Bigelow's phrase "the practical applications of science" points to the root of much of the current confusion as to the meaning of technology. In using this phrase to describe technology he effectively placed technology beneath the umbrella of science to such an extent that science and technology are now, as Rose described, seen by many as an "indivisible pair" with technology as the subservient and dependant partner. Thus, for much of the time the pair are wrapped together into a single conceptual package known simply as "science". This point is emphasised when surfing the Internet for technology-related teaching resources. A plethora of lesson plans exist at sites dedicated to science education. The problem is, though, that many of these lessons should properly be termed "technology" but are all too often referred to as "applied science".
One source of confusion is the undoubted relationship that exists between science and technology. Sparkes illustrated this relationship (fig 1) and pointed out that even though science and technology overlap in an area which might be referred to as "applied science", there are a number of important differences between the two (table 1), even though these differences might not be self-evident to an average member of the general public who, through neglect and through repeated use of the phrase "science and technology" has lost the distinction between "science" and between "technology". The two cannot be told apart. Which is hardly surprising given that, as Mayr put it:
" . . . practical usable criteria for making sharp neat distinctions between science and technology do not exist."
Further emphasising that the area of overlap between science and technology is very much a grey one when it comes to providing it with a succinct and accurate title, Barnett pointed out that:
"To identify technology as applied science is at best a half-truth"
Equally, Black and Harrison made a useful distinction between:
" . . . 'contrivance' technology exemplified by many gifted engineers in the last century who worked with no formal scientific understanding of their problems, and 'applied science' technology in which one increasingly needs to grasp the conceptual science even to understand the problem, let alone explore solutions "
They then went on to state that this distinction was wholly black and white:
"Neither is sufficient on its own; some problems require more of one approach, some more of the other."
atschool.eduweb.co.uk
The range of academic disciplines that fall within the social science classification includes anthropologists, archaeologists, psychologists, geographers, historians, political scientists, economists, and urban or regional planners. That's a wide range of expertise; it includes looking at cultures present and past, studying their behavior, their economies and the ground beneath them.
Many of these positions are primarily research oriented. According to the Department of Labor, over 40% of all social scientists exclusive of psychologists and urban planners work for the federal government. It's a good guess that another large group of them teach. The social sciences comprise a number of fascinating fields; but the number of professionals who have gotten a social science education and are able to utilize it in a commercial or business environment is limited.
Psychologists are an exception to that rule. Clinical psychologists must hold a doctorate and maintain strict licensure. However there are a number of career options for graduates form a bachelors or masters program in psychology. Human resource departments in medium and large businesses hire psychology majors to work as interviewers, trainers or recruiters. Any sort of job that involves extensive human contact and interaction - sales, account management, counseling jobs that don't require special licensure, probation and parole workers - all of these professions have psychology graduates in their ranks.
Urban and regional planners engage in research, but for very specific purposes with clear objectives in mind. They work with statistics, economic data and demographics in order to produce recommendations on development questions or plans for a given geographic or political entity.
Political scientists who do graduate work usually teach. Students with a baccalaureate in political science might find a job opportunity within a municipal, county or state agency handling constituent work or dealing with active civic organizations. Some cut their teeth doing campaign work and eventually become political consultants.
Archaeologists who work for the government often survey proposed development sites to ascertain what, if any evidence may be found there that relates to historical use of the property. Many anthropologists have found a niche working with businesses that have product development divisions and that want information on how a product may be perceived and used by the public based cultural, physical or sociological factors. Geographers are generally employed by governments for the purpose of studying the physical impact of proposed development on a piece of real estate.
Graduates with a degree in economics have a lot of options, both in business and in government. Budget development is a major government function that occurs on an annual basis. Government agencies also look at the economic impact of many things, from proposed legislation to the closure of military bases to the economic model of a foreign nation. At the local level, city or county administrators employ economic professionals to manage finances and revenue. The same is true of businesses, where you may find a former economics student working as a risk manager, financial officer or budget analyst.
If you are interested in studying one of the social sciences you should consider speaking with a career counselor at your (potential) school. Many colleges today have placement offices and career professionals who work in them. With persistence, you should be able to find a job opportunity that will allow you to utilize your education in the social sciences.
Bob Hartzell writes about careers for GetDegrees.com. On the website you'll find comprehensive resources for social science degrees as well as information on educational opportunities for hundreds of other professions.
Homeschool science education is fun! It is more fun when you can use things found around the house to demonstrate some naturally occurring phenomena such as air pressure. Flying a toy plane is every child's dream, and if it is combined with education, it can promote better understanding.
Before we go into the fun learning activities that you could co-ordinate with a homeschool science program, let me teach you some principles on which airplanes fly. There are some forces working on an airplane as it flies. They are the forces of thrust and drag and lift and gravity.
Thrust moves the airplane forward, and is provided by the jet engine and the propeller. Drag is a force of resistance that works in the opposite direction of thrust and slows down the airplane. Lift works in the upward direction and is produced by the wings. Gravity works in a direction opposite to the lift and pulls the plane down due to its weight. The right balance between these four forces keeps the plane flying.
Airplanes are shaped in such a way so as to minimize drag caused by air pressure, in order to allow them to glide smoothly. When air hits a moving object having a smaller area, it does not cause much resistance since there is less air pressure working on that object. On the other hand, when air hits a moving object with a larger area, it causes resistance as there is a higher pressure working on that object.
This is why airplanes are aerodynamically designed with cone-shaped noses so that the air pressure on the airplane body is reduced. This reduces drag and allows them to glide effortlessly through the air.
As an airplane moves with great speed on the runway, the wings are tilted upwards, increasing the air pressure on them. Therefore the airplane is lifted off the runway and rises higher. The angle of the wings determines how high the airplane will lift. In the same way, air pressure is used to maneuver the plane using the tail rudder.
You can blend the following fun activity with your homeschool science program. Buy a balsa wood toy airplane at your local store or drug store. As we assemble the airplane, we will experiment how it flies as we add each part.
To begin with, fly only the airplane body without the fins or wings. You will find that it is no better than a shoe flung in the air. The thrust is of no use, as it cannot make the right use of air pressure to fly.
Now attach only the large wing and fly the airplane. Your plane will seem to lift but then somersaults or plummets to the ground.
Next attach the horizontal stabilizer tail and fly it with a curve. You will notice that the somersaults have stopped but there is a zigzag movement.
Attach the vertical tail or rudder and now check out your toy airplane. This time you will notice a successful flying spell without any fishtail movements.
Here's something for you to figure out on your own. Fly the airplane without the metal nose clip and see what happens. What is the purpose of this metal clip?
If you enjoyed your airplane lesson and experiment, let me tell you that I have loads of similar activities to enhance your homeschool science learning.To get great science experiments and activities visit the free "Homeschool Parent's Guide to Teaching Science" at the link below.
A great free resource for really cool science activities and experiments is to download a copy of the Homeschool Science Experiment Guide.
Another good homeschool resource for science ideas, experiments and activities, is the homeschool science blog (just click on the "Blog" link). Definitely worth bookmarking.
Good luck!
About the Author Aurora Lipper has been teaching science to kids for over 10 years. She is also a mechanical engineer, university instructor, pilot, astronomer, a real live rocket scientist (You should see the lab in her basement!) and a mom. She has inspired thousands of kids with the fun and magic of science.
Hermosa Beach, CA โ€" Troy State University has chosen ParaComp's patented Smart Scienceโ„ข education system to provide laboratory experience to its distance learning students around the world. The Troy State University Fort Benning campus includes soldiers in Afghanistan and Iraq among its students. During each of its two-month terms, 150 students enroll in the school's distance learning science courses. Troy State University has four campuses in the state of Alabama and over fifty locations world-wide. Until now, no satisfactory online method of providing lab experience was available.
After an online live demonstration of the capabilities of Smart Scienceโ„ข education and reviewing several of its 75 laboratories, the Troy State University science faculty recommended using Smart Scienceโ„ข labs for distance learning courses. Dr. Judy McCarley, Associate Director for Academics Fort Benning Campus, approved the decision, and the first labs will be delivered this month.
Smart Scienceโ„ข labs will be used in courses teaching earth science, chemistry and biology.
According to Dr. Harry Keller, President of ParaComp, Inc., Smart Science labs fit perfectly with the demands of distance learning. He said, โ€œThe ability to do real science on a remote computer provides a key ingredient for remote science learning. We're looking forward to expanding the number of courses and the number of labs used by each course. Our modular software allows each professor to tailor the learning experience to specific classes.โ€
The science areas covered by Smart Scienceโ„ข labs include data analysis, periodic motion, waves, electricity, speed and acceleration, statics, biology, heat, sound, earth science and chemistry.
