The term “cyborg” was coined by NASA scientists Manfred Clynes and Nathan Kline in 1960 when discussing the hypothetical advantages of human-machines in space. Although such cybernetic organisms became the realm of science fiction, efforts to create real-life cyborgs began even before the term was conceived and continue to this day.

· In 1950 José Delgado of Yale University inserted electrodes onto a bull’s brain to gain crude control over its movements. He successfully demonstrated this control in Córdoba, Spain in 1963 when he stood in the path of a charging cyborg bull and steered it away at the last moment.

· The Central Intelligence Agency (CIA) attempted to create its own cyborg in 1961 in Operation Acoustic Kitty, in which a cat was cut open and fitted with an array of wires (one to override feelings such as hunger) and a listening device that utilized its tail as an antenna. The project was disbanded as a failure in 1967 when the cat on its first mission (to eavesdrop on the Soviet compound in Washington, D.C.) was killed by a moving taxi sending more than five years of intensive training and $15 million down the drain.

Afterwards, cyborg research remained dormant until the late 1980s, picking up steam a decade later. By this time, science and technology had advanced significantly, especially with the miniaturization of devices and components.

As cybernetic technology is further developed and refined, the seamless synthesis of organic and artificial parts is likely to become widespread requiring modification of basic definitions of life and its associated rights, creation of applicable international protocols and an adjustment in thought perceptions. Cybernetic technology is likely to have three major applications:

Military/Intelligence/Law Enforcement:

Early efforts involving animal experiments were primarily aimed towards military/intelligence/law enforcement applications. A few of the notable experiments are listed below:

· Per an article by Bill Christensen of Technovelgy.com (Jack Into A Cat’s Brain) scientists successfully produced a video of a recognizable moving scene as observed through a cat’s eyes in 1999. This was accomplished through the use of electrodes that simultaneously recorded and catalogued responses in the lateral geniculate nucleus (LGN) and 177 selected brain cells of a sharp-eyed cat. Though the images were not as sharp as those seen by human eyes and recorded by camcorders, technology continues to improve. In the near future adjustments will likely enhance clarity and quality of feline vision and cats selected for surveillance operations may even have their natural eyes replaced with cybernetic devices equipped with miniature cameras (a moral concern).

· In 2002, a team led by John Chapin at the State University of New York (SUNY) created cyborg rats by implanting electrodes on their brains. They were then trained to move in accordance to impulses delivered via the electrodes and to seek specific scents (e.g. human, explosives, exploding dye, etc.). When tested, each cyborg rat was fitted with a tiny camera to provide indication of mission success. The rats were then successfully guided to a specific location via radio-controlled impulses. Afterwards, the implants were powered down and as soon as the rats realized they were free of their control, they went into a sniffing mode and successfully identified the source of a target odor. The process took only a few minutes and was successfully duplicated in additional tests.

· In 2005, a team of scientists led by Su Xuecheng at the Shandong University of Science and Technology in Qingdao, China, successfully controlled pigeon flight (direction and ascent/descent) via wireless signal transmitted to electrodes implanted onto their brains from a laptop computer. Similarly, in 2006, Jelle Atema of Boston University controlled directional movement of a spring dogfish (a small type of shark) via a neural implant that stimulated the left or right olfactory area of its brain.

In light of such success, the U.S. Department of Defense (DoD) and U.S. Defense Advanced Projects Agency (DARPA), the latter which has been disbanded, have also made significant progress. The latest phase of the DoD’s efforts – the development of Hybrid Insect Micro-Electro Mechanical Systems (HI-MEMS) – is focused on “small” (to create inconspicuous cyborgs) and reliance on insect flight, which is unmatched with regard to agility. Experiments have been conducted on beetles, flies and moths.

Since 2008 several milestones have been accomplished:

· Tobacco hornworms fitted with miniature electronic implants survived and grew into adult Manduca moths with no complications. X-rays unveiled at the 2008 Micro-Electro Mechanical Systems (MEMS) conference held in Tucson, Arizona showed good tissue growth around probes that had been implanted where abdominal segments would have grown during the larval stage after a portion of their thorax was removed to make room for the implants. Hookworms fitted with cybernetic devices showed no signs of complications, adverse impairments or rejection during metamorphosis.

