text:
5 Reasons Why Educational Laptops Were Doomed in Papua New Guinea
By Wayan Vota on March 28, 2019
Back in the day, One Laptop Per Child promised a digital revolution in education. By handing out "$100 laptops" to children, and for the most part sidelining teachers, the organizers believed that children would learn learning on their own. OLPC had massive media coverage, and for a while, it looked like it actually would revolutionize education.
I happened to be a major critic of the program, citing the need for teachers and school administrations to be involved with any educational effort that hoped to grow past pilotitis. In time, those of us who pointed out its failures were proved right. OLPC was a failure outside of a few special cases like Plan Ceibal.
One Laptop per Child in Papua New Guinea
That doesn't mean we should stop learning from OLPC's mistakes. The most recent entry in our continued education comes from Geoffrey Saxe and Kenton de Kirby, at the University of California, Berkeley in their paper Analyzing the Evolution of a Digital Technology Intervention that focuses on an OLPC deployment in Papua New Guinea.
The three Oksapmin schools for the OLPC pilot program are managed by the Baptist Union, the national organization representing the Baptist denomination in Papua New Guinea. The schools are a half-day hike from each other in a remote, mountainous area of PNG with no roads that connect the area to other parts of the country.
The OLPC laptops, solar panels, and other OLPC material resources arrived in the Oksapmin area in late 2010 and distributed to the schools several months later. The researchers arrived in the Oksapmin area four years later, in the summer of 2014, and their initial observations showed the limited impact of XO laptops at each school.
5 OLPC Threats in Papua New Guinea
The researchers identified five sequential threats to the development of OLPC that occurred during the 2010-2014 period. They defined "threat" as a set of circumstances that an individual interprets as a risk to the continued use of OLPC technology in teaching and learning.
Threat #1: Computers Alien to Most in the Community
For most Oksapmin people, computers were alien prior to the OLPC program. The uninitiated user, whether a teacher or a student, faced a steep learning curve to use an XO to serve elementary functions, and had many, many questions:
Fundamental ontological questions: what is this? is it a toy? a magical machine, a divine creation (or an evil one)?
Hardware questions: how to open the computer (which is not straightforward), turn on the computer, or power the computer with solar panels and connecting wires.
Software questions: understanding the idea of an application (or as these are named in Sugar, "activities"), the functionality of any one of the many activities, and how to navigate across activities.
Pedagogy questions: what activities to privilege in relation to a curriculum, and how to use the software in productive ways, whether in whole class instruction or individual activities or in small group work.
Support Questions: with so little technical knowledge in the community, whom can one turn to for support when something goes awry?
Efforts to manage the threat occurred both outside and inside the Oksapmin world. Sometimes management efforts were planned and organized; other times they emerged on the spot in efforts to accommodate local challenges. School staff organized a one-week training session that covered a range of topics related to the operating of XOs and basic teacher training. Technicians installed servers and solar panels.
Crucially, one school headmaster had an enthusiasm and deep interest in computational technologies and one community volunteer had a strong background in computational technologies and education. Had both not been in Oksapmin at the time of the deployment, the program would likely have met a different fate.
Threat #2: Religious Zeal that Targeted Laptops
Several months after the XOs arrived in 2010 and were distributed to the three schools, the XO laptops became a target of religious concerns by some, a zeal that energized church and community meetings.
In the Oksapmin area, there is a strong and widespread Christian religiosity (only introduced in the 1960s) that exists alongside and is fused with indigenous cosmology. This led to local conversations in which people expressed fears of the laptops – fears linked to talk by pastors and others who broadcasted concerns. As a result, some parents were choosing not to send their children to school, a decision that, if spread rapidly, could have jeopardized the continuation of the program
Here the headmaster played a pivotal role. He engaged in a campaign to quell the concerns, speaking with pastors, parents, and students. His successful focal argument was:
Computers were important for children's futures;
Computers were used in the world outside of Oksapmin
Computers would help Oksapmin children to succeed.
Threat #3: OLPC's empowerment vision in a cash poor community
In 2011, a representative from the PNG government made a 1-hour stop on a chartered small plane in Oksapmin to celebrate the distribution of XOs to the schools. During his visit, he made a recommendation that the laptops be owned by children, to be taken home so that they would always be available to them. This was a core tenant of the global OLPC program – the laptop should be owned outright by the students.
This created a problem in the Oksapmin world, where sharing is traditionally a central value to the community, so if children, least powerful members of the community "owned" the laptop, it might well become the property of extended families and sold for cash. The three school headmasters reacted in different ways to this threat.
School Ownership: Tomianap's headmaster disregarded the representative's advice and retained the laptops at the school, though he did allow children to write their names on a computer and enter their name in the Sugar software, indicating that the laptop belonged to them.
Student Ownership: The headmasters of Mitiganap and Tekin allowed students to take a laptop home, and over time, fewer and fewer computers returned with students. Some computers were used as currency in trade with outsiders. Adults and older peers appropriated others. Solar panels also disappeared into the community. As a result Tekin and Mitiganap had insufficient hardware to support major use of laptops in classrooms.
Threat #4: Reassignment of Headmasters
The OLPC program seemed to be on a successful trajectory at Tomianap, as that school had the most knowledgeable and motivated headmaster. Then, at the end of 2012, the headmaster at Tekin resigned, and Tomianap's headmaster was transferred to Tekin, resulting in:
The headmaster most knowledgeable in the OLPC technology was transferred to a school with few laptops and solar panels.
A new Tomianap headmaster who had comparatively little knowledge and motivation to actively support the OLPC program.
The sad epilogue was that by the researcher's visit in 2014, most of the laptops in Tomianap were left in storage at the school, unused, while the laptop-boosting headmaster was left to emphasize the educational value of the XOs by dedicating a room to displaying artwork that students had created using XO software in prior years.
Threat #5: The Nationalization of Development Funds
The funding of the OLPC program in Oksapmin came from the Papua New Guinea Sustainable Development Program, and in late 2013, the Oksapmin OLPC funding was cut off due to a change in the development program's organization.
The termination of outside support meant that there was no possibility for replenishment of computers, servers, and other aspects of the infrastructural supports, including software upgrades and additional teacher training. There were local efforts to sustain the laptop project, however, these efforts were limited in their impact on the continued access to OLPC technology.
The project was functionally dormant by the time the researchers arrived in Oksapmin in 2014.
More About: Educational Technology, EduTech, ICT4Edu, Lessons Learned, OLPC, Papua New Guinea, Pilotitis, Research Report
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14 Comments to "5 Reasons Why Educational Laptops Were Doomed in Papua New Guinea"
Cavin Mugarura says:
I don't think One laptop per child failed – actually most of the things we think we know are not true. In some people's eyes they might judge it harshly, just like the woman who run the boston marathon which was an exclusive club for men. I think OLPC opened people's eyes that technology can be introduced in the classroom, a place most people thought was ridiculous, Whether it succeeded or not is a story for another day. Remember even Jesus was crucified in his home town, at times a hero is not recognized till they die. lets not throw out the baby with its bath water.
You make a good point. OLPC failed in its original idea – that children could learn learning with just a laptop and no teacher or administrator involvement. Yet they did create lasting impact on technology (netbooks, Chromebooks, etc) and education (more laptops in schools that we can count).
Am not sure OLPC claimed kids could study without a teacher, if this was the case, then the house foundation was built on quick sand. Some of us got involved in EduTech inspired by OLPC.
Oh yes, that was the whole point of early OLPC. We didn't need to wait around for teacher training or school construction. We could just give laptops to kids and they would automagiically grow up to be founders of the next Google or Apple. OLPC was very inspiring, and totally build on fantasy. To their credit, almost all things inspiring start with a dream.
Aimee Ansari says:
I wonder what language the computers operated in? PNG is the most language diverse country in the world. I imagine that, even if most of the computers operated in the language of instruction, a lot of mystery around them, and possibly barriers to sustaining learning how to use them, could have been overcome by simply ensuring that materials were in text and voice in languages that people understood well, spoke at home, etc.
XO laptops shipped with the Sugar operating system in English. It was theoretically possible to translate the UI into other languages as Open Source software, and larger deployments in South America did use Spanish, but there is no indication that the PMG laptops were in any other language besides English.
Great writeup on airdropped tech again, Wayan. What's the latest mutation of that ideology, do know? Anybody new leaving tech someplace, and expecting an outbreak of learning? It does seem like one of those ideologies impervious to evidence against it.
Well there is still the idea that one can watch Khan Academy and become Einstein or YouTube videos and become Musk.
we have a saying in my language, omumpi wakoma wakwaata, translation doesn't give it justice but literally means that a person's hands can only stretch to their length. Khan academy has improved from just a repo – the new features are cool, though still a long shot from a true learning platform, its still very elementary stuff they are doing.
Hi Wayan,
Actually this article rings fairly true in my experience in Timor Leste but I would also agree with the comment above that the OLPC programme created some change and showed opportunities the benefits of which have spilled into the wider endeavour of ICT. Simply put OLPC did not revolutionise the education of kids in the developing world BUT it did teach us a huge amount about the problem space and highlight the opportunities and potential benefits.
cheers and thanks for your ongoing efforts in this area.
Tom Daly
p.s. ever hear from Bruce Baikie at all, is he still involved in ICT ?
We have to remember education is not only broken in the developing world, if you do some reading you will note that Detroit, New York , DC public schools don't fare too well.
Sam Lanfranco says:
As one of the long-time observers and critics of the OLPC program, and a critic involved with computers and education since the early 1980s, I would like to offer several short observations. One has to distinguish between two issues here. One is the introduction of computers into primary education and the other is the role of the OLPC program. In its intended locations OLPC seldom was a flagship program raising the profile of computers in education. The three main reasons for this were: (a) the marginalization of the teacher, (b) the computer's incompatibility with virtually all of the rest of the digital ecosystem, and (c) a persistent failure/refusal to learn from its implementation mistakes, as well as a blindered focus on tweaking the technology itself.
These reasons were augmented by excessive promotion of the OLPC idea in the western press, where the computers were not used, an overall failure to understand the context in which they were trying to enhance education through the use of technology, and an almost absolute reluctance to consult and listen to the key stakeholders, i.e., the teachers, the parents and the students.
Many of these shortcomings were flagged at the onset but OLPC refused to take them seriously. There were repeated suggestions that the use of computers in the target areas could be used to augment the teaching skills of teachers and be used for educational systems strengthening. A program of skills development for local teachers, using a telecentre or Internet cafe, would have had a higher rate of return in education, and paved a better road forward for computers in the hands of students. In the end the failures were not because of where they started, but because of their persistent failure/refusal to learn.
Good observations, even the road to hell is paved with good intentions. The OLPC project had good intentions, let's assume they had got the strategy right from the onset, that would no way guarantee it's success. As the old saying goes, the taste is in the pudding.These projects are complex and require a clear set of spectacles to dice and chop, while tweaking along the way. Someone penned a master piece which you can read here – https://medium.com/@pjskids/dear-minister-d37d75c0d6e9
Thanks for the link to Paul Skidmore's piece. While he does reference developing country examples, much of the advice is relevant mainly to the context in OECD (developed) countries, and much is the common sense that can get lost in bureaucratic rigidities. He is on the mark when he says "…provide the practical support teachers need to improve their teaching". OLPC failed miserably on that front. Also, while there is an emphasis on the STEM curriculum at the moment, we will gradually realize that it misses the critical thinking and broader perspective and problem-solving skills, and Arts will be included in STEAM. As a thought experiment, look at the UN's Sustainable Development Goals, and consider how we would advance drawing only on STEM areas of knowledge. In a sense one could say that OLPC was a STEM-centric project. It focused on science, technology and engineering, to build the device. I guess the computer did the math. But, it was the failure to understand the context, or to adapt strategy to lessons learned in the social and organizational context, that sank the effort.


