Science

So Many Ways To Get A Job

2011-11-26T05:05:00.000-08:00

People need a job for survival. Works not only to get money but also to maintain self-esteem. Oftentimes a lot of people are stressed when they do not get a decent job for them. People who have accepted to work in a company according to their dreams, would be very proud, but what about people who do not get a job? Most companies are looking for people who already have work experience. But, sometimes they are looking for fresh graduates so that can be paid fairly inexpensive. If you are not get a work yet in spite of applying for a job for many times, you do not need to be frustrated because actually there are many skills that could be developed. Why do you not try to establish your own business? Work does not have to join another people in a company is not? Establish your own job is also the best way out. Be your own boss. Certainly it’s not easy to build your own business. More needs to be prepared, especially a capital. But now, you do not need to worry, you can get a loan through a bank, or a company that provides services to get the cash advance loans so you can develop your own business. You do not need to fear, whether your business will go broke or develop. Most successful people are those who dare to take risks in every job.

Storing and Utilizing - The Final Steps in Learning

2011-09-05T14:06:00.000-07:00

Once we have determined that the brain is receiving quality sensory input and have begun to increase auditory and visual processing skills, we decide if the information is "worthy" of keeping in long-term memory. Sadly, we cannot remember all the information that we want to remember. Why is this? We are designed to have a one-side dominance, which allows us to function most efficiently. Many are functioning with a mixed dominance. With a mixed dominance information goes to different parts of the brain. When information enters on the right side it goes to one part of the brain and when it enters on the left side it goes to another part of the brain. Then when we want to retrieve that information we have to look for it, going back and forth from one side of the brain to the other. This can be very slow and frustrating to a learner of any age. Depending on what it is, we may give up before we finish a task.

Functional Indicators of a Mixed Dominance:

    * Remember one day, and not the other
    * Constantly losing things
    * Reversals (transpositions, omissions, inversions)
    * Right/left confusion
    * "Mirror writing"
    * Diagnosis of Dyslexia
    * Disorganized
    * Difficulty remembering letters, numbers or sight words
    * Stuttering or stammering
    * No sense of time
    * Overreact to situations
    * Emotional melt downs - especially related to learning

In addition to these functional indicators, we can observe which eye, ear, hand and foot an individual uses:

    * Using one-eye objects like a kaleidoscope, a microscope, telescope, or a paper towel roll
    * Pointing or sighting through a "window" made with hands for far point vision
    * Using one-ear objects like a phone, watch, etc.
    * Hopping, kicking, running, etc.
    * Writing, drawing, eating, brushing teeth, combing hair, throwing etc.

Ideally, we should observe all of these activities in natural settings over a period of time. That will give us an idea of where to concentrate efforts. Foundational to establishing a one-side dominance we can do a great amount of cross patterning activities that are a part of gross motor development: army crawl, cross creep, walking, running, cross march, cross skip and more. Even an adult will benefit from going back and doing many of these activities. This is the first step in development and the first step in establishing a one-side dominance.

Finally, once the brain is receiving quality sensory input, strong auditory and visual processing, and is storing the information efficiently, utilizing this information in learning comes much easier.

Sensory Input - The First Step in Learning

2011-09-03T14:05:00.000-07:00

We can use the computer as an example of how we learn. Computer hardware is essentially useless without input or software. Computer programmers use special code to input that information. Babies begin receiving input from the moment of conception - some of that input is genetic and much is environmental. Those of us who are interested in the process of learning must remember that Sensory Input is the first step in learning. To unlock learning potential, one must discover whether the brain is receiving useful information.

While the two main learning senses are visual and auditory, the other three senses can affect how one learns. To determine what the cause of a learning problem is we must look at each of the senses to see if there is a problem with how the brain receives information. Often this requires consultation with medical professionals. For example, rule out visual acuity problems by seeing the eye doctor before seeing a learning specialist. Or rule out hearing acuity problems by seeing the ear doctor before assuming there is a learning problem. Listed below are some areas that affect learning:

Eyes

* Acuity (seeing well enough)

* Convergence (the eyes working together)

* Enhanced peripheral vision (seeing too much from the sides of the visual field)

* Underdeveloped central / detail vision (not seeing enough of what is right in front of you)

* Horizontal and vertical tracking

* Various other eye sensitivities.

Ears

* Acuity (hearing well enough)

* Hypersensitivity to sound - responses may be either to shut down for self- protection or screaming or distraction

* Tinnitus (ringing or sounds in the ear) and

* Ear fluid - causing an inconsistency in the quality of the input)

* History of ear infections, tubes and sinus congestion

Touch

* Hyposensitivity to touch - causing a limitation of quality input

* Hypersensitivity to touch - causing a distortion of quality input

* Atypical reaction to pain, light touch, temperature

Taste and Smell

* Hyposensitivity to input - causing a limitation of quality input

* Hypersensitivity to input - causing a distortion of quality input

* Poor appetite

* Picky Eater

* Sensitive to smells that others don't smell

* Atypical response to smells

Vision and hearing are the primary gateways to learning, however, touch, taste and smell can so dominate a person that one cannot attend to learning content. One of the first tasks to unlock learning potential is to determine if learning is impeded in the first step of learning - sensory input. Is the brain receiving quality input?

