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Sandseter began observing and interviewing children on playgrounds in Norway. In 2011, she published her results in a paper called “Children’s Risky Play From an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences.” Children, she concluded, have a sensory need to taste danger and excitement; this doesn’t mean that what they do has to actually be dangerous, only that they feel they are taking a great risk. That scares them, but then they overcome the fear. In the paper, Sandseter identifies six kinds of risky play: (1) Exploring heights, or getting the “bird’s perspective,” as she calls it—“high enough to evoke the sensation of fear.” (2) Handling dangerous tools—using sharp scissors or knives, or heavy hammers that at first seem unmanageable but that kids learn to master. (3) Being near dangerous elements—playing near vast bodies of water, or near a fire, so kids are aware that there is danger nearby. (4) Rough-and-tumble play—wrestling, play-fighting—so kids learn to negotiate aggression and cooperation. (5) Speed—cycling or skiing at a pace that feels too fast. (6) Exploring on one’s own.

This last one Sandseter describes as “the most important for the children.” She told me, “When they are left alone and can take full responsibility for their actions, and the consequences of their decisions, it’s a thrilling experience.”

the final irony is that our close attention to safety has not in fact made a tremendous difference in the number of accidents children have.

Created and directed by Andreas Sandre von Warburg, "United Nations for kids" is a short cartoon documentary about the UN and its mission. The first episode is a general introduction and includes a little historical background and details on the principal bodies of the UN.

“When the Water Ends,” a 16-minute video produced by Yale Environment 360 in collaboration with MediaStorm, tells the story of this conflict and of the increasingly dire drought conditions facing parts of East Africa. To report this video, Evan Abramson, a 32-year-old photographer and videographer, spent two months in the region early this year, living among the herding communities. He returned with a tale that many climate scientists say will be increasingly common in the 21st century and beyond — how worsening drought in parts of Africa, the Middle East, and elsewhere will pit group against group, nation against nation. As one UN official told Abramson, the clashes between Kenyan and Ethiopian pastoralists represent “some of the world’s first climate-change conflicts.”

But the story recounted in “When the Water Ends” is not only about climate change. It’s also about how deforestation and land degradation — due in large part to population pressures — are exacting a toll on impoverished farmers and nomads as the earth grows ever more barren.

The video focuses on four groups of pastoralists — the Turkana of Kenya and the Dassanech, Nyangatom, and Mursi of Ethiopia — who are among the more than two dozen tribes whose lives and culture depend on the waters of the Omo River and the body of water into which it flows, Lake Turkana.

Infographic World - 12 Interesting Infographics Infographics can be

readers might be misled into thinking that the scientific community or bodies such as the American Cancer Society are raising concerns about wireless devices. They aren’t.

the story made much of the fact that the International Agency for Research on Cancer (IRIC), part of the World Health Organization (WHO), classified RF radiation as a “class 2B”, or possible carcinogens. What the story doesn’t say is that same category includes pickled vegetables (some epidemiological studies link them to stomach cancer), Styrofoam cups, and coffee.

It’s not just that we don’t know exactly how RF waves would cause cancer. It’s that there’s no plausible way for it to happen without rewriting the laws of physics and biology. It’s by the same reasoning that most scientists dismiss homeopathic medicine – at least the genuine kind that’s so dilute there’s nothing in it.

As early as I can remember, we were told to take notes.

during that conversation, I paid attention to more than just what was being said; I watched eye movement, body language, and every other form of nonverbal communication. I wasn’t just listening, I was engaging in an interaction. It was then that I found myself wondering, how much was I missing in other classes because I was too busy taking notes?

I started to challenge myself not to take notes during other classes and to actively listen, instead