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"EAGLE"– Education through Activities in Governance, Leadership and Enterprise–was born as a result of a student contest so it is clear that student voice and choice was a priority from the beginning. The school's motto is "Building kind and competent citizens through hands-on and real-world experiences" and everything they do – from the classroom to the board room and infused into our strategic planning efforts – keeps this mission front and center. MicroSociety activities and the messy problems that arise there are woven throughout the day providing a multidimensional approach to the entire curriculum.
The school frequently holds open houses for the community to see Micro-in-Action and to track economic changes due to market success and failure. But that is all in a day's work if you want to prepare students for life in the real world.
It has been my experience as a retired public-school administrator that many students attend school without purpose. During my career, many times students would tell me that the teacher gave a grade or that their parents made them go to school; furthermore, these were high school students. Did the teacher really give you that grade or did you earn it? And how was it that your Mother made you go to school? Did you not choose to get out of bed, choose to get dressed and choose to get yourself here? So many were not invested. I want my grandchildren to find meaning in their schooling and to be invested in the process.
In fact, I want all children to find meaning in their schooling and avoid the passivity I saw too frequently. A MicroSociety education inherently requires students to invest, think, question, create, do and be rewarded accordingly for work accomplished. The school functions where natural consequences rule. If I do a good day's work, I am rewarded. If there is an unjust situation, I have the opportunity through a process to make a change.
Last year my current first grader was new to the school, a kindergartner experiencing her first job in a jewelry making business, and she loved it. Apparently, she enjoyed it too much and began to goof off. Through a series of bad decisions, and even after being given guidance, she was fired. The day she very sadly informed her Mom that she lost her job…fired, why…goofing off. She very clearly told her Mother and me that now she had to apply for a new job, interview, and hope to be hired again. The natural consequences of her actions were to have to go through the process, hope to get a job, loss of the beloved job. Now remember, she was only five at this time, but still she was very aware that she owned the process.
A MicroSociety School embeds standards into daily life and more importantly, provides its students an appreciation of their importance. It answers the question: why. The real-world setting allows students to practice literacy, to think mathematically, to collaborate and problem solve and to design alternative creative solutions as contributing citizens committed to its success. This is powerful!
Mary Jean Sandall is a retired public-school administrator who has a broad experience in education. She has been a teacher at all levels including elementary, middle, high, college/pre-service through post graduate. She was a Talented and Gifted Coordinator for a large urban school district and finished her career as an administrator for Alternative Education in that same district. In that position she had the opportunity to create instructional programming that addressed various paths for student success. On the job, she was always looking for ways to engage the passive student and to promote student success. Retirement has presented her the opportunity to consult and work in areas of passion. She has provided coaching for school improvement, professional development, mentoring and Federal Programs monitoring. She also believes that it is important to give back.
Over the past several years, EAGLE has experienced a lot of changes. We have had changes in program implementation, administration, and student population. One thing that has stayed the same throughout all of this is our staff's commitment of inclusion of SPED students, teaching about the Micro Society model, and community support from current and past families. Below are some quotes from staff, students, and families.
As a result of our robust Micro-Society program, our students experience continued growth and achievement in both math and reading. See chart below.


