — Dr. Joseph A. Burton
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Interview with Dr. Joseph A. Burton
Joseph A. Burton; July 22, 1974
ABSTRACT: Interview covers changes in the organization of physics research departments at Bell Laboratories during the period of Burton's career, from 1938-1958. Childhood and educational background. Early years at Bell Labs; study of photo-electron emission: history of relationsyhip between telephone company and television; work on radar bomb sights during World War II; origins of solid state physics research at Bell Labs; postwar organization and conditions there, design of physical layout of building 1; how Burton became director of semiconductor research ; delay of 1929 expansion by Stock Market crash.
Hoddeson:We are in Dr. Joseph Burton's office at Bell Labs, and we're going to have an informal conversation about Dr. Burton's career and his early experiences at Bell Labs. You were born in Virginia in 1914, got your BS in physical chemistry at Washington and Lee University in 1934, I was wondering, what brought you into physical chemistry?
Burton:I was brought up in a small town in Virginia, and the judge of the local county court had some very successful sons. One of them was a chemist with DuPont, and so my mother thought it would be great if I'd be like him. So that's what got me into chemistry.
Hoddeson:I see. Then you stayed with chemistry right through, and got your Ph.D. at Johns Hopkins in physics?
Burton:No, I got my Ph.D. in chemistry. There was a time when I was tempted by physics at Washington and Lee, but I took a freshman physics course that was an utter disaster, so I stayed with chemistry. Because it was so boring.
Hoddeson:I see — and you never took any physics again until —
Burton:— I had a little bit at Johns Hopkins.
Hoddeson:But you got your degree in chemistry. The equipment you showed me a photograph of — we're going to have a copy made for the archives of the American Institute of Physics — that was for a chemistry experiment?
Burton:My thesis topic was to build a deuteron accelerator, to use a neutron source for radio-chemical experiments. So actually the thesis was building the accelerator, but it was a chemistry degree.
Hoddeson:And your thesis professor was —
Burton:Bob Fowler. He'd just come to Johns Hopkins, and I was his first graduate student. He and I sweated over building this accelerator on essentially zero money. We built everything: rectifiers, transformers, they were all homemade. Then he had several distinguished graduate students subsequent to that. Two of them were Dick Dodson, — who is in charge of the chemistry department at Brookhaven. Another one's Harrison Brown, who everybody knows.
Hoddeson:Then when you joined Bell Labs in '38, you were a member of — was that a chemistry group?
Burton:No, I came here to work on photo-electric emission in a department headed by H. E. Ives. I came to work with G. K. Teal.
Hoddeson:I see. I think I have the organization chart for 1940 here.[1] Perhaps you have a — in my chart here, you appear here in 1940 under Wooldridge.
Burton:Well, that was later.
Hoddeson:Maybe we could look at the 1938 chart, and I could trace — let's see, this is a chart August, 1938. Under television research department, I see, and Bown was the director.
Burton:— television research department — yes, Bown and Ives were co-directors.
Hoddeson:Did they set you onto specific problems immediately at that time?
Burton:Yes, well, the general problem was to study the physical chemistry of photo-electric emitting materials. There was at that time, and had been for many years, quite a sizable effort on photoelectric emission and on television, within this group. Back in the 1920's, this group of people did some really pioneering work on television and on television transmission, and the climax of that effort was the transmission of a television conversation over telephone lines between New York and Washington, between Gifford and Herbert Hoover. And that must have been about 1928 or '29. At the time I came, there was considerable discussion under way as to just how the telephone company should be involved in television. I was hired with the expectation that the telephone company was going to be doing extensive work on camera tubes for picking up television pictures, and was going to have a very widespread television effort. Now, about six months after I arrived, that decision was reversed. I think Ralph Bown was the one who thought about this question carefully, and concluded that the business of the telephone company was the transmission of television programs, and that that's where the effort of the telephone company should be, in the transmission of television programs, and that the camera tubes that were for taking the television pictures were really the province of other people — and similarly, the picture tubes for viewing those pictures were the province of other people. Like RCA, just for instance. So that an extensive research program (applied research or development program) on television camera tubes was really not where the telephone company should be putting its efforts.
Hoddeson:How did you feel about it at the time? Had you done a considerable amount of work at the time?
Burton:No. This was all new. I was just beginning. It was a complete change of fields for me. Actually, I'd gotten started on some research on cesium antimonide, as a very sensitive photoelectric material. But after this decision was made, that's when I switched to Dean Wooldridge, who was really more of a research physicist, than the group here.
Hoddeson:Under Kingsbury.
Burton:Yes, I started out under Kingsbury, but then I switched over to Wooldridge, in the physical research department, and I continued this research on photoelectric emission, until Pearl Harbor.
Hoddeson:I see. And then what happened?
Burton:Then I worked on radar bomb sights.
Hoddeson:What about the other members of the group? Did everyone stop working abruptly at that time and start working on wartime research?
Burton:Well, pretty much, yes, except a good many of the people in physical research, even before Pearl Harbor, had become involved with these things. In particular, Dean Wooldridge and Charlie Townes, who was in the same department, had — a few months before Pearl Harbor, I think — I know Dean Wooldridge had, and I think Charlie Townes had too, begun to work on radar bomb sights.
Hoddeson:We're now looking at the August, 1939,[2] physical research department organization chart. While we're turned to this page, I'd like to just ask you about some of the working groups at that time. You were working with Wooldridge under Fletcher's group, and then, I see Brattain and Pearson and others here, under Becker's group, and there are others. These groups all worked together in New York, at the West St. Building —
Burton:— 463 West St.
Hoddeson:Were you in close communication with each other, the different groups?
Hoddeson:Could you possibly, just looking at this chart, recall what the focus of each group was, before the war, and then perhaps just after? That would help me get a little bit oriented.
Burton:OK. Well, let's see — Harvey Fletcher was the director of physical research, and his field was acoustics. He was then and had been for many years, even prior to 1940, been a renowned scientist in acoustics. He still is. He's still alive, and active. He's a Mormon, and lives now in Provo, Utah, and he's a fascinating individual. He did a lot of work on the acoustics of the Mormon Tabernacle. He designed the auditorium here at Murray Hill which was a real classic at the time he designed it. It's had some modifications since, but then its acoustics were good, and so are the acoustics of the Mormon Tabernacle.
Hoddeson:That's where I should be conducting my interviews.
Burton:So that was his field. And this group of people here, under E. C. Wente, were acoustics people. Wente was always Harvey Fletcher's right hand man, I think.
Hoddeson:The organization chart can be confusing — for example, over here we have W. S. Gorton under Wente, and he also has his own group.
Burton:Yes, that's pretty confusing. Now, this group under W. S. Gorton — you notice his title is executive assistant, and so he was an administrative assistant, in addition to doing some physics. This group reporting to him was the glass blowing group, under Weinhart. At this time, there was a heavy emphasis on vacuum tube research, and so glass blowing was an important function,
Hoddeson:I see, and they serviced all of the other groups, is that right?
Burton:This glass-blowing group under Weinhart provided glassware, and all sorts of specialized experimental apparatus. Most of the specialized experimental apparatus was in fact vacuum systems or glassware. But they provided all of that to all these other groups.
Hoddeson:Glass as well as other —
Burton:— specialized apparatus. Now, this group, under Joe Becker, was strongly oriented toward new kinds of electronic things, many of which had to do with vacuum tubes, but not all, and the notable names there are Walter Brattain and John Shive, — he was a physicist from Johns Hopkins who came about the same time I did. Gerald Pearson and these people associated with him were involved in things like copper oxide rectifiers. They were involved in thermionic emission. Becker himself and also Brattain were really quite noted surface physicists.
Hoddeson:How did the work in that group relate to the work in your group? The group under Fletcher?
Burton:Well, this group under Becker, was a group that had been in existence for quite a number of years. This group was a group of new people, for the most part —
Hoddeson:— under Fletcher.
