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

Article Source: http://EzineArticles.com/?expert=MD._Hafizur_Rahman

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

Article Source: http://EzineArticles.com/?expert=Michael_Monahan

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/

Article Source: http://EzineArticles.com/?expert=Donna_Milgram

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

Breaking the Technology Barrier: Using Technology in Education

Technology and education have always seemed to go together. In order to prepare students for the workplace or college they need to be able to be exposed to it. Teachers in the classroom use technology believing that the students are gaining valuable information and retaining the concepts taught but in reality the students need to be involved in the lesson and actively participating in activities that include technology. Student engagement is critical to student motivation during the learning process. The more students are motivated to learn, the more likely it is that they will be successful in their efforts. (Beeland, 2002).

Uses of Technology

There are numerous uses of technologies that are available to teachers to include students into the classroom’s lesson. These include Interactive Whiteboards, Proximas, PowerPoint games, interactive DVDs, Ventrilo chat software, Myspace, Blackboard, and scavenger hunts. To put the uses of technology into an effective practice, teachers need to help students set achievable goals; encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to exploit all the available resources for learning (Hall, 2006). The following are how some technology is used to help students learn.

Interactive Whiteboards

There are two different types of whiteboards. The first is a virtual version of a dry erase board. It allows students to see what the instructor or other students write or draw using a special pen. The second functions similar to a normal whiteboard but also contains a projector screen, an electronic copy board or as a computer projector screen on which the computer image can be controlled by touching or writing on the surface of the panel instead of using a mouse or keyboard. They function by connecting a projector to the whiteboard panel with the use of a computer and software. It is important to know the different functions in order to determine which whiteboard is right for the educator. By knowing the difference you can also learn the terminology and understand the basic functions of each.

Proximas and PowerPoint

PowerPoint is a software program
that is being used in the classroom as a tool to incorporate learning activities into the curriculum. PowerPoint enables teachers and students to actively create presentations with graphics, charts, diagrams, and pictures in their slideshows to help make often complicated ideas and lessons more manageable and understandable. It is a way for students to engage in research, and present information to their peers. When students are actively learning, taking an active role in the learning process, they seem to understand the information better, and enjoy the lesson. The use of a game also allowed Jones and Mungai to directly address the learning style needs of the visual (58%) and tactile learner (22%), which represents eighty-percent of those involved in the content related courses. When constructed with different learning styles in mind, games can often accelerate the learning process (Jones & Mungai, 2003). By itself PowerPoint is not a cure-all remedy, but rather a tool that needs to be understood and used properly for it to be effective as an active learning tool. It also has shown that students that did use PowerPoint as a learning tool were more engaged in the discussions (Rowcliffe, 2003). This will encourage teachers to use PowerPoint as a way to involve students into a lesson by stimulating discussion. For PowerPoint to take place in a classroom an Interactive Whiteboard or a Proxima is needed. A Proxima displays a computer screen onto a screen much like a projector at a movie theater. The user is able to display items such as websites, PowerPoint, and interactive games. A way for students to interact using this technology is through games created by teachers and used in the PowerPoint lesson. Games such as Hollywood Squares, Jeopardy, and Who Wants to be a Millionaire are created using slides and links to answer the questions. Teachers may use a blank template and fill them with different answers for the students to use as a review. Teachers may even let the students create their own review using the blank templates. This activity can also be used in a small group or team setting.

Advantages to the Students

Learning sciences research tells us that students learn much better “by doing” rather than “by listening.” This means that passive learning – the traditional lecture – is being replaced in our classrooms by more active learning activities that emphasize student problem solving, discussion, presentation and other “authentic” learning-by-doing-activities. (Day, 2004). By including students into the lesson it opens up a realm of possibilities because students can retain roughly only 10% of what they write down.

Teacher Apprehension

So why are teachers not using technology that engages and interacts more frequently with students? There are many reasons why teachers feel apprehensive or uncomfortable using an interactive whiteboard, proxima and PowerPoint. The first of which could be the length of time from their college prep program until now. Teachers often get exposed to and learn new technologies in their teacher prep courses. Some might not have been prepared enough upon entering the workforce. Although the availability of technology in American schools has increased (US Department of Education, 2000), information released by The National Education Association (2004) indicates that less than 35% of public school teachers feel they are “well prepared” or “very well prepared” to use this technology effectively.

