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.
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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.
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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.