Burton:Yes. Some of the new people in it were Dean Wooldridge and Bill Shockley and Charlie Townes, and Foster Nix. And then I was a newcomer to this group at this time. But this was a group of fairly new people — I guess it was true of all of these — Wooldridge, Townes, Shockley, Nix, were all people who had been brought up to some degree in modern solid state physics. These were — for the most part — research -physics -oriented young people. That's true of all of them at that time, Townes, Wooldridge, Shockley, Nix.
Hoddeson:I see. But you hadn't studied solid state physics.
Burton:No. I was doing some researchy kinds of things — before I moved to this group — in the television research department, and it turned out that this work on photoelectric emission —
Hoddeson:— related to the work on solid state.
Burton:It was solid state physics research. And after these changed plans in the television research department, it was no longer very appropriate for it to remain there.
Hoddeson:I see. You really got into solid state physics almost by accident.
Burton:Of course.
Hoddeson:These others, I have to check on their education, of course, I haven't done any of that yet. I wonder —
Burton:Shockley came from MIT, and Wooldridge came from Cal Tech, I think. Shockley studied with Slater, and Charlie Townes from —
Hoddeson:— I can look that up, that's easy.
Burton:Foster Nix had been around a little bit longer. He might have been around three or four years. He was an experimentalist who worked very closely with Bill Shockley. He and Shockley had a number of joint papers on disordered systems, phase transitions and solid state things, where Nix was the experimentalist and Shockley was the theorist. Nix was a very energetic guy, and he was a real research physicist, as was Bill Shockley, of course. I think he had a fairly important impact on what was going on in solid state physics at this time in Bell Labs.
Hoddeson:Was the name "solid state physics" in use at that time already, do you recall? Of course the solid state physics group, with the name solid state physics, I don't think occurs at Bell Labs until the mid-forties.
Burton:I think that's right. There's no question that Nix and Shockley especially viewed themselves as solid state physicists.
Hoddeson:They did, and they actually used this term?
Burton:I'm not sure, but I think they probably used these words. See, at this time I was working on photoelectric emission. Dean Wooldridge was concerned with secondary electron emission and with wire recordings, as contrasted to tape recordings. Charlie Townes was really quite new at this time. You see his name written on the chart in ink. I don't know how long he did research before he got involved in the radar bomb sight activities, but I would guess, less than a year, before he became involved in the radar bomb sight. Wooldridge, Townes, and I became a team to make a universal bomb sight. That's what it was called. Wooldridge was the boss. Townes was the radar expert, and I was the electronic engineer, who designed the computers and things. And we did pretty well.
Hoddeson:Tell me more about it. Is this the first time that you did computer work?
Burton:Yes, I was a chemist up to then.
Hoddeson:You were learning both radar work and computer techniques, on account of the war, are that correct?
Hoddeson:How general was that? Both those techniques contributed very much to solid state physics in the postwar period, so it's interesting.
Burton:Well, when Pearl Harbor came, everybody here who had been doing research became involved in war-related things, and some people before Pearl Harbor. One of the groups — yes, this group with C. A. Lovell,[3] was — through this chain, very closely associated with Harvey Fletcher, and was doing various kinds of research on acoustics, and one of the things that he did as a part of his acoustics research was to develop ways of making sine waves with potentiometers, by voltages whose amplitude was a sine wave. He did this by tapering the length of the turns of wire on the wire-wound potentiometer.
Hoddeson:What was that for?
Burton:He'd worked out techniques for making these, potentiometers with tapers of any kind, but in particular tapers like the sine wave, as a part of his acoustics research. When there began to be problems of designing fire control equipment for — I guess the first were naval fire control things. He must have gotten tangled up in this probably 1939 or early 1940. He used the same electronics techniques that he'd learned for acoustics research, in analog computer fire control equipment for naval fire control. At any rate, the thing that Wooldridge was first asked to do, and he began to form a group to do it, was to use similar analog computer techniques, together with radar techniques, to learn how to make a radar bomb sight. And so Wooldridge led that group, and Townes and I joined it, and —
Hoddeson:— are you able to talk about that, or is that classified?
Burton:I don't think I remember any classified information. No, this is not classified now although it was heavily classified at the time.
Hoddeson:But it's been declassified.
Burton:Yes. And so my job was to learn how to make servos and learn how to make analog computers that would be useful for radar bomb sights. And we worked on this so-called universal bomb sight.
Hoddeson:What does that mean?
Burton:It could be used either as a radar bomb site or as an optical bomb sight, and was supposed to permit planes to bomb quite accurately while they were maneuvering, doing loops and dives and stuff, and using either radar if it was overcast or the optical sight if it was clear weather. I think this work of Lovell's was really the forerunner of analog computers. I think they were really the very first ones. Certainly the first sophisticated analog computers.
Hoddeson:He's not around, is he?
Burton:He's not at Bell Labs, but he's still alive and still active.
Hoddeson:And then after the war, around 1945, I suppose, you returned to solid state work, non-war-related work, is that right?
Burton:Yes, that's —
Hoddeson:It was about this time — I wish I had the document here that I saw in Mr. Hamann's office,[4] a solid state research group was organized. A number of cases were put together at that point, case numbers were consolidated to the case number that your group now has. We can actually see that. In 1945 there's a group for the first time that's called solid state physics.
Burton:Yes, that's right.
Hoddeson:And you're actually in the electronics group. We're now looking at July, 1945.[5]
Burton:There were several new things that were set up, when people began to return from war work to physical research again. Let's see, I might just point out a few things here. See, here's Wente, who's still reporting to Fletcher, in acoustics. That's still acoustics with Lovell and so on.
Hoddeson:Fletcher was actually the head of the acoustics department.
Burton:Yes. I don't know to what extent these people were still doing war work here, but they began to return to acoustics pretty soon. But there were some new groups set up, in particular there were three that were viewed as really quite new and quite far-seeing, and they were these three: the one under Wooldridge; the one under Fisk; and the one here under Morgan and Shockley. And they were newly established, sure enough research groups. And with a strong impetus of modern physics in them, as — as contrasted to some of the groups before the war, where the emphasis was so heavily on vacuum tube electronics.
Hoddeson:On the applications.
Burton:But these three groups were — everybody viewed these as being the three really basic research groups, and something quite new that people were really excited about. This one under Morgan and Shockley was, as its name implies, the center for solid state physics research, and included magnetism here, with this group under Bozorth, — under W. P. Mason, there was a group with strong emphasis on piezoelectricity and crystals for crystal oscillators, and things like that. Now where are Brattain and Pearson?
Hoddeson:They don't seem to be on that chart in '45. I was looking for them, earlier today.
Burton:Yes, this is probably right at the very beginning of setting up these three new groups, the one under Wooldridge, the one under Fisk and the one under Morgan and Shockley, and they probably hadn't gotten reassembled yet. All these people were doing war projects of one sort or another at this time.
Hoddeson:Let's see, 1941, Brattain is here working under Becker's group, and he disappears in '43 back in '44 disappears in '45, and in '46, he's back. Yes, now we're looking at July 31, 1946 chart.[6]
Burton:Yes, things had gotten re-assembled a little bit.
Hoddeson:Back to normal? Not quite! All right, we have the three new groups on the right side, electronics under —
Burton:— OK, Bozorth was concerned with magnetism. Goucher was concerned with contact and carbon microphones and such things as that. Mason with crystals. Morgan with essentially the physical chemistry of solid state. He was a physical chemist. And Townes is in that group with Morgan. Townes was doing microwave spectroscopy at this time, making use of the new radar expertise for doing microwave spectroscopy. Schockley was solid state physics and Fisk's group was electron dynamics. This was for all sorts of novel kinds of electronic devices, based on electron streams, analogous let's say to the magnetron, — or traveling wave tubes — it was that sort of thing that Fisk's group was aimed toward. And the notable person there was — a couple of them, several of them — John Pierce, and also Sid Millman, and also Al Clogston. This group under Dean Wooldridge was aimed at physical electronics; in particular the physics of electron emission, and secondary emission was Wooldridge's own specialty.
