Fortunately for students, many of these initiatives include financial incentives to help them complete campus-based or online degree programs in these fields. Texas Governor Rick Perry recently announced his support of a $100 million program to help students pursuing STEM-related degrees or certificates.

The STEM Challenge Scholarship program is intended to foster regional partnerships between colleges, school districts and employers in order to create and distribute financial aid awards in order to attract students to degree programs and careers in related industries.

Governor Perry said the scholarship program is intended to “encourage higher education institutions to design STEM programs that meet local employer needs, while providing Texas students the opportunity to pursue the education they need as they fulfill their potential.” He also proposed a plan to expand the state’s UTeach program, which provides tuition assistance to college students pursuing teaching careers in math and science.

Currently, the state provides $80 million to universities to help them increase their graduation rates, particularly in STEM fields. Prospective employers in these industries are launching similar initiatives to entire students to pursue STEM-related careers. For example, Tech Collective, a Rhode Island-based information technology (IT) and bioscience association, recently partnered with three other organizations to launch scholarship programs for students working toward degrees in IT-related subjects.

A total of five scholarships worth $7,000 are available through three different awards. The Lighthouse Computer Services/Tech Collective scholarship will provide two $1,000 awards to high school or college students who are working pursuing careers in the IT industry and have some affiliation with the U.S. military.

The company will partner with Fibertech Networks to award a $3,000 scholarship to a female high school student planning to enroll in a college degree program in information systems, computer systems or another IT-related field. Female and minority students who demonstrate commitment, dedication, academic excellence, leadership and determination are eligible to apply for the $1,000 Doug Schwinn/Tech Collective Scholarship.

Students who wish to take advantage of the growing opportunities in STEM-related industries may consider applying for similar awards that can help them finance higher education.

Now there are student loans and grants
available for degree programs online.

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Though some of the basic laboratory modus operandi includes dedicated work stations and software to program instrument, of recent an absolute functional robotic version that minimizes the manual work, is also being found invariably. This means that the robotic technology can reduce the time involved in the processes like pipetting, moving plates around, and various types of assay. The typical workday of individual scientists have been transformed due to the creativity, imagination and hard labor that goes in the research in the field of science and technology. Lab automation and Robotics has helped the scientist in saving time as now they can set up, run, and analyze the results of experiments in a fraction of the time they needed in the past. Thus, now the scientists have more time to think creatively about the implications of their experimentation and to design effective follow-up projects or develop alternative approaches to their work.

Not only this, the scope of application of these robotics and lab automation is very wide. Besides being used in the multiple pipettes for a thorough operation, various pharmaceutical company too want to make all their phases of research, automated. This newest trend in the laboratory market instruments assists the scientists to automate many basic laboratory procedures with minimal effort. Some of the main areas where the implementation of this technology is needed at large are laboratories that work with DNA sequencing, Genomics and micro satellite analysis.

Though this is fast becoming one of the most important requirement in any modern laboratory, the selection of them is a tedious and critical process. Any laboratory that aims to install this system must decide on which semi-automated or fully automated system to purchase. Other crucial factors to be kept in the mind are the need for this automation, the assay format used by the laboratory, technical support required by the lab automation and robotics and the potential disadvantages that can crop up after the installation of this system. Besides the consumer, the manufacturers of these laboratory and scientific instruments too need to take care. It is important for them to emphasize on the format of the product as their shapes, sizes and functions can vary significantly.

These lab automation and robotics are fast becoming a rage in the laboratory and scientific products industry and the manufacturers and suppliers of these lab equipments are working to broaden the range of assays that can be done on a system.

Having an experience of 9 years in the engineering and scientific industry, I have been working in this industry as an analyst and researcher. Besides, various other undertaking in the scientific and engineering markets to my credit, I have been associated with some of the most renowned marts of scientific and engineering products.
=> For more info log on to Industrymart.com
=> All About Hardware

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The differing forms of energy, such as mechanical, electrical, electromagnetic, kinetic, thermal or nuclear energy, are interchangeable and can be transformed between each other. At the same time, only a part of the primary energy can be transformed into so-called secondary energy. A large part of primary energy is lost or wasted as unusable energy, for example in the form of wasted heat, to the surrounding environment. It is possible to change secondary energy back into its original state but even this process is subject to transformation losses. Energy losses are even noticeable during the transport of energy and such losses are referred to as transport losses.

During all transformation processes, we strive to maintain the energy losses associated with it to a minimum. On the one hand, we try to utilise energy to the greatest degree possible where, on the other hand, the transformation losses can also damage electronic and mechanical equipment, as such lowering their working potential.

The transformation from one form of energy into another is part of our daily lives. For example, a light bulb transforms the electrical energy passing through it into light radiation emitted into its surrounding environment. However, the basis of many kinds of energy transformation, such as with the partitioning of nuclei, can be much more complex physical or chemical processes.

