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29 Jan

Elementary Science Projects For Parents Who Aren’t Rocket Scientists

Elementary Science Projects are often the first introduction that a parent has to the wonderful world of school projects. The first science project is the perfect time for a kid to be amazed at the way things work in the world around us. Learning about stuff like friction, static electricity and fire is fascinating and fun. Often, however, the process of deciding on a topic, finding a project, and getting it to work leads to frustration for parents and students. Somewhere between the fun and the fair, the fun often evaporates with that first science project. It shouldn’t be that way! A science project should be a wonderful time of discovery and learning for a parent and child.

But what if you’re like most parents, and are not a rocket scientist? How can you choose and help your child do a good, if elementary, science project?

Before you discuss it with your child, do your homework. If your elementary school child has been assigned a science project, you already know that your biggest step is choosing a topic. Don’t make the mistake of being too broad and asking your child, “Do you want to do a project about electricity?” Find some specific projects that follow guidelines of your science teacher or science fair. Then, describe the project in exciting terms. “Here’s a cool project about how yeast has enough gas – yes, that kind – to can blow up a balloon!” or “You take the shell off an egg in this project and then bounce the egg on the floor!”

While looking for an experiment, keep in mind that many teachers require that a science project follow the scientific method, even when doing an elementary school science project. That means your child has to come up with a question, do research, state an hypothesis, list independent and dependent variables, test the hypothesis, chart results and declare a conclusion. (Did you feel the fun start to go away?!)

It’s also important not to choose a science project so complicated that the child is only a spectator. Find an experiment that allows the child to participate, to understand the scientific principles, and to have fun!

Yes, we know how difficult this can be. We have four sons, and have done more science projects than we can count. We’ve encountered more than our share of problems, and made lots of mistakes. But somewhere along the way, we started to figure it out! We began to come up with project ideas that met the teacher’s standards, yet were easy to do, affordable, interesting and fun. We’ve written a free guide called, “The Non-Scientist Parent’s Guide to Science Fair Projects”, which will walk you step by step through the whole science project process. Get your copy of the guide at http://www.24HourScienceProjects.com, and we’ll help you and your child discover how easy and fun that it can be to do an elementary science project!



Source by Kayla Fay

26 Jan

Indian Head Massage Courses – The Pros and Cons You Will Face When Choosing Between Them

Indian head massages have been around for over a 1000 years. It seemingly grew up in Asia and was used by women to groom each other’s hair and has matured and grown into an extremely popular form of therapy that alleviates tension/stress and improves circulation in the upper back, neck, scalp and face – fantastic for combating the stresses and strains of the modern lifestyle – not a limit of potential clients! It is convenient for the client also, as they don’t even have to undress. So if you want to learn this therapy by undertaking one of the many Indian head massage courses, how might you go about it? What entrance requirements do you need to meet? What could the course involve?

Not sure if Indian head massage courses are for you? – well you could take an introductory course. There are a number of beauty and massage therapy schools that cater for this need. Normally if you can stand and use your hands there are not any other entry requirements to get on one of these therapy courses. Typically you attend over a few weeks in the evenings and by the end can answer simple questions about the anatomy of the skull, show a level of competence when massaging a subjects head, use all the basic therapeutic strokes and explain the origins of the therapy. These are not tough courses that result in any form of accreditation and to actually go into practise you would need to undergo further courses.

This massage therapy can be learned around your life with both in house massage therapy schools and distance learning schools providing courses. Indian head massage courses are usually directed to the already qualified therapist who wants to add more strings to his/her bow. However don’t let that frighten you off if you are only starting out, because you might be able to do other courses alongside (see later).

Distance learning is typically studied through videos, text books and practicing on relatives/friends whereas in house school training involves practical demonstrations and frequent practice with fellow students along with lectures and self centred learning. Because the in depth courses challenge you more, you will have to prove you are capable by meeting certain entrance criteria, so what are they likely to be?

Because you will need to study things like anatomy, physiology, psychological etc you will be expected to show you can cope with the level of academia, but occasionally you will need to prove at least you already have a qualification in this area. You might also have to have a completed course on health and safety under your belt for example. To get on Indian head massage courses, you will need to be extremely well presented and possess great communication skills. Often you will find that the Indian head massage courses will be targeted at post graduates of hairdressing, beauty or holistic therapy but if you are not, then you might be able to still attend the course if you undertake another related qualification at the same time.