Hoddeson:What were you working on at a time, do you recall?
Burton:Yes, indeed I do. The question again came up of what should the Bell system be doing about television, and the decision as of about this date was that the Bell system really ought to get into all aspects of television once again. There was a period of probably six months, maybe even a year, when it was felt that research on luminescent materials for television picture tubes really ought to be pushed. And so I was involved in that at this time, for a few months. Then the decision was made that the Bell system really ought to be concerned with transmission of television pictures, and not with picture tubes and so forth and so on, so that —
Hoddeson:I see, they cut it out again. I notice that Conyers Herring's name was typed in here in 1946.
Burton:Yes. He was the theorist in this group under Dean Wooldrige, and things like thermionic emission and secondary electron emission and surface physics were his specialties at that time.
Hoddeson:Were there other theorists in the group, besides Conyers?
Burton:Well, see, each of these three groups had theorists at that time. Conyers was the theorist concerned with physical electronics, and Al Clogston and Larry Walker were theorists concerned with electron tubes, electron dynamics, and then Shockley and Bardeen were theorists in this groups. So each of these three groups had some theorists and some experimentalists, and it was only later that the theorists were reassembled as a single theoretical physics department. But that's the way this started. And it started with intent that way, too.
Hoddeson:Did theorists work side by side with experimentalists?
Burton:The experimentalists would bring them problems, and they'd make suggestions to the experimentalists. Yes, there was a lot of very good interaction between these theorists and the experimentalists, and still is, for that matter. I would say there was even more then. Of course Bill Shockley was a theorist, and he was a strong and forceful instigator of all kinds of programs, experimental programs and theoretical programs as well.
Hoddeson:For example?
Burton:Well, he and this group, Bardeen and Brattain, Gibney, Moore, Pearson, he was certainly the supervisor and the leader of that group of people at that time. He and that group, in extensive discussions amongst themselves, and I guess with others as well, came to the conclusion that they wanted to do some really basic solid state physics, and that the thing that they would do would be to try to understand the simplest semiconductors in depth, and that they would devote all their attention to trying to understand silicon and germanium, to the exclusion of essentially other more complicated materials. So that was an important decision, and one that had a strong effect on the experimental programs of this group, getting back to the original point, that Shockley had a big influence not only on the theoretical work but on the experimental work as well.
Hoddeson:You suggested the interaction was not as good any more — on account of the —
Burton:I didn't say that, I didn't say that. I didn't mean to say that. The interaction was extremely strong at this particular time. But I don't think it was so much an organizational question as that here was this group of people, really very competent people indeed, who had been devoting all their energies to war-related developments of one sort or another, and were suddenly now freed to do basic research, and had the charter to do really basic research, and to pick what they wanted to do, for the most part. So this was a nice situation for theorists and experimentalists to be in, and they interacted with each other enthusiastically and well in that situation.
Hoddeson:I wonder, do you recall something about the day to day working conditions, the interactions? Were these three groups working all in the same building, all in the West Street Building? Or were they in different buildings?
Burton:No. Murray Hill was — this building we're in now, Building 1 here, this half of the old Murray Hill was constructed — was finished about 1940, I forget the exact date, '40, '41. So many of these people were doing their war-related work here in this building. These three groups, let's see now, certainly — yes, these three groups were all here at Murray Hill.
Hoddeson:All in Building 1.
Burton:All in Building 1.
Hoddeson:I see. And was the day to day interaction much the same as it is now? Were people spending a lot of time talking to each other in their offices and borrowing equipment from each other, and things like that, I imagine?
Burton:Yes. It was very similar to what it is now. The present format essentially of the building layout was essentially established at this time. There was a difference of opinion —
Hoddeson:— we're still looking at July, 1946 organization chart —
Burton:In about 1945, there was a difference of opinion as to how Murray Hill should be constructed, and M. J. Kelly, who may have been the president of the labs at this time — anyway he was either executive vice president or president[7] — so the story went, —
Hoddeson:— executive vice president, yes.
Burton:He had been very much impressed by these large group offices that he'd seen in various military-oriented laboratories and so perhaps he, perhaps it was others, thought that Murray Hill really shouldn't be made up a lot of little rooms, it ought to be one great big room or a lot of great big rooms, with this group of physicists all in one big room talking to each other, interacting in a huge room. But that didn't happen, and I think Fisk and — perhaps Shockley and Wooldridge were at least three people who argued on the other side of that, and so the understanding finally came to be the following that there would be these little two bay rooms, which is what we have now, and the original idea was that there would be two experimentalists would share three little rooms between them. An experimentalist would have one two bay room where he had his desk and his experiment, the second experimentalist would have another two bay room where he had his desk and his experiment, and the third room would have two aides in it that did the construction of equipment and provided assistance to these two experimentalists. So that was the way the layout for this group of people began.
Hoddeson:I see, that's very interesting.
Burton:In some sense, it's continued more or less ever since. Anyway, Murray Hill is divided up into a lot of little rooms.
Hoddeson:I see — as are many industrial labs. No?
Burton:There were not many industrial laboratories, except those doing war-related things and a lot of the industrial labs that exist at the moment were patterned after Murray Hill.
Hoddeson:In 1958, you became director of semiconductor research, in Bell Telephone labs. How did that come about? I'm trying to track your movements through the organization; I don't have all the pieces.
Burton:Well, I guess they're all here.
Hoddeson:Yes, I have to put them together.
Burton:Well, let's see, after the invention of transistor, there was a considerable expansion of work on semi-conductors, and the chemistry and physical chemistry of that was in the department headed by A.H. White, and I was concerned with the research part of it. And then, that activity continued and grew some, and then finally, A. H. White became I guess executive director for research in the physical sciences, and I took his job.
Hoddeson:I see. OK. Now, I just want to ask a brief question — I want to go back to two questions from the earlier period. One of them has to do with something that you mentioned very briefly at lunch the other day, about something that happened in 1929, shortly before the Stock Market crashed. There was a tremendous expansion at Bell Labs. I didn't get that straight.
Burton:Yes, there were lots of people hired in 1929, lots of new employees hired in 1929, and there was a plan for considerable growth in the size of Bell Labs. It was about that time that this property here at Murray Hill was purchased, with the idea of building a big new lab here. But then the Stock Market crashed, and the recruiting of new employees stopped, and the plans for building this new building here in this location were delayed for ten years. Then finally when the Depression was over, this building was built.
Hoddeson:I see. Where can I learn more about that development? I'd like to know a little more about the underlying motivations for that rapid expansion. What went into the decision making at that time — what the goals were?
Burton:OK. Let's see, all right — the goals of BTL in the late twenties is essentially the question.
Hoddeson:That's right.
Burton:And what were the things that were being aimed for in building up.
Hoddeson:Right. Right.
Burton:Television was one, because there'd been this work on television in the mid-twenties. That was very successful. And so I suspect they were — well, I'm just guessing now — plans for expanding things like that, that were — but then the Stock Market crash came.
Hoddeson:— it would be interesting to know more precisely. Maybe we can figure out where I can get some of that information. The other question relates again to some remarks that you made at lunch about that study group that started in the mid- or late thirties, that studied the new developments in quantum theory as applied to solids.
Burton:Yes. After I was talking to you at lunch, I was talking actually Saturday night with Alan Holden, and he's somebody you ought to talk to him. You can get it first hand from him. He remembers some things about that. He said that, to the best of his recollection, that groups started about 1935 or '36, and that Foster Nix was a prime mover of it, of originally getting it started, and that the group used to meet at 4:30 in the afternoon, which was just shortly before quitting time, and then continue on.
Hoddeson:And met once a week?
Burton:Better ask him that. It was either once or twice a week.
Hoddeson:And he was in it from the beginning?
Burton:Yes, he was in it from the beginning.
I'll have to talk to him and find out more about that.
[1] See Organization Chart, March 1, 1940 and January 3, 1939 Physical Research Department. All charts can be found in paper transcript at Niels Bohr Library & Archives.