· A video, created at the Boyce Thompson Institute in Ithaca, New York documenting successful control of moth flight was also shown during the 2008 MEMS conference. Moth movement was controlled by a series of 5-volt shocks that stimulated their wing muscles delivered via tethered wires. Uniform stimuli determined wing-speed resulting in ascent/descent while stimuli applied to wing muscles on one side or the other determined direction.

· A similar process used by a team of researchers led by Michel Maharbiz of the University of California (UNC) Berkeley succeeded with Green June Beetles. Negative impulses from neural implants (transmitted via tethered wires) activated the beetles’ wings resulting in ascent; positive impulses halted their wing movement resulting in descent. Lift and descent were controlled by rapid switching between the two types of impulses. At the same time, directional control of beetle flight was achieved in two ways – via a mounted LED in front of their eyes and by impulses to either its left or right basilar muscle.

· The same UNC Berkeley team unveiled a wireless system that successfully controlled Rhinoceros Beetle flight during the 2009 MEMS conference held in Sorrento, Italy.

The present objective of the DoD funded research is to create insect cyborgs that can be remotely controlled from at least 100 meters away, directed to land within a maximum of 5 meters from a target subject, and remain there until directed to leave. When this is successfully mastered (overcoming barriers such as high winds), miniature cameras can be implanted for surveillance, sensors to detect biological, chemical, or radiological agents, and tiny weapons (utilizing potent poisons and hallucinogenic drugs) to attack potential targets.

Medical:

The second major application of cybernetic research is to develop technology to medically restore or enhance human capabilities (e.g. vision – limited with regard to distance, viewing and small objects, etc.; communication – limited to speech and writing).

In 2002, Kevin Warwick, a leading expert on cybernetic technology became the world’s first human cyborg (documented in I, Cyborg, University of Illinois Press, Chicago, IL, 2004) in an effort to facilitate research aimed at these objectives. A 3-millimeter-wide silicon square with 100 electrodes was implanted into his wrist to enable scientists to interpret nerve signals arising from movement and sensation with the hope of providing breakthroughs for the paralyzed.

Cybernetic technology is, at a minimum, from a medical standpoint, being directed at several areas. A summary of progress and future aspirations for these areas is listed below:

Sight:

· In February 2007 Gingersnap, a 4-year-old Abyssinian cat suffering from a condition similar to retinitis pigmentosa (an incurable genetic disease that attacks the eye’s photoreceptor cells leading to blindness) was implanted with 2-millimeter-wide artificial silicon retina (ASR) chips (each covered by 5,000 microphotodiodes that react to light. When these microphotodiodes react, electric signals are sent through the eye’s optic nerve to the brain allowing it to detect light impulses) manufactured by Optobionics to preserve her vision. As technology improves, additional data will likely be able to be transmitted enabling the brain to decipher complete images.

· Retinal implants are currently in use to combat macular degeneration (a disorder that results in loss of vision in the macula located at the center of the eye, which makes it difficult to see fine details).

· Contact lenses called “I, Contact” that interface with a computer mouse, in which eyeball movement controls cursor movement, have been developed to assist the disabled.

· Researchers at the University of Washington, having developed contact lenses with electronic circuits and red-LEDs, are working on lenses (ultimately to be powered by human neural electrical activity) that could one day provide tele/microscopic vision, enable people to view the infrared portion of the light spectrum, take pictures, make videos, and even superimpose images accessed from the Internet via WiFi.

Hearing:

· More than 100,000 profoundly deaf people currently use a bionic ear (cochlear implants that rely on a direct neural connection) that stimulates hearing nerves in the inner ear to understand speech and other sounds. Research is currently focused on enabling cochlear implant users to differentiate between speech and other background sounds.