Troy State professors using the system include Virginia June Tieken, Gerald Marano and Dennis Mitchell. Each professor has selected specific Smart Scienceโ„ข labs to enrich course curricula. Students log in to ParaComp's server to reach accounts set up for each class. A Java applet provides the display and interaction required to make the lab experience come alive for each student.
Because students can do labs on their own schedule, redo any experiment repeatedly and require only an online computer to run the labs, the Troy State faculty expect this new service to work well with students who are far from Fort Benning, Georgia and other Troy State University campuses.
ParaComp's Smart Scienceโ„ข labs use real experiments to teach students to observe phenomena, collect data, and select and test hypotheses as they work to identify the principles involved. Because they are delivered in volume, the cost for an experiment can be as low as pennies for each student.
For more information on Smart Science, see http://www.smartscience.net.
The Smart Scienceโ„ข backgrounder is at http://www.smartscience.net/news/Backgrounder.html.
ParaComp's web site is at http://www.paracompusa.com.
Troy State's web site is at http://www.troyst.edu. The web site for the Fort Benning campus is at http://www.tsufb.edu.
(Chicago - September 6, 2005) Argosy University announced today that it will assist students from universities in New Orleans, southern Louisiana, Mississippi and Alabama universities, which were closed for the foreseeable future due to the devastation caused by Hurricane "Katrina."
Argosy University will be available both on campus and online courses that would allow dislocated students to progress in their academic careers during this semester of disruption. University students forced to close as a result of Hurricane Katrina may register at any one of 13 Argosy University campuses across the country on course for the space may have for the fall terms.
Argosy University will waive training for dislocated students who have already registered and paid for training at home institutions for the fall 2005 semester. If dislocated students have not yet paid their studies at home institution, they will be judged less than the current published studies and fees at home institution, or Argosy University, has published studies and fees, as defined in the Argosy University campus president.
"Argosy University operates today, providing educational assistance to students the impact of Hurricane Katrina," said Dr. Gregory O'Brien, president of Argosy University. "Argosy University for the welfare of these students, and this initiative is our way to go with the sympathy and goodwill for the victims . We promise to do everything we can to assist students in the area of the Gulf Coast to continue their education and continue to be in their lives. "
According to the American Council on Education, more than 30 colleges and universities in the region of the Gulf Coast were severely damaged by the hurricane, and perhaps 100,000 students who were expelled from their schools.
Argosy University offers doctoral, masters, and a bachelor's degree in psychology programs, counseling, education, business, information technology and organizational leadership.Doctoral degree programs in clinical psychology (accredited by the American Psychological Association), available in several Argosy University campuses. Argosy University will assist dislocated Ph.D. and Psy.D. students on an individual basis. Choose associate degree programs in several fields of medical sciences are available from the University Argosy / Twin Cities, located in Eagan, MN.
Argosy University has campuses in Atlanta, Chicago, Dallas, Honolulu, Orange County (Santa Ana, California), Phoenix, San Francisco, Bay Area (Port Richmond, Calif.), Sarasota, Schaumburg (IL), Seattle, Tampa , twin cities (Eagan, MN), and in Washington, DC (Arlington, VA).
Students seeking information about Argosy University initiatives can visit the website of the University (www.argosyu.edu) or by calling the National reception at 1-800-377-0617.
With 13 campuses nationwide, Argosy University (www.argosyu.edu) offers undergraduate, graduate and postgraduate degrees in business disciplines, education, medicine, and psychology and behavioral sciences. Argosy University is accredited by Higher Learning Commission and is a member of the North Central Association (NCA) (30 North LaSalle Street, Suite 2400, Chicago, IL 60602, 1.312.263.0456, www.ncahlc.org). The parent company of Argosy University, Education Management Corporation (www.edmc.com), is one of the largest providers of private higher education in North America, based on the student's admission and revenue. Students receiving more than 66,000 as of fall 2004. EDMC has 71 primary campus locations in 24 states and two Canadian provinces. EDMC education institutions to offer a wide range of academic programs concentrated in the media, art, design, fashion, culinary arts, behavioral sciences, health sciences, education, information technology, legal studies and business fields, culminating in the conclusion of an associate in the doctoral degree. EDMC has provided career-oriented education for over 40 years.
We at CertMagic are dedicated to helping our clients get the best IT preparation for their upcoming certification in minimum time. Our certmagic experience of 3 years in this business has helped us develop foolproof study strategies and material for IT certification preparation.Read Navid Profile
We at CertMagic are dedicated to helping our clients get the best IT preparation for their upcoming certification in minimum time. Our certmagicexperience of 3 years in this business has helped us develop foolproof study strategies and material for IT certification preparation. We have catered to more than 200,000 people from all over the world. In the last 3 months alone, CertMagic had over 4100 orders from 104 countries. Undoubtedly, CertMagic has become the market leader in the field of IT Certification preparation with an impressive, unparalleled success rate of 99%.
The National Science Foundation is an independent government agency in the United States. The National Science Foundation is responsible for providing support to basic science research, which is primarily accomplished through research funding.
The National Science Foundation mostly provides research funding in the form of grants. These grants are most often given in the form of individual grants to graduate students and professors. In fact, with an annual budget of approximately $5.5 billion, the National Science Foundation provides about 20% of federally supported funding for basic research to America's universities and colleges.
Under the leadership of its director, Dr. Arden L. Bement, Jr., the National Science Board meets six times per year to determine the policies of the National Science Foundation. The National Science Board consists of 24 members, all of which are appointed by the President of the United States to 6 year terms.
History of the National Science Foundation
The National Science Foundation was originally established as the result of the 1950 National Science Foundation Act. The mission of the National Science Foundation, as stated within this act, was "To promote the progress of science; to advance the national health, prosperity, and welfare; and to secure the national defense."
The National Science Foundation has competed with defense research agencies, such as the Office of Naval Research, the Defense Advanced Research Projects Agency, and the Air Force Office of Scientific Research, for funding. This battle for funding has led many science historians to claim that the National Science Foundation is an "inept compromise" between visions within the federal government in regards to the scope and purpose of the foundation.
Programs of the National Science Foundation
Fields within the National Science Foundation include: astronomy, physics, behavioral science, biology, chemistry, and computer science. Economic science, social sciences, science education, engineering, environmental science and education, polar research, geoscience, mathematics, and statistics are also fields covered by the National Science Foundation.
In addition to working within its regular fields, the National Science Foundation promotes a variety of special programs. These programs are sometimes put into place in order to increase the participation of under-represented minorities in the sciences. The Research Experience for Undergraduates program, for example, targets minorities and women. This program provides grants to institutions in order to assist them in providing opportunities for summer research to undergraduate students.
In addition, the GK-12 Crosscutting Program was established by the National Science Foundation to provide universities with money to encourage graduate students to interact with k-12 students. The goal of this program is to increase science retention in children at an early age.
The National Science Foundation also funds projects on a national scale. One such project is the National Science Digital Library. Also, the National Science Foundation helps pay for the establishment of the Materials Research Science and Engineering Centers that are located in some research universities.
Space exploration and the National Science Foundation
At times, there is conflict between the National Science Foundation and the National Aeronautics and Space Administration (NASA). This is because both agencies strive to increase knowledge regarding the universe, space, and the human body. Neither, however, wants to pay more than its fair share for this research. Furthermore, clear guidelines concerning which agency is responsible for which aspects of the fields have not been established.
Currently, the two agencies have developed a truce of sorts. Under the unofficially structured guidelines, NASA is responsible for paying form space based operations. These include projects such as Chandra, the Hubble Space Telescope, and the Spitzer Space Telescope. The National Science Foundation, on the other hand, funds ground based operations. These include the National Radio Astronomy Observatory, the Atacama Large Millimeter Array, and Kitt Peak.
Costa Rica boasts a one of the highest literacy rates worldwide with 96% of its natives being educated at least through 11th grade. That's undoubtedly thanks to the mandatory schooling for children. The Costa Rica government provides their education free of charge. The children are educated in many of the areas that are studied in Europe and North America—math, science, history, etc.—and are also taught English as their second language while continuing to master their native Spanish linguistics.
One main difference in the Costa Rican educational system is that schooling ends at 11th grade in most schools. However, there are select educational institutions that do teach courses through the 12th grade. Those that decide to continue with their education in Costa Rica have the option to pursue higher education at one of the local universities or elsewhere in the world.
The four main public universities in Costa Rica are la Universidad de Costa Rica, el Instituto de Tecnologico de Costa Rica, la Universidad Nacional Estatal a Distancia and la Universidad Nacional Autonoma. Each of the Costa Rica universities is designed to focus on specialized areas. Here's a more detailed description of each facility:
La Universidad de Costa Rica
La Universidad de Costa Rica, the largest higher education institution in the nation, is located on a vast and scenic piece of Costa Rica real estate in San Jose. It caters to approximately 35,000 students each year and has a diverse course offering. Students can focus their studies in fine arts, the sciences, social science, education, engineering, medicine and more. Graduate courses are also available.
Universidad Nacional Autonoma
La Universidad Nacional Autonoma Costa Rica is located in the Heredia province of the nation. Some of the undergraduate coursework specializations include language, finance, plus Cultural Identity, Art & Technology. Postgraduate programs are also available.
Instituto de Tecnologico de Costa Rica
El Instituto de Tecnologico de Costa Rica is a smaller institution. It is comprised of three regional campuses, each of which is situated on smaller plots of Costa Rica real estate. Still, each of the facilities has classrooms and well as extensive research laboratories for student use. The curricula at el Instituto de Tecnologico de Costa Rica is focused primarily on engineering specialties (biological, architectural, industrial design, etc.) but does offer some course work in other areas as well as graduate programs.
Universidad Nacional Estatal a Distancia (UNED)
La Universidad Nacional Estatal a Distancia is primarily a correspondence learning university. Undergraduate courses at UNED include work in Education, Natural Sciences, Administration, and Social Sciences / Humanities. The school also offers about two-dozen masters / doctorate programs. Students who live in rural areas populate this school most often.
In addition to the four public universities, there are also a number of private higher learning institutions throughout the country that students can attend. The universities vary in purpose and thus the campuses are built on varying sizes of Costa Rica real estate. Some of the more notable private institutions include la Universidad Catoดlica de Costa Rica, Universidad Autoดnoma de Centroameดrica, Instituto Centroamericano de Administracion de Empresas, and the United Nations University for Peace.
by David B Lovendahl, Developing Paradise TM
In one of the most important legal clashes between faith and evolution since the 1925 Scopes Monkey Trial, a federal judge recently barred a Pennsylvania public school district from teaching "intelligent design" (hereafter referred to as ID) in biology class, saying the concept is creationism in disguise. Creationism holds that there is scientific evidence to support the Genesis account of the creation of the earth and of life. However, legal doctrine holds that the public school classroom must be religiously neutral and that schools must not advocate religious views. In 1987, in Edwards v. Aguillard, the U.S. Supreme Court ruled that teaching creationism in public schools results in the unconstitutional establishment of religion. Evolution, on the other hand, is intrinsically anti-religious and the teaching of same presents no such issues.
In Missouri, a legislative approach was tried but it now appears to be dead according to the April 2, 2006 edition of the Kansas City Star. HB 1266, the so-called Missouri Science Education Act, would have provided, "If a theory or hypothesis of biological origins is taught, a critical analysis of such theory or hypothesis shall be taught in a substantive amount." The bill was opposed by a wide range of teacher groups and school organizations, and even several faith-based groups. The Star quoted the chief lobbyist for the Missouri affiliate of the National Education Association as expressing concern about the possible economic consequences of HB 1266 as follows: "We need to be doing our utmost to increase science literacy so our kids can compete."
But the Kansas State Board of Education, reinforcing that state's increasingly wacky reputation, took an aggressive, if not dubious, policy step. At the risk of re-igniting the same nationwide squabble it sparked several years ago, the Kansas board approved new public school science standards that cast doubt on the theory of evolution. The 6-4 vote was a win for ID advocates who interestingly helped draft the standards. (ID holds that the universe is so complex it must have been created by a higher power.) Critics of the language charged that it was an attempt to inject God and creationism into public schools in violation of the separation of church and state. "This is a sad day. We're becoming a laughingstock of not only the nation, but of the world, and I hate that," said board member Janet Waugh, a Kansas City Democrat. And rightly so, for the vote marked the third time in six years that the Kansas board has rewritten standards with evolution as the central issue. In 1999, the board eliminated most references to evolution, a move Harvard paleontologist Stephen Jay Gould said was akin to teaching "American history without Lincoln." Two years later, after voters replaced three members, the board reverted to evolution-friendly standards. Elections in 2002 and 2004 changed the board's composition again, making it more conservative. And now this.
Other states could follow suit; a few have learned to get around the Supreme Court ruling by platforming the teaching of evolution as optional or by urging teachers to describe it as just one of several theories. There is also a movement to insert ID into public schools by way of speakers, clubs, and/or textbook disclaimers. Curiously, such ID groups seem to focus more on how they can tactically and legally introduce the topic into science classes than they do on producing verifiable scientific research.
Battle lines are being drawn across the country over the teaching of ID........which, to be more specific, is a concept similar to but not identical to creation science. ID relies upon a lack of knowledge for its conclusion. In the absence of such an explanation, intelligent causes are assumed. ID also includes a curious and telling component, one that focuses on ideological and religious goals rather than scholarly ones. Proponents argue that a neutral-sounding "intelligence" is responsible for design. Their premise seems to be that as long as they don't explicitly name the "designer," this somehow insulates their viewpoint from the charge of being inherently religious in character. Their arguments are carefully crafted to appear scientific and non-religious, though they have no data supporting their claims. At one time, they promoted creationism as a religious imperative. Now they package their beliefs as "better science."
But more to the point, the real question is: does ID have a legitimate place in a high school science curriculum? Does it have a place in Kennett High right here in Conway, New Hampshire?
In deciding whether to consider including ID in the curriculum, the sectarian orientation and nature of the movement should be taken into account. The Discovery Institute's Center for Renewal of Science and Culture in Seattle serves as an home for virtually all of the major advocates of ID. The goals of the CRSC, as stated by the Institute's director Bruce Chapman, are explicitly religious: namely, to promote Christian theism and to defeat philosophical materialism. Thus, for constitutional reasons, if for no other, the religious orientation of ID clearly makes it unsuitable. Moreover, school board members here and elsewhere should be aware that introducing this topic into the curriculum likely would lead to strong--even legal--opposition from, parents, teachers, clergy, and scientists and others who want to see the sanctity of science preserved.
Now then, the reason for all this seems pretty obvious. Put simply, the aim of ID advocates is to get around the constitutional ban on religion in public schools with their real agenda being the promotion of faith-based teachings in the classroom.
Unlike the metaphysical chop suey in which ID frequently gets entangled, science seeks natural explanations for natural phenomena. It does so by logical inferences from observable facts, experimentation, and verification and relies on reason and evidence. In reason, as Keith Lockitch (a Ph.D. In physics) asserts, one accepts only conclusions that can be proven to be true--conclusions based on sensory evidence and logical inference from such evidence. Faith, on the other hand, is belief that is not supported by facts or logic. It embraces ideas and concepts despite an absence of evidence or proof. But, it would seem, the only ideas that are reasonable are those you know to be true by means of reason, that is, through observation, identification, description, experimental investigation, and theoretical explanation of phenomena.
Most scientists maintain that scientific investigation must adhere to the scientific method, a process for evaluating empirical knowledge under the working assumption of methodological materialism , which explains observable events in nature as a result of natural causes, rejecting supernatural notions. ( from Wikipedia, the free encyclopedia)
Clearly, science and religion are mutually exclusive. Each has an important part in this writer's life and to the lives of most Americans. I attended a private sectarian-oriented academy, a Presbyterian college, and a Jesuit graduate school. In all three, religion played an extremely important role in the classroom. Faith-based teachings, whether Christian, Judaism, Muslim, or whatever are extremely important in their proper forum........but a public school classroom is not that forum.
Evolution and creationism are also mutually exclusive. Distorting their definitions does not change the reality of their mutual exclusivity. Until and unless something better comes along, evolution will continue to be recognized as the best explanation for the development of life on Earth. As such, it is taught as an integral part of biology, science and related courses in schools, academies, colleges and universities throughout the world.
Some make compelling and open arguments to eliminate the prohibitions to having religion in the classroom. These are worthy of respect and due consideration. An associate argues as follows: "The bill of rights states: 'Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.' Thus Congress should make no law saying children cannot pray in schools or cannot bring their Bibles to school or that they cannot be taught about God... Whether they are Christian, Jewish, Unitarian, or Muslim. According to Jefferson, his reference to "separation of church and state" addressed an issue where one particular denomination wanted to be made the officially recognized "state religion" ... Similar to the Church of England being the state religion of that country. All birth/death certificates must go through the Church of England.. Making everyone by default a member of the Church of England. That is what our founding fathers wanted to avoid - not to take all reference of God out of public forums."
However, thinly veiled attempts (such as that perpetrated in Kansas and a few other states) to distort scientific understanding in order to promote certain religious beliefs do not serve our students well. School board members (and administrators) would be poorly advised to follow the Kansas example and consider including ID in a public school science curriculum. But if such proposals are raised here in New Hampshire, they should be met with explanations that there is no scientific evidence to support ID, at least for now. A less polite way of responding might be to simply state the obvious to wit: ID is a disguised form of religious advocacy or, as the Judge in Pennsylvania put it, it is creationism in camouflage and does not belong in a public classroom.