All our economies are based on the use of primary and secondary energies. Without different forms of energy, no machinery could exist in industry, commerce, transportation, nor even in the home. Our modern world would simply not exist without energy.

Energy – The Basic Concept in Natural Science and Technology
Translation Service
Translation Resources

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The compound is situated within an area of 100 acros. This university has two academy buildings, one administration building, three dormitory for boys and one dormitory for girls. The majar of Mawlana Bhashani is situated on the campus. There are school for boys and girs, technical college, madras with their hostel are situated along with the campus. There is a nice food court or cafeteria is situated in the center of campus beside the central library. The library is very rich in its collection.

There are two faculties in this university,one is LIFE SCIENCE FACULTY and other is ENGINEERING FACULTY.

LIFE SCIENCE FACULTY Department -
* Biotechnology and Genetic Engineering
* Criminology and Police Science
* Food Technology and Nutritional Science
* Environmental Science and Resource Management.

ENGINEERING FACULTY Department -
* Information and Communication Technology
*Computer Science and Technology
* Textile Engineering

There are above 2000 students in this university and 62 Teachers for guiding them. All of the teachers are highly qualified and trained. They are very supportive to students. The classrooms provide well facilities and ventilation.

The university provides excellent lab facilities for every department.the computer classes held for students of engineering department and also for other students. The university also provide medical facilities and transport facilities for students. There are seats available for foreign students. The students of this university takes part in various cultural programs. Programs are arranged in every occasion in the by the students.

The university has wonderful view.
MAWLANA BHASHANI SCIENCE AND TECHNOLOGY UNIVERSITY
SANOSH,TANGAIL-1902,BANGLADESH.
The website URL is – http://www.mbstu.ac.bd

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Within the past year a new form of stem cell research has begun. Stem cell research has always been riddled with controversy because of the need for human embryos. A new technique is being perfected that allows scientists to take the skin cells off of a patient and essentially transform them into stem cells (this has currently only been done on animals). With a patient’s own stem cells now (from the patients skin, no embryos needed) available they can then convert them into any cell in the body and replicate them. This is huge, and advancements can come quickly now because human embryos aren’t needed and politics won’t get in the way.

Recently The Large Hadron Collider project announced it’s soon-to-be completion. They installed the last major part in this huge under ground particle accelerator. Scientists are hoping by bashing elements and atoms at near light speeds they can unravel many of the mysteries in science and quantum mechanics. The Large Hadron Collider will possibly tell us if there are other dimensions, and possibly make Michio Kaku happy by also letting us know if strings do exist (sub atomic scale) and if String Theory is fact.

Lastly, we are also entering a new telescope type era. The Large Binocular Telescope has officially announced its competition. It has two 8.4 meter mirrors to view the night sky like never before. It will have ten times the resolution of the Hubble Telescope. Coming up we have the Kepler Mission which will look at 100,000 stars and look for earth-like planets in space. We also have the Giant Magellan Telescope, and The Thirty Meter Telescope (Major Funding By Gordon Moore) slated form completion by 2015.

Within the next 10 years these telescopes will be able to confirm if there are truly rocky earth-like worlds out there with the ingredients for life. Our new science is telling us that at least a quarter of all stars have planets orbiting them. Considering that there are about 400 billion stars in our galaxy, and at least 100 billion galaxies, the odds are great for earth-like planets to be around. We already have confirmed multiple rocky slightly larger than earth planets in the habitable zone. With our new technology and telescopes we can see just how many there are, and exactly what their atmospheres are made out of.

Going a step further. It’s possible we will make one of the biggest discoveries of all time within the next 20 years if we continue at the rate of technological advancement that we are going at. We may possibly know the answer to if there is other life out there, not from earth. I personally believe it could simply be there is or isn’t, but the scientific community is saying within 15-20 years we may finally have an answer.

Concluding. We are making huge advancements in medicine, technology, space, and other areas. It’s interesting to see how far we have come as a civilization. Hopefully along with our advancements we still realize how important the simple things are and keep our earth healthy and clean. It is an exciting future, enjoy the ride.

Mike Monahan is the Editor In Chief of Science-News.org

The headquarters for Science News

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Let’s look at some of the reasons why girls come to the STEM classroom with less of the core skills needed for success in this subject area. Overall, girls and boys play with different kinds of games in early childhood that provide different types of learning experiences. Most girls play games that emphasize relationships (i.e., playing house, playing with dolls) or creativity (i.e., drawing, painting). In contrast, boys play computer and video games or games that emphasize building (i.e., LEGO®), both of which develop problem-solving, spatial-relationship and hands-on skills.

A study of gender differences in spatial relations skills of engineering students in the U.S. and Brazil found that there was a large disparity between the skills of female and male students. These studies attributed female student’s lesser skills set to two statistically significant factors: 1) less experience playing with building toys and 2) having taken less drafting courses prior to the engineering program. Spatial relations skills are critical to engineering. A gender study of computer science majors at Carnegie-Mellon University (one of the preeminent computer science programs in the country) found that, overall, male students come equipped with much better computer skills than female students. This equips male students with a considerable advantage in the classroom and could impact the confidence of female students.