Mind-Controlled Mobility:

· Although research to provide mobility to and the ability for quadriplegics (that make up about 1.25 million of the world’s population) to operate major appliances such as a television and computer is still in its infancy, significant progress is being made.

o In 2008 a monkey successfully moved a robotic arm via neural implants. In another instance, a rhesus monkey (Idoya) located in North Carolina operated a robot in Japan through thought alone as part of the Computational Brain Project led by neuroscientist Miguel A.L. Nicolelis with researchers at Duke University Medical Center and Japan Science and Technology Agency.

o Researchers at Osaka University in Japan are currently working with four human test subjects, each of whom has had an electrode sheet placed directly on their brain so that they can determine the brain wave activity associated with arm, elbow, and finger movement to discern intended activity to allow mind-controlled movement of future prosthetics. Currently the researchers can determine intended activity with greater than 80% activity.

o At the same time, European scientists have created a non-intrusive brain-computer interface (BCI) (though still in the research and development stage), that utilizes human brain activity and imbedded artificial intelligence to operate devices (e.g. computers, wheelchairs, artificial limbs). BCIs will eventually afford quadriplegics mobility and skills once unimaginable.

Cybernetic Limbs:

· Synthetic parts are routinely used for hip and knee replacements. With regard to the latter, a newly developed knee (presently under limited release in the United States and the Netherlands) that synchronizes motion with a user’s natural leg is so effective that its recipients can easily get up, climb stairs and even engage in extreme sports.

· An arm, dubbed the “Luke Arm” after Luke Skywalker’s character in Star Wars, was developed in which movement can be controlled by nerves, muscles, and Bluetooth®-activated shoe pads enabling armless users to eat, pick up tiny objects and utilize their prosthetic arms and hands in the same way people use natural arms and hands.

· An Australian woman was fitted in 2009 with the world’s first fully functioning artificial finger that can curl and grip like a natural finger through utilization of nerve endings.

· Research is ongoing to find a way to graft metal to bone so that skin can be grown around it creating combination synthetic/biological parts.
· Efforts are also being made to give prosthetic devices artificial intelligence in which micro-implants into muscles and nerves will enable users to move their new limbs solely by thought (consistent with human control of natural limbs).

Cardiac Treatment:

· Ventricular Assist Devices (VAD) are currently in use by patients who although they have some heart function, require artificial assistance to sustain their lives.

· Artificial hearts have been developed with the CardioWest temporary Total Artificial Heart (TAH-t) and AbioCor Replacement Heart having been approved for human use by the Food and Drug Administration (FDA). However, research and development is ongoing for a permanent device. Presently artificial hearts have been generally used on a temporary basis (until a donor heart could be found) with a few exceptions. In one such exception, a patient survived 512 days with an AbioCor device.

Alzheimer’s/Parkinson’s Disease and Epilepsy:

· Per the BBC (13 August 2008) researchers (in 2008) at the University of Reading, in Reading, UK created a multi-electrode array consisting of about 300,000 neurons extracted from a rat fetus to control robotic movement. The cells, kept separate from the robot in a temperature-controlled container (filled with a pink broth solution) fitted with electrodes communicated via Bluetooth® short-wave radio. The objective is to gain a better understanding of neurons with the hope of discovering effective treatments for Alzheimers’s, Parkinson’s Disease (both debilitating neurological disorders; Alzheimer’s adversely impacts memory while Parkinson’s disease is characterized by muscle rigidity, tremors, slowed physical movement, and impaired speech and involuntary functions), and epilepsy (a common neurological disorder characterized by repeated, spontaneous seizures).

Robotics/Computer Technology:

Future robots and computers are likely to utilize living and non-living components alike. Potentially, this could be extremely problematic if such technology is applied in a malevolent or unethical way since it could lead to a new generation of slaves. Accordingly, international protocols (including those pertaining to the ethical treatment of animals) and other safeguards will be required to address these issues as cybernetic technology evolves.

