15 Ways To Uplift the Workplace
1) Page yourself over the intercom. Don't disguise your voice.

2) Find out where your boss shops and buy exactly the same outfits. Wear them one day after your boss does. This is especially effective if your boss is of a different gender than you.

3) Make up nicknames for all your coworkers and refer to them only by these names. "That's a good point, Sparky." "No, I'm sorry, but I'm going to have to disagree with you there, Cha-cha."

4) Send e-mail to the rest of the company telling them exactly what you're doing. For example: "If anyone needs me, I'll be in the bathroom."

5) Hi-Lite your shoes. Tell people you haven't lost them as much since you did this.

6) While sitting at your desk, soak your fingers in Palmolive liquid. Call everyone Madge.

7) Hang mosquito netting around your cubicle. When you emerge to get coffee or a printout or whatever, slap yourself randomly the whole way.

8) Put a chair facing a printer. Sit there all day and tell people you're waiting for your document.

9) Every time someone asks you to do something, anything, ask him or her if they want fries with that.

10) Send e-mail back and forth to yourself engaging yourself in an intellectual debate. Forward the mail to a co-worker and ask her to settle the disagreement.

11) Encourage your colleagues to join you in a little synchronized chair-dancing.

12) Put your trash can on your desk. Label it "IN."

13) Feign an unnatural and hysterical fear of staplers.

14) Send e-mail messages saying there's free pizza or donuts or cake in the lunchroom. When people drift back to work complaining that they found none, lean back, pat your stomach and say, "Oh you've got to be faster than that."

15) Put decaf in the coffee maker for three weeks. Once everyone has withdrawn from caffeine addiction, switch to espresso.

The Student and The Barometer

Some time ago I received a call from a colleague. He was about to give a student a zero for his answer to a physics question, while the student claimed a perfect score. The instructor and the student agreed to an impartial arbiter, and I was selected.

I read the examination question: "Show how it is possible to determine the height of a tall building with the aid of a barometer." The student had answered: "Take the barometer to the top of the building, attach a long rope to it, lower it to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building."

The student really had a strong case for full credit since he had really answered the question completely and correctly! On the other hand, if full credit were given, it could well contribute to a high grade in his physics course and certify competence in physics, but the answer did not confirm this.

I suggested that the student have another try. I gave the student six minutes to answer the question with the warning that the answer should show some knowledge of physics. At the end of five minutes, he hadn't written anything. I asked if he wished to give up, but he said he had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him and asked him to please go on.

In the next minute, he dashed off his answer, which read: "Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, using the formula x=0.5*a*t^2, calculate the height of the building." At this point, I asked my colleague if he would give up. He conceded, and gave the student almost full credit.

While leaving my colleague's office, I recalled that the student had said that he had other answers to the problem, so I asked him what they were. "Well," said the student, "there are many ways of getting the height of a tall building with the aid of a barometer. For example,if the sun is shining you could measure the height of the barometer, then set it on end and measure the length of its shadow. Then you measure the length of the skyscraper's shadow, and thereafter it is a simple matter of proportional arithmetic to work out the height of the skyscraper.

"Fine," I said, "and others?"

"Yes," said the student, "there is a very basic measurement method you will like. In this method, you take the barometer and begin to walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wall. You then count the number of marks, and this will give you the height of the building in barometer units." "A very direct method."

"Of course. If you want a more sophisticated method, you can tie the barometer to the end of a string, swing it as a pendulum, and determine the value of g [gravity] at the street level and at the top of the building. From the difference between the two values of g, the height of the building, in principle, can be calculated."

"On this same tack, you could take the barometer to the top of the building, attach a long rope to it, lower it to just above the street, and then swing it as a pendulum. You could then calculate the height of the building by the period of the precession".

"Finally," he concluded, "there are many other ways of solving the problem. Probably the best," he said, "is to take the barometer to the basement and knock on the superintendent's door. When the superintendent answers, you speak to him as follows: 'Mr. Superintendent, here is a fine barometer. If you will tell me the height of the building, I will give you this barometer."

At this point, I asked the student if he really did not know the conventional answer to this question. He admitted that he did, but said that he was fed up with high school and college instructors trying to teach him how to think.

The name of the student was Niels Bohr, who later received the Nobel prize for Physics.