Are these gender differences nature or nurture? There is considerable evidence that they are nurture. Studies show that most leading computer and video games appeal to male interests and have predominantly male characters and themes, thus it is not surprising that girls are much less interested in playing them. A study of computer games by Children Now found that 17% of the games have female characters and of these, 50% are either props, they tend to faint, have high-pitched voices, and are highly sexualized.

There are a number of studies that suggest that when girls and women are provided with the building blocks they need to succeed in STEM they will do as well if not better than their male counterparts. An Introductory Engineering Robotics class found that while males did somewhat better on the pre-test than females, females did as well as the males on the post-test following the class’s completion.

Another critical area of gender difference that teachers of STEM should keep in mind has less to do with actual skills and experience and more to do with perceptions and confidence. For females, confidence is a predictor of success in the STEM classroom. They are much less likely to retain interest if they feel they are incapable of mastering the material. Unfortunately, two factors work against female confidence level: 1) most girls will actually have less experience with STEM course content than their male counterparts and 2) males tend to overplay their accomplishments while females minimize their own. A study done of Carnegie Mellon Computer Science PhD students found that even when male and female students were doing equally well grade wise, female students reported feeling less comfortable. Fifty-three percent of males rated themselves as “highly prepared” in contrast to 0% of females.

It is important to note that many of the learning style differences described above are not strictly gender-based. They are instead based on differences of students with a background in STEM, problem-solving, and hands-on skills learned from childhood play and life experience and those who haven’t had the same type of exposure. A review of the literature on minority students and STEM finds that students of color are less likely to have the STEM background experiences and thus are missing many of the same STEM building blocks as girls and have the same lack of confidence. Many of the STEM curriculum and pedagogy solutions that work for female students will also work for students of color for this reason.

Bridge Classes/Modules to Ensure Core Skills

Teachers will likely see a gap in the core STEM skills of female and minority students for the reasons described above. Below are some solutions applied elsewhere to ensure that girls and women (and students of color) will get the building block STEM skills that many will be missing.

Teachers in the Cisco Academy Gender Initiative study assessed the skill levels of each of their students and then provided them with individualized lesson plans to ensure their success that ran parallel to the class assignments. Other teachers taught key skills not included in the curriculum at the beginning of the course, such as calculating math integers and tool identification and use. Students were provided with additional lab time, staffed by a female teaching assistant, knowing that the female students would disproportionately benefit from additional hands-on experience.

Carnegie-Mellon University came to view their curriculum as a continuum, with students entering at different points based on their background and experience. Carnegie-Mellon’s new frame of a “continuum” is purposefully different than the traditional negative model in which classes start with a high bar that necessitates “remedial” tutoring for students with less experience, stigmatizing them and undermining their confidence. Below is a list of ideas and suggestions that will help ALL students to succeed in the STEM classroom.

1. Building Confidence

How do teachers build confidence in female students who often have less experience than their male counterparts and perceive they are behind even when they are not?

1) Practice-based experience and research has shown that ensuring female students have the opportunity to gain experience with STEM, in a supportive environment, will increase their confidence level.

2) Bringing in female role models that have been successful in the STEM field is another important parallel strategy that should be used to assist your female students in seeing themselves as capable of mastering STEM classes: if she could do it, then I can too!

3) Consistent positive reinforcement by STEM teachers of their female students, with a positive expectation of outcome, will assist them in hanging in there during those difficult beginning weeks when they have not yet developed a technology schema or hands-on proficiency and everything they undertake seems like a huge challenge.

2. Appealing to Female Interests

Many of the typical STEM activities for the classroom appeal to male interests and turn off girls. For example, curriculum in robots often involves monsters that explode or cars that go fast. “Roboeducators” observed that robots involved in performance art or are characterized as animals are more appealing to girls. Engineering activities can be about how a hair dryer works or designing a playground for those with disabilities as well as about building bridges. Teachers should consider using all types of examples when they are teaching and incorporating activities in efforts to appeal female and male interests. Teachers can also direct students to come up with their own projects as a way of ensuring girls can work in an area of significance to them.

Research also shows that there are Mars/Venus differences between the genders and how each engages in technology. Overall, girls and women are excited by how the technology will be used – its application and context. Men will discuss how big the hard drive or engine is, how fast the processor runs, and debate the merits of one motherboard or engine versus another. These are topics that are, overall, of less interest to most females.

The Carnegie-Mellon Study took into account the differences of what engages female students and modified the Computer Science programs’ curriculum so that the context for the program was taught much earlier on in the semester and moved some of the more technical aspects of the curriculum (such as coding) to later in the semester. Authors observed that the female students were much more positive about getting through the tedious coding classes when they understood the purpose of it. Teachers should ensure that the context for the technology they are teaching is addressed early on in the semester by using real world stories and case studies to capture the interest of all of their students.