In the meantime, a team of scientists led by Charles Higgins of the University of Arizona Tucson is seeking to transform insects into “high-level sensory robotic controllers [since] artificial vision (which is costly) [currently] can’t beat living systems, which are honed to recognize objects or detect motion”[1]

At the same time, scientists at IBM’s Almaden Research Center and the California Institute of Technology are in the process of developing a new generation of microprocessors that utilize living DNA with the objective of creating smaller, faster, and cheaper devices.

Conclusion:

Cyborgs, once relegated to science fiction have become scientific reality providing vast military/intelligence/law enforcement, medical, and technological prospects. If cybernetic technology is used benevolently and ethically where human thought remains the primary driver in lieu of imposed mind-control, it will open new windows of opportunity – providing greater freedom and improved standards of life, to quadriplegics trapped in their own bodies, to the blind imprisoned in a world of darkness, to the deaf confined in a prison of silence, and to people who with age or injury, will need seamless synthetic replacement parts for those worn down or destroyed. It will also expand human capabilities with regard to speed, sight, communication, and endurance. Finally, when such technology gains widespread acceptance and use, it is likely that the majority of the human race will be cyborg, though not in the way envisioned by science fiction.

_________

[1] The cyborg animal spies hatching in the lab. New Scientist. 6 March 2008.

Additional Sources:

Amanda O’Brien. One giant leap for robokind: cyber limbs. The Australian. 15 August 2009.

William Sutherland is a published poet and writer. He is the author of three books, “Poetry, Prayers & Haiku” (1999), “Russian Spring” (2003) and “Aaliyah Remembered: Her Life & The Person behind the Mystique” (2005) and has been published in poetry anthologies around the world. He has been featured in “Who’s Who in New Poets” (1996), “The International Who’s Who in Poetry” (2004), and is a member of the “International Poetry Hall of Fame.” He is also a contributor to Wikipedia, the number one online encyclopedia and has had an article featured in “Genetic Disorders” Greenhaven Press (2009).

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In the field of Science and Technologies many things have been manufactured e.g Television, computer, phone etc

Medically, some apparatus like thermometer, Barometer, and lots more have been produced for use.

Science Knowledge is Important to Man and his environment.

Science knowledge is useful in many areas industries, Laboratories etc

ITS IMPORTANCE IN INDUSTRIES

It is used in producing some chemical which are used in the industries.

Its also help in the production of some domestic chemicals e.g in pesticides and many other acids for domestic and industrial uses.

And nowadays people have discovered a way of using Solar energy in industries and domestically. All the materials used in manufacturing this things are created through the knowledge of science and technologies. In Manufacturing of Electricity science and technology knowledge is used, and talking of electricity, its something people cannot do without.

It is useful at home, offices, industries etc…

And it is one of the factors to consider in choosing industrial location, because electricity is very important thing for use domestically and industrially.

People would agree that science and technology are great of importance in the universe and in the community of people in this world. Majority of the countries in this international community are trying continuously to increase their annual budget for science and technology. This development clearly suggests that decision-makers both in government and private sector industry are strongly convinced of the importance of developing science and technology.

Read more at http://www.projectdonetoday.blogspot.com

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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.

To find out more about North West Science and Technology, and Research Institues, please visit www.NorthWestScience.com

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Although women make up approximately 50% of the general work force in the U.S., they only represent 9% of workers in the science and engineering community. With such a low percentage of female interest, the government is expecting increased worker shortages through the first decade of the 21st century for the information technology (IT) industry.

The core worker in the IT industry are computer engineers, systems analysts, programmers and computer scientists, which includes database administrators, computer support personnel and all other computer scientists. These are all careers that relate directly back to high school math and science, in addition to computer science studies.

Growth projections by The Bureau of Labor Statistics’ indicate that the current graduation rate of those in undergraduate computer, information sciences and technology programs aren’t high enough to sustain the industry’s growth. In addition, they acknowledged that the even greater decrease of women into the computer science pipeline will have a profound effect on the industry.

These researchers believe that the low representation of women in computer science at the undergraduate level is inherited from the secondary school level, where girls do not participate in computer science courses and related activities as much as boys. Although girls are often well represented in earlier computing courses, they shy away from advanced courses. One possible reason for this is because of the increased focus on the technical and math course requirements.