[2] Organization chart, August 1, 1940 Physical Research Department.
[3] still refers to May 1940 chart
[4] Case Authorization 35886, Jan. 1, 1945. Archives, Bell Telephone Laboratorys Records Center, Warren, NJ
[5] See July, 1945 Organization of Physical Research Department 1100
[6] see organizational charts following page 8 in paper transcript, Physical Research Department
[7] In 1945 M. J. Kelly was executive vice president and director of research. (see organization of BTL June, 1945 G.E.I. 1.2-1)


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Good morning students! We are going to learn how to make multiplication problems. Today we have traveled back in time to the age of the dinosaurs. Dinosaurs reproduce by laying.....? Right! Eggs. The dinosaurs lay their eggs in ...? Correct again. Nests. In your baggy, you will find several paper nests and two colors of eggs.
I would be excited to learn what multiplication was if I was in this class!
This teacher set up a real, active, learning environment in which the students had to use their bodies to figure things out. That is what I want to talk about. I have lots of questions that are related to this concept: When was it that the schools separated the brain from the body? Why do students have to sit, and sit, and sit all day (especially secondary students)? Why is a pencil a tool to think with? How is it possible to type without looking at my fingers, or drive without looking at my feet?
In the Classroom
Now back to the lesson I observed. The teacher gave each student a baggy that contained several paper dinosaur nests and candies that looked like eggs. There were white ones and blue ones. The students were excited to learn, not only because of the enticement of candies, but because of the interest generated by the dinosaur nests. The teacher then verbally gave the students different scenarios of eggs. In some she described nests without regard to color, while with other scenarios, color was integral.
"One stegosaurus laid three blue eggs and one white one in one nest, and three blue ones and one white one in another. How many eggs total did she lay? How many white eggs did she lay? How many blue ones?" "This brontosaurus laid nine eggs total in three nests. She thinks that each nest had about the same amount of eggs. Can you show me what that might look like?" "A triceratops set a goal to lay 12 eggs. She built three nests. How many eggs would she need in each nest to make them all equal?" The teacher then took the time to connect the number of nests times how many eggs in each to multiplication. The kids "got it" right off the bat!
Compare this with what many teachers do -- "Here is a gridded piece of paper. Write the numbers one to ten going down, and then write them again going across. Now fill in the table with these numbers." After years of doing this, many students still don't get their times tables. What makes the difference? The answer is simple. The body is an extension of the brain.
Mind and Body Connection
You have heard of muscle memory, but what I am talking about the body increasing the brain's memory. That is how I can type without looking at my fingers and drive without looking at my feet. The idea is really simple. In order for the body to move, the brain usually has to tell it to move. So if the body is active, so is the brain. Repeated motions are learned by the brain and the body. Connect motions with concepts and the body becomes a literal extension of the brain. In a classroom where the students are asked to use their bodies as learning tools, the teacher can see if the student's "get it" just by watching what their bodies are doing.
Students who struggle can get a clue by simply looking around and seeing what other students are doing. Discipline is diminished because few students will want to be singled out by refusing to participate in the fun activity.
Points to Ponder
I witnessed a teacher teaching high school seniors how to improve their writing. I observed compliant behavior with undertones of resentment from most of the students as they obediently wrote a descriptive paragraph. Then, magically, I witnessed a total transformation in their attitudes when the teacher explained that they were going to publish a newsletter for the school. They did not know that in writing the newsletter, they will be doing much more writing than if they sat in class responding to teacher prompts. But they were so excited about it.
Writing is an active behavior; the brain has to tell the hands and fingers what to do (low on Bloom's). But writing with purpose is a learning behavior; the brain has to decide what to write and why to write it and then determine if it is the best thing to write (way up there on Bloom's Taxonomy).
A teacher can easily observe the learning going on by watching how the student's pencils fly over the pages. What makes the difference? It's simple. The body is an extension of the brain.
Maybe the brain got disconnected from the body because the teachers believe that the body moving all the time will take away vital energy resources from the brain, which will diminish thinking power. Perhaps, the students have to sit all the time because of the ink bottles often spilled when the students got out of their seats to participate in collaborative groups. I believe I know how a pencil can be a tool to "think-with": The student writes something down, and then thinks that the teacher won't like it, so the student turns the pencil upside down and erases, ponders something new and better to write, and then writes it down. Now we know everything!
I look forward to finding out how you help your students use their bodies to extend their learning power.
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HI Ben, Have you heard of AIM (The Accelerative Integrated Method) for teaching a second language? Gestures are used to teach vocabulary. Students are able to retain and imbed this vocabulary more effectively than using word lists or traditional approaches. Check it out: www.aimlanguagelearning.com
I love it i just started explaining multiplication and i'm definitely going to try body movement! thank you
Thanks for this post, Ben! I've been a children's physical activity specialist for 31 years and have diligently worked to eradicate the idea of the mind and body as separate entities.
The integration of mind and body, particularly as it relates to children's learning, is so meaningful to me that I created a radio show on BAM Radio Network - The Education Station - called Body, Mind and Child! Your readers can check it out at www.bamradionetwork.com.
Am definitely going to pass along the link to this piece. Thanks again.
"Discipline is diminished because few students will want to be singled out by refusing to participate in the fun activity."
Student discipline decreases when teachers design and implement lessons which incorporate hands-on, engaging activities. These lessons in turn increase student interest and therefore participation (as opposed to embarrassment).
Absolutely! When the body is moving, the brain is getting oxygen, and the chance of learning is amplified.
"TADA...Teaching Activities Done Aesthetically", supports learning while moving while singing standard based songs. An example is using music to teach place value at the primary level, singing each place value and gesturing at each one, with a great big swoop for the comma before the thousands place value. Adding gestures assists with our retention also.
Through our songs we use in the classroom, each provides learning through decoding, comprehension, vocabulary, spelling, in addition to teaching facts and details that can be expanded into writing and research components in the literacy area. Teaching the whole child with music, intertwined with components of all academic areas, and movement, then enhances cognitive needs and interaction, with driving student achievement as a top priority. Contemporary finding in neuropsychology and neurobiology with regard to child learning and well-being have significantly validated this perspective.
Here's a few articles that support this:
We all learn differently. Movement helps get serotonin released into the body during exercise which positively influences memory and aids in learning. Children and adults alike can learn more when connecting what they already know (experiences) to new concepts and using movement.
Healthy bodies/minds work in tandem.
Erika Burton, Ph.D.
Stepping Stones Together, Founder
Empowering parental involvement in early literacy programs
I agree with your premise...in fact 13 years ago I created the Music & Movement program at our district preschool. This was an enrichment class that students attended twice a week. I taught all the usual preschool skills but through music, rhythmic chants and movement activities. I also tried to gear my lessons to the theme most teachers were using in their classrooms. The children learned so much. In fact, the 2nd year of my program one of our children in the special needs class said her first sentence IN MY ROOM. She said it while playing a tambourine and singing!
I continued on in my career to coordinate a Teaching Artist Program through VSAarts of Texas (a non-profit that promotes arts for all). During this progrsm teaching artists did weekly lesson in preschool classrooms. The purpose of this particular program was not only to help children learn through the arts but to help teachers learn to teach through the arts.
Unfortunately both programs have been sacrificed due to budget problems but I continue to teach my students using music and movement and (hopefully) other teachers continue to do so.
One thing I've noticed this year is that when I sit at faculty meetings I get really tired. When I'm in the classroom teaching, I am full of energy. Sitting - I feel exhausted. Part of me wondered if this was because our faculty meetings are at the end of the day. No. I get tired in early morning meetings too.
I am starting to think, though, the problem is sitting. And if I get tired in a two hour staff meeting, how do my students feel by the end of the day?
My students need to move, especially some of my ADHD students. I do get them up with stand up, hand up, pair up and other active teaching methods, but sometimes they need more.
This year I've started giving movement breaks. When it is time to get up and move, we all stand by our desks. The students then run in place as fast as they can for 20 seconds. I prep them up about how it is only 20 seconds and they should really push themselves. Then they just rest for 10 seconds. Then they do high knees for 20 more seconds. Then they rest for the last 10 seconds. We normally then do 5 calming breaths before we sit down.
I let the students request the interval breaks by using raising the sign language letter B. This way I know that they want a movement break and I can work it in soon. I know they learn more if they are focused, and my most active students need to move.
From start to finish it takes less than 2 minutes and really it wakes everyone up! Plus, given the amount of obesity with children on the rise, and the fact that we only get PE once a week, it gets them moving!
Yes, Sacha! Sitting increases fatigue and reduces concentration. Giving movement breaks is the way to go.
Here's a short interview with a panel of experts discussing "Teaching Children Who Just Won't Sit Still": http://www.bamradionetwork.com/index.php?option=com_content&view=article....
As a former dancer and elementary reading specialist turned publisher, I'm very interested in the links between movement and learning. A few research pieces from the early childhood world:
- Kindermusik's ABC Music & Me program, which engages young Pre-K children in music and movement along with early literacy, produced gains in self-control in a George Mason University study.
- At last summer's NICHD-sponsored conference on executive function, Dr. Betty Hoza of the University of VT, described a high-quality research study underway to engage young children with ADHD in an aerobic physical activity intervention.
The evidence for a link between movement and learning is emerging from the researchers focusing on young children... very exciting!
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Transport III
June 23, 2010
Transport III "Transport III," from the Gallery of Eric J. Heller. Explanation of image, as taken from Heller Gallery: Transport III, another image in the Electron Flow Series, emphasizes the phenomenon of "caustics", or lines of accumulation where we look edge on. Loosely speaking, caustics are edges, lines along which one object or space ends and another begins. But edges are usually much more. In a drawing, caustics determine where a line should fall, and where it should begin and end. If the object being rendered is a smooth, three-dimensional form, light will usually collect or diminish rapidly at an edge, and detail will accumulate there. This is because the caustic of a curved surface is where we look tangent to (ex. along) the surface. If we imagine the surface as a thin shell of smoky plastic in front of a uniform gray sky, then the caustics will be very dark, because there light must pass through much more material to get through than at a typical place. Whether by training or by instinct, we associate a line in a simple drawing with a caustic in the real world. Even the cave painters 50,000 years ago knew these tricks and rendered some images of animals with subtle use of line to represent caustics. But caustics are not always found at the obvious places. Caustics are found whenever there is "projection" to lower dimension. When we see something which is really three-dimensional, we automatically are projecting it onto the plane of our retina, using only two dimensions. Nowhere are caustics as beautiful as when looking through a thin folded translucent sheet, such as translucent kelp. One of the caustics we are bound to see is called a "cusp." It happens when a flat part of the kelp develops a fold as we follow up along a blade. At a definite point, we start to see two new edges or caustics arise where before there were none. Heller's work was included in the exhibit "Approaching Chaos," shown at the National Science Foundation (NSF) headquarters in Arlington, Va., July thru October 2002, as part of "The Art of Science Project." The Art of Science Project was conceived and implemented by a cross-directorate committee of NSF staff. Its purpose is to bring to NSF, original works of art that visually explore the connections between artistic and scientific expression. This image is copyright and was included in the NSF Multimedia Gallery with permission from the owner. See "Restrictions" below regarding use of this image. [Research supported by Harvard's NSEC (NSF) grant.] (Date of Image: 2001)
Topics: Caustic, Physics, Optics, Cusp, Corrosive substance, Differential geometry, National Science Foundation


text:
Michael Young open to destinations other than Texas
Jul 30, 2013, 7:12 PM EDT
FOX Sports' Ken Rosenthal reported on Tuesday afternoon that Phillies infielder Michael Young would only approve a trade back to his old team, the Rangers. But that might not be entirely factual.
Jayson Stark of ESPN is hearing from sources that Young will "consider other destinations" if the Phillies ask and that Boston would be his second choice.
It's not clear at this point what his stance is on the Yankees, who are believed to have some interest.
Young, 36, is batting .277/.342/.402 with seven homers and 32 RBI in 99 games this season. He was dealt from the Rangers to the Phillies in December for righties Josh Lindblom and Lisalverto Bonilla.
- billymc75 - Jul 30, 2013 at 7:18 PM
just trade back
- phillyphan93 - Jul 30, 2013 at 7:22 PM
This website is a constant contradiction, all day! I understand you have to post content, but get your story straight. Seems like all your doing is trolling around for a cheap story, do some real journalism. The ProFootballTalk family is really falling off.
- heyblueyoustink - Jul 30, 2013 at 7:47 PM
Dude, it's the trading deadline. A black lab could transform into a unicorn at any moment. Cillax.
- raysfan1 - Jul 30, 2013 at 9:01 PM
These guys are bloggers. They aren't reporters and don't try to be. They are passing along others' reports and making commentary. With the trade deadline looming, much of the reports they see and pass along are rumors, and rumors are often contradictory.
- therealtrenches - Jul 30, 2013 at 7:29 PM
There goes commenter The Common Man's theory that vetoing all trades except those to Texas was Young's best option.
- eshine76 - Jul 30, 2013 at 8:13 PM
Here's how it went down:
RAJ to Young and / or his agent: "Hey, we're looking to trade you since we aren't in this race."
Young: "Great; that Paplebon is a douche. I have a no trade clause, but I'll waive it for TX."
RAJ: "Their offer sucks, so I'm trading you somewhere else, but don't worry, it'll be to a contender."
Young: "Nope. I'm only going to Texas."
{Rosenthal report comes out and RAJ calls up 3B prospect}
RAJ gets a call from Young's agent.
Agent: "What the hell was that about?"
RAJ: "We called up this kid so he could get some regular playing time in the bigs. We figure it'd be a great opportunity to be mentored by a guy like your client… oh, he wants to play for a contender? Ok, I'll see what I can do"
- pisano - Jul 30, 2013 at 8:51 PM
I hope Boston gets him, this guy is a hazard with a glove on his hand, and I don't mean a batting glove.
- Just a Fan - Jul 30, 2013 at 10:03 PM
The Tigers need him badly…..Insurance for Miggy….Peralta and Infante. Not to mention he is and upgrade over Dirks or anyone else short of Castellanos in Left field. At 36 he can not be that expensive, can he?
- gt929 - Jul 31, 2013 at 1:24 AM
Rangers might as well try to get him back since they are paying most of his salary.
- nananatman - Jul 31, 2013 at 11:40 AM
Trade him to hell! Ppl named Young always, always suck!
- artisan3m - Jul 31, 2013 at 12:00 PM
Age aside, he's hitting .277 in 98 games. Only four Rangers on the roster have better averages and two of them are subs. I'd like to see him back in Texas. He's a leader, well liked, reliable, and 32 RBIs shows he is a producer. I think at heart Michael Young will always be a Texas Ranger. He might as well play there ~ and gt929 is right ~ Michael is already on the payroll. A 36 year old Young is still a good buy ~ better than Berkman.
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text:
You can't dance with the chancellor
One glance'll have you caught up in the trance of the tarantula
And if they could, then they probably would
They come close but it's no cigar, welcome to my world
from Jay Electronica – My World (Nas Salute) Lyrics on Genius
You can't contest Jay (the chancellor). He'll glare at you and you'll be in a trance, helpless.
If his enemies could attack him, they would, but they can't, so it doesn't matter.
Also Jay could be referencing Chancellor Palpatine from Star Wars whom he has referenced before. He defeated a great number of Jedi and others in both the non-canonical books and movies.
To help improve the quality of the lyrics, visit Jay Electronica – My World (Nas Salute) Lyrics and leave a suggestion at the bottom of the page


text:
Kansas Governor Sam Brownback on Tuesday rescinded a number of executive orders by the former governor, including one that protected lesbian, gay, bisexual and transgender (LGBT) state employees from unfair hiring practices, sexual harassment and other types of discrimination at work. The previous ...[read more]
The US Department of Health and Human Services (HHS) on Friday issued proposed rules to revise which for-profit businesses and non-profit organizations are exempt from the contraception mandate of the Patient Protection and Affordable Care Act. The changes come in response to the Supreme Court's ...[read more]
JURIST Guest Columnists Renee Mattei Myers and Redeate Dessalegn of Eckert, Seamans, Cherin & Mellott, LLC discuss the effect of the recent US Supreme Court decision in Burwell v. Hobby Lobby Stores, Inc. on employers and employees... In a 5-4 decision, the US Supreme Court held the ...[read more]
The US Supreme Court ruled 5-4 Monday that closely held for-profit corporations can deny coverage of contraception costs because of their religious beliefs. In Burwell v. Hobby Lobby and Conestoga Wood Specialties Corp. v. Burwell the court considered whether, under the Religious Freedom ...[read more]
The US Supreme Court on Monday denied review of two cases brought by Roman Catholic non-profit groups seeking an exemption from part of Patient Protection and Affordable Care Act (PPACA) requiring employers to provide insurance coverage for contraception. Both cases, Roman Catholic Archbishop of ...[read more]
The US Supreme Court heard oral arguments Tuesday on whether companies have a right to an exemption from the contraception provision of the 2010 Patient Protection and Affordable Care Act (PPACA) for religious reasons. The plaintiffs in the combined cases of Sebelius v. Hobby Lobby Inc and ...[read more]
The Patient Protection and Affordable Healthcare Act (PPACA), signed into law on March 23, 2010, mandates employers to offer their employees health insurance options that provide preventative contraceptive services, such as birth control without co-payments. The PPACA's contraception mandate has ...[read more]
A judge for the US District Court for the District of Columbia on Wednesday rejected a challenge to health insurance subsidies available to people in states that declined to establish their own online marketplaces under the Patient Protection and Affordable Care Act (PPACA). The suit argued that ...[read more]
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100,000 Visitors to Titanic: The Artifact Exhibition
Science Museum hits major attendance milestone just 47 days into exhibition run
ST. PAUL, Minn., Aug. 4 /PRNewswire-USNewswire/ — The following is being issued by the Science Museum of Minnesota:
What: The Science Museum of Minnesota has welcomed the 100,000th visitor to its Titanic: The Artifact Exhibition. It only took 47 days after opening day to reach this important attendance milestone and puts the museum on pace to exceed its 250,000-visitor attendance projection during the exhibition's St. Paul run.(Titanic: The Artifact Exhibition is open through January 3, 2010.)
Where: Titanic: The Artifact Exhibition
Science Museum of Minnesota
U.S. Bank Great Hall, level 4
120 West Kellogg Blvd., downtown St. Paul
Exhibit Details: Titanic: The Artifact Exhibition is the largest exhibition the Science Museum has ever hosted. Visitors will find 14,000 square feet of gallery space devoted to the artifacts that have been recovered from the world-famous ocean liner's final resting place. They'll get a glimpse at life onboard the ship, see the worldwide debut of artifacts from Carpathia, Titanic's rescue ship, discover the science behind Titanic's design and demise, and witness the remarkable search and recovery efforts that have led to a better understanding of what happened on that fateful night in 1912.
Titanic: The Artifact Exhibition is produced by RMS Titanic, Inc., the only company permitted by law to recover objects from the wreck site of Titanic. The company was granted salvor-in-possession rights to the wreck by a United States federal court in 1994 and has conducted seven research and recovery expeditions, where it recovered approximately 5,500 artifacts.
Downloadable images and media information for Titanic: The Artifact Exhibition are available at www.smm.org/media .
Visitor Info: Tickets for Titanic: The Artifact Exhibition are $23 for adults and $18 for kids ages 4 to 12 and seniors. Combination Titanic, exhibit gallery, and Omnitheater admission is also available. Advanced reservations are recommended. For more information and tips to plan your visit, call (651) 221-9444. Or, avoid waiting in line altogether by planning your visit and purchasing tickets
at www.smm.org.
Media Contacts: Janine Hanson/Kim Ramsden, PR Co-Directors, (651) 221-9423
Sarah Imholte, PR Coordinator, (651) 221-9412
Peg Roessler, PR Representative, (952) 949-6550
SOURCE Science Museum of Minnesota


text:
Verizon's Droid DNA by HTC is a high-end, Droid-branded handset for late 2012, running on VZW's 4G LTE network. With a 5-inch, 1080p SuperLCD3 display, the DNA boasts one of the sharpest, best-looking screens of any smartphone. Running the show is a 1.5GHz quad-core Snapdragon S4 Pro CPU, backed up by 2GB of RAM. On the software side, the DNA runs Android 4.1 Jelly Bean and HTC Sense 4+.
Other highlights include a curved, soft touch back, a high-quality, 2.1MP BSI front-facing camera and a built-in amplifier for the rear speaker.
Recent HTC Droid DNA Forum Threads
- How to activate USB Mass Storage Mode?
- Question from a new user about battery life
- Droid DNA: Text message font size keeps increasing
- How do you hook up this phone to a TV to play movies?
- Why isn't my voice and text working on my Droid DNA?
- Should I replace the screen or digitizer?
- The DNA dies a slow and painful death
- Which phone to upgrade to before end of year?
- How can i root my HTC DROID DNA 4.4.2?
- i need help I am locked out of my phone too much pattern tries and i cant remember my email to open
- See All Threads


text:
French Market Doughnuts
|1⁄4 Cup (4 tbs)
|1⁄2 Cup (8 tbs)
|1 Teaspoon
|Boiling water
|1 Cup (16 tbs)
|Evaporated milk
|1 Cup (16 tbs)
|1 Tablespoon
|Lukewarm water
|1⁄2 Cup (8 tbs)
|Sifted flour
|7 Cup (112 tbs)
|Cooking oil
|1 Cup (16 tbs)
|Confectioner' s sugar
|2 Tablespoon
1) Grease a bowl.
2) In a mixing bowl, combine shortening, sugar, and salt.
3) Add in boiling water, stirring till the shortening melts.
4) Add in the milk and cool to lukewarm.
5) In a bowl, add the yeast in lukewarm water.
6) In a bowl, add the eggs and beat well.
7) Add the eggs, yeast, and 4 cups flour to the milk mix.
8) Beat till smooth, slowly working in the remaining flour.
9) Turn the dough onto a lightly floured board.
10) Knead well till a smooth dough.
11) Place in the greased bowl and cover.
12) Chill for 2 hours, or up to 5 days.
13) Taking 1/4 of the dough at a time, roll to 1/16-inch thick rectangle.
14) Cut in small squares or triangles.
15) Allow to rise till light.
16) In a skillet, heat deep oil.
17) Fry the cut dough and fry till brown.
18) Coat with confectioners' sugar and serve hot.


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Julian Davidson put together some tasty clips for the release of his new pro OJ Wheel available now!
Youness Amrani Always On The Grind
Youness Amrani took a quick trip to Barcelona to hit the streets for the newest Venture 'Always On The Grind' clip and the release of his first ever Pro Truck 'The League'.
Jak Pietryga Grey Video Part
Grey Skate Mag has just released a new video part from Jak Pietryga. Filmed and edited by Mark Kendrick, this no frills part highlights Jak's unique bag of tricks and love of lines.
KR3W "Rights Refused" with Eric Dressen
Eric Dressen is a man of few words but a multitude of talents. From a skate career spanning over three decades to his latest creative efforts as an internationally respected tattoo artist, Eric has continued to exemplify how a life of diverse creativity can be carved out from the simple act of riding a skateboard.
20 Years of Chocolate, Denver & NYC
Rowan Zorilla Cold Call
Chris Nieratko cornered red hot Baker Skateboards am, Rowan Zorilla, and sat him down to discuss partying at Nyjah's, getting robbed in Germany, Baker 4 and obviously, the Vans video. Read on.