"Science without religion is lame. Religion without science is blind." Albert Einstein
Ted Sares, PhD, is a private investor who lives and writes in the White Mountain area of Northern New Hampshire with his wife Holly and Min Pin Jackdog. He writes a weekly column for a local newspaper and many of his other pieces are widely published. His works focus on issues and themes dealing with socio-political topics, business, patriotism, and individual freedom. They are frequently inspirational in nature and sometimes reflect the Objectivist philosophy of novelist Ayn Rand.
Computer education is a necessity these days as tasks in all professions has become digitized. Computer sciences applications have a far reaching impact on how we live our day-to-day lives and the need for computer trained and IT professionals is greater than for any industry or field in the world today. In this Article we review how online computer sciences courses can help prospective professionals find careers in any industry. Overview Computer sciences are the study of the foundation of computing logic and the applications to computer architecture, hardware and software design as well as specific applications to program development and the use of industry standard technologies. The education starts with the study of natural sciences as they relate to computing and then diverges into a study of the specific niche area - such as hardware, software, graphics and information technology etc. Most institutions offer students the opportunity to learn about all these areas to some extent before choosing a specialization. Online computer sciences institutions offer students a variety of fully online - to - blended courses in a variety of subjects; students can complete a choice of degree or certificate at any level (diploma, associates, bachelors, masters, PhD or certifications through shorter courses) in general computing or a specialized area - all from the comfort of their own homes and be able to work around their jobs and schedules - without having to enroll for time consuming classes and without having to relocate or spend and money commuting to and from lectures. Enrolling in an online computer science course means prospective students can now fit their education around their work and personal schedules and save the money and time normally required in order to attend lectures and lab sessions. Most online institutions offer their enrolled students a free online resource center for all the information - e-books, lecture slides and practical experiments - that is need in order to finish their coursework. Areas in computer science education Theory of computation: This area deals with the logic use by computation systems and the mathematics that relates to computational logic. It defines the limits of computability (solvable problems) and computational complexity (resources required to solve these problems in terms of time and space). Algorithms and Data structures: This side deals with functionality such as searching data storage structures and the formation (of models) of data storage (linked-lists, arrays, trees etc). Programming Languages and Methodology: This area addresses the methodology used to formulate problem solving software code and the programming languages that are used to write viable code. It also deals with modern software development tools and tricks-of-the-trade which are used in modern compilers to formulate accurate running code. Languages may include c, C++, Java, c-sharp etc. Tools may include Visual C++ etc. This area defines the methodology of writing logical code step-by-step and the use of common best-practices. Computer Architecture and logic design: This area deals with the knowledge of how a computer processor works and how is uses its resources to solve computational problems by breaking complex code down to minor mathematical and logical problems. This area includes digital design, automata, architecture and compilation. References: The Author of this article is a computer sciences graduate Wikipedia: Computer sciences and related Links Resource Area: DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on SchoolsGalore.com. Copyright 2009 - All rights reserved by Media Positive Communications, Inc. Notice: Publishers are free to use this article on an ezine or website provided the article is reprinted in its entirety, including copyright and disclaimer, and ALL links remain intact and active.
SchoolsGalore.com is a web directory for the top online schools, colleges and universities in United States and Canada; with the links to descriptions and search options for online courses or distance learning programs.
Early exposure to science is critical because science knowledge is cumulative. Learning science requires a solid foundation of knowledge that can be built upon through further study and exploration. Children should be introduced to science at home as early as possible. Don't make the mistake of thinking that your child learns all the science they need to know at school. The truth is science education in school is limited and the subject is not usually a high priority for educators. As parents, it is important that we share our knowledge with our children. Every day activities such as growing plants, cooking and caring for animals involve science. Take a look around and you will see that science is everywhere. Parents can choose to engage in scientific activities with their children when they are not in school to build scientific comprehension, encourage scientific exploration and foster a love for science and the pursuit of knowledge.
There are aspects of science that are intellectually demanding, but often simple experiences produce insightful learning. To engage your children in science you need to introduce them to stimulating environments that provide opportunities for observing and discussing science. Zoos, nature centers, oceans, parks, yards and even kitchens are perfect educational environments. Children naturally learn through playful exploration. Educational DVDs, and toys provoke thought and develop skills. When children ask questions to satisfy their natural curiosity, it is an open opportunity to be seized by the parent.
For instance, if a child is fascinated by a light switch and wants to know how it turns the light on and off, inquire into the subject with your child. Find out why and how the switch works. Why does yeast make bread rise? How does a spider spin a web? Why do leaves fall? Why do the birds disappear in the winter?
Identify your child's interests and encourage them. If a child develops an interest in rocks, study rocks, gems, mining and fossils and build on that curiosity moving on to fossil fuels, heat generation and environmental effects. You will find that one inquiry leads to another.
Fuel their natural curiosity. These activities should be challenging without being frustrating. Don't force them to do things they are not interested in; rather, engage them in motivating activities that build desire for further exploration. Share your own science related interests and you will be amazed by the impact of genuine enthusiasm. Remember that discussion is a key component to developing scientific knowledge and uncovering additional areas of interest. Encourage your child to talk about their experiences, observations and interests. This discussion will help children to construct thoughts, to form concepts and to examine different relationships that are intermingled in their ideas.
Some simple activities that foster knowledge of and interest in science include: "Finding out how and why things work", "Sharing ideas and knowledge", "Making observations and writing or drawing those observations down", "Making predictions and seeking answers", "Starting collections -such as rocks or bugs- and observing similarities and differences", "Figuring out what causes things to change", "Having science parties with family and friends", "Enrolling your child in classes or extra-curricular activities involving science".
Your home, your environment and your surroundings are filled with opportunities to share science with your children. Through engaging their interests and encouraging their search for knowledge, you can ensure success in science!
Working within the science industry can be both exciting and interesting. The Siemens plant in Fort Madison, Iowa is looking for people to hire within their labs. They needs these workers to develop projects which deal with efficency from a scientific perspective. The pay for these jobs can be for around twenty five dollars an hour and higher depending upon your qualifications and experience. You can find these jobs on the company's website. There are other jobs within Southeastern Iowa at Climax in order to be hired as a chemist. A chemist in general can make a good living and indeed retire early. There is nothing that has more to do with science than being a chemist and you can also find these jobs on the Climax website. There are also jobs within the science education sector of the economy in Iowa working in the company Rockwell Collins. You can find these jobs through several internet Job Boards and Jobsites.
There are animal science jobs available at Land O'Lakes in Iowa. You can also find these jobs through the Job Boards. Many of these positions at Land O'Lakes are entry level positions for not very much pay. As you gain experience at Land O'Lakes you are likely to climb up the pay scale. Anyone will most likely enjoy their working experience at Land O'Lakes though. It is important to comment on the different forms of science that are out there. Here within the Midwest of course there is plenty of farming, here in Iowa things are absolutely no different. One of the key parts of farming is seed science. This is why jobs dealing with seed science at Pioneer Hi-bred International. The plant that Pioneer Hi-bred has in Johnston, Iowa is a major employer within the state. They need someone to conduct some seed science studies on maize at the Johnston plant. The salary for this position is undetermined at this stage and is subject to negotiation.
The renewable energy sector and science are blending well within the city of Des Moines, Iowa. The Think Energy Group in Des Moines is looking for a technical support engineer. The starting pay for this position appears to be seventeen dollars and you need an advanced degree. The job can be found through various Job Boards once again. These are just some of the great science oriented positions that are available throughout the state of Iowa alone.
Copyright (c) 2009 Ianson Internet Marketing
Lousie G is a prolific business author and business consultant. Louise has been instrumental in the development of successful marketing strategies for many leading internet businesses. Examples of Louise's work can be found at http://www.scienceprospects.com for science jobs.
Science and technology education are co-related with each other and cannot be separated to gain the real meaning and essence of science education. From last many years, science education has seen numerous changes and transformations to pass on the true value of scientific theories and strategies.
It is very true that the science is nothing without the study of technology. In other words, it is not wrong to say that the combination is just like soul without the body. Interestingly, major accomplishments in science are always accompanied by right usage and applications of technology. As a result, for getting a complete science education, a person needs to be committed towards gaining the right knowledge, content and processes of the subject.
Generally, science education involves teaching of the scientific body of knowledge, the processes and activities of scientific work. Therefore, for imparting the right knowledge and educations, science teachers must be clear about the concept. Also, they need to be influenced by several teaching techniques including the learning capabilities of students while interacting with physical materials.
An expert science tutor is the one who keeps a close eye on the digital development and the growing scientific nuances. He or she should have a formal education, training and qualification in formal science teaching and its techniques. These experts should have analytical ability and possess evaluation powers on developing information technology in the science curriculum.
Find a Science Tutor:
In this growing competitive world, science education has become really necessary. The subject has emerged as the backbone of the overall growth of a person and in order to earn a leading edge. Finding a good science tutor is not difficult at all. You can browse through the internet and find many tutors of different subjects. Try to know your child's difficulty and problems while finding the most appropriate help for him or her.
One key challenge educators face is the importance of encouraging girls to excel in math, science and computer science studies. As technology continues to drive the world of business, those challenged or generally disinterested in science and math will be left behind. In fact, that's exactly what's happening.
Although women make up approximately 50% of the general work force in the U.S., they only represent 9% of workers in the science and engineering community. With such a low percentage of female interest, the government is expecting increased worker shortages through the first decade of the 21st century for the information technology (IT) industry.
The core worker in the IT industry are computer engineers, systems analysts, programmers and computer scientists, which includes database administrators, computer support personnel and all other computer scientists. These are all careers that relate directly back to high school math and science, in addition to computer science studies.
Growth projections by The Bureau of Labor Statistics' indicate that the current graduation rate of those in undergraduate computer, information sciences and technology programs aren't high enough to sustain the industry's growth. In addition, they acknowledged that the even greater decrease of women into the computer science pipeline will have a profound effect on the industry.
These researchers believe that the low representation of women in computer science at the undergraduate level is inherited from the secondary school level, where girls do not participate in computer science courses and related activities as much as boys. Although girls are often well represented in earlier computing courses, they shy away from advanced courses. One possible reason for this is because of the increased focus on the technical and math course requirements.
This leads us back to math and science studies in elementary and high school, and yet another growing concern within the scientific community.
We currently believe that our nation's future economic prosperity and global competition depends on both scientific progress and our adaptability in the fields of science, technology and engineering. As our society shifts from a resource-intensive society to a knowledge-intensive economy, it is critical for all of us to develop the knowledge and skills needed to contribute to this new community.
With this in mind, knowledge of math and science has now become essential for those pursuing a high-status and well-paid job in our new technologically advanced workforce.
Again, the science community is concerned that industry growth in the early 21st century will far out pace that of graduates. Once again, research has suggested that the root of this problem can be traced back to elementary and high school classrooms.
In going back to the classroom, a study by the National Assessment of Education Progress discovered that girls score below the national mean on all science achievement items and express negatives attitudes towards science. The study acknowledged that societal, education and personal factors all contribute to this funding, but stressed that differences within the science classroom may be one of the biggest contributing factors.
So what factors are discouraging girls from excelling in math, science and computer science studies in high school? Research has shown a number of different issues that need to be addressed. They believe that girls are not presented with adequate information about science-related career opportunities and their prerequisites, and that high school counselors often do not encourage further courses in math and science. In addition, texts, the media and many adults often project sex-stereotyped views of science and scientists.
A lack of development of spatial ability skills may also be an issue, which could be fostered in shop and mechanical drawing classes. Girls also have fewer experiences with science activities and equipment, which are often stereotyped as being masculine.
In order to encourage girls in the pursuit of math and science, teachers are encouraged to maintain well-equipped, organized and perceptually stimulating classrooms, use non-sexist language and examples, include information on women scientists and stress creatively and basic skills and provide career information.
In addition, math and science teachers should use laboratories, discussions and weekly quizzes as their primary modes of instruction or teaching strategies and supplement those activities with field trips and guest speakers. If possible, teachers should also encourage parental involvement.
Studies have also shown that teachers, both male and female, who were successful in motivating girls to continue to study science, practiced what is called "directed intervention". They asked girls to assist with demonstrations, which required these students to perform and not merely record, in the laboratories, and in science-related fieldtrips.
When it comes to computer science studies, a similar approach can be taken. Although these studies do involved math, programming and technical issues, computer science educators need to be aware that working with computers involves much more than that. It also requires fully developed verbal and interpersonal skills - an area in which girls tend to excel at.
In order to attract more girls to the study, teachers should concentrate on applications and not just on math or programming. That's because girls generally don't get as excited about computers for their gadget value, as boys do. Instead, girls become more interested and engaged when technology is discussed in terms of it's usefulness for problem solving.
Computer science educators should also impart to girls the important need for women in the industry and outline more career options. For example, jobs are not just limited to programming; individuals are needed to help solve business problems with technology solutions. The industry itself is focused on solving problems, and developing solutions to help business continue to grow.
Conclusion:
By introducing science, math and computer science in a positive manner to girls in all levels of education, we may be able to turn the tide and see more and more women choose careers in these important fields. If we truly believe children are our future, now is the time to ensure that they have a place in the future we have created.
Although the fact is not often recognized by educators, science and literacy are connected. As teachers, we must begin to recognize and leverage the role of language in science and this can be done with low-cost, readily-available educational DVDs.
Critical to science inquiry are the skills of reading, writing, and oral communication. For example, in science, we:
• Often read volumes of information before beginning experiments
• Write (almost continuously) to record experiments in minute detail
• Present scientific findings for others to read and evaluate
Educational standards for both science and English/language arts also dictate that science education involve more than acquisition of the scientific skills and facts, such as:
• writing procedures
• following procedures
• expressing concepts
• reviewing information
• summarizing data
• effective use of language
• constructing a reasoned argument
• responding appropriately to critique
When seeking to link science and literacy in the classroom, the goal is to address the four primary literacy components inherently present in science: Science Talks/Discussions, Science Notebooks, Reading Expository Text, and Formal Scientific Reports.
How Educational DVDs Can Help
Science Talks/Discussions - after viewing one or more educational DVDs on a particular topic, students discuss what they learned or present an oral report
Science Notebooks - students record in their notebooks, the findings from an educational DVD demonstrating a lab experiment
Reading Expository Text - students view an educational DVD, read expository text on the same subject and discuss how the writer captured (or did not capture) the appropriate information
Formal Scientific Reports - after viewing several educational DVDs on the same topic and taking notes, students are charged with creating a formal scientific report
Example Lessons for Integrating Literacy Education in Science
Unit: Electric Circuits
Lesson 1 - Discuss what the students already know about electric circuits, have them create drawings showing their thoughts
Lesson 2 - Show one or more educational DVDs on electric circuits
Lesson 3 - Allow students to work with batteries, bulbs, wires, motors to explore electric circuits and keep a science notebook on their findings.
Lesson 4 - Have students orally report their findings to the class using their notebook entries to support their conclusions
Lesson 5 - Have students read high-quality informational texts and make inferences from the material presented
Lesson 6 - Have students create a formal scientific report
The example above is provided only as a starting point for teachers. Overall change in classroom practice can only happen with additional reflection, study, and dialogue among teachers.
If you'd like to know how to avoid "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" and start experiencing the benefits of using video effectively in your classroom, your next step is to download aFREE copy of "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" right now.
The small company I work for is committed to creating quality educational videos for classroom instruction. From the earliest script stages, all subject area content, images, and music are intensely reviewed and selected for meeting appropriate grade level, curriculum objectives and standards for our proprietary productions. The videos we distribute are also screened to meet our high standards.
Teachers in the 21st century classroom will be better educators if they understand how to use multi media in their lessons, if they understand the processes that research has shown to be the most effective for improved student performance, and if they know how to find quality video resources that will enhance their lessons.
Computer Information Science schools, universities, and colleges train students with technical expertise in applications of computers. They offer students a comprehensive education for development of skills needed for functioning in an expansively technological world.
Computer Information Science students can study for bachelor, master, and doctorate degrees, as well as post-graduate certificates for specialization in many areas of computer science and applications. Graduates can look forward to opportunities for employment in areas of industry, marketing, and manufacturing; programming and systems analysis; software use and development; and a variety of other computer-related fields.
Courses in programs of study for Computer Information Science degrees will include computer theory and algorithms; data structures and data analysis; computer architecture; computer networking systems; computer graphics; computer languages; computer programming; and operating systems skills.
Computer schools prepare students for diverse and lucrative professional employment. Graduates with degrees in Computer Information Science will be qualified for employment in large and small businesses and industries; colleges and universities; banks, consulting, legal, and investment firms; and communications and media industries.
If you are interested in learning more about a Computer Information Science Education or Computer Information Science Schools, colleges and universities, please search our site for more in-depth information and resources.
DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on our website.
Copyright 2007 - All rights reserved by Media Positive Communications, Inc.
Notice: Publishers are free to use this article on an ezine or website, provided the article is reprinted in its entirety, including copyright and disclaimer, and ALL links remain intact and active.
August 20, 2004 -- Science Kit is a recognized and trusted name in the PreK through Grade 12 science education market.
Now, with the release of their new SKMath catalog and e-commerce web site (www.skmath.com), Science Kit is ready to bring the same value, service and selection that have made them a leader in science education for over 50 years to the world of mathematics.
All products have been aggressively priced and the savvy educator or homeschooler can save up to 37%. Orders are shipped next business day.
In addition, SKMath allows qualified educators to preview a product for 30 days - at no charge.
โ€œThis lets our customers really find out if the product is right, not just for them, but also for their students,โ€ said SKMath Catalog Manager Brittany Thomas, โ€œIf they feel the product is right for them, they keep it and we will invoice them. If not, they simply return the product at no charge - no questions asked.โ€
The web site offers three ordering options which should make it very attractive to teachers. Teachers can order online using a credit card or a purchase order. They can create and save their order online, then email the order for approval or they can print out the order and submit through their school's standard purchasing procedure.
"We saw a real need for quality math products at prices teachers and school districts could afford," said Ms. Thomas, "SKMath addresses that need perfectly."
The full-color, 49-page Math Catalog features over 525 products. Subject areas include counting and sorting, computation and estimation, linear measurement, math games, and more. Teachers will also find calculators, overhead materials, scales and other teaching tools, as well as the new line of โ€œSK Jrs.โ€ and Cross Curricular Kits developed by working educators and only available from SKMath.
I recently read an article by someone talking about "eureka" moments in the science classroom and how technology in his classroom had made so many more of these possible. Although I appreciated the overall intent of the article, I just couldn't stop thinking to myself that if MY school's technology committee decided to provide MY class with twenty laptops, then we would have many more of these moments, too. But the stark reality is that in smaller, less affluent communities such as ours, not only do we NOT have a technology committee, we are lucky to have even one outdated personal computer in the reading lab in the library.
So, how does a teacher faced with such limitations provide equally satisfying "eureka" moments when students "get" it? I have found great success with the tried and true educational DVDs and videos. Because the technology has been around a while, and are much more affordable than computers and peripherals, we already have a fairly large collection of this medium. Although we may not have computers, most every classroom in our school has a DVD player and if we need new titles, our budget allows for it.
Examples of Educational DVDs for Science
For example, the educational DVD Science as Inquiry in Action, available from schoolvideos.com provides a way to encourage the pursuit of scientific discovery. It is based on the concepts outlined in the National Science Education Standards for Science as Inquiry. In this case that would be "abilities necessary to do scientific inquiry and understanding about scientific inquiry." The DVD uses engaging examples to demonstrate how scientific evidence and explanation play important roles in scientific inquiry. Students are guided through combining scientific reasoning and critical thinking.
For younger children, a good science educational DVD on animals is Characteristics of Animals (also available from schoolvideos.com) that explores what humans have in common with elephants and snapping turtles, what makes a bird a bird, how your pet kitten is different from a lion, etc.
Teacher Guides are often also included with educational DVDs providing assistance for teachers on the best way to incorporate the DVD into the lesson plan. If you, too, are faced with limited resources but want to provide the best in science education possible, educational DVDs and videos may be the answer for you as they were for me.
If you're interested in avoiding "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" and want to start experiencing the benefits of using video effectively in your classroom, your next step is to download a FREE copy of "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" right now.
The small company I work for is committed to creating quality educational videos for classroom instruction. From the earliest script stages, all subject area content, images, and music are intensely reviewed and selected for meeting appropriate grade level, curriculum objectives and standards for our proprietary productions. The videos we distribute are also screened to meet our high standards.
Teachers in the 21st century classroom will be better educators if they understand how to use multi media in their lessons, if they understand the processes that research has shown to be the most effective for improved student performance, and if they know how to find quality video resources that will enhance their lessons.
(CHICAGO - September 6, 2005) Argosy University announced today that it will assist students from universities in New Orleans, southern Louisiana, Mississippi and Alabama universities, which have been closed for the foreseeable future due to the devastation caused by Hurricane Katrina.
Argosy University will make available both on-campus and online courses that might be able to permit dislocated students to progress in their academic careers during this semester of disruption. Students at a university forced to close by Hurricane Katrina may register at any of Argosy University's 13 campuses across the nation for courses, on a space-available basis, for the fall terms.
Argosy University will waive tuition for dislocated students who have already registered and paid tuition at their home institution for the fall 2005 semester. If dislocated students have not yet paid their tuition at their home institution, they will be assessed the lesser of the current published tuition and fees at the home institution, or Argosy University's published tuition and fees, as determined by the Argosy University campus president.
"Argosy University acted today by offering educational assistance to college students impacted by Hurricane Katrina," says Dr. Gregory O'Brien, president of Argosy University. "Argosy University is concerned for the well-being of these students, and this initiative is our way of reaching out with compassion and benevolence to those affected. We pledge to do all that we can to assist college students in the Gulf Coast region to continue their education and continue in their lives."
According to the American Council on Education, more than 30 colleges and universities in the Gulf Coast region have been severely damaged by the hurricane, and possibly 100,000 students have been displaced from their schools.
Argosy University offers doctoral, masters, and undergraduate degree programs in psychology, counseling, education, business, information technology, and organizational leadership. Doctoral degree programs in clinical psychology (accredited by the American Psychological Association), are available at several Argosy University's campuses. Argosy University will assist dislocated Ph.D. and Psy.D. students on an individual basis. Select associate's degree programs in several health sciences fields are available at Argosy University/Twin Cities, located in Eagan, MN.
Argosy University has campuses in Atlanta, Chicago, Dallas, Honolulu, Orange County (Santa Ana, CA), Phoenix, San Francisco Bay Area (Port Richmond, CA), Sarasota, Schaumburg (IL), Seattle, Tampa, Twin Cities (Eagan, MN), and Washington DC (Arlington, VA).
Students seeking information about Argosy University's initiative can visit the university's website (www.argosyu.edu) or call National Admissions Information at 1-800-377-0617.
With 13 campuses across the nation, Argosy University (www.argosyu.edu) offers undergraduate, graduate, and postgraduate degrees in the disciplines of business, education, health sciences, and psychology and behavioral sciences. Argosy University is accredited by the Higher Learning Commission and is a member of the North Central Association (NCA) (30 North LaSalle Street, Suite 2400, Chicago, IL 60602, 1.312.263.0456, www.ncahlc.org).
The parent company of Argosy University, Education Management Corporation (www.edmc.com), is among the largest providers of private post-secondary education in North America, based on student enrollment and revenue. Student enrollment exceeded 66,000 as of fall 2004. EDMC has 71 primary campus locations in 24 states and two Canadian provinces. EDMC's education institutions offer a broad range of academic programs concentrated in the media arts, design, fashion, culinary arts, behavioral sciences, health sciences, education, information technology, legal studies, and business fields, culminating in the award of associate's through doctoral degrees. EDMC has provided career-oriented education for over 40 years.
###
JOURNEY WEEK APPROACHES Mayor Recognizes Challenger Center's National Science Education Program and its Impact on Local Students and Families; Proclaims October 18-25 as Journey through the Universe Week
WASHINGTON, DC October 20, 2003-โ€" Mayor Anthony A. Williams today issued a proclamation designating October 18 to 25 as Journey through the Universe Week. The Journey Week program, developed by Challenger Center for Space Science Education in partnership with the District of Columbia Public Schools, celebrates human exploration and the joys of learning through a week-long series of educational programs and family events planned at locations throughout the metropolitan area.
Journey through the Universe uses the subjects of human space flight, and Earth and space sciences to engage entire communities in sustained science, mathematics, and technology education. The national program, funded by grants from NASA's Minority University Research and Education Programs, and Offices of Space Flight, Space Science, and Earth Science, was created by Challenger Center in 1999.
The District of Columbia, a program participant since 2000, is one of ten Journey through the Universe sites nationwide.
"When our city's young people say, โ€˜When I grow up, I want to beโ€ฆ,' it is critical that our members of the community offer them as many opportunities as possible to fulfill their dreams," said Mayor Williams. "The Journey program recognizes how important a role all of us play in our students' education. I encourage all D.C. residents to participate in this week-long celebration of learning and discovery."
Journey through the Universe Week activities include educator workshops that train teachers on Earth and space science lessons developed by Challenger Center; classroom presentations in which 35 space scientists and engineers from 15 area research organizations will visit every sixth grade student in over 100 D.C. public and charter schools; and Family Science Days.
"Human space flight has always reminded us that we are ultimately a single communityโ€"as any of us who huddled around the television to watch Neil Armstrong take his first step on the moon can attest," said Joe Allen, former astronaut and board chairman of Challenger Center. "We are extremely proud that the Journey program can bring families, students, and teachers in the District of Columbia together on a voyage of exploration, providing them with access to the universe and answers to its complexities."