This leads us back to math and science studies in elementary and high school, and yet another growing concern within the scientific community.

We currently believe that our nation’s future economic prosperity and global competition depends on both scientific progress and our adaptability in the fields of science, technology and engineering. As our society shifts from a resource-intensive society to a knowledge-intensive economy, it is critical for all of us to develop the knowledge and skills needed to contribute to this new community.

With this in mind, knowledge of math and science has now become essential for those pursuing a high-status and well-paid job in our new technologically advanced workforce.

Again, the science community is concerned that industry growth in the early 21st century will far out pace that of graduates. Once again, research has suggested that the root of this problem can be traced back to elementary and high school classrooms.

In going back to the classroom, a study by the National Assessment of Education Progress discovered that girls score below the national mean on all science achievement items and express negatives attitudes towards science. The study acknowledged that societal, education and personal factors all contribute to this funding, but stressed that differences within the science classroom may be one of the biggest contributing factors.

So what factors are discouraging girls from excelling in math, science and computer science studies in high school? Research has shown a number of different issues that need to be addressed. They believe that girls are not presented with adequate information about science-related career opportunities and their prerequisites, and that high school counselors often do not encourage further courses in math and science. In addition, texts, the media and many adults often project sex-stereotyped views of science and scientists.

A lack of development of spatial ability skills may also be an issue, which could be fostered in shop and mechanical drawing classes. Girls also have fewer experiences with science activities and equipment, which are often stereotyped as being masculine.

In order to encourage girls in the pursuit of math and science, teachers are encouraged to maintain well-equipped, organized and perceptually stimulating classrooms, use non-sexist language and examples, include information on women scientists and stress creatively and basic skills and provide career information.

In addition, math and science teachers should use laboratories, discussions and weekly quizzes as their primary modes of instruction or teaching strategies and supplement those activities with field trips and guest speakers. If possible, teachers should also encourage parental involvement.

Studies have also shown that teachers, both male and female, who were successful in motivating girls to continue to study science, practiced what is called “directed intervention”. They asked girls to assist with demonstrations, which required these students to perform and not merely record, in the laboratories, and in science-related fieldtrips.

When it comes to computer science studies, a similar approach can be taken. Although these studies do involved math, programming and technical issues, computer science educators need to be aware that working with computers involves much more than that. It also requires fully developed verbal and interpersonal skills – an area in which girls tend to excel at.

In order to attract more girls to the study, teachers should concentrate on applications and not just on math or programming. That’s because girls generally don’t get as excited about computers for their gadget value, as boys do. Instead, girls become more interested and engaged when technology is discussed in terms of it’s usefulness for problem solving.

Computer science educators should also impart to girls the important need for women in the industry and outline more career options. For example, jobs are not just limited to programming; individuals are needed to help solve business problems with technology solutions. The industry itself is focused on solving problems, and developing solutions to help business continue to grow.

Conclusion:

By introducing science, math and computer science in a positive manner to girls in all levels of education, we may be able to turn the tide and see more and more women choose careers in these important fields. If we truly believe children are our future, now is the time to ensure that they have a place in the future we have created.

Valerie Giles owns and operates Cyber-Prof: Teacher Resource Site an educational web site that specializes in resources for school and teacher supplies . Free stuff for teachers, teaching strategies, K-8, educational toys and games, back to school, classroom technology and home school curriculum. http://www.cyber-prof.com

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Today, classroom teachers may lack personal experience with technology and present an additional challenge. In order to incorporate technology-based activities and projects into their curriculum, those teachers first must find the time to learn to use the tools and understand the terminology necessary for participation in projects or activities. They must have the ability to employ technology to improve student learning as well as to further personal professional development.

Instructional technology empowers students by improving skills and concepts through multiple representations and enhanced visualization. Its benefits include increased accuracy and speed in data collection and graphing, real-time visualization, the ability to collect and analyze large volumes of data and collaboration of data collection and interpretation, and more varied presentation of results. Technology also engages students in higher-order thinking, builds strong problem-solving skills, and develops deep understanding of concepts and procedures when used appropriately.