The examining at the end of Indian head massage courses is likely to come in various forms from written papers and assessments to formal practical exams when you might have to prepare and perform a massage on a paying client who helps rate you. You will need to demonstrate understanding also of the types of oils/lubricants you use and how you would adapt techniques depending on the condition an individuals hair and skin. Also you are likely to be tested on your aftercare advice and might need to produce a portfolio. Finally additional expense over and above the cost of the course could be the textbooks and a uniform for practical sessions.



Source by Antony B Williams

23 Jan

Reasons For the Slow Growth of Entrepreneurs in India

The definition says, Entrepreneurs assemble and allocate resources including innovations, finance and business acumen in an effort to transform innovations into economic goods. The saying goes like “Take the plunge and lead the way”. An entrepreneur is definitely not afraid to take the plunge.

Why is the Indian entrepreneurship scene so grim?

There are many obstructions that ail a budding entrepreneur in India. That’s not to say that there aren’t any entrepreneurs in India. It is just that the number is of entrepreneurs springing up is not that encouraging a figure.

Let us look into some of the reasons.

1. Lack of family support: This is an issue that’s plaguing entrepreneurs worldwide more so in India because of the stronger family ties that we Indians have. Family support is always absent in cases. Parents always prefer their progenies to take up a standard 9-5 job rather than take up a risky business venture where there is absolutely no guarantee that the venture will work out and there is always a very high level of risk involved.

2. Government regulations: The few ventures that break free from the shackles of the usual problems get entangled in the antiquated policies of our government. The very fabric our administrative system hinders the organic development of entrepreneurial ventures.

3. Lack of Internet penetration in India: World over the majority of the innovations occur in the internet space. In India the internet usage percentage stands at a meager 5% and this is number makes it really difficult to bring in money and the few entrepreneurial ventures that actually get graced by venture capitalists run in to problem later on during the course of operation.

4. Indian education system: The main reason there is very low innovation in this field is because of our educational system. Right from its inception our educational system has hardly had any focus on innovation. It is like we have been trained in rote learning rather than apply our minds. Without a killer innovative idea there is no way an entrepreneurial venture can sustain itself beyond the initial stages.

There are basically two types of the entrepreneurs

1. Those who come out with a completely new idea

2. Those who bring in a new idea and tweak it for the targeted market.

India being a developing nation hasn’t made much progress in the innovative direction. Since the technology in India is basically playing catch up to the developed countries, there is not much we have achieved in terms of the new ideas.

The most basic way Indian entrepreneurs can succeed is by trying to adopt methods and models that are already successful abroad and adapt it for the Indian market. This will definitely mean a low initial cost. If done well this can definitely lead to really good returns.

Most of all what we really need is to mold young minds and encourage them to think differently. They should be encouraged to let go of their inhibitions and actually take the plunge and tread a path that’s not yet been explored. This has been made possible by the starting of Entrepreneurship courses that are being taken up by colleges at the graduate and post graduate level.



Source by Grove Seey

20 Jan

Education Funding Options

As the cost of higher education continues to rise, many parents and young people struggle with how to cover the cost of college education. Costs of in state and private schools. What are your options when planning for education funding?

529 Plan- These types of plans allow you to contribute after tax dollars that grow tax free. Qualified withdrawals from the plan are not taxed when used for qualified education expenses. You can choose a savings plan that works similar to an IRA, which allows the student to attend a school of his/her choice. Or, you can choose a pre-paid plan that allows you to pre-pay part or all of the costs of an instate public college education.

Life Insurance – Some types of life insurance build cash value and also provide a death benefit. If funded properly, you can access the cash value at the time the child attends college. Keep in mind that accessing the cash value, could also affect the death benefit provided under the policy.

Student Loans- Student loans can be helpful but it is important to remember that students may have to divert funds in the future to repay loans. These are funds that could be used to be used to accomplish other financial goals. If borrowing becomes a necessity, parents could also take a home equity loan and deduct the loan interest at tax time.

Transferring Funds to Children- As of the 2017 tax year, parents and grandparents can gift up to $14,000 to each child without gift tax consequences.

Tax Credits- The American Opportunity Tax Credit and Lifetime Learning Credit are tax credits available to full time students. Household income guidelines do apply, so be sure to check the IRS website to see which option might work better for your family.

Education Savings Account- Parents, guardians, or other qualified individuals can contribute up to $2000 per year on behalf of eligible students under age 18. Withdrawals from the account are not taxable if used for qualified education expenses. All funds must be distributed within 30 days of the participant’s 30th birthday.