3. Group Dynamics in the Classroom

Research studies by American Association of University Women and Children Now have found that most females prefer collaboration and not competition in the classroom. Conversely, most males greatly enjoy competition as a method of learning and play. Many hands-on activities in technology classes are set up as competitions. Robotics for example, regularly uses competitiveness as a methodology of teaching. Teachers should
be cognizant of the preference of many girls for collaborative work and should add-in these types of exercises to their classes. Some ways to do this are by having students work in assigned pairs or teams and having a team grade as well as an individual grade. (See Reading 2 on Cooperative Learning.)

Another Mars/Venus dynamic that STEM teachers should be aware of occurs in the lab there male students will usually dominate the equipment and females will take notes or simply watch. Overall, male students have more experience and thus confidence with hands-on lab equipment than their female counterparts. Teachers should create situations to ensure that their female students are spending an equal amount of time in hands-on activities. Some approaches have been: 1) to pair the female students only with each other during labs in the beginning of the class semester so that they get the hands-on time and their confidence increases, putting them in a better position to work effectively with the male students later on, 2) allot a specific time for each student in pair to use the lab equipment and announce when it’s time to switch and monitor this, and 3) provide feedback to male students who are taking over by letting them know that their partner needs to do the activity as well.

4. Moving Female Students from Passive Learners to Proactive Problem Solvers

The main skill in STEM is problem solving in hands-on lab situations. For reasons already discussed regarding a lack of experience, most girls don’t come to STEM classes with these problem-solving skills. Instead, girls often want to be shown how to do things, repeatedly, rather than experimenting in a lab setting to get to the answer. Adding to this issue, many girls fear that they will break the equipment. In contrast, male students will often jump in and manipulate the equipment before being given any instructions by their teacher. Teachers can address this by such activities as: 1) having them take apart old equipment and put it together again, 2) creating “scavenger hunt” exercises that force them to navigate through menus, and 3) emphasizing that they are learning the problem solving process and that this is equally important to learning the content of the lesson and insisting that they figure out hands-on exercises on their own.

Research has also shown that females tend to engage in STEM activities in a rote, smaller picture way while males use higher order thinking skills to understand the bigger picture and the relationship between the parts. Again, moving female students (and the non-techsavvy student in general) to become problem solvers (versus just understanding the content piece of the STEM puzzle) will move them to use higher order thinking skills in STEM.

Finally, many teachers have reported that many female students will often want to understand how everything relates to each other before they move into action in the lab or move through a lesson plan to complete a specific activity. The female students try to avoid making mistakes along the way and will not only want to read the documentation needed for the lesson, they will often want to read the entire manual before taking any action. In contrast, the male student often needs to be convinced to look at the documentation at all. Boys are not as concerned with making a mistake a long the way as long as what they do ultimately works. The disadvantage for female students is that they often are so worried about understanding the whole picture that they don’t move onto the hands-on activity or they don’t do it in a timely fashion, so that they are consistently the last ones in the class to finish. Teachers can assist female (and non-tech-savvy) students to move through class material more quickly by providing instruction on how to quickly scan for only the necessary information needed to complete an assignment.

5. Role Models

Since the numbers of women in STEM are still small, girls have very few opportunities to see female role models solving science, technology, engineering or math problems. Teachers should bring female role models into the classroom as guest speakers or teachers, or visit them on industry tours, to send the message to girls that they can succeed in the STEM classroom and careers.

Bibliography

Medina, Afonso, Celso, Helena B.P. Gerson, and Sheryl A. Sorby. “Identifying Gender Differences in the 3-D Visualization Skills of Engineering Students in Brazil and in the United States”. International Network for Engineering Eucation and Research page. 2 August 2004: [http://www.ineer.org/Events/ICEE/papers/193.pdf].

Milto, Elissa, Chris Rogers, and Merredith Portsmore. “Gender Differences in Confidence Levels, Group Interactions, and Feelings about Competition in an Introductory Robotics Course”. American Society for Engineering Education page. 8 July 2004: [http://fie.engrng.pitt.edu/fie2002/papers/1597.pdf].

“Fair Play: Violence, Gender and Race in Video Games 2001”. Children Now page. 19 August 2004: [http://www.childrennow.org/media/video-games/2001/].

“Girls and Gaming: Gender and Video Game Marketing, 2000”. Children Now page. 17 June 2004: [http://www.childrennow.org/media/medianow/mnwinter2001.html].

Tech-Savvy: Educating Girls in the New Computer Age. District of Columbia: American Association of University Women Educational Foundation, 2000.

Margolis, Jane and Allan Fisher. Unlocking the Computer Clubhouse: Women in Computer. Cambridge, MA: The MIT Press, 2003.

Taglia, Dan and Kenneth Berry. “Girls in Robotics”. Online Posting. 16 September 2004: http://groups.yahoo.com/group/roboeducators/.

“Cisco Gender Initiative”. Cisco Learning Institute. 30 July 2004: http://gender.ciscolearning.org/Strategies/Strategies_by_Type/Index.html.