Technology should play a critical role in academic content standards and their successful implementation. Expectations reflecting the appropriate use of technology should be woven into the standards, benchmarks and grade-level indicators. For example, the standards should include expectations for students to compute fluently using paper and pencil, technology-supported and mental methods and to use graphing calculators or computers to graph and analyze mathematical relationships. These expectations should be intended to support a curriculum rich in the use of technology rather than limit the use of technology to specific skills or grade levels. Technology makes subjects accessible to all students, including those with special needs. Options for assisting students to maximize their strengths and progress in a standards-based curriculum are expanded through the use of technology-based support and interventions. For example, specialized technologies enhance opportunities for students with physical challenges to develop and demonstrate mathematics concepts and skills. Technology influences how we work, how we play and how we live our lives. The influence technology in the classroom should have on math and science teachers’ efforts to provide every student with “the opportunity and resources to develop the language skills they need to pursue life’s goals and to participate fully as informed, productive members of society,” cannot be overestimated.

Technology provides teachers with the instructional technology tools they need to operate more efficiently and to be more responsive to the individual needs of their students. Selecting appropriate technology tools give teachers an opportunity to build students’ conceptual knowledge and connect their learning to problem found in the world. The technology tools such as Inspiration® technology, Starry Night, A WebQuest and Portaportal allow students to employ a variety of strategies such as inquiry, problem-solving, creative thinking, visual imagery, critical thinking, and hands-on activity.

Benefits of the use of these technology tools include increased accuracy and speed in data collection and graphing, real-time visualization, interactive modeling of invisible science processes and structures, the ability to collect and analyze large volumes of data, collaboration for data collection and interpretation, and more varied presentations of results.

Technology integration strategies for content instructions. Beginning in kindergarten and extending through grade 12, various technologies can be made a part of everyday teaching and learning, where, for example, the use of meter sticks, hand lenses, temperature probes and computers becomes a seamless part of what teachers and students are learning and doing. Contents teachers should use technology in ways that enable students to conduct inquiries and engage in collaborative activities. In traditional or teacher-centered approaches, computer technology is used more for drill, practice and mastery of basic skills.

The instructional strategies employed in such classrooms are teacher centered because of the way they supplement teacher-controlled activities and because the software used to provide the drill and practice is teacher selected and teacher assigned. The relevancy of technology in the lives of young learners and the capacity of technology to enhance teachers’ efficiency are helping to raise students’ achievement in new and exciting ways.

As students move through grade levels, they can engage in increasingly sophisticated hands-on, inquiry-based, personally relevant activities where they investigate, research, measure, compile and analyze information to reach conclusions, solve problems, make predictions and/or seek alternatives. They can explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge. They should describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research. They should explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

Students need grade-level appropriate classroom experiences, enabling them to learn and to be able to do science in an active, inquiry-based fashion where technological tools, resources, methods and processes are readily available and extensively used. As students integrate technology into learning about and doing science, emphasis should be placed on how to think through problems and projects, not just what to think.

Technological tools and resources may range from hand lenses and pendulums, to electronic balances and up-to-date online computers (with software), to methods and processes for planning and doing a project. Students can learn by observing, designing, communicating, calculating, researching, building, testing, assessing risks and benefits, and modifying structures, devices and processes – while applying their developing knowledge of science and technology.
Most students in the schools, at all age levels, might have some expertise in the use of technology, however K-12 they should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

Rapid developments in the design and uses of technology, particularly in electronic tools, will change how students learn. For example, graphing calculators and computer-based tools provide powerful mechanisms for communicating, applying, and learning mathematics in the workplace, in everyday tasks, and in school mathematics. Technology, such as calculators and computers, help students learn mathematics and support effective mathematics teaching. Rather than replacing the learning of basic concepts and skills, technology can connect skills and procedures to deeper mathematical understanding. For example, geometry software allows experimentation with families of geometric objects, and graphing utilities facilitate learning about the characteristics of classes of functions.

Learning and applying mathematics requires students to become adept in using a variety of techniques and tools for computing, measuring, analyzing data and solving problems. Computers, calculators, physical models, and measuring devices are examples of the wide variety of technologies, or tools, used to teach, learn, and do mathematics. These tools complement, rather than replace, more traditional ways of doing mathematics, such as using symbols and hand-drawn diagrams.

Technology, used appropriately, helps students learn mathematics. Electronic tools, such as spreadsheets and dynamic geometry software, extend the range of problems and develop understanding of key mathematical relationships. A strong foundation in number and operation concepts and skills is required to use calculators effectively as a tool for solving problems involving computations. Appropriate uses of those and other technologies in the mathematics classroom enhance learning, support effective instruction, and impact the levels of emphasis and ways certain mathematics concepts and skills are learned. For instance, graphing calculators allow students to quickly and easily produce multiple graphs for a set of data, determine appropriate ways to display and interpret the data, and test conjectures about the impact of changes in the data.

Technology is a tool for learning and doing mathematics rather than an end in itself. As with any instructional tool or aid, it is only effective when used well. Teachers must make critical decisions about when and how to use technology to focus instruction on learning mathematics.

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In India, there are countless number of leading universities, such as IITs, Private Institutes, State Level Engineering Colleges and Regional Engineering Colleges that are engaged in making the career of future computer and IT engineers.

The demand of Indian Computer Science and IT Professionals is increasing day by day on a worldwide level. That’s why in a current scenario becoming a computer science and IT professional is a dream of many a young youth of India.

There is a broad spectrum of computer training comes under the study of computer science and information technology. When it comes to finding computer science schools, anyone has to go through a deep research that sometimes open different choices to the users. Computer courses can offer high-tech training for professional certification and several levels of college degrees in computer technology and computer science. It is completely up to you whatever you decide.

The main purpose of computers and IT colleges and institutes in India is to design programmes in a way that can prepare future network engineers, programmers, computer technicians and others for professional employment in the computer sciences field. A huge range of computer technology is covered under the study of computer sciences, so anyone should think think about his/her ultimate goal before enrolling himself/herself in any computer science courses.

If you are one of them who are looking for professional certification in one area of computers and information technology, you can find a number of colleges and institutes in India that provide computers and IT education. Among them, there are some institutes that demand for previous experience or training in computers and information technology. There are also some colleges that allow you to start from scratch.

If you are one of them who always seek for getting an advanced position in computer networking or information technology, you will have to find complete information about all college degrees in computer science. Some highly respected degrees of this field are Master of Science Degrees (MS),Bachelor of Science Degrees (BS) and Associate of Science Degrees (AS). The terminal degree of this filed is Doctorate of Science in Computer Science offered by renowned and widely-known universities in India. The higher degree you have, the more salary will come into your hand.

You can also include some business courses along with your computer and information technology education, if you are thinking to pursue your career in management, office administration or business technology.

There are a huge number of widely-renowned computers and IT colleges and institutes in India offering excellent computer science and information technology education required to be a computer and IT professional. You can get this education by enrolling yourself in any of the top colleges and institutes. These colleges and institutes help you to earn a diploma or a degree course according to you potential and skills by practicing them as professional.

Some colleges that offer excellent and specialized computer science and information technology courses and fellow programs are Amrita Institute of Computer Technology, Bankatlal Badruka College for Information Technology, Academy of Computer Technology, B.I.I.T. Heights Institute of Information and Technology, Baba Saheb Ambedkar Technical Educational Society, Alakananda Computer Training Centre, Department of Computer Science, Godavari Institute of Information Technology, etc. Some other institutes are A.J. College of Science and Technology, Axis College of Economics and Commerce, Academy of Computer Studies, Allahabad Agricultural Institute Deemed University, Banaras Hindu University, etc.

Shefali Roy is a webmaster of latestt.com. Here u can get the information related to career options and computers and IT colleges in India. For more details visit latestt.com

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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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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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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.

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