Processing - The Second Step in Learning

2011-08-29T14:02:00.000-07:00

Once we have established that the brain is receiving quality sensory input, we move on to step two in learning: Processing. Processing or short-term memory manifests itself in the ability to pay attention visually and auditorily. Sometimes people call this the "working memory." While processing input an individual holds it in short-term memory long enough to determine what to do with this information.

Low auditory processing shows up in the following difficulties:

* Following directions

* Immature speech patterns

* Understanding cause and effect relationships

* Ability to learn to read using phonics

Low visual processing appears in preschoolers who have problems recognizing:

* Numbers,

* Letters and

* Words.

Low visual processing appears in older students who have problems with:

* Math

* Spelling

* Visual attention

* Picking up visual cues

* Eye contact

How do these skills develop?

In the past (and in some families today) children developed auditory processing skill by sitting at the dinner table and listening to the conversations of older members of the family. Without television or other electronic visual stimuli, they listened to others read or to radio shows. While listening people learn to create pictures in their minds which in turn contributes to a person's auditory processing. Visual processing skills begin developing when our faces are within 12-18 inches from the baby. Presenting babies with input the appropriate size and distance from the face begins the process. Generally children today develop visual skills much more easily because of all of our visual stimuli.

How do we test these skills?

For years the digit span has been used as a measurement of processing skills. While in the past our forefathers had exceptionally high processing skills, the average in our society today is 7 units of information for anyone age 7 or older. Beginning with young children, a one-year-old can process one piece of information at a time. Rather than using digits, we say: "Touch your nose." For the average two-year-old, we can get them to touch two body parts: "Touch your nose, ear." With typical development, each year a child can process one more unit of information until he gets to 7. Once an individual understands numbers, we can test using digits. To do this for auditory processing we say a series of digits at one-second intervals without inflection. When an individual is able to do 2 out of 3 series of 4 digits (i.e. 2-5-1-9) he is said to have a digit span of 4. You keep adding one more digit (i.e. 7-3-6-2-8) as long as he can do 2 out of 3. With visual processing, we can test by showing a card with the digits on it. In this case, we show the series of digits for 3 seconds. Or you can show individual digits at one-second intervals.

What can we do if processing skills are low?

Once we know how many pieces of information an individual can repeat back, the parent / teacher begins working at the next highest digit giving the individual up to 3 tries on each series. Doing this, 2-3 minutes 2 times a day over time will increase processing skills. Since each digit represents one developmental year, it will take some time, however with specific, consistent stimulation to the brain, it will not take a year. Everyone would benefit from working on their visual and auditory processing. Why stop at average? Keep moving up.

Should There Be Middle School Science Fair Projects for Girls?

2011-08-24T14:01:00.000-07:00

You can talk round in circles on this topic but the bottom line is you have to look at the kids and where they are in their development. So, the question becomes do you use science fair projects for girls that are different than the ones for boys? Fact of the matter is that middle school kids are into their own heads, and worry about trying to fit in with the crowd. Peer pressure is at its highest. Science often has the look down your nose because it is too geeky, So some middle school science projects for girls might avoid the geek label because it would be about something they like, so might be just the thing.

This is not to say girls are not into science. Lots of girls like doing cool science fair projects, but there are some who will put that interest aside in order to fit in with the cool crowd. Others feel that science is for geeks, so if you make it practical for things that interest a middle school girl, you can help get past that. With the new drive to improve math and science eduction for everyone, you need to do what you can to get kids motivated to look at science as part of their lives and not a boring school subject.

Here are three ideas thoughts about dealing with science fair projects for girls only and ways around the issue.

   1. To avoid the "not cool" thing, he teacher could flat-out assign projects. Then there is less chance of peers commenting on your interests as everyone has a project to do that may or may not be classified as cool. The teacher would have to have a good solid list projects that have been popular in the past.

   2. Do projects in teams. The team works at school and some individual parts are done at home. Cooperative learning has been pretty successful in schools when organized right. The problem with this one is the girls (or boys) with the least interest in science may not hold up their end or take the easier jobs and not learn as much as they would if they did a project on their own.

   3. Assign middle school science fair projects for girls typical interests. Food, make-up, hair products, and animals usually are safe topics. Even technology as a theme could spark an interest for behavior science projects. By tapping into an interest already there, you have a better chance of sparking their interest.

In middle school they spend a lot of time teaching the process, using the scientific method. Often the science fair is not even on a subject they studied in class, like evaporation or geology. They like you to look around and ask, "I wonder what would happen if we did this instead of that?" This way you will get all kinds of science fair projects for girls and boys that better fit their own lives and will be about the things they like.

Europe and Africa Geographical Facts

2011-07-19T13:59:00.000-07:00

Europe has about 10,180,000 square kilometres (3,930,000 sq mi) and represents the world's second smallest continent by surface area after Australia. With a population of 731 million (or 11% of the Earth's population), Europe is the third-most populous continent after Asia and Africa. Africa is the world's second-largest and second most-populous continent, after Asia. It has an area of 30.2 million square km (11.7 million square mi) and a total population of 1 billion. Africa covers 20.4% of the Earth's total land area and it accounts for about 14.72% of the total human population. Here is a list with interesting geographical facts about these continents:

- Switzerland has four official languages: German, French, Italian and Romansh.

- The Danube river passes through four European capitals: Wien, Bratislava, Budapest and Belgrade.

- Luxembourg is the country with the highest steel production per capita in the world - approximately 4 tonnes of steel for each inhabitant.
- The belgian city of Antwerp is one of the most important diamond trade center in the world.

- The Öresund Bridge connects Sweden and Denmark, and it is the longest road and rail bridge in Europe (7.8 km or 4.8 mi).

- With a height of 3,718 m (12,198 ft), Mount Teide located in the Canary island of Tenerife is the heighest elevation in Spain.

- Germany borders with nine land neighbours: Austria, Belgium, Czech Republic, Denmark, France, Luxembourg, Netherlands, Poland and Switzerland.

- 65% of the total land area of Sweden is covered with forests and 15% of its area lies north of the Artic Circle.

- Sicily is the largest island in the Mediterranean Sea. This island has an area of 25,711 square kilometers (9,927 square mi) and a population of 5 million.

- 10% of the population of Turkey lives in the European part of Turkey which represents only 3% of its total area.

- The Lötschberg Base Railway Tunnel in Switzerland is the world's longest land tunnel (it has a length of 34.57 km or 21.48 mi).

- 19% of the total electrical power production of Denmark is represented by the wind power.

- The Kaliningrad region is a province of Russia that is situated between Poland and Lithuania on the Baltic Sea.

- You can find four European countries in the global top ten Gross Domestic Product rankings: Germany, France, Great Britain and Italy.

- France is the most visited country in the world and its capital Paris is the most visited city.

- Africa is the only continent to stretch from the northern temperate to southern temperate zones.

- Lybia has the longest official country name: Great Socialist People's Libyan Arab Jamahiriya.

- With 9.4 million square km (3.6 million square mi), Sahara is the world largest desert. Its area is comparable with that of Europe or the United States of America.

- The three main rivers of Africa are: Nile, Congo and Niger.

- Lake Chad, in Central Africa, has an average depth of 1,5 metres.

- The official language of Angola is Portuguese.

- The National Parks represent about 3% of the total area of South Africa.

- Burkina Faso was formerly called the Republic of Upper Volta.

- Cairo, the capital of Egypt, is the most populated city in Africa.

- The lowest point in Africa is lake Assal in Djibouti with 156 m (512 ft) below the sea level.

- With an area of 10,380 square km (4,007 square mi), Gambia is the smallest country on the African continent.

- 50% of the population of Uganda is less then 15 years old.

- South Africa has three capital cities: Cape Town is the legislative capital, Pretoria is the administrative capital and Bloemfontein is the judicial capital.

- Monrovia, the capital city of Liberia, was founded in 1822 and it was named this way after the US President James Monroe.

- Over 60% of the population of Ethiopia is made up of Christians.

- Bir Tawil is an area on the border between Egypt and the Sudan and it is the only piece of land on Earth that is not claimed by any country.

Understanding the Solar Cell

2011-07-19T13:57:00.000-07:00

The solar cell is the key when you want to harness actual, usable power from solar energy.

Essentially, these cells (also known as photovoltaic cells) are the ones that convert sunlight into electricity. In turn, they are used to produce solar panels. These panels are then used to create a photovoltaic system that can create and supply electricity for residential and commercial use.

These photovoltaic cells are more common than you think; they're actually used in solar-powered tools such as calculators or watches. Beyond powering houses and commercial establishments, solar cells can also be used to power vehicles and other electrical equipment. But, of course, thanks to the green revolution, the focus is on solar power as a means to be a large-scale substitute for non-renewable energy.

So how is solar power produced?

A silicon used to make solar cells has electrons. When the silicon is exposed to solar heat, its electrons break free. Their movement create an electric current. The actual process differs from material to material, but in essence the impurities in the silicon allow the electrons to move freely (a pure silicon will restrict their movement). The movement of the electrons create electric currents.

The actual capacity of the cell is a different story altogether. Solar cell efficiency is usually broken up into different categories. There's energy conversion efficiency, measured by how much of the energy absorbed is actually converted into usable electric power.

And then there's the thermodynamic efficiency limit, the maximum energy it can convert into electric power. The maximum thermodynamic efficiency limit for a cell right now is 86 percent. Obviously, the higher the limit, the greater the electric power that can be possibly be generated. This, combined with the conversion efficiency, will determine how much power is actually produced.

There's also the matter of how much energy the solar cell can absorb. A cell can absorb only up to a maximum of 25 percent of the sun's energy. This is because a silicon provides resistance for the photon of the sunlight. In addition, not all photon contains enough energy to make atom of the silicon release the electron necessary for the creation of electricity.

Solar cells can also be classified according to the materials from which it is made. A cell can either be monocrystalline (made from one crystal lattice) and polycrystalline (made from several crystal lattice).