Donna Milgram is founder and Executive Director of the National Institute for Women in Trades, Technology & Science (IWITTS). She is currently the Principal Investigator of the CalWomenTech Project, a $2 million National Science Foundation grant awarded in April 2006. She was also the Principal Investigator of the WomenTech Project, funded by the National Science Foundation, which had a goal of increasing the number of women enrolled and retained in technology education in three national community college demonstration sites. She led IWITTS’s partnership with the Cisco Learning Institute (CLI)/Cisco Gender Initiative. Ms. Milgram produced the interactive teacher training video “School-to-Work: Preparing Young Women for High Skill, High Wage Careers.”

Additional Resources:

http://www.iwitts.com/

http://www.womentechworld.org/

http://www.womentechstore.com/

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The main reason behind the fact that for a long time there was not even one satisfactory ED cure is that ED was not given the kind of attention it deserved. Because ED was not apparent and it didn’t take lives, it was thought that ED can wait until the other medications were invented. Another very important reason behind the lack of ED medications is that, sex was thought to be something shameful till a few years back. It was never acknowledged as a basic need of human beings. Inventing medications for having better sex was thought to be useless.

Thankfully, this thinking underwent major changes in the last century. Radical changes underwent in the way of thinking of the people. The media, literature and science altogether left an impression on the thoughts of people. People came to realize there is nothing shameful about admitting that sex is important and life without sex is almost unthinkable. The change in the type of education also played an important role in bringing about this change in thinking.

With the passage of time science and technology also developed rapidly. Medical world was not exception. Developments were taking place in bounds and leaps in medical science. Thanks to these developments, effective ED drugs were invented in the last decade of the 20th century. These ED drugs were not like the earlier inventions of ED cures. These new type of oral ED drugs have been proved to be almost 100% effective. The enormous popularity they are receiving is a proof of their effectiveness.

The medical world is not sitting idle. They are not satisfied with the invention of just one ED drug. Attempts are continuously made to improve the products and do away with their short comings. Bayer Levitra is a perfect example of this. The erectile dysfunction drugs that were invented earlier had many shortcomings and side effects. Levitra is not without side effects but still it has been able to overcome many of the shortcomings of the earlier ED drugs. ED drugs are generally not prescribed to patients with hypertension and diabetes. But levitra online has been found to be safe for such ED patients. Similarly Levitra also miraculously works for those patients for whom the other ED drugs like Cialis or Viagra fail. What is good is that you can buy levitra from anywhere i.e. your home, office, some other country. All you need is your computer and a n internet connection and you can easily buy levitra online and get it delivered to the place you want. Convenient isn’t it?

About the Author

Sangi Tons

1. North West universities play a key role in Science and Technology, and have a combined turnover of over £1.2 billion, almost 1% of the region’s total economy. Leading companies, including those in the Aerospace Business, automotive supply and manufacturing companies, nuclear energy and medical research are closely linked to North West universities. More than 50,000 North West students graduate every year, including 25,000 with life science degrees. Over 69,000 science students are trained every year.

2. The Aerospace Business in the North West has a turnover of £6 billion, and is responsible for producing military and commercial aircraft and components which are used both in the UK and exported worldwide. Extensive R&D programmes ensure that the latest technologies
are available to create the most advanced planes in the world. Countries all over the world rely on the North West Aerospace Business for their military and commercial aircraft requirements

3. The Chemistry Industry plays a vital role in the North West, and sales of chemicals contribute over £10 billion to the economy, equating to approximately 20% of the UK chemistry industry. Approximately 220,000 people are employed in this sector. In 2005, the Department of Trade and Industry announced that as part of the Technology Programme, one of the 19 new Knowledge Transfer Networks (KTNs) would be in Chemistry in the North West. KTNs help to share knowledge and research between businesses, academic institutions such as universities, and trade associations.

4. The North West and Cumbria in particular, is widely acknowledged as the centre of the UK Nuclear Energy industry, and is home to the Nuclear Decommissioning Authority. The research and development work done in this region has led the Government to conclude that utilising nuclear energy is part of a viable solution to meeting the energy needs of the UK.

5. There are over 50 research institutes, many of them multi-institutional, as well as traditional R&D departments. The North West is home to the Research and Development departments of several of the worlds leading companies, and business R&D investment in this region is greater than in any other part of the world except Asia. Recent reports show that 4 of the top 10 companies by R&D spending have significant facilities in the North West. Pharmaceutical development, including the largest cancer drug research centre in the UK, Aerospace Businesses, manufacturers of consumer products, as well as the Chemistry Industry and Nuclear Energy are well represented in the North West.

6. The North West’s seven science parks are home to many knowledge-based companies in diverse industries ranging from providing education to Nuclear Energy and decommissioning. Strong links to universities as well as research institutes and centres of knowledge, in the UK and abroad, help to ensure that Science and Technology in the North West is second to none.

7. Dedicated Strategic Science and Technology sites have been set up throughout the North West, and Manchester is aiming to become one of the UK’s first six Science Cities by 2015.

Manchester Science Park is internationally recognised as a centre of excellence, and is one of the most successful of its kind. Tenants include specialists in healthcare, telecoms, and digital media.

The Daresbury Science and Innovation Campus, near Warrington in Cheshire, is home to leading companies in diverse industries ranging from healthcare research to business support services. The nearby Daresbury Laboratory is one of the best-resourced science facilities in the UK.

Liverpool Science Park, right in the centre of Liverpool, is the fastest growing science park in the UK, and contains computer games, website design and software companies as well as solicitors specialising in intellectual property and technology law. Speke, also in Liverpool, is home to the National Biomanufacturing Centre, which is set to become the leading biopaharmaceutical design centre in Europe, and helps to create and develop new medicines

West Cumbria Science Park, near Whitehaven, has over 60 companies on site, ranging from ecology to engineering, many of which are involved in the Nuclear Energy Industry.

A Science Park in Lancaster is scheduled for development this year, and will be located close to the top-ten ranked university. This exciting new project will combine the renowned academic knowledge and resources of the University with local businesses know-how and the Lancaster Environment Centre.

8. With Manchester recently voted the most creative city in the UK, and Liverpool’s reputation as one of the leading cities for computer game design, the North West is at the forefront of new technologies as well as traditional Science and Technology. The use of ICT in education, website design and internet technologies, TV and film production, as well as other media industries, is all flourishing in the region, thanks to Science and Technology.

9. As well as looking to the future, the region’s scientific history is preserved through museums such as the World Museum in Liverpool, Quarry Bank Mill in Styal, Cheshire, and Wigan Pier. Visual displays as well as hands-on activities, demonstrations and different media show how Science and Technology has changed our lives, from mechanising everyday tasks to revolutionising manufacturing methods.

10. As well as the outstanding Science and Technology facilities, the North West is a popular business location thanks to its fantastic infrastructure. Within reach of 3 international airports, and a great motorway system, the North West is closer than you may think. In addition, the North West has many Areas of Natural Outstanding Beauty and the standard of living is high.

There has never been a better time to see how North West Science and Technology can help you.

About the Author

Matthew J James

But, somehow, sometimes there are difficult times in my college period. Most of the times, it is related to the assignments of the classes that I am joining in. The excessive College Term Papers and other kinds of Research Papers are burdening me, moreover when the submitting date is coming and I don not have any idea to write about. Generally, when this condition occurs, I will find help for doing my assignment. Of course, I cannot reach for the expensive service one, but, I also cannot take the amateur help either. The most reliable site which is providing me with the most valid service in creating College Research Paper is masterpapers.com. I have already used this service for quite long time and I feel much satisfied with the result papers that they make.

INTRODUCTION

“If human values take root in the educational system, the emerging individuals will have the following attributes:

They will want peace & justice in a world that acknowledges the rule of law and in which no nation or individual need live in fear;

Freedom and self reliance to be available to all;

The dignity & work of every person to be recognized & safeguarded;

All people to be given an opportunity to achieve their best in life; and

They will seek equality before the law and the equality of opportunity for all”.

Sathya Sai

Now we are living in the Modern, Scientific and Technological world. Science and Technology have brought enormous changes in the society. The attitudes of the people are also changes in the day to day life of human beings.

Man is a unique creation in this universe that under certain parameters is free to make his own destiny. Now, if man has to make his destiny, the question of values in life comes up. He has to think naturally as to what should be the guiding norms of life process. It is therefore clear that the guiding factors for man, which provide the prime motivating force behind his thought, emotion and action, have to be moral and spiritual. The socio-cultural and spiritual life of man has to bring peace, progress and welfare for both the individual and the society. This is precisely the reason why the modern society is worried about the deterioration of values.

Having diagnosed the present problem, we have to find the remedy for this situation before there is further deterioration of values in the wider interest of the mankind. With the help of Science (Exhibitions) and Technology (Print & Electronic Media and Mass Media) including social awareness programmes we can inculcate the values in the people.

IMPORTANCE OF VALUES

In today’s multi-cultural and multi-racial society, with its changing social norms and expectations, it can be difficult for a young person to know what is right. To enable young people to appreciate themselves and others, and to take greater responsibility for their actions and for the world around them. Sri Sugunendra Tirtha Swamiji of Puthige Math has said that it is necessary to give importance to human values in the present era of globalization.

CLASSIFICATION OF VALUES

In generally, values may be classified as;

Ø      Personal Values

Ø      Social Values

Ø      Moral Values

Ø      Spiritual Values and

Ø      Behavioural values.

All these values are necessary for all types of persons in the society.