The second reason is blockage from the school’s control or security system. Teachers claim that the firewalls and filtering systems create blockage in their attempts to educate and communicate with others with technology (Murray, 2004). The teachers and other users can become frustrated when they do not understand why a certain item like a website used for a scavenger hunt or a hyperlink in a PowerPoint are not available.

The inconsistency from school to school is another reason. At one site there may be access to all different types of technology while at another the absence is very evident. The general public perception is that our schools are using technology and managing our resources in that area well. In several surveys done some schools do show nearly 100 percent use of technology while in others the use of technology is nonexistent (Starr, 2003).

Summary

The research has shown that there are proven benefits to using technology in the classroom. The ability to integrate technology into the classroom can add valuable information and ideas to our students.

By facilitating Proximas, PowerPoint, and interactive whiteboards our teachers will be able to reach a broader audience of learners.

References

Beeland, W.D. (2002). Student engagement, visual learning and technology: can interactive

whiteboards help? Retrieved May 31, 2008, from www.apexavsi.com

Day, J. (2004). Enhancing the classroom learning experience with web lectures. Retrieved May 31, 2008 from http://smartech.gatech.edu/dspace/handle/1853/65

Hall, B. (2008, March 4). Explorations in learning. Message posted to Student Centered Learning, archived at http://secondlanguagewriting.com/explorations/Archives/2006/Jul/Studentcent
eredLearning.html

Jones, D. C. & Mungai, D. (2003). Technology-enabled teaching for maximum learning.

International Journal of Learning, (10), 3491-3501.

Murray, C. (2004). Teachers: Limited time, access cut school tech use [Electronic version] e School news, 1-5

National Education Association. (2004): Technology in Schools. Retrieved May 31, 2008 from

http://www.nea.org/cet/

Rowcliffe, S. (2003) Using PowerPoint effectively in science education: lessons

from research and guidance for the classroom. School Science Review 84 (309).

Starr, L. (2003). Encouraging teacher technology use [Electronic Version] Education World, pg 1

US Department of Education. (2000). Internet access in public schools. Washington, DC: National Center for Education Statistic.