The cost of funding higher education can be daunting! It is important to consider many options when thinking about how to fund the cost. All of the above options are various mechanisms available to do so. It is also important to consider what types of grants might be available when selecting educational funding options.



Source by Sara Bruns

17 Jan

Ten Important Classroom Management Tips and Strategies

By now, you have probably already learned that a good classroom management system is responsible for building a positive classroom climate. As a classroom manager, A good classroom manager knows that the benefit of using classroom management strategies can both stimulate and encourage learning.

Using Classroom Strategies for Improving Motivation

When consistently implemented, these strategies can enhance the quality of your own teaching. This can be done in a variety of ways:

– Always aim to model the desire behavior. – Modeling is important for setting the expectations of both behavior and learning procedures.

– Creating opportunities for personal contact with students. – This includes providing tutorials and positive reinforcement whenever needed.

– Taking the student seriously. Students sense when they are taken seriously by the little things a teacher does in the classroom. Teachers can communicate this in a variety of ways using positive reinforcement, communicating expectations, and motivating pep talks.

– Being supportive, encouraging, helpful and available.

– Sharing information and ideas with the students.

– Accepting students’ feelings especially regarding assignments and tests.

Classroom Management Procedures

Effective classroom managers can also use the following classroom management procedures for reinforcing their rules and procedures. Some classroom managers believe that sharing responsibility with students leads to cooperation and a positive classroom environment.

– Allow students to participate in rule setting. This strategy helps with developing their own responsibility as learners and managing their own classroom behavior.

– Allow students input into the daily schedule. This strategy helps them with organizing, prioritizing and planning content of the daily lesson as well as managing their work efforts and contributions to the lessons.

– Allow students to give input about assignments. This strategy helps them to become more aware of how they manipulate their learning.

– Allow students to select their own books to read. – This strategy has important implications for enhancing motivation.

– Allow students to plan and set goals for learning. Students can set two to three goals that they feel will help improve their learning such as handing in homework on time and improving their spelling.

– Allow the student to use self-evaluation procedures. Teachers can provide checklists and rubrics to encourage independent learning.

Building a positive classroom climate includes involving students in on classroom procedures and rules and treating them with respect. If you do these classroom procedures and strategies consistently, you’ll find that the quality of your teaching will shine. So what are you waiting for? Try it!



Source by Dorit Sasson

14 Jan

How To Use Your Time To Create The Life You Want

How you use your time is just one of the variables to success. I’m not talking about the passage of time because time just is. It’s what you do with the time that you have that matters. One of the secrets to success is knowing how much time to spend on the right things at the right time in the right order to get the results you want in your life.

We have so many distractions these days that it’s so easy to be swayed off course. So how do you know when you’re using your time effectively and when you’re not?

1. Get the Balance Right

It’s all about balance. If you feel you’re working too slowly, how can you speed up such that you’re still fully present with the task at hand, you’re minimising errors and you’re in that alpha brainwave state (where you’re fully absorbed in what you’re doing)? If work is coming in at a faster pace than your working pace you know you need to reduce the time you’re spending on tasks or increase your pace.

If you’re rushing around in a state of unhealthy stress (yes there is healthy stress… it’s called moderate pressure!) what do you need to do to slow down and bring a sense of calmness and balance back into your being?

If you’re being drawn away from what you’re doing by social media and time is just passing you by, what strategies and stops do you need to put in place to ensure that you minimise those distractions? It’s all about finding that fine line between speed and pace, between stress and pressure, between distraction and taking a break.

How you view what you’re engaged in at any point in time is key to how successfully you do what you do. It’s about gaining that clarity in your mind. For example if you feel your pace is too slow or to fast on a particular day and you’ve got a long list of tasks to accomplish that day, get clear about why your pace is the way it is.

Look back at what you were doing yesterday. Did you have a full-on day yesterday, or was your day too easy? In which case should you have scheduled in a lighter day today or a more active one? How did you sleep last night? If you spent the night tossing and turning and hardly slept that might be a clue that maybe your body just needs rest today. If you slept soundly last night this is going to contribute to an extra boost of energy for you.

Look at what you’ve been eating over the last few days. If it’s empty calories that give you the feeling of fullness but lack nourishment, this is going to drain your energy levels. If, however, you’ve been taking in food and drink packed with E numbers you may find yourself bouncing off the walls. All of these aspects are going to have an impact on the time you spend, so planning your days effectively taking account of your energy levels is crucial.