INCULCATION OF VALUES THROUGH EDUCATION

Thinking with love is truth
Feeling with love is peace
Acting with love is right conduct
Understanding with love is non-violence
-Sathya Sai

According the Sathya Sai Baba the following five values are necessary for students.

v     Right Conduct

v     Peace

v     Truth

v     Love

v     Non-Violence

These values are specific because they are in line with a human being’s make up. They are also heavily interrelated (e.g. right conduct is action with love and according to conscience).These five values are inter-related and inherent in human beings, raising them above the level of the animal kingdom.

Right Conduct

Information is received through the five senses i.e. smell, taste sight, touch and hearing. When this information is referred to the conscience, the resulting action will be beneficial. Every action is preceded by thought. If the thought is consciously seen and noted, aims to help and is unselfish, the action will be good for oneself and others. If our mind is busy, or we are daydreaming, the action may be useless, clumsy or harmful to ourselves or others.

Right conduct is also concerned with how we look after and use our bodies. The body needs to careful maintenance to be strong, healthy and well co-coordinated to serve us in performing the tasks of life. Students need to understand the importance of exercise, such as gymnastics, yoga and sports combined with good rest. Good thoughts and good company (which includes everything imbibed by the five senses) are essential for healthy and well balanced development. Right conduct is taught through: Silent Sitting, Story telling and Group Activities.

Values Relate to Right Conduct

Self-help Skills

·        Care of Possessions

·        Diet

·        Hygiene

·        Modesty

·        Posture

·        Self-reliance

·        Tidy appearance

Social Skills

·        Good behaviour

·        Good manners

·        Good relationships

·        Helpfulness

·        Not wasting

Ethical Skills

·        Code of conduct

·        Courage

·        Dependability

·        Duty

·        Efficiency

·        Ingenuity

·        Initiative

·        Perseverance

·        Punctuality

·        Resourcefulness

·        Respect for all

·        Responsibility

Peace
We smile when we are happy and contented. Contentment is gained when we cease to want for us all the apparent ‘good’ things conveyed to us through our five senses. When our willpower is sufficiently strong to enable us to discern the difference between real needs and superfluous desires, we cease to be driven by the urge to own more and more things.

Inner agitation stops and we are left feeling peaceful. When there is peace in the individual, there will be peace in the family. When there is peace in the family, there will be peace in the community. In order to learn, self-esteem, calmness and freedom from anxiety are necessary.

These qualities are fostered by two of the Programmes components, namely silent sitting and the self-reflective exercises in some of the group activity sessions.

Values Related to Peace

Ø      Attention

Ø      Calm

Ø      Concentration

Ø      Contentment

Ø      Dignity

Ø      Discipline

Ø      Equality

Ø      Equanimity

Ø      Faithfulness

Ø      Focus

Ø      Gratitude

Ø      Happiness

Ø      Harmony

Ø      Humility

Ø      Inner silence

Ø      Optimism

Ø      Reflection

Ø      Satisfaction

Ø      self-acceptance

Ø      Self-confidence

Ø      Self-control

Ø      Self-discipline

Ø      Self-esteem

Ø      Self-respect

Ø      Sense control

Ø      Surrender

Ø      Understanding

Ø      Virtue

Truth

The desire to know truth has prompted mankind to ask some of the great questions such as: Who am I? What is the purpose of life? How can I know my inner self/ God/ the Creator of the universe? How can I live fully in the present moment?

Learning to speak the truth is a first and vital step in the formation of a strong character. Voicing an untruth is an anti-social act and causes confusion in the mind of both the speaker and listener and leads to anti-social behaviour. Telling lies hurts us as well as others in a subtle, but very real way.

One great distinction between humankind and the rest of the animal kingdom is the ability to choose how to behave, rather than just to follow the lower instincts (the law of the jungle). A human being is also able to recognize past, present and future and to take note of changes occurring over time.

A quotation used in the lesson to stimulate thought and questions may later come to mind to provide guidance and choice in a life situation. Short Term Pain for Long Term Gain: Choosing to refer to this higher level of awareness and to consciously exercise moderation in our behaviour leads to better health and greater contentment. The value of truth can also be taught through story telling which promotes curiosity, optimism, fairness to all and noble ideals. It also aids the understanding of the value of honest speech and self-analysis.

Values Related to Truth

o       Accuracy

o       Curiosity

o       Discernment

o       Fairness

o       Fearlessness

o       Honesty

o       Integrity

o       Intuition

o       Justice

o       Optimism

o       Purity

o       Quest for knowledge

o       Reason

o       Self Analysis

o       Self Awareness

o       Sincerity

o       Spirit of enquiry

o       Synthesis

o       Trust

o       Truthfulness

o       Determination

o       Unity of thought

o       Word and deed

Love

Love is not an emotion, affected by the sub-conscious mind, but is a spontaneous, pure reaction from the heart.

It is the power of love which causes one person to wish happiness for another and take pleasure in their well-being. A beneficial energy (love) is directed towards the other person. As this energy flows through our own body first, it also enhances our own health.