Additional information about the DC Journey through the Universe program can be found at www.challenger.org/dcjourney.
Every school in America is required to teach science. This is because science and scientific learning is a fundamental part of our existence. Most everything that we encounter on a day-to-day basis is, in some way, related to science. Even when we are sleeping, science is there to explain why we need to sleep and what takes place while we are sleeping. Because of this, science education is essential to life as we know it. Of course there will be many people who are happy to go through life without knowing how a bird can fly. Even given this fact, there will always be something that they will need to know and understand that is grounded in science. Even if it is something as simple as 'fire is hot' or 'getting punched hurts. Science is there to explain these simple things too.
A good foundation in science through science education is required for all children, but the way that this education takes place is not strictly defined. With that said, many schools will take to science experiments using hands-on science products and supplies. This is an excellent way for students to 'see' the science around them. Often times learning from a book can be tedious and will cause students to become uninterested in the subject matter. A science experiment, however, is interactive and forces the students to take part in science learning. These projects don't have to be complicated and will usually result in a much higher level of learning retention.
There are a few reasons why children better retain knowledge gained through scientific experimentation. One is it allows you to appeal to those children who are visual learners. These students are the ones who need pictures or demonstrations to remember things. Words just don't stick in their minds as well, but when they can see a science demonstration or visualize an experiment, they can comprehend and retain the subject matter with much better success. Many students tend to thrive in science because it offers the visual aspect that many other subject matters do not.
Another reason that knowledge gained through science experimentation is retained longer by students is because they are actively engaged. They can't simply skim through the experiment, they have to make sure that they are doing things correctly, and the only way to ensure that is by understanding what is going on. It forces students to understand the science behind what they are doing, and if they don't, often times the experiment won't turn out right.
Finally, hands-on science experimentation gives the student a sense of accomplishment. It is a reward of sorts, to have the experiment turn out correctly. That reassurance and sense of achievement at the end of each experiment will cause them to want to do more. It will also give them more confidence in what they are doing and possibly cause them to take up more science projects on their own. They will already be comfortable with the process they need to follow and will merely need their own ideas and theories to start their own projects. Even their own small science projects will increase their knowledge of how the world around them works and functions.
Find unique and innovative Science toys and Science Supplies for Physics and Physical Science. A wonderful resource for science teachers for teaching electrostatics, magnetism, electricity, force, motion, sound, light, color, waves, gas laws, alternative energy, pressure, fluid dynamics and elementary science. For details visit http://www.sci-supply.com
Livonia, Michigan---Costa Rica is not only one of the most beautiful nations in the world. It is also one of the world's most progressive, particularly when it comes to education. Since 1869 education was required for both boys and girls. The children of Costa Rica are educated in math, science, history and are taught English as their second language while continuing to master their native Spanisg linguistics. Children are educated up until the 11th grade. There are select educational institutions that do teach courses through the 12th grade. Those who desire to continue their education have an option to choose from one of the local universities or elsewhere in the world.
La Universidad de Costa Rica the largest school in the nation is located on Costa Rica real estate in San Jose. 35,000 students attend each year. Students focus on fine arts, the sciences, social science, education, engineering medicine and more. Graduate courses are also available.
Universidad Nacional Autonoma Costa Rica is located in the heredia province of the nation. Some of the undergraduate coursework includes finance, language, cultural identity, art and technology. Postgraduate programs are also available.
Insitituto de Tecnologico de Costa Rica is a smaller institution comprised of three regional campuses located on smaller plots of Costa Rica real estate. Each of the facilities has classrooms and extensive research laboratories for student use. Students focus on biological, architectural, and industrial design. Graduate programs are also available.
La Universidad Nacional Estatal a Distancia is primary a correspondence learning university. Undergraduate courses at UNED include work in education, national sciences, administration and social sciences/humanities. There are two dozen masters and doctorate programs. Students in the brural areas populate this school.
There are also a number of private schools. The schools have something for everyone and are built on varying sizes of Costa Rica real estate. Paradise Brokers is adding to the economy of Costa Rica by purchasing over 2000 acres and brokering almost 4,000 acres. That's why investors can now obtain developed land at undeveloped prices in the South Pacific coastal region. "we didn't create paradise, we made it accessible" says Nick Halverson Chief Operating Office.
Contact Paradise Brokers www.paradisebrokers.com call 1877 CRland1, (1-877-275-2631) in Dominical Costa Rica call 506-787-0181
This Press Release has been submitted by PREasy.com
Early exposure to science is critical because science knowledge is cumulative. Learning science requires a solid foundation of knowledge that can be built upon through further study and exploration. Children should be introduced to science at home as early as possible. Don't make the mistake of thinking that your child learns all the science they need to know at school. The truth is science education in school is limited and the subject is not usually a high priority for educators. As parents, it is important that we share our knowledge with our children. Every day activities such as growing plants, cooking and caring for animals involve science. Take a look around and you will see that science is everywhere. Parents can choose to engage in scientific activities with their children when they are not in school to build scientific comprehension, encourage scientific exploration and foster a love for science and the pursuit of knowledge.
There are aspects of science that are intellectually demanding, but often simple experiences produce insightful learning. To engage your children in science you need to introduce them to stimulating environments that provide opportunities for observing and discussing science. Zoos, nature centers, oceans, parks, yards and even kitchens are perfect educational environments. Children naturally learn through playful exploration. Educational DVDs, and toys provoke thought and develop skills. When children ask questions to satisfy their natural curiosity, it is an open opportunity to be seized by the parent.
For instance, if a child is fascinated by a light switch and wants to know how it turns the light on and off, inquire into the subject with your child. Find out why and how the switch works. Why does yeast make bread rise? How does a spider spin a web? Why do leaves fall? Why do the birds disappear in the winter?
Identify your child's interests and encourage them. If a child develops an interest in rocks, study rocks, gems, mining and fossils and build on that curiosity moving on to fossil fuels, heat generation and environmental effects. You will find that one inquiry leads to another.
Fuel their natural curiosity. These activities should be challenging without being frustrating. Don't force them to do things they are not interested in; rather, engage them in motivating activities that build desire for further exploration. Share your own science related interests and you will be amazed by the impact of genuine enthusiasm. Remember that discussion is a key component to developing scientific knowledge and uncovering additional areas of interest. Encourage your child to talk about their experiences, observations and interests. This discussion will help children to construct thoughts, to form concepts and to examine different relationships that are intermingled in their ideas.
Some simple activities that foster knowledge of and interest in science include: "Finding out how and why things work", "Sharing ideas and knowledge", "Making observations and writing or drawing those observations down", "Making predictions and seeking answers", "Starting collections -such as rocks or bugs- and observing similarities and differences", "Figuring out what causes things to change", "Having science parties with family and friends", "Enrolling your child in classes or extra-curricular activities involving science".
Your home, your environment and your surroundings are filled with opportunities to share science with your children. Through engaging their interests and encouraging their search for knowledge, you can ensure success in science!
Teachers looking for an outstanding experience when they take their students to New York City won't want to miss the Liberty Science Center, located in nearby Jersey City, New Jersey.
With a rich assortment of educational experiences inside, students will be talking about their trip for years to come.
From the minute they step inside one of the state-of-the-art laboratories, students will begin a hands-on learning experience led by knowledgeable science educators. Inquiry-based investigations facilitate comprehension of sometimes complex subject matter, with subjects ranging from native wildlife to chemistry to watersheds to the properties of light and many other areas of science.
One option is to take a comprehensive look at an exhibition gallery in great depth with a science educator, reinforcing the exploration through a hands-on lesson related to the exhibition, have the time to ask and have questions answered.
In the middle of one of the most densely populated areas in the world lies an ecological haven known as Liberty State Park. Teachers and students can go out in the field, where they'll learn about the plants, animals, habitats and geology of the Hudson River Estuary, as well as the impact of humans on the river, all with a choice of land-based or on-the river experiences.
In "Live From . . ." the Liberty Science Center brings teachers and students the thrill of real-time interactive videoconferencing with a series of hospital surgical suites, featuring cardiac, neurosurgery, kidney transplant and robotic surgery experiences. Students get to witness firsthand the sights and sounds of surgery and benefit from having a surgical team of doctors, nurses, technicians and physician assistants answer their questions, even while they are doing their jobs.
Students watch the surgery on a large screen in the Liberty Science Center's interactive theater, with staff educators facilitating the experience of learning about surgical procedures, the equipment and devices used, education paths leading to careers in medical professions and healthy lifestyle choices.
In Partners in Science, students at the Liberty Science Center go beyond textbooks and school-based labs by immersing themselves in authentic scientific research conducted by professional scientists. The intensive, eight-week summer experience for high school juniors and seniors pairs students with mentor scientists and challenges them to participate in on-going research and independent projects. Through Partners in Science, students are exposed to current questions driving scientific discovery in real laboratory settings. They also develop a network of advisors and lifelong connections that help them identify and focus their career goals.