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<h1>The Concept of Science Fair and Its Importance on Science Education</h1><strong>Author: <a title=”Kh. Atiar Rahman” href=”http://www.articlesbase.com/authors/kh.-atiar-rahman/24714.htm”>Kh. Atiar Rahman</a></strong><br /><p>The concept of science fair has been come down to us from European education pattern and their growth of culture. They firstly thought ” Science fair must be based on creativity by cultivating knowledge and intelligence of the learners”. Indeed, science fair needs to be introduced in different educational institutions by considering its pedagogical phenomena based on practical knowledge and skills. Hence, there is no alternate of practical knowledge to gain proper education in the field of Science and Technology and hence the steps for science fair is needed as a taken of creativity and awareness for acquiring knowledge among the students. Hence, the steps for science fair in the educational institute are ideally envisaged and contemporary.<br /><br />In our country, every year science fair is held in different educational institute annually to create motivation of research work and enthusiasm. The teachers first collect the names and list them that they will create a project based on science and technology. The students who are found interested to introduce a new science work take a challenge and become capable of showing a different creative work. He selects a project and thinks over the work and the nature of technology behind it. Actually, he becomes responsible of inventing something like a scientist. So, it is found off and on that the students are being able to show a nice presentation in science fair. He sometimes shows something different from modern age. They can project from ancient and mediaeval age. <br /><br />The authority of different schools and colleges arrange science fair in order to show the eagerness of actual knowledge and skills among the students. At this, a congenial atmosphere is developed in the institution because, they are concerning their heads about new inventions and discovery and they become conscious of awakening their ideas and thoughts. In the context of Bangladesh, every year different schools and colleges arrange science fair. They first invite names from the interested students who are willing to make the project work and to focus it in the science fair. They, like the scientists carry on research work like making law, hypothesis and theory. They seek respective ideas from different books and the achievement of scientists of the world. At last they present their creativity and thus a systematic project is reflected.<br /><br />Arranging science fair is a significant step of different educational institutions through which an intensified effort is led to flourish and enrich the knowledge and skills on application of science for the students. It is hoped in future that the steps to arrange science fair is a predominating criteria to strengthen the cultivation of knowledge in applying the definitive sense of technical know- how of science. A science fair is quite different from other fairs existing in our country like a village fair and an industrial fair and so on. These fairs serve the purpose of the business where the commodities of qualitative nature are sold and displayed for making profit in question. Here, the commodities are served in the market in such a manner, where the companies good will and the nature and quality of product are vividly disclosed so that the people are much attracted to purchase it to a great extent. Besides this, in organizing science fair, the business importance is not treated as the prime factor; rather the pedagogical manifestation to gear up the intensity and potentiality of the students is given priority. Actually, the eagerness for knowing the unknown world is reflected and a better environment is flourished among the students in any educational institute where science and technology are studied extensively. Even though, there has been provided a wide range to the students in European countries for creating a broad based project as a part of their education. The students who are found attracted for learning technological skills and knowledge generally shines in life by contributing a lot in the field of education. For science fair, the following things are important:<br /><br />• Environment: Like western country, appropriate environment is needed where necessary equipment will play a vital role. In many cases, only theoretical teachings are offered beside practical knowledge and skills. It is a matter of great regret that the students are deprived of gaining actual knowledge in the relevant field. Besides this, technological instruments need to be placed in different institutions so that the utilization of those equipment are properly made in a systematic manner.<br /><br />• Knowledge and skills relating to science fair: The teacher should select a number of topics before allocating on the project work to the students and they should give knowledge on the steps of spreading and analyzing the topics in question. He should engage himself in creating awareness and necessary skills in the field of the application of mathematical model of science based on constructive exploration of modern appliances. The teacher should set problems on real life situation like building a model of the relevant topics. The problems must be based on practically oriented which set forth the topics covering science and its technological aspects of nature. Assuming in a teaching classroom, on Modern and electronic physics is going on. The students are feeling boring because the teacher was not well dressed and well rested. Rather he has arrived late and he has not greeted them. Some students do not understand his lecture. He is running fast. He is not identifying and helping the less able students. In this case, despite his sound knowledge in the relevant field of modern physics, he may not be treated as a good teacher. Henry Fayol defines a teacher as an active student of the students who can play very much attractive and fascinate role upon overall performances in the class. An ideal teacher needs to play a vital role in active advisor among the students. He needs to be careful about the criteria on Control, Guide, Consult and Facilitate. He should have meaningful learning experience with which he can produce constructive and mathematical presentation for creating awareness for teaching in a significant manner.<br /><br />Being a science teacher, his attitude may vary according to the nature of the students’ subject area and to substantiate the actual skills. He needs to be very careful in using his voice for effective teaching. In our country, in many cases, the parents regarding performance of the teacher lodge complaints. A good teacher need not be excited and agitated towards the students. He should give chance to ask question to the students so that transfer of behaviour is made possible in a significant manner. According to Franchise Bacon, there are two types of learning: One is Pedagogy- children’s learning and the other is Andragoggy- Adult learning. In case of adult learning, we cannot teach anybody, we only help him or her to learn. So in the case of using our voice we need to be responsible and tactful. <br />That is to say, a teacher’s behaviour will be in such, which must attract the students for effective and efficient delivery of the relevant topics.