2. Understand How You Respond

Another indicator as to whether your life is working for you time wise is how well you’re moving towards what you want in life. A measure of this is how you’re responding at the end of each day to what you’ve achieved… or not. If you feel disappointed because once again you’ve not accomplished what you wanted to achieve, perhaps it’s because once again you’ve unrealistically tried to fit too many tasks into one day.

By asking yourself certain questions about the activities you undertake will begin to give you an understanding of how well you’re using your time. Do you feel your task is too big, too small, too boring? Maybe you’re unclear on exactly what it is you need to do. Perhaps you lack clarity on how you’re going to do what it is you want to do.

3. Prioritize Your Activities

Maybe what’s needed is some time to clearly define your activity, why you’re doing it and to work out a simple strategy that will at least get you moving. Sometimes when you take a few moments to take just these simple steps, your energy levels begin to stabilise because confusion, frustration and uncertainty begin to wane.

Taking some time to simply prioritize your tasks according to their level of importance, timing each one and deciding when you are going to tackle each is an amazingly freeing activity on a mental level that will begin to move you forward. Adopting this more practical approach will also help you to learn more about how you naturally work, and to work in accordance with this.

4. Get Clear on Your Outcomes

The clearer you can be about your desired achievements, the more constructively you’ll find yourself using your time. How to do this is relatively simple:

  • Get really clear on exactly what you want to achieve
  • Map out your strategy for getting there
  • Break your project down into prioritized and timed phases and tasks
  • Get to work!
  • Evaluate on an ongoing basis what’s working and what’s not
  • Make the necessary adjustments along the way
  • Stay open-minded to what success will look like
  • Keep going until you get to where you want to go (or to the closest version of it)
  • Rinse and repeat

It’s a simple system, but it’s not necessarily easy, and a key part of this is how you use the time at your disposal to get to your outcome. When you begin to use your time more effectively by following the strategies above, you can begin to achieve the exact outcomes you want to manifest, and from there start to carve out the exact life you want to live.



Source by Carmen Gilfillan

08 Jan

Why Statistics and Python to Become Data Scientist?

If you are into statistics and python, you can take the right courses to become a data scientist. Data covers numerous machines, such as automobiles, robots and smartphones, just to name a few. The amount of data produced by these units requires the use of specialist tools and procedures for decision-making and analysis. Let’s find out why it’s important to learn statistics and python to be a data scientist. Read on to find out more.

In schools, colleges and universities, python is gaining a lot of popularity as an important programming language. The reason is that this language is agile with a lot of libraries and other supporting material like game development and network automation. The good thing is that the Python eco-system has resulted in a lot of libraries in order to allow data analysis. Therefore, it’s part of data science courses.

The lifecycle of data science: first of all, data science has a lifecycle, which is used to perform analysis all over the world. The purpose of the lifecycle is to offer means to develop hypotheses and then test them.

Python helps run fundamental statistical analysis on a given set of data. And these analyses may include measurements of hypothesis testing, probability distribution and central tendency.

Python also helps find out more about input/output variables and operations through a different sample program. Besides, the program shows how you can name different variables and data types. The good thing about this language is that it has no case statements.

Although it’s not used in data science, the object-based design and analysis is also presented. The purpose of this design and analysis is to organize the programs around the given modules.

As far as the libraries are concerned, the courses may include TensorFlow, keras, scikit-learn, Scipy and Numpy, to name a few. These libraries create the base of data science with the help of Python.

If you need to find out more information, you can check out Data Science Central, which is a great platform. On this site, you can choose from a lot of eBooks to find out more about the topic. They also have a forum section to help you take part in the discussions. This can further enhance your knowledge. Aside from this, a lot of YouTube channels are dedicated for the same purpose. You can check them out.

The good thing is that many of the libraries feature online sandboxes. They allow you to try out the library features. You can follow the tutorials to get started with coding. All you need to do is check out different Python modules to find out more. With the passage of time, you will be able to learn more.

So, this is why Python carries so much importance in the field of data science. If you want to become a data scientist, we suggest that you take the right courses to improve your skills in the field of this programming language called Python. Hopefully, you will find this article helpful.



Source by Shalini M

05 Jan

Gender Differences In Learning Style Specific To Science, Technology, Engineering And Math – Stem

There are gender differences in learning styles specific to science, math, engineering and technology (STEM) that teachers of these subjects should keep in mind when developing lesson plans and teaching in the classroom. First, overall, girls have much less experience in the hands-on application of learning principles in lab settings than boys. This could occur in the computer lab, the science lab, or the auto lab – the principle is the same for all of these settings – it requires an overall technology problem-solving schema, accompanied by use and manipulