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Comment: Pacific Inst for Research and Evaluation Again! (Score 1) 783

by proctor (#45474743) Attached to: Texas Drivers Stopped At Roadblock, Asked For Saliva, Blood

Same exact beltway bandit company who socially engineered a Colorado Sheriff into forcing motorists into providing DNA samples at a roadblock.

Suggestion: Maybe the Maryland state police, out of sympathy for their Texas and Colorado fooled by this corporation might consider setting up a mandatory roadblock on the edge of that company's parking lot so the US public learn the percentage of crack cocaine users on staff. I see more Probable Cause for blood testing that company's executives than the Texas or Colorado officers had for testing random citizens.

-proctor

Comment: security through obscurity. (Score 1) 197

by proctor (#44379883) Attached to: NSA Utah Data Center Blueprints Reveal It Holds Less Than Thought

The blueprints are at best a measure of those portions of the facility where they will allow low level clearance contractors, like vetted electricians.

Even the MCI headquarters in Ashburn has an off blueprints sub basement to intel use, so we should hardly expect less of a facility directly owned by a TLA.

Comment: Re:Not that hard to find the actual paper (Score 5, Informative) 364

by proctor (#27593097) Attached to: Is Your Mood a Result of Where You Live?

That's not it. That's an older article without the state breakdowns. I've not found a legal open link to this paper (about publicly funded research...mutter) but the site in which it resides is http://www.ajpm-online.net/

The lead researcher is a Mathew M Zack, who is not listed in this older pdf.

On the upside, I did find that the CDC makes the data on which this new paper is based freely available here: http://apps.nccd.cdc.gov/HRQOL/
with a prettier but less depression specific version here:
http://www.cdc.gov/hrqol/findings.htm

Comment: What Can 4 year olds learn (Score 1) 192

by proctor (#19204403) Attached to: What Can 4-yr-olds Understand About Science?
Speaking with the experience of my daughter (now 3 months from 5yrs old) and her friends, the ability to do more than just pretend to understand abstract thoughts seems to have hit right around the time that they began to try out more advanced lies. For example: "Mommy (who already left) promised I could do something (that mommy would clearly not promise)" The concepts just need to be framed in terms they want to understand. For my daughter the threshold was around 4.5 yrs. Most recent example, light. I gave her a flashlight a while back, she had a good time playing with focusing the beam and moving it around. Later I moved onto the Sun being the source of light like the flashlight. Last week her teacher sent her home with the question: "why is the sky blue?". One trip to the Discovery store for a prism later and I showed her all the colors in sunlight. I then told her that air reflected one of them to her to get that blue color (she gets reflection...loves mirrors). She chimed in, 'So grass reflects green?'. Much warm fuzzies for her geek dad. Small negative aspect: On getting home she promptly compared to her flashlight's light through the prism resulting in an immediate request for a better flashlight that is like the sun. Followup I've asked her to give her teacher the question: "why does air reflect blue?" Wish I could be there to videotape her teachers look.

Treat your work visit as the point to lay the foundation for good questions by the children later on. If possible send them home with a small fun toy that demonstrates parts of the concepts you're trying to show them. That way they can mentally creep up the concepts when the play with the toys...and telling the doubters raising objections to your planned trip to google on 'Montessori' (and get out of your way).

The degree of technical confidence is inversely proportional to the level of management.

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