It is the power of love which causes one person to wish happiness for another and take pleasure in their well-being. A beneficial energy (love) is directed towards the other person. As this energy flows through our own body first, it also enhances our own health. Love is unconditional, positive regard for the good of another. It is giving and unselfish. Love is essential if children are to grow up healthy in mind and body. Love is the unseen undercurrent binding all the four values.

When the mind is turned away from selfishness, the ‘heart’ opens, and love flows. Love is energy, not an emotion, and is inherent in every breath. It is the motive force of the physical body and is enhanced through breathing exercises. The component of group singing in the Programme promotes harmony, co-operation and joyfulness. In singing a child may experience the sweetness of love. Love may also be fostered through story telling and activities which provide young people with the opportunity to care for other people, animals, plants and objects.

Values Related to Love

§         Acceptance

§         Affection

§         Care

§         Compassions

§         Consideration

§         Dedication

§         Devotion

§         Empathy

§         Forgiveness

§         Friendship

§         Generosity

§         Gentleness

§         Humanness

§         Interdependence

§         Kindness

§         Patience

§         Patriotism

§         Reverence

§         Sacrifice

§         Selflessness

§         Service sharing

§         Sympathy

§         Thoughtfulness

§         Tolerance

§         Trust

Non-Violence

For the non-violent person, the whole world is his family When the former four values are practiced (i.e. the conscious mind is keenly aware, love is flowing, there is peace and actions are right) life is lived without harming or violating anything else. It is the highest achievement of human living encompassing respect for all life -living in harmony with nature, not hurting by thought, word or deed.

Non-violence can be described as universal love. When truth is glimpsed through intuition, love is activated. Love is giving, rather than grasping and in allowing our stream of desires to subside, inner peace develops and right conduct is practiced. This results in nonviolence i.e. the non-violation of the natural laws which create harmony with the environment.

Non-violence is taught through quotations, story telling and group activities. True knowledge is that which establishes harmony and synthesis between science on the one hand and spirituality and ethics on the other.

Values Related to Non-Violence

Psychological:

v     Benevolence

v     Compassion

v     Concern for others

v     Consideration

v     Forbearance

v     Forgiveness

v     Good Manners

v     Happiness

v     Loyalty

v     Morality

v     Universal Love

Social:

v     Appreciation of other cultures & religions

v     Bother/Sisterhood

v     Care of Environment

v     Citizenship

v     Equality

v     Harmlessness

v     National Awareness

v     Perseverance

v     Respect for Property

v     Social Justice

Spiritual knowledge is also very importance for students and people in the society. Living in a way which causes as little harm as possible to oneself, other people, animals, plants and the planet, is a sign of a well-integrated, well-balanced personality. Such a person is well tuned to the spiritual aspect of humanity and is in touch with an inner happiness which is permanent and part of one’s real nature.

It is through our universal or spiritual aspect that we may experience:

Ø      A feeling of awe and wonder for the universe

Ø      A feeling of the unity of all

Ø      The desire to improve the quality of life for everyone

Ø      A sense of being part of a larger whole

Ø      A feeling of oneness of the planet and love for everything on it

Ø      An awareness of an underlying order to Creation

Ø      Love and respect for the diversity of the human family

Learning takes place through lesson plans based on practical, meaningful and fun activities using the five components of:

* Stories – about life, identity & relationships;

* Quotations, poems and prayers;

* Songs and music;

* Silent sitting – exercises leading to inner calm and peace;

* Activities e.g. drama, discussion, games, role play, community service, etc.

In working through the lessons that comprise these components, the importance of the triple partnership (Student, Teacher and Parents) for education becomes apparent:

·         Teachers will inspire children in their schools, if they are value conscious adults

·         Parents’ example affects the conduct of their children, and

·         Children when reaching a certain age need self-discipline to balance their generally natural exuberance.

CONCLUSIONS

According to our Indian tradition and culture teacher is the third God. He has a pivotal role in the process of teaching and learning. He is a guide, philosopher, mother, father, god, architecture and model. Education is the solution for all types of problems. With the help of education we can solve any types of problems in the society. Through education it is easy to inculcate values in the students and in the people. Without human values we can’t survive in the world in the peaceful manner and we can’t enjoy life. So give importance for human values.

Reference:

1.      Value Education, Dr. Venkataiah, Editor, APH Publishing Corporation, 5, Ansari Road, Daryaganji, New Delhi – 110 002, First Edition, 1998.

2.      Value Education in India, Usha Rai Negi, Editor, Published by association of Indian Universities, AIU House, 16 Kotla Mark, New Delhi – 110 002, 2000.

3.      National Institute of Child Health and Human Development. (2000). The National Reading Panel: Reports of the Subgroups.

4.      www.sathyasaiehv.org.uk/

About the Author

Naraginti Amareswar reddy Father Name: N.M.Reddy Sex: Male Date of Birth: 10th Fed 1981 Ed Qua: M.Sc., M.Ed., research scholar in the dept. of education, sri venkateswara university, tirupati, india. e-mail ID: amareswaran@gmail.com