People live in them, work in them, and stare at them. They're skyscrapers and they're an integral part of our lives and community. As works of art and expressions of human aspiration, they inspire, drawing us to understanding, making skyscrapers a perfect teaching point.
The Liberty Science Center's 12,800-square-foot Skyscraper! Achievement and Impact exhibit is the most comprehensive single exhibition ever presented on the topic. With multimedia, full-body kinetic experiences and experiment-based lab stations, visitors will learn about the planning, design, engineering and construction plus explore the environments that are created and changed when massive buildings go up.
Several additional displays offer students great opportunities to explore various aspects of science, all in a spirit of learning by touching.
Among the exhibits to look forward to:
Infection Connection: Where students explore interactions between microbes and humans, learn about emerging diseases, and see how science develops tools and technologies to prevent and treat them. They can even conduct microbiology and epidemiology experiments in a laboratory environment.
Communication: How people communicate, not only with advanced multimedia and personal communication devices, but with our bodies, language and symbolism.
Our Hudson Home: A hands-on learning experience that highlights the balance required for commerce, recreation and environmental preservation to co-exist in everyday life.
Eat and Be Eaten: Filled with scores of live animals, visitors understand and explore the complex interaction that has been elegantly called the "circle of life."
Breakthroughs: A fitting exhibition for our fast-changing world; an interactive, multimedia experience featuring exhibits and programs that address current issues and events in science and technology.
Energy Quest: Students take a journey through the five major sources of Earth's energy, learning about the many methods humans have used to explore and harness these energy sources.
One of the most integral specializations in the world is the ever evolving education of IT and Computer Science. According to a recent statistical report published by a well reputed university, there are exponentially more PHD's being completed in engineering backgrounds than any other science major in the world. And this statistics come as a no surprise. http://education.ixs.net. A simple look around us would conclude and justify the penetration of such specialists in today's world. Almost everything that we touch and hear has gone through an extensive IT or computer science experience. From the bread that we purchase that has been manufactured in mills and shipped across the world via intelligent IT routing networks to the paper that we write on, there is a significant impact of IT and computer science. In Japan, restaurants are now being served by miniature robots.
An extensive amount of work is also being done to hone the current skill sets of the teaching facilities and teachers around the world and improve the telecom equipment available for labs and tests at the major universities around the world. There are certain hindrances that the administration of engineering universities needs to be privy to. Firstly, there is a huge investment in the overall purchasing of computers, networking devises, and applications that are pertinent to training and embarking on a tier 1 educational road of excellence. The one time cost in the hardware and software of engineering schools limit their powers of generating the required skill set. Secondly, the teachers need to be at par with the current trends and changes in the telecom market. The teachers have to know the current technologies in place and not be providing obsolete teaching material. Unfortunately this is a dilemma across the world. The teaching material is always a few technologies behind the current deployment. This brings forth a major requirement in educating Computer and IT knowledge to students and that is the sequential update of knowledge bases, text books and research material.
The fourth dimension is related to the overall decay of advanced labs and infrastructures to provide real time experiences and orchestrate a true picture in the minds of the engineering students of what to expect as engineers as they move forward in their careers. Without labs that can cultivate scenarios in the field, it is almost close to impossible to educate theory based education. The element of understanding the lower level designs and the packet level communication will never be existent in the minds of the students who have never had the opportunity to test the theories of IT and computer sciences.
A recent survey conducted at the University of Cincinnati concluded a rather bizarre and uncontrollable reality that is seeping into the educational edifices of IT and engineering schools. There is a major variation in the PHD programs to the overall teaching curriculum at the bachelors or masters levels. One of the reasons behind this conundrum is lack of specialists in that field in that particular university.
An overall view of the IT and Computer Science educational perspective states that massive influx of finances is required to uplift the infrastructure to cater to the ongoing needs and the PHD programs need to be linked directly with the curriculum and bachelor level classes. For more information and details visit: http://education.ixs.net/content/Teaching-IT-and-Computer-Science.php
From its unique approach to engaging people in real science, to its goal of positively influencing communities to take action to improve our world, the Liberty Science Center in Jersey City has been re-invented to enhance educational travel and inspire student groups in scientific literacy and understanding.
Science museums first appeared in the early 1800s, with a focus on collecting, researching, and presenting artifacts in an attempt to understand the past. In the 1960s, science museums sought to entertain and engage their audiences - increasing scientific literacy and understanding. Today, many science centers are focused solely on interactivity. The newly reinvented Liberty Science Center has placed its efforts on encouraging actual science activism, acting as a resource and catalyst to advance the realm of science, technology, and society.
Enhanced by its historic and cosmopolitan location, which overlooks Ellis Island and the Statue of Liberty, the Liberty Science Center strives to inspire student tours in understanding the continuing connection between scientific advances and how they improve the human condition.
For instance, the center's "Live From Robotic Surgery" program uses live teleconferencing to take students into the O.R. where they interact directly with surgeons and witness how the advances of science and technology benefit humans. Program offerings include topics on cardiology, neurosurgery, and kidney transplant. Other programs include lab workshops in a state-of-the-art laboratory where students embark on an interactive learning experience led by a knowledgeable science educator.
As students explore the new Liberty Science Center, they encounter "Skyscraper!", an unprecedented look at the planning, design, and technology of these amazing structures. Whether walking a steel girder high above the exhibit floor, facing down jet-powered hurricane force winds to test a building design, or taking a quiet moment to reflect on the destruction of the World Trade Center, "Skyscraper!" leaves students with a new appreciation and altered view of the impressive skyline that surrounds the center.
"Infection Connection" describes how the choices we make on a daily basis contribute to the rise and fall of infectious diseases. In this exhibit, students explore interactions between humans and microbes, learn about emerging diseases, and see how science develops tools and technologies to prevent and treat infections. Student tours can even conduct microbiology and epidemiology experiments in the center's own laboratory.
While most of the exhibits in the center are brand new, students can still see some familiar favorites from the earlier days in "Wonder Why: Observe, Imagine, Create." Exhibits highlights include the fossil-studded Rock Climbing Wall, observing the attributes of air at the Bernoulli Blower, or creating a masterpiece in the Digital Darkroom.
Science comes to life in demonstrations offered live in the center's exhibition galleries. Student group travelers have the opportunity to participate and ask questions of a science educator on topics that correlate with the exhibits. For instance, students learn how to be an amateur surveyor using actual surveying equipment or learn the steps required to create a sterile environment in the operating room while performing live surgery on a (vegetative) patient. Or, they may experience first hand how lasers work and discover some of the ways lasers are used in daily life.
In the Liberty Science Center IMAX Dome Theater, student tours journey into ancient tombs or observe the surface of Mars during their scheduled film showings. In the Digital 3D Theater, the story of NASA's Solar Terrestrial Relations Observatory mission unfolds, told through the eyes of key NASA participants. The film features the first stunning 3D images ever captured of the sun and explains the vital knowledge the science community will gain from the mission.
The Liberty Science Center offers a variety of educational programs based on age and interest level. Some of the more popular choices include lab workshops, which are held in a state-of-the-art laboratory, where students embark on learning experiences, ranging from meteorology to New Jersey wildlife, with a science educator. Enhanced Experiences allows groups to choose an onsite experience and dig deeper into one of the center's new exhibitions, or pick an outdoor experience and learn about the Hudson River estuary.
Science and technology education are co-related with each other and cannot be separated to gain the real meaning and essence of science education. From last many years, science education has seen numerous changes and transformations to pass on the true value of scientific theories and strategies.
It is very true that the science is nothing without the study of technology. In other words, it is not wrong to say that the combination is just like soul without the body. Interestingly, major accomplishments in science are always accompanied by right usage and applications of technology. As a result, for getting a complete science education, a person needs to be committed towards gaining the right knowledge, content and processes of the subject.
Generally, science education involves teaching of the scientific body of knowledge, the processes and activities of scientific work. Therefore, for imparting the right knowledge and educations, science teachers must be clear about the concept. Also, they need to be influenced by several teaching techniques including the learning capabilities of students while interacting with physical materials.
An expert science tutor is the one who keeps a close eye on the digital development and the growing scientific nuances. He or she should have a formal education, training and qualification in formal science teaching and its techniques. These experts should have analytical ability and possess evaluation powers on developing information technology in the science curriculum.
Find a Science Tutor:
In this growing competitive world, science education has become really necessary. The subject has emerged as the backbone of the overall growth of a person and in order to earn a leading edge. Finding a good science tutor is not difficult at all. You can browse through the internet and find many tutors of different subjects. Try to know your child's difficulty and problems while finding the most appropriate help for him or her.