text:
Ferredoxin-thioredoxin reductase , systematic name ferredoxin:thioredoxin disulfide oxidoreductase, is a [4Fe-4S] protein that plays an important role in the ferredoxin/thioredoxin regulatory chain.  It catalyzes the following reaction:

 2 reduced ferredoxin + thioredoxin disulfide  2 oxidized ferredoxin + thioredoxin thiols + 2 H+

Ferredoxin-Thioredoxin reductase (FTR) converts an electron signal (photoreduced ferredoxin) to a thiol signal (reduced thioredoxin), regulating enzymes by reduction of specific disulfide groups. It catalyses the light-dependent activation of several photosynthesis enzymes and constitutes the first historical example of a thiol/disulfide exchange cascade for enzyme regulation. It is a heterodimer of subunit alpha and subunit beta. Subunit alpha is the variable subunit, and beta is the catalytic chain. The structure of the beta subunit has been determined and found to fold around the FeS cluster.

Biological Function
Major groups of oxygen-producing, photosynthetic organisms such as cyanobacteria, algae, C4, C3, and crassulacean acid metabolism (CAM) plants use Ferredoxin-thioredoxin reductase for carbon fixation regulation.  FTR, as part of a greater Ferredoxin-Thioredoxin system, allows plants to change their metabolism based on light intensity.  Specifically, the Ferredoxin-Thioredoxin system controls enzymes in the Calvin Cycle and Pentose phosphate pathway - allowing plants to balance carbohydrate synthesis and degradation based on the availability of light. In the light, photosynthesis harnesses light energy and reduces Ferredoxin. Using FTR, reduced Ferredoxin then reduces Thioredoxin.  Thioredoxin, through thiol/disulfide exchange, then activates carbohydrate synthesis enzymes such as chloroplast fructose-1,6-bisphosphatase, Sedoheptulose-bisphosphatase, and phosphoribulokinase. As a result, light uses FTR to activate carbohydrate biosynthesis.  In the dark, Ferredoxin remains oxidized.  This leaves Thioredoxin inactive and allows carbohydrate breakdown to dominate metabolism.

Structure
Ferredoxin-Thioredoxin Reductase is an α-β heterodimer of approximately 30 kDa. FTR structure across different plant species include a conserved catalytic β subunit and a variable α subunit. The structure of FTR from Synechocystis sp. PCC6803 has been studied in detail and resolved at 1.6 Å. FTR resembles a thin concave disc, 10 Å across the center where a [4Fe-4S cluster] resides.  One side of the cluster center contains redox-active disulfide bonds that reduce Thioredoxin while the opposite docks with reduced Ferredoxin. This two sided disc structure allows FTR to simultaneously interact with Thioredoxin and Ferredoxin.

The variable α subunit has an open β barrel structure made of five antiparallel β strands.  Its interaction with the catalytic subunit occurs mainly with two loops between β strands. The residues in these two loops are mostly conserved and are thought to stabilize the 4Fe-4S cluster in the catalytic subunit. Structurally, the α subunit is very similar to the PsaE protein, a subunit of Photosystem I, though the similarity is not seen in their sequences or functions.

The catalytic β subunit has a general α-helical structure with an [4Fe-4S center].  The FeS center and redox-active Cysteine residues are located within the loops of these helices. Cysteine-55, 74, 76, and 85 are coordinated to the iron atoms of the cubane-type cluster.

Enzymatic Mechanism
FTR is unique among thioredoxin reductases because it uses an Fe-S cluster cofactor rather than flavoproteins to reduce disulfide bonds. FTR catalysis begins with its interaction with reduced Ferredoxin.  This proceeds with the attraction between FTR Lys-47 and Ferredoxin Glu-92. One electron from Ferredoxin and one electron from the Fe-S center is abstracted to break FTR's Cys-87 and Cys-57 disulfide bond, create a nucleophilic Cys-57, and oxidize the Fe-S center from [4Fe-4S]2+ to [4Fe-4S]3+. The structure of this one-electron (from Ferredoxin) intermediate is contested: Staples et al. suggest Cys-87 is coordinated to a Sulfur in the Fe-S center while Dai et al. argue Cys-87 is coordinated to an Iron.  Next, the nucleophilic Cys-57, encouraged by an adjacent Histidine residue, attacks a disulfide bridge on Thioredoxin, creating a hetero-disulfide Thioredoxin intermediate.  Lastly, a newly docked Ferredoxin molecule delivers the final electron to the FeS center, reducing it to its original 2+ state, reforming the Cys-87, Cys-57 disulfide, and fully reducing thioredoxin to two thiols.

References

External links

Protein domains
EC 1.8.7

redpajama_set_name: RedPajamaWikipedia


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text:
Very Short Introductions online
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10. Politics in the new Gilded Age
Richard M. Valelly
in American Politics: A Very Short Introduction
Print Publication Year:
10.1093/actrade/9780195373851.003.0010
'Politics in the new Gilded Age' explores how the debate over unequal riches has migrated into party politics. Democratic politicians take stronger positions against income inequality than ... More
'Politics in the new Gilded Age' explores how the debate over unequal riches has migrated into party politics. Democratic politicians take stronger positions against income inequality than most Republicans. Republicans argue that smaller government and encouragement of the private sector will lift fortunes for all. The parties raise much of their national campaign money from a fairly small donor base that comprises about 10 percent of the ordinary public. However, political parties and elections engage and represent regular citizens. Americans may be economically unequal, but the party system tends to equalize them politically. The super-rich, divided as they are between the two parties, cannot control elections and their outcomes. ...Less
1. The predicament: the discontents of the Gilded Age
Walter Nugent
in Progressivism: A Very Short Introduction
'The predicament: the discontents of the Gilded Age' outlines the roots of progressivism. In the mid to late–1880s, harmony was the core value in the still highly agrarian American society. ... More
'The predicament: the discontents of the Gilded Age' outlines the roots of progressivism. In the mid to late–1880s, harmony was the core value in the still highly agrarian American society. However, in the 1880s, society began to shift towards urbanization, and large corporations began to grow into monopolies, causing the gap between rich and poor to grow. The American people's discontent caused the Federal government to pass regulatory legislation to control monopolization. However, big business eventually whittled away the government's power in this area. The demand for reform from a furious public grew up until the start of the twentieth century. ...Less
4. African American Christianity: The modern phase (1863–1935)
Eddie S. Glaude
in African American Religion: A Very Short Introduction
'African American Christianity: The Modern Phase (1863–1935)' describes three distinctive moments: firstly, the nationalization of black Christianity, as the "invisible institution" of the ... More
'African American Christianity: The Modern Phase (1863–1935)' describes three distinctive moments: firstly, the nationalization of black Christianity, as the "invisible institution" of the slaveholding South became visible and as black denominations in the North extended their missions overtly into the South. Secondly, large numbers of African Americans migrated from the South to relocate in the North and the West, which changed the demographics of American cities as they confronted new forms of labor discipline and different social constraints. Finally, the modern phase was also characterized by American imperial ambition and the consolidation of a new racial regime called Jim Crow. Racial segregation and the extralegal violence that attended its implementation fundamentally shaped the expression of black Christianity during this period. ...Less
7. 1920–1945: From conflict to global power
Paul S. Boyer
in American History: A Very Short Introduction
1920 to 1945 was a period of transformation. In 1920, the United States was a provincial society on the margin of global affairs. By the end of World War II, America's international ... More
1920 to 1945 was a period of transformation. In 1920, the United States was a provincial society on the margin of global affairs. By the end of World War II, America's international position was preeminent. '1920–1945: From conflict to global power' considers the extent to which America changed during this short period in terms of domestic and international affairs. The 1920s exuded a glow of prosperity so the Great Depression hit the country hard. Few Americans imagined that at this point, they were on the verge of another war. The war had many ramifications for the country, social and economic. It was the shift in the global balance of power that had the most impact for the future. ...Less
6. 1900–1920: Reform and war
In the late nineteenth century, the social consequences of industrialization and urbanization disturbed many people. This led to a reformist surge, which historians call the Progressive ... More
In the late nineteenth century, the social consequences of industrialization and urbanization disturbed many people. This led to a reformist surge, which historians call the Progressive movement. '1900–1920: Reform and war' considers events in America domestically and internationally at the turn of the twentieth century and in the run up to, and during World War I. Progressive reformers brought people together to address the social problems arising from urban growth and unregulated corporate social power. However, many of these reformers, mostly white, native born, middle class, shared the era's prejudices and problems. Recognizing the toll of industrialization on nature as well as society, Roosevelt encouraged natural-resource conservation. ...Less
African American Religion: A Very Short Introduction
Eddie S. Glaude Jr.
African American Religion: A Very Short Introduction explores the history and circumstances of African American religion through three examples: conjure, African American ... More
African American Religion: A Very Short Introduction explores the history and circumstances of African American religion through three examples: conjure, African American Christianity, and African American Islam. It argues that the phrase "African American religion" is meaningful only insofar as it describes how through religion, African Americans have responded to oppressive conditions. This bold claim frames the interpretation of the historical record of diverse religious experiences in the African American community. The common tendency to racialize African American religious experiences as an inherent proclivity towards religiousness is rejected and instead the focus is on how religious communities and experiences have developed in the African American community and the context in which these developments took place. ...Less
The political dimension is important to any understanding of the modern phase of African American Christianity, and it is clearly expressed in the explosion of civic and religious energy in ... More
The political dimension is important to any understanding of the modern phase of African American Christianity, and it is clearly expressed in the explosion of civic and religious energy in the middle of the twentieth century that fundamentally transformed the United States. 'African American Christianity: The Modern Phase (1935–1980)' describes the civil rights movement and the important role that black churches played. Martin Luther King Jr. drew on the language of the black church in his public ministry. Womanist theologies, James Cone's black liberation theology, and the centrality of black Christianity to the civil rights movement demonstrate how the social and political circumstances of black life shaped the form and content of black Christian expression in the United States. ...Less
American History: A Very Short Introduction
American History: A Very Short Introduction spans the earliest migrations to the present looking at the United States's failures to live up to its oft-stated ideals. The ... More
American History: A Very Short Introduction spans the earliest migrations to the present looking at the United States's failures to live up to its oft-stated ideals. The establishment of the North American colonies had very different meanings for colonists, native peoples, and enslaved Africans. The late nineteenth century saw industrial expansion, appalling conditions, and an exploited labor force. The twentieth-century emergence of a suburban society of consumer abundance meant a better life for many, yet left behind crime-ridden inner cities and spawned a stultifying mass culture. While American popular culture has demonstrated global appeal, the projection of U.S. military power abroad has sometimes failed in its purpose and damaged the nation's international standing. ...Less
8. 1945–1968: Affluence and social unrest
America in the immediate postwar period was a peculiar mix of material abundance and mass-culture distractions. Under the safety net of 1950s America, anti-communist paranoia and disquiet ... More
America in the immediate postwar period was a peculiar mix of material abundance and mass-culture distractions. Under the safety net of 1950s America, anti-communist paranoia and disquiet about racism was festering. '1945–1968: Affluence and social unrest' looks at the turbulent years which followed World War II in American life. By the 1960s, activist aspirations produced a surge in reform legislation, civil rights protests and anti-war demonstrations. In 1968, the response to this was a sharp conservative shift in life and culture. The 1960s was a decade of much turmoil and violence but it was also a decade of progressive reform and blows against racism. ...Less

redpajama_set_name: RedPajamaCommonCrawl


Unity Asset Store – Third Person Controller – Shooter Template v1.2.2 September 28, 2018 September 28, 2018 VIP Invector's Shooter Template is inspired by AAA shooters and include all the features of the Basic & Melee template, plus:... The Ultimate Character Controller is the most powerful character controller on the Asset Store. It is a professional, deterministic character controller designed to include the smoothest first and third person controls and to excel in all areas: PC, mobile, console, AI, networking, and VR.
11/09/2015 · Hello! I am exploring UE because Unity does not seem to be the right engine for me, they seem to be concentrating more the mobile market. I would like to ask if there is a Third Person Controller available that would act something like the RE4 controller.
The Third Person Controller is your ultimate solution for creating ANY 3rd person game. It is a professional, deterministic character controller designed to have the smoothest third person controls and to excel in all areas: PC, mobile, console, AI, networking, and VR.
I'm using the standard assets first person controller but I just realised I need the rigidbody controller instead. I don't want to switch them out though because I've made a whole bunch of customizations to the first person controller script and I don't want to redo all of them.
4/03/2018 · This tutorial covers how to swap out the stock Unity 3D character that comes with the Unity Third Person Character Controller with another rigged model from the Asset Store.


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John Lloyd explores the history and weakness of Western media coverage, and suggests one way it could be improved.
To write or broadcast on Israel is to invite controversy. A programme I presented in September 2014 for BBC Radio on the coverage of Israel by western media since the Second World War was praised by some, anathematised by others – the latter mostly identifying themselves as members of the Jewish diaspora.
Israeli and diaspora civil society is among the most robust and argumentative in the world: the BBC's Middle East editor, Jeremy Bowen, said on the programme that the complaints he received about his reporting were "99 per cent" from Jews. A rare complaint from the Palestinian side came from Yasser Arafat's office, threatening legal action (which did not materialise). It's unpleasant to be called an anti-Semite: one unidentified correspondent wrote that "John Lloyd so slanted this programme against not just Israel, but Jews in general, and so made excuses for Arab violence, that I consider it slips from anti-Zionism into anti-Seminitsm". It's more so because my son is happy to claim Jewishness (his mother is Jewish) and I am happy that he does. But the stakes in Israel, and in and for the diaspora, are high, so passionate intolerance is inevitable.
Views in the west on the coverage of Israel reflect the polemical nature of the debate. Radical critics of Israel – most of whom should not be disqualified as anti-semites, and some of whom are themselves Jewish, see the coverage as markedly, in some versions grossly, pro-Israeli. The minority of real anti-semites enjoy using the trope that the world's media are controlled by Jews. Very broadly, publications of the democratic left tend to be critical in varying degrees of Israel; those of the democratic right, supportive.
In one case, that of the powerful Springer group in Germany – which produces the most popular German newspaper, Bild – support for Israel is part of the company's mission statement, to which all journalists must sign up. The second of the Springer Group's five editorial principles reads that its publications mission is "to promote the reconciliation of Jews and Germans and support the vital rights of the people of Israel".
Less obvious is that this has been an inversion of the decades immediately after the foundation of the State of Israel. From the 1950s to the 1970s, leftists saw Israel as a socialist society, with the cooperatively run, strictly egalitarian kibbutzim at the centre of the economy and a socialist Labour party in power, while many publications of the right were more skeptical, or even hostile.
The real battleground, at least in the UK, is over broadcasting, by far the most popular news source: and within that, the dominant broadcaster, the publicly owned BBC. Its coverage of the armed conflict in Gaza in August and September 2014 was thus closely watched and bitterly criticized, especially within the diaspora. It's important to understand some of the reasons why.
'The medium is the message': Marshall McLuhan's most quoted remark is capable of different interpretations. I interpret it here as pointing up that television privileges spectacle and visual drama. It gives you, the viewer, the "pictures which tell the story" rather than – as is the case when you read a newspaper article or an essay – allowing the reader to form his or her own pictures based on the text.
The BBC coverage, like that of most other visual media, privileged the drama of the dead and wounded civilians in Gaza, especially children and women. Estimates by the UN put the Gazan dead at well over 2000. Since Israeli dead in the conflict (mostly soldiers of the Israeli Defence Force (IDF)) were less than 70, the asymmetry of casualties was evident.
Diaspora and Israeli complaints were largely set within the perception that Hamas is a dictatorial organization, which commands obedience by violence. Its shooting of around 20 young men said to be informants for the IDF has been well attested; less well documented has been the murder of anti-Hamas protestors, the suppression of dissent and the curfew imposed to keep people in their houses, even when these houses were advertised by the Israelis to be in the line of fire. My watching of the BBC news bulletins of the conflict tended to give some credibility to that view – but sporadic viewing isn't proof of any kind.
The approach in my BBC programme was much influenced by a recent book, My Promised Land, by Ari Shavit, a commentator for the Israeli liberal daily Haaretz. Shavit poses two tragedies. One, incomparably the greater, was the Holocaust and the need of the surviving European Jews to find a defensible territory: the other was the displacement of 700,000 Palestinians by the incoming Jews over several years in the 1940s and 1950s, what the Palestinians call the naqba.
These two vast events lie at the base of the conflicting Israeli and Palestinian narratives of conflict: both demand of media coverage that their context be part of the story. It rarely is, except telegraphically, in broadcast news or newspaper reporting. The response of many journalists is to throw up their hands and say it's impossible. I'm less convinced of that: I believe it is, and that it would satisfy at least part of the complaints – that part which reasonably asserts that un-anchored 'bang-bang' coverage distorts. It's hard to insert an adequate representation of seventy years of history into daily news, but it's journalists' responsibility to keep trying.
John Lloyd is the Senior Research Fellow at the Reuters Institute for the Study of Journalism at Oxford University, and a contributing editor to the Financial Times.
The job of a journalist is to report pure unadulterated facts. They don't have the luxury to show partisan. However, journalists and news papers/channels by the extension are becoming more and more biased in their reporting (some news channels are even accused of being party to propaganda). The reports concerning Israel is one such example. Many media houses are extremely biased while reporting issues related to Israel, in-fact, even going to the extent of not reporting some incidents. This trend doesn't bode well for the credibility of media and is contradictory to the ethos of this profession. It won't be an exaggeration to state that if things are not rectified, media might loose its role as the reformer of the society.
En lisant le commentaire de Mujahid, je me suis demandée si dans le fond il était véritablement possible pour un journaliste de ne pas prendre parti. L'on ne peut réellement attendre d'un journaliste qu'il rapporte tous les faits, ni même tous les faits dont il est témoin; une sélection se fait forcément dans le choix du sujet et ensuite dans ce qui doit être mis sur papier. Ce choix en lui-même est déjà un parti pris. Par conséquent, ne faudrait-il par encourager, non pas un journalisme pur et complètement objectif (car celui-ci semble impossible), mais plus de journalisme pour que la pluralité des visions finissent par donner une image moins floue, comme l'effet obtenu par les points des tableaux de Seurat ou les pixels d'une photo…?
I respond to the brief description of the reportage of the recent Gazan war, of disproportionate casualties, 2000 dead in Gaza 70 dead in israel, therefore israel is wrong?
Not here, I explain why.


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Home » Gist » Nigeria News
Why over 100 million Nigerians continue to live in abject poverty – Kingsley Moghalu
JustNaijaBase October 26th, 2022, 7:49 am
With flooding and destruction from climate change now ravaging Nigeria, an additional 20% of it's population fell in abject poverty by the second quarter of 2022.
A former presidential aspirant of the African Democratic Congress, Kingsley Moghalu has explained why over 100 million Nigerians live in poverty.
The business man via his Twitter page said many Nigerians live in poverty as a result of fraud, corruption and sheer criminality.
According to him, the major link of those crimes which lie in the petroleum industry and the forex market are managed by government institutions.
"Fraud, corruption and sheer criminality is the biggest reason why 100 million Nigerians live in poverty.
"The biggest sources of these crimes lie in the petroleum industry and the forex market, both managed by government institutions," he wrote.
Kingsley Moghalu


What are the general takeaway ideas from the exhibit?
Here are a few. This list isn't comprehensive, more will be added!
Some of these will be communicated directly through the exhibit, others may be through conversations, or and presentations at special events.
- We are testing new mediums of public science education.
- We developed significant technological tools that can be used for future EEG and biosensor research.
- This is a point of entry to be curious to learn more about the brain. This should be a jumping off point, a teaser. Something to make people want to know more and likewise see the potential benefit of knowing more. Understanding how greater knowledge [and control] of their brain will directly impact their life.
- Art can be used to communicate scientific ideas. Well-designed art can give students a more visceral understanding of ideas that they encounter in science classes. Also, the study of biology can inspire product and art design, because both disciplines are concerned with principles of form and function.
- Social, ethical, and legal implications of this technology must be considered at every step in its development. In the past, monopolistic or ethical misuse of new technologies has been combated by open access to the technology and public awareness of how it worked.


Flashback 2 years ago and I was living in Decatur IL, going to school, teaching, and living a very simple life. My days consisted of school work, teaching a class, working out, cooking dinner, watching TV, and going to sleep. I didn't go out or go on trips. Very unusual for a 22 year old. During that time, my world was really thrown for a loop when my fiancé got an opportunity in downtown Chicago. While it's no secret that I wasn't excited for the move, once I got to Chicago, I quickly fell in love with this incredible city. I also realized how I really wasted a lot of time living the most uninteresting life in Decatur. I mean, if I ever did anything exciting in Decatur it had to be planned way in advance and had to be on the weekend, because there was no way I was doing anything during the week!
Our lives changed for the better, and I'm so glad we made this move. Moving to the city forced us to branch out and do things we never would have before. Literally because we were living right in the middle of everything! We started exploring, going out for happy hour during the week, going to a movie in the park, catching all the local festivals, and whatever else we could find! It's funny how a change of scenery can make you realize how much you previously took life for granted. There was plenty to do in my hometown, and I don't know why I didn't take advantage.
Maybe you don't live in a big city like Chicago, but I would like to think that every town has something great about it. I think it's easy to fall into these ruts where you feel like you can't live your life during the week, and that activities have to wait until the weekend. Moving to Chicago and having a complete lifestyle change has made me realize that you don't have to wait until the weekend to have a little fun, and you'll feel better all around if you try to live your life to the fullest every day. Life is too short to wait til the weekend! Now that we are moving back to Decatur, we definitely plan to keep up our active lifestyle and stay busy during the week!
I encourage all of you to live your life to the fullest everyday by branching out and doing something you've never done before. Get out and explore your town! Try a new coffee shop, take a hike, catch a happy hour after work with friends, go see a band, DO SOMETHING, and don't wait until the weekend to do it. Make the time. You'll be surprised at how much your area has to offer.
Since we've started a more active lifestyle, it's been really important for us to stay hydrated along the way! vitaminwater zero squeezed lemonade has been our go-to lately when we are running from sitting in traffic, the gym, to brunch, to exploring a new neighborhood, and ending the day with dinner and a movie in the park! vitaminwater's electrolytes and and vitamins give us all day hydration while helping us cut back on the sugar! I've never been a fan of plain water (yeah weird I know), so vitaminwater zero squeezed lemonade is my perfect companion. The lemonade flavor has no sugar in it, but you'd be surprised at how sweet it is and how much it tastes like real lemonade! I'll pick up several of these on my weekly Target run. You can find them in the drink aisle of the South Loop Target on the 1st floor.
6. That's it! You're entered!
How are you living life the fullest?


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Ian Abramson
A. Berg (Dept. of Statistics, Pennsylvania State University)
M. Donohue (Dept. of Family and Preventive Medicine, UC San Diego)
I. Grant (Dept. of Psychiatry, UC San Diego)
R. Heaton (Dept. of Psychiatry, UC San Diego)
Ery Arias-Castro
C. Mora (Dalhouisie University, Canada)
J. Kleissl (Dept. of Mechanical and Aerospace Engineering, UC San Diego)
M. Lave (Dept. of Mechanical and Aerospace Engineering, UC San Diego)
Randolph Bank
W. Coughran (Bell Labs, Lucent Technologies)
L. Cowsar (Bell Labs, Lucent Technologies)
J. Periaux (Dassault Aviation)
K. Smith (Agere Systems Inc.)
C. Wagner (Deutsche Bank AG)
Jelena Bradic
J. Jiang (Dept. of Mathematics and Statistics, University of North Carolina at Charlotte)
R. Song (Dept. of Statistics, Colorado State University)
Biostatistics and Medical Statistics
J. Storey (Lewis-Sigler Institute, Princeton University)
W. Wang (BERD Core Center, The University of Texas Health Science Center at Houston)
J. Fan (Dept. of Operations Research and Financial Engineering, Princeton University)
James Bunch
I. Proudler (QinetiQ Ltd.)
Sam Buss
P. Clote (Dept. of Biology, Boston College)
R. Impagliazzo (Dept. of Computer Science and Engineering, UC San Diego)
J. Kim (Dept. of Computer Science and Engineering, UC San Diego)
G. Mints (Dept. of Philosophy, Stanford University)
S. Moran (Dept. of Computer Science, Technion, Israel)
T. Pitassi (Dept. of Computer Science, University of Toronto, Canada)
C. Pollett (Dept. of Computer Science, San Jose State University)
G. Rosu (Dept. of Computer Science, University of Illinois at Urbana-Champaign)
P. Yianilos (Netrics Inc.)
Li-Tien Cheng
A. McCammon (Howard Hughes Medical Institute)
G. Sapiro (Dept. of Electrical and Computer Engineering, University of Minnesota)
D. Srolovitz (Dept. of Mechanical and Aerospace Engineering, Princeton Materials Institute, Princeton University)
Fan Chung Graham
Mathematics, ECE, Computer Science and Engineering (UC San Diego)
Bill Helton
M. Walker (General Atomics, San Diego)
J. Allen (SPAWAR, San Diego, U.S. Navy)
M. de Oliveria (Dept. of Mechanical and Aerospace Engineering, UC San Diego)
K. Delgado (Dept. of Electrical and Computer Engineering, UC San Diego)
M. James (School of Engineering, Australian National University, Australia)
D. Schwartz (SPAWAR, San Diego, U.S. Navy)
R. Skelton (Dept. of Mechanical and Aerospace Engineering, UC San Diego)
Michael Holst
N. Baker (Dept. of Biochemistry, Washington University)
A. Elcock (Dept. of Biochemistry, University of Iowa)
R. Henchman (Dept. of Chemistry and Biochemistry, UC San Diego)
S. Joseph (Dept. of Biology, UC San Diego)
R. Kozack (NCSA and Biophysics, University of Illinois at Urbana-Champaign)
H. MacMillan (Dept. of Chemistry and Biochemistry, UC San Diego)
J. McCammon (Dept. of Chemistry and Biochemistry, UC San Diego)
D. Mikulencak (Dept. of Chemical Engineering, Georgia Institute of Technology)
D. Sept (Dept. of Biomedical Engineering, Washington University)
S. Subramaniam (NCSA and Biophysics, University of Illinois at Urbana-Champaign)
K. Tai (Dept. of Chemistry and Biochemistry, UC San Diego)
S. Ashby (Lawrence Livermore National Laboratory)
F. Saied (Dept. of Computer Science, University of Illinois at Urbana-Champaign)
P. Saylor (Dept. of Computer Science, University of Illinois at Urbana-Champaign)
P. Schroeder (Dept. of Computer Science, California Institute of Technology)
S. Vandewalle (Dept. of Computer Science, Catholic University of Leuven, Belgium)
D. Zorin (Dept. of Computer Science, Courant Institute, New York University)
F. Bodine (Dept. of Electrical Engineering, University of Illinois at Urbana-Champaign)
T. Kerkhoven (Dept. of Computer Science, University of Illinois at Urbana-Champaign)
B. Mantel (Dassault Aviation)
D. Bernstein (Dept. of Physics, University of Illinois at Urbana-Champaign)
L. Kidder (Dept. of Physics, Cornell University)
L. Lindblom (Dept. of Physics, California Institute of Technology)
R. Owen (Dept. of Physics, California Institute of Technology)
H. Pfeiffer (Dept. of Physics, California Institute of Technology)
M. Scheel (Dept. of Physics, California Institute of Technology)
Kiran Kedlaya
C. Umans (Computer Science, California Institute of Technology)
Todd Kemp
T. Kemp
Bo Li
J. Che (Genomics Institute of the Novartis Research Foundation)
J. Dzubiella (Helmholtz-Center Berlin, and Humboldt-University, Berlin, Germany)
H. Levine (Bioengineering, Rice University)
J. McCammon (Biochemistry and Pharmacology, UC San Diego and Howard Hughes Medical Institute)
W. Rappel (Dept. of Physics, UC San Diego)
K. Bhattachary (Division of Engineering and Applied Science, California Institute of Technology)
M. Quong (Dept. of Biology, UC San Diego)
M. Franceschetti (Dept. of Electrical and Computer Engineering, UC San Diego)
D. Guney (Dept. of Electrical and Computer Engineering, Michigan Technological University)
Y. Huang (Dept. of Mechanical and Aerospace Engineering, UC San Diego)
A. Jain (Dept. of Electrical and Computer Engineering, UC San Diego)
K. Loewke (Auxogyn Inc.)
P. Love (Dept. of Physics, Haverford College)
S. Nemat-Nasser (Dept. of Mechanical and Aerospace Engineering, UC San Diego)
R. Rosenwald (Raytheon Missile Systems)
H. Schmitt (Raytheon Missile Systems)
D. Smith (Dept. of Electrical Engineering, Duke University)
A. Starr (SensorMetrix)
M. Boguna (Dept. of Physics, University of Barcelona, Spain)
M. Kitsak (Dept. of Physics, Northeastern University)
D. Krioukov (San Diego Supercomputer Center, UC San Diego)
R. Sinkovits (San Diego Supercomputer Center, UC San Diego)
J. Altepeter (Dept. of Electrical Engineering and Computer Science, Northwestern University)
A. Aspuru-Guzik (Dept. of Chemistry, Harvard University)
Y. Bazilevs (Dept. of Structural Engineering, UC San Diego)
T. Bewley (Dept. of Mechanical and Aerospace Engineering, UC San Diego)
H. Blumer (Institute for Physical Sciences, Los Alamos)
L. Bombelli (Dept. of Physics, University of Mississippi)
C. Callender (Dept. of Philosophy, UC San Diego)
D. Cianci (Dept. of Physics, Haverford College)
M. Hall (Dept. of Electrical Engineering and Computer Science, Northwestern University)
B. Hasslacher (Theoretical T Division, Los Alamos National Laboratory)
S. Hoyer (Dept. of Physics, UC Berkeley)
A. Klales (Dept. of Physics, Harvard University)
P. Kumar (Dept. of Electrical Engineering and Computer Science, Northwestern University)
J. Lee (Dept. of Physics, University of Seoul, South Korea)
M. Medic (Dept. of Electrical Engineering and Computer Science, Northwestern University)
Z. Needell (Dept. of Physics, Haverford College)
M. Patel (Dept. of Electrical Engineering and Computer Science, Northwestern University)
B. Sanders (Dept. of Physics and Astronomy, University of Calgary, Canada)
R. Sorkin (Dept. of Physics, Syracuse University)
C. Wuthrich (Dept. of Philosophy, UC San Diego)
T. Brown (Dept. of Political Science, University of Missouri)
T. Cheung (School of International Relations and Pacific Studies, UC San Diego)
B. Naughton (School of International Relations and Pacific Studies, UC San Diego)
S. Shirk (School of International Relations and Pacific Studies, UC San Diego)
A. Stein (Dept. of Political Science, UC Los Angeles)
Lei Ni
I. Bakas (Dept. of Physics, University of Patras, Greece)
Jiawang Nie
S. He (Dept. of Systems Engineering and Engineering Management, The Chinese University of Hong Kong, Shatin, China)
C. Ling (Zhejiang University of Finance and Economics, Hangzhou, China)
Z. Luo (Dept. of Electrical and Computer Engineering, University of Minnesota)
Y. Ye (Dept. of Management Science and Engineering, Stanford University)
S. Zhang (Dept. of Systems Engineering and Engineering Management, The Chinese University of Hong Kong, Shatin, China)
Dimitris Politis
V. Venkatasubramanian (School of Chemical Engineering, Purdue University)
T. McMurry (Division of BioStatistics, University of Virginia)
H. White (Dept. of Economics, UC San Diego)
S. Goncalves (Dept. of Economics, University of Montreal, Canada)
T. McElroy (United States Census Bureau)
J. Romano (Dept. of Statistics, Stanford University)
Jeffrey Rabin
A. Petters (Dept. of Mathematics and Physics, Duke University)
Glenn Tesler
V. Bafna (Dept. of Computer Science and Engineering, UC San Diego)
G. Bourque (Genome Institute of Singapore)
R. Lasken (J. Craig Venter Institute)
B. Murphy (Texas A&M University)
S. O'Brien (National Cancer Institute)
P. Pevzner (Dept. of Computer Science and Engineering, UC San Diego)
Ruth Williams
N. Cookson (Division of Biological Sciences, UC San Diego)
J. Hasty (Dept. of Bioengineering and Division of Biological Sciences, UC San Diego)
W. Mather (Dept. of Bioengineering, UC San Diego)
L. Tsimring (Biocircuits Institute, UC San Diego)
A. Acampora (Dept. of Electrical and Computer Engineering, UC San Diego)
J. Dai (School of Industrial and Systems Engineering, Georgia Institute of Technology)
J. Harrison (Graduate School of Business, Stanford University)
M. Krstic (Dept. of Mechanical and Aerospace Engineering, UC San Diego)
J. Movellan (Institute for Neural Computation, UC San Diego)
A. Stolyar (Bell Labs, Lucent Technologies)
Ronghui Lily Xu
C. Chambers (Dept. of Pediatrics, UC San Diego)
A. Freedman (Dana-Farber Cancer Institute and Harvard Medical School)
J. Schiller (Eastern Cooperative Oncology Group, University of Wisconsin)
K. Sharma (Dept. of Medicine, UC San Diego)
M. Tsuang (Harvard University)
P. Wen (Dana-Farber Cancer Institute and Harvard Medical School)
M. Ziegler (Dept. of Medicine, UC San Diego)


*Price stated is applicable for HDB apartments only. For condo, each Fancoil will cost extra SGD100. Additional charges may apply for private properties due to the size of the house/building, complications of pipe run.
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Point to an object that you name.
Recognize the names of familiar people, objects, and body parts.
Use short phrases and two- to four-word sentences.
Find an object even if you hide it under two or three blankets.
Sort objects by shape or color.
If you're worried that your preschooler seems behind, mention it to his doctor. The best way to diagnose a problem is through professional assessment and continued observation – together with your input, of course, since nobody knows your child as well as you do.
Your little shadow is not just following you everywhere – he's watching you closely, too. Should you conceal your stronger emotions from him? Not in most cases. It's good for him to understand that people express their feelings. Give a simple explanation: "I was crying because I missed Daddy and it made me sad. But now I feel better. Let's have a big hug and I'll really feel great, then we can have lunch!" If you have an angry outburst, reassure him so he's not frightened. (All parents lose it sometimes, even though your goal is to be as calm and rational as possible.) Your child is now developing a strong sense of empathy.


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Rescuers seek paws in stress
The 120-pound golden retriever loped out of the temporary morgue at ground zero, and Lou Venditto brought his muddy payloader to a sudden halt.
"Nikie!" he exclaimed, jumping down to tousle the familiar furry head.
Nikie, the only therapy dog certified to work at the World Trade Center site, wagged his tail as Venditto chatted with the animal's handler, Frank Shane.
Since Sept. 11, Nikie and his handler have enabled hundreds of construction laborers and rescue workers to talk about the extraordinary stress of working at ground zero, and the pressure it puts on their lives.
Kneeling to pet Nikie, they talk about broken marriages, unpaid bills and childhood memories. One man who works in the morgue talked for nearly an hour after a day when many remains were found.
"There's a special spot, I believe, in everyone that an animal transports you back to a child," said Shane, 54, founder of the nonprofit K-9 Disaster Relief.
"In a disaster setting where your whole world has turned upside down and your trust wiped out, here comes an animal that psychologically transports you back to a period where you felt safe."
Nikie, 7, went through obedience training as a puppy and learned other skills necessary for a therapy dog – such as how to remain calm amid commotion and how to let people approach him rather than sniffing strangers. Before Sept. 11, he worked mostly in hospitals.
Several pet therapy organizations stationed dogs at the city's family assistance centers to comfort victims' relatives after the attack. But few animals have the training and personality necessary to endure long hours in the cold and the constant clanging of ground zero.
"People are nice, but dogs are different," said Pat Sullivan, 38, a firefighter from Engine 162 in Staten Island.
Feeding treats to Nikie as they warmed up inside a tiny heated tent on the south side of the site, Sullivan reminisced about the border collies he had as a child.
Police officer Jeff Mullenbach, who has a dachshund, said many of the workers have their own dogs, but never get to see them now that they spend long days at the site.
"You're down here for 13 hours straight – he brings a bit of home to it," Mullenbach said. Nikie works long hours, too – 12 hours a day, five days a week. He eats 12 cups of kibble before each shift.
He absorbs much of the workers' stress and pain, Shane said. When the two arrive back home in Montclair, N.J., Shane gives Nikie a massage to work out the tension. He takes him for regular checkups, which include chest X-rays and blood tests, and watches for signs of stress, such as red eyes and a drooping tail.
Nikie has not showed any of those warning signs, Shane said, but did have fitful dreams during their first few months at the site. Collapsed on Shane's bed after a long day, Nikie would howl in his sleep.
"He not only absorbed the stress," Shane said, "he had to release it."