<br /><br />In delivering lecture on the topics of science, there are limitations, which may create hindrance to learning on the part of the students. Sometimes the lecture may be monotonous and boring due to continuous saying and without emphasising practical orientation and presentation on the applicability of science and technology. If there exists dryness amongst the students, the teacher should change the policy of his lecture. He should ask open-ended questions. Open ended questions help get the students involved. Assuming to know a particular thing, one may get interested if he is intended to know those particular items. In many cases, it is found that the teachers are not well experienced and they have no meaningful learning experience to show the actual answer of the problem and the topics. Even, without sufficient skills and knowledge, they are appointed as teacher which is totally insignificant. Some of the limitations of delivering a lecture are as follows:<br /><br /> To ask question for ‘Yes’/ No answer.<br /> Not to ask open ended question to get people involved.<br /> Not to use agitated words<br /> Not to say repeatedly while delivering lecture<br /> Not to ask meaningful questions<br /> To ask several question at a time<br /> Not to give feedback on answers yourself, or involve others<br /> Not to give people a chance to absorb the question and answer it.<br /> Not to welcome answers<br /> To be critical in answering and asking questions.<br /><br />An ideal science teacher needs to be well conversant about using the language. It is indispensable to create awareness and congenial atmosphere on the part of a teacher. The following are the different ways to improve lecture.<br /><br /> To manage intersperse lecture with opportunities to challenge and discuss what is being delivered. In case of critical problem, he needs to synchronise and simplify it so that the actual topics become easy and understandable.<br /> To break the students into groups for exercises which develop lecture themes and need to be reported back and analysed. Specifically, in presenting nuclear and magnetic topics, he needs to show it with necessary apparatus and relevant calculations.<br /> To use case studies, which challenge students to apply the teaching, they are being given. Normally, chapter wise topics are needed to diversify to present the topics on practical themes and critics.<br /> To use Video record teaching sessions and analyse progress and results.<br /> To use role-plays to demonstrate examples of what is said in lectures.<br /> To split into teams which analyse the days lecture theme and give a resume of it on same / next day.<br /> To be prepared to facilitate and contribute to discussions and help groups prepare feedback.<br /> To develop feedback techniques on what a teacher observes groups doing.<br /> Self will agent<br /><br />Regarding the teaching method, the following are important to apply in teaching the students virtually.<br /> Telling is not teaching<br /> Age is not a bar to learn<br /> Meaningful learning experience<br /> Voice, image and body use<br /> Practically oriented way of teaching<br /> Repeat, Recap and Review<br /> Mnemonics<br /> Visual Hearing and Feeling and F-ULLER<br /><br />In view of the above, a good teacher selects any method to teach the students but according to Franchise Bacon, most of the good teachers select the sixth Rule of teaching that is ‘ Repeat, Recap, Review ‘ which is the most important one to make the teaching vitally effective, meaningful, fruitful and up to the mark <br /><br />The reasons in support of the argument are stated as follows. <br /><br />Repeat: According to Franchise Bacon, ‘when you tell something in the class to a group of students, it is only a saying but when you recapitulate it, repeat it and ask the question on the progress, it will be interacted and if you further emphasize the concept, they will be conversant with the relevant knowledge’. Indeed, incase of delivering an important message, if it is stated once-only 10% will be memorized but if it is stated 6 times then 90% are memorized after one year. So, reiteration/repetition is the most important tools for the teaching to make the topics rememberable. If the message is not remembered and understandable then the whole thing will be treated as useless.<br /><br />Recap: It is generally meant by recap to go over again the vital point of the relevant contents. Using FULLE-R and VHF for better memorization can do the recap. As the first events are best memorized so to start with big message. Thereafter unusual event like cartoon, exercise etc. be used. Thirdly, linked event, here mnemonics or analogy can be used and lastly to end with big messages of fascination towards the topics. In this context, summing up the ideas to arrive the conclusion that is the gist in question to be communicated to the students as a good communicator of the teaching course. We should remember one thing that ‘ Telling is not teaching; we need to make teaching active and interesting; get students involved; see it from the student’s view; we should use VHF and FULL-R. According to Commoneus, a famous educationist, for an effective teaching, ‘only lecture is immaterial but in order to ornament it for better memorization, ideal approach, demonstration, visual display and varieties of attractions of the students are needed’<br /><br />Review: A proverb always goes like ‘ To err is human’. It is human nature to forget the things/message, which is not reviewed that are we losing what we don’t review. To review we are to regularly sum up where we have reached and invited questions.<br />At the end of every topics if the teacher repeats, recap and review, ask questions and help them to answer properly, the trainees will be more motivated and conversant with the subjects and grasp it properly so that teaching will be effective and fruitful.<br /><br />In view of the above, it is obvious that the role of teachers for science education cannot be ignored. The expansion of science fair is inevitable in the domain of practical oriented type of teachings where a student will achieve proper knowledge in creating constructive project work that will be ultimately helpful for the country. If the educational institutions emphasise technological aspects on science, the integrity to work in the field of science and its application of science fair will be enhanced intensively. As a result the country will be much benefited in due sense of technology.</p><strong>About the Author:</strong><br /><p>Kh. Atiar Rahman’s articles are based on real life situation. he has worked hard to present his theme on the relevant topics with utmost efforts.He has many publications in national and International Media.<br /> He was born in the former Kushtia district in 1955</p><p>Article Source: <a href=”http://www.articlesbase.com/”>ArticlesBase.com</a> – <a href=”http://www.articlesbase.com/education-articles/the-concept-of-science-fair-and-its-importance-on-science-education-200444.html” title=”The Concept of Science Fair and Its Importance on Science Education”>The Concept of Science Fair and Its Importance on Science Education</a></p>