text:
While attending the 2015 AIA National Convention, ARCHITECT joined in on a... Read more
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More than 37,000 aspiring designers tested or reported experience hours last year. Read more
Page 1 of 99
Kengo Kuma & Associates
Steven Christensen Architecture
London / John McAslan + Partners
Arthur Dyson Architects
The Kubala Washatko Architects Inc.
MAD Architects
Steven Holl Architects
KAAN Architecten, PRANLAS-DESCOURS Architect & Associates
Massachusetts Institute of Technology
Roger Ferris + Partners
Culver City, Calif. Eric Owen Moss Architects.
Bates Masi + Architects
Zaha Hadid Architects
Chen + Suchart Studio
Bjarke Ingels Group (BIG)
Peter Rose + Partners
Atlanta. The Freelon Group and HOK.
Salmela Architect


text:
- UNDP around the world
Many of UNDP's relationships with countries and territories on the ground exceed 60 years. Find details on our successes and ongoing work. Visit UNDP's global website.
- Afghanistan
- Albania
- Algeria
- Angola
- Argentina
- Armenia
- Azerbaijan
- Bahrain
- Bangladesh
- Barbados
- Belarus
- Belize
- Benin
- Bhutan
- Bolivia
- Bosnia and Herzegovina
- Botswana
- Brazil
- Burkina Faso
- Burundi
- Cambodia
- Cameroon
- Cape Verde
- Central African Republic
- Chad
- Chile
- China
- Colombia
- Comoros
- Congo (Dem. Republic of)
- Congo (Republic of)
- Costa Rica
- Côte d'Ivoire
- Croatia
- Cuba
- Cyprus
- Democratic People's Republic of Korea
- Denmark (Rep. Office)
- Djibouti
- Dominican Republic
- E.U. (Rep. Office)
- Ecuador
- Egypt
- El Salvador
- Equatorial Guinea
- Eritrea
- Ethiopia
- Fiji
- Finland (Rep. Office)
- Gabon
- Gambia
- Geneva (Rep. Office)
- Georgia
- Ghana
- Guatemala
- Guinea
- Guinea-Bissau
- Guyana
- Haiti
- Honduras
- India
- Indonesia
- Iran
- Iraq (Republic of)
- Jamaica
- Jordan
- Kazakhstan
- Kenya
- Kosovo (as per UNSCR 1244)
- Kuwait
- Kyrgyzstan
- Lao PDR
- Lebanon
- Lesotho
- Liberia
- Libya
- Madagascar
- Malawi
- Malaysia
- Maldives
- Mali
- Mauritania
- Mauritius & Seychelles
- Mexico
- Moldova
- Mongolia
- Montenegro
- Morocco
- Mozambique
- Myanmar
- Namibia
- Nepal
- Nicaragua
- Niger
- Nigeria
- Norway (Rep. Office)
- Pakistan
- Panama
- Papua New Guinea
- Paraguay
- Peru
- Philippines
- Programme of Assistance to the Palestinian People
- Russian Federation
- Rwanda
- Samoa (Multi-country Office)
- São Tomé and Principe
- Saudi Arabia
- Senegal
- Serbia
- Sierra Leone
- Somalia
- South Africa
- South Sudan
- Sri Lanka
- Sudan
- Suriname
- Swaziland
- Sweden (Rep. Office)
- Syria
- Tajikistan
- Tanzania
- Thailand
- The former Yugoslav Republic of Macedonia
- Timor-Leste
- Togo
- Tokyo (Rep. Office)
- Trinidad and Tobago
- Tunisia
- Turkey
- Turkmenistan
- Uganda
- Ukraine
- United Arab Emirates
Regional PresenceMuch of UNDP's work is administered through 5 regional bureaus.
- Operations
- Research & Publications
- News Centre
UNDP in Bhutan
The United Nations Development Programme has been supporting the Royal Government of Bhutan (RGoB) and the Bhutanese people since 1973 although it was officially established only in 1979.
UNDP assistance in Bhutan began with an initial allocation of USD 2.5 million for the first country programme (1973-1976) coinciding with the 5th and 6th Five Year Plans. Prior to 1996, UNDP assistance primarily focussed on civil aviation, telecommunications, private sector, energy, tourism and media. Currently, UNDP's supports inclusive, sustainable progress in people's lives, their needs, efforts and rights.
Although UNDP's work in Bhutan is largely cross-sectoral, the Gross National Happiness Commission (GNHC) is UNDP's main partner agency as all national development plans, policies and programmes are monitored, evaluated and screened by the commission.
What do we want to accomplish?
Over the years, UNDP's support for Bhutan has mostly been guided by the Millennium Development Goals (MDGs) and is derived from the United Nations Development Assistance Framework (UNDAF) 2008-2013.
The Country Programme Document (CPD) is derived from UNDP's Multi-Year Funding Framework (MYFF). All activities are owned and implemented by national partners with a cross cutting emphasis on gender mainstreaming in the areas of:
Economic Integration and Innovation
To further reduce poverty to less than five percent and multi-dimensional poverty rate to 10 percent by the end of 2018, UNDP helps in mainstreaming pro-poor environment while ensuring biodiversity conservation. To Deliver As One, the UNDP, along with other UN agencies, is also supporting the government to mobilize resources with an aim to enhance employment and income generation and create enabling environment for private sector growth, especially for cottage and small rural enterprises.
To ensure transparent, accountable and inclusive development, UNDP continues to support anti-corruption efforts and efficient public service delivery built on the foundations of sound financial management. UNDP also partners with media and civil society to promote people's right to information.
In collaboration with other UN agencies and development partners, UNDP also supports decentralisation of local governance systems through capacity development and e-governance at local and national levels.
Climate Change Mitigation & Renewable Energy
To address emerging environmental concerns into national policies, plans and programmes, UNDP has been providing cross sectoral technical support to enhance national capacities so that Bhutan is able to meet its committments to International Environmental Agreements.
UNDP partners with government and private sectors to help rural communities access affordable renewable energy technologies while ensuring biodiversity conservation.
UNDP has also been supporting stakeholder and community capacity building to better implement the national disaster risk management. By mainstreaming disaster and climate risk reduction into national polices, UNDP aims at supporting successful disaster risk management initiatives for better disaster preparedness and response.
Climate Change Adaptation & Disaster Risk Reduction
By partnering with local and central governments, non-governmental organizations and other international agencies, UNDP promotes policies and implementation of community-based disaster risk management projects.
UNDP also mobilizes resources to strengthen community resilience to climate change impacts by diversifying livelihoods, improving climate change database. This is geared towards protecting communities from natural calamities.
UNDP Bhutan Milestones
Since the beginning of its involvement in Bhutan, UNDP has played key roles in:
1979: National airline development.
1986: Development of Kuensel as a weekly national newspaper.
1989: Telecommunications Master Plan development.
Mid 80s-Early 90s: launch of the largest global UNV programme in Bhutan.
1996: Establishment of the Bhutan Trust Fund for Environmental Conservation.
2006: Establishment of the Anti-Dorruption Commission & formulation of the National Disaster Risk Management Framework.
2008-2013: Glacial Lake Outburst Floods project on climate change in Punakha & Wangdue.
2009: Emergency assistance after Cyclone Aila floods & earthquake in Eastern Bhutan.
2011: Emergency assistance after the 2011 earthquake.
2013: Development of the National Internal Control Framework.
2014: Launch of the largest climate change adaptation programme in Bhutan.
Who are the decision makers?
Ms. Christina Carlson is the current UN Resident Coordinator and the UNDP Resident Representative.
The UNDP Deputy Resident Representative is Ms. Shabnam Mallick.
UNDP's work is divided into four broad portfolios (thematic areas) led by portfolio managers, which are:
1. Climate Change Mitigation and Renewable Energy - headed by Mr. Nawaraj Chhetri (email@example.com)
2. Economic Integration and Innovation - headed by Mr. Jigme Dorji (firstname.lastname@example.com)
3. Inclusive Governance - headed by Ms. Annamari Salonen (email@example.com)
4. Climate Change Adaptation & Disaster Risk Reduction - headed by Mr. Pema Dorji (email@example.com)
How many are we?