The concept of science fair has been come down to us from European education pattern and their growth of culture. They firstly thought ” Science fair must be based on creativity by cultivating knowledge and intelligence of the learners”. Indeed, science fair needs to be introduced in different educational institutions by considering its pedagogical phenomena based on practical knowledge and skills. Hence, there is no alternate of practical knowledge to gain proper education in the field of Science and Technology and hence the steps for science fair is needed as a taken of creativity and awareness for acquiring knowledge among the students. Hence, the steps for science fair in the educational institute are ideally envisaged and contemporary.

In our country, every year science fair is held in different educational institute annually to create motivation of research work and enthusiasm. The teachers first collect the names and list them that they will create a project based on science and technology. The students who are found interested to introduce a new science work take a challenge and become capable of showing a different creative work. He selects a project and thinks over the work and the nature of technology behind it. Actually, he becomes responsible of inventing something like a scientist. So, it is found off and on that the students are being able to show a nice presentation in science fair. He sometimes shows something different from modern age. They can project from ancient and mediaeval age.

The authority of different schools and colleges arrange science fair in order to show the eagerness of actual knowledge and skills among the students. At this, a congenial atmosphere is developed in the institution because, they are concerning their heads about new inventions and discovery and they become conscious of awakening their ideas and thoughts. In the context of Bangladesh, every year different schools and colleges arrange science fair. They first invite names from the interested students who are willing to make the project work and to focus it in the science fair. They, like the scientists carry on research work like making law, hypothesis and theory. They seek respective ideas from different books and the achievement of scientists of the world. At last they present their creativity and thus a systematic project is reflected.

Arranging science fair is a significant step of different educational institutions through which an intensified effort is led to flourish and enrich the knowledge and skills on application of science for the students. It is hoped in future that the steps to arrange science fair is a predominating criteria to strengthen the cultivation of knowledge in applying the definitive sense of technical know- how of science. A science fair is quite different from other fairs existing in our country like a village fair and an industrial fair and so on. These fairs serve the purpose of the business where the commodities of qualitative nature are sold and displayed for making profit in question. Here, the commodities are served in the market in such a manner, where the companies good will and the nature and quality of product are vividly disclosed so that the people are much attracted to purchase it to a great extent. Besides this, in organizing science fair, the business importance is not treated as the prime factor; rather the pedagogical manifestation to gear up the intensity and potentiality of the students is given priority. Actually, the eagerness for knowing the unknown world is reflected and a better environment is flourished among the students in any educational institute where science and technology are studied extensively. Even though, there has been provided a wide range to the students in European countries for creating a broad based project as a part of their education. The students who are found attracted for learning technological skills and knowledge generally shines in life by contributing a lot in the field of education. For science fair, the following things are important:

• Environment: Like western country, appropriate environment is needed where necessary equipment will play a vital role. In many cases, only theoretical teachings are offered beside practical knowledge and skills. It is a matter of great regret that the students are deprived of gaining actual knowledge in the relevant field. Besides this, technological instruments need to be placed in different institutions so that the utilization of those equipment are properly made in a systematic manner.

• Knowledge and skills relating to science fair: The teacher should select a number of topics before allocating on the project work to the students and they should give knowledge on the steps of spreading and analyzing the topics in question. He should engage himself in creating awareness and necessary skills in the field of the application of mathematical model of science based on constructive exploration of modern appliances. The teacher should set problems on real life situation like building a model of the relevant topics. The problems must be based on practically oriented which set forth the topics covering science and its technological aspects of nature. Assuming in a teaching classroom, on Modern and electronic physics is going on. The students are feeling boring because the teacher was not well dressed and well rested. Rather he has arrived late and he has not greeted them. Some students do not understand his lecture. He is running fast. He is not identifying and helping the less able students. In this case, despite his sound knowledge in the relevant field of modern physics, he may not be treated as a good teacher. Henry Fayol defines a teacher as an active student of the students who can play very much attractive and fascinate role upon overall performances in the class. An ideal teacher needs to play a vital role in active advisor among the students. He needs to be careful about the criteria on Control, Guide, Consult and Facilitate. He should have meaningful learning experience with which he can produce constructive and mathematical presentation for creating awareness for teaching in a significant manner.

Being a science teacher, his attitude may vary according to the nature of the students’ subject area and to substantiate the actual skills. He needs to be very careful in using his voice for effective teaching. In our country, in many cases, the parents regarding performance of the teacher lodge complaints. A good teacher need not be excited and agitated towards the students. He should give chance to ask question to the students so that transfer of behaviour is made possible in a significant manner. According to Franchise Bacon, there are two types of learning: One is Pedagogy- children’s learning and the other is Andragoggy- Adult learning. In case of adult learning, we cannot teach anybody, we only help him or her to learn. So in the case of using our voice we need to be responsible and tactful.
That is to say, a teacher’s behaviour will be in such, which must attract the students for effective and efficient delivery of the relevant topics.

In delivering lecture on the topics of science, there are limitations, which may create hindrance to learning on the part of the students. Sometimes the lecture may be monotonous and boring due to continuous saying and without emphasising practical orientation and presentation on the applicability of science and technology. If there exists dryness amongst the students, the teacher should change the policy of his lecture. He should ask open-ended questions. Open ended questions help get the students involved. Assuming to know a particular thing, one may get interested if he is intended to know those particular items. In many cases, it is found that the teachers are not well experienced and they have no meaningful learning experience to show the actual answer of the problem and the topics. Even, without sufficient skills and knowledge, they are appointed as teacher which is totally insignificant. Some of the limitations of delivering a lecture are as follows:

 To ask question for ‘Yes’/ No answer.
 Not to ask open ended question to get people involved.
 Not to use agitated words
 Not to say repeatedly while delivering lecture
 Not to ask meaningful questions
 To ask several question at a time
 Not to give feedback on answers yourself, or involve others
 Not to give people a chance to absorb the question and answer it.
 Not to welcome answers
 To be critical in answering and asking questions.

An ideal science teacher needs to be well conversant about using the language. It is indispensable to create awareness and congenial atmosphere on the part of a teacher. The following are the different ways to improve lecture.

 To manage intersperse lecture with opportunities to challenge and discuss what is being delivered. In case of critical problem, he needs to synchronise and simplify it so that the actual topics become easy and understandable.
 To break the students into groups for exercises which develop lecture themes and need to be reported back and analysed. Specifically, in presenting nuclear and magnetic topics, he needs to show it with necessary apparatus and relevant calculations.
 To use case studies, which challenge students to apply the teaching, they are being given. Normally, chapter wise topics are needed to diversify to present the topics on practical themes and critics.
 To use Video record teaching sessions and analyse progress and results.
 To use role-plays to demonstrate examples of what is said in lectures.
 To split into teams which analyse the days lecture theme and give a resume of it on same / next day.
 To be prepared to facilitate and contribute to discussions and help groups prepare feedback.
 To develop feedback techniques on what a teacher observes groups doing.
 Self will agent

Regarding the teaching method, the following are important to apply in teaching the students virtually.
 Telling is not teaching
 Age is not a bar to learn
 Meaningful learning experience
 Voice, image and body use
 Practically oriented way of teaching
 Repeat, Recap and Review
 Mnemonics
 Visual Hearing and Feeling and F-ULLER

In view of the above, a good teacher selects any method to teach the students but according to Franchise Bacon, most of the good teachers select the sixth Rule of teaching that is ‘ Repeat, Recap, Review ‘ which is the most important one to make the teaching vitally effective, meaningful, fruitful and up to the mark

The reasons in support of the argument are stated as follows.

Repeat: According to Franchise Bacon, ‘when you tell something in the class to a group of students, it is only a saying but when you recapitulate it, repeat it and ask the question on the progress, it will be interacted and if you further emphasize the concept, they will be conversant with the relevant knowledge’. Indeed, incase of delivering an important message, if it is stated once-only 10% will be memorized but if it is stated 6 times then 90% are memorized after one year. So, reiteration/repetition is the most important tools for the teaching to make the topics rememberable. If the message is not remembered and understandable then the whole thing will be treated as useless.

Recap: It is generally meant by recap to go over again the vital point of the relevant contents. Using FULLE-R and VHF for better memorization can do the recap. As the first events are best memorized so to start with big message. Thereafter unusual event like cartoon, exercise etc. be used. Thirdly, linked event, here mnemonics or analogy can be used and lastly to end with big messages of fascination towards the topics. In this context, summing up the ideas to arrive the conclusion that is the gist in question to be communicated to the students as a good communicator of the teaching course. We should remember one thing that ‘ Telling is not teaching; we need to make teaching active and interesting; get students involved; see it from the student’s view; we should use VHF and FULL-R. According to Commoneus, a famous educationist, for an effective teaching, ‘only lecture is immaterial but in order to ornament it for better memorization, ideal approach, demonstration, visual display and varieties of attractions of the students are needed’

Review: A proverb always goes like ‘ To err is human’. It is human nature to forget the things/message, which is not reviewed that are we losing what we don’t review. To review we are to regularly sum up where we have reached and invited questions.
At the end of every topics if the teacher repeats, recap and review, ask questions and help them to answer properly, the trainees will be more motivated and conversant with the subjects and grasp it properly so that teaching will be effective and fruitful.

In view of the above, it is obvious that the role of teachers for science education cannot be ignored. The expansion of science fair is inevitable in the domain of practical oriented type of teachings where a student will achieve proper knowledge in creating constructive project work that will be ultimately helpful for the country. If the educational institutions emphasise technological aspects on science, the integrity to work in the field of science and its application of science fair will be enhanced intensively. As a result the country will be much benefited in due sense of technology.

About the Author

Kh. Atiar Rahman’s articles are based on real life situation. he has worked hard to present his theme on the relevant topics with utmost efforts.He has many publications in national and International Media.
He was born in the former Kushtia district in 1955

The project has been jointly undertaken by the National Council of Science and Technology Communication (NCSTC), Ministry of Science and Technology; Unesco, Central Institute of Education (CIE), Delhi University; and Society for Education and Social Development (SESD). The project also has an active involvement of experts from the National Council of Educational Research and Training (NCERT), Homi Bhabha Centre for Science Education (HBCSE) Mumbai, Delhi University Centre for Science Education and Communication, Institute for Life Long Learning (ILLL) Delhi University, Jamia Milia Islamia University, colleges of Delhi University, IP University, Ignou, DIETS, schools of Delhi, among others.

While announcing the launch of the project, Warren Mellor, director, Unesco, said that the outcomes of the project would have an impact not only at a national level but in other countries as well. On teacher education, Mohd Akhtar Siddiqui, chairperson, National Council for Teacher Education (NCTE), emphasized that it’s the teachers who make all the difference in making a subject interesting and not textbooks or curriculum, hence, they need to be empowered. “This project would validate the science resources and also popularize them across the country,” he added.

The focus of the project would be to pedagogically evaluate the sampled science kits from sources like department of science and technology (DST), HBCSE, NCERT and to enrich them further. The kits would be accompanied by manuals/handbooks and ICT backup so that it can be further disseminated. These packages would be tried out with teacher educators, teachers and students in schools of Delhi, to begin with, and also with community based organizations.

Elaborating further, US Sharma, general secretary, Society for Education and Social Development, said: “The project will be completed in two phases and we also plan to take it to an international level.”

About the Author

Andrew