Total staff strength: 34
|UNDP Front Office:
|Resident Coordinator's Unit:
|Climate Change Adaptation & Disaster Risk Reduction (CCA & DRR)
|Climate Change Mitigation & Energy (CCM & Energy):
|Inclusive Governance:
|Economic Integration & Innovation (E2I):
|Partnerships & Assurance Unit (PAU):


text:
News from WTOP
News from the AP
Mike Causey
Shows & Panels
Shows & Panels
- Agency of the Month
- Business of Government Hour
- The CFO Agenda: Delivering value from financial transparency and audit efforts in the public and private sector
- Cloud-Driven Data Insights in Government
- CXO Surveys
- Disaster Resilience for America
- Federal News Countdown
- Government Perspectives on Mobility and the Cloud
- Reducing Risk in the Cloud
- Reimagining the Next Generation of Government
Shows & Panels
- AFCEA Answers
- American Readiness: Renewable Power and Efficiency Technologies
- Ask the CIO
- The Business Case for Cloud Computing in Government
- Cloud-Driven Data Insights in Government
- Connecting the Dots: Digital Authentication in Government
- Data-Centric Approaches to Government in the Cloud
- Delivering the Digital Government Mission
- Federal Executive Forum
- Federal News Radio's National Cyber Security Awareness Month Special Panel Discussion
- Federal Tech Talk
- The Future of Government Data Centers
- Government Perspectives on Mobility and the Cloud
- Industrialized, Interoperable and Insight-driven Federal Health Panel
- Innovation and Tech Superiority through Acquisition Reform
- Mitigating Insider Threats in Virtual & Cloud Environments
- Moving Agency Applications to the Cloud with PaaS
- Reducing Risk in the Cloud
- Security in the Age of Targeted Attacks
- Air Traffic Management Transformation Report
- The Business of Cloud
- Cloud First Report
- Data Driven Cloud Series
- Disaster Resilience for America
- General Dynamics IT Enterprise Center
- Gov Cloud Minute
- Government in Technology Series
- Homeland Security Cybersecurity Market Report
- The Intersection: Where Technology Meets Transformation
- Modern Mission Critical Series
- National Cybersecurity Awareness Month
- The New IP for Federal IT
- The Social Platform Solution for the Department of Veterans Affairs
- Technology Insights
- The Cyber Security Report
- The Next Generation Cyber Security Experts
Shows & Panels
- Cloud-Driven Data Insights in Government
- Disaster Resilience for America
- F-35 Lightning II Program
- Government Perspectives on Mobility and the Cloud
- On DoD
- Pentagon Solutions
- Reducing Risk in the Cloud
- Reimagining the Next Generation of Government
- Transforming Business Operations at the Defense Department
Search Result
Search Tags: Lock Drive
Man arrested after spree of incidents, police pursuit in Ffx. County
A 28-year-old Centreville man is under arrest after a spree of incidents that police say began with items being set ablaze in a home and ended with a taser and the closure of Interstate 66 in Fairfax County.
Tags: Fairfax County Police , Luis Caballos , Chantilly National Golf Club , Interstate 66 , Route 28 , Virginia State Police , Gary Emerling
Tuesday - 04/05/2011, 01:48pm EDT


text:
KTM LC4 (640) Thread Index
View Single Post
Beastly Adventurer
Joined: Sep 2005
Location: Eastern Washington, USA
Oddometer: 2,286
Originally Posted by
... it got me thinking! I am curious to hear what tools and spares you fellow 640 owners carry with you:
1. On a day / long weekend ride;
2. Extras you add for multi-day rides, say a week or two, like portions of CDT or TAT (North America)?
This is the kit I carry anytime I ride. I have assembled these tools over time with the intent of keeping it light and compact while still including everything needed for repairs short of a top end job. It handles all the normal maintenance tasks with the addition of a feeler gauge and "Creeper straw" for valve adjustments.
Cut off 5 mm hex key (valve covers)
Hex drive assortment: 1/4" square drive hex soocket, 4, 5, 6, & 8 mm hex; 8-10 flat (short & 3 1/2"), 5-6 flat, P1, P2 (short & 3 1/2")
CRKT mini knife
Sockets: 6, 8, 10, 13, & 19mm
1/4" to 3/8" adapter
Thin wall 18mm spark plug socket (Allen brand fits the LC4)
1/4" flex handle
1" & 3" 1/4" drive extensions & universal
5 1/2" long X 3/4" cheater (conduit)
Open end combination wrenches: 8/10, 10/11, 10/13, 14/17
KTM pliers
KTM axle wrench
I use a 1/4" drive because it is sufficient for anything that isn't put on wrong. I also carry: a couple of 8 1/2" tire irons, patch kit, and spare 21" tube in a fender bag for flats; a bicycle pump strapped to the top of the forks; spare clutch handle & cable; assorted cable ties; and a length of fence wire.
For multi-day trips I include a small multi-meter, electric tape, portable butane soldering iron & solder, 12 g wire, fuses, epoxy stick, chain tool, tow strap, spare shift lever, assorted nuts & bolts, spare head & tail light bulbs, and Locktite. I keep a copy of the wiring diagram on my smartphone.
View Public Profile
Find More Posts by Sparrowhawk


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need a fixer in Belgium
Hello, Lightstalkers!
i'm searching for a fixer in Belgium. i need to make a footage with bmx rider and skateboarder in some deserted places.
any info appreciated.
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The Wizards and the bulk of NBA teams head to Las Vegas next week for summer league action. Other squads get a jump start at the Orlando version, which opens on Monday.
The Capitals have re-signed center Mike Carman to a one-year contract extension, general manager George McPhee announced today.
The headlines two weeks ago said that the Redskins are moving their training camp to Richmond starting in 2013.
If youd like to go to Redskins Training Camp, you can get your freepass now at www.csnwashington.comtrainingcamp.
The Redskins deal with Virginia to move training camp to Richmond and to keep Redskins Park in the state is getting the attention of some state lawmakers.As part of the agreement, the team is getti


text:
Low Dose Aspirin for the Prevention of Preeclampsia
This study is not yet open for participant recruitment. (see Contacts and Locations)
Verified June 2013 by Saint Thomas Hospital, Panama
Saint Thomas Hospital, Panama
Information provided by (Responsible Party):
Osvaldo A. Reyes T., Saint Thomas Hospital, Panama
ClinicalTrials.gov Identifier:
First received: June 26, 2013
Last updated: June 28, 2013
Last verified: June 2013
- Full Text View
- Tabular View
- No Study Results Posted
- Disclaimer
- How to Read a Study Record
No Study Results Posted on ClinicalTrials.gov for this Study
|Study Status:
|This study is not yet open for participant recruitment.
|Estimated Study Completion Date:
|January 2014
|Estimated Primary Completion Date:
|December 2013 (Final data collection date for primary outcome measure)


text:
If there's one thing that the Katy Cocktease publicity team wants you to know, it's that she's madly in love with some new dude from a band and she's banging the be-jesus out of him. Or maybe he's banging the be-jesus out of her, since she is a rightly-raised woman. In either case, they want you to know that she's not been devastated by her breakup and divorce from Russell Brand, who, for the record, is she-banging his way across the yoga pants universe.
What clearly hasn't changed with Katy Cocktease is her refusal to flash the last 10% of her bodily skin she hasn't show on stage yet to sell tickets, that glorious bit of funbaggery bare and fine and what makes us tune into her catchy jingle music in any regard. Not that we expected Katy to flash her sweet melons at at Museum of Contemporary Art event last night (but, it would be nice). Enjoy.


text:
the journey of a single ethically sourced meal
by Christian Cable
This book is a photographic essay detailing the journey of a single ethically produced meal from farm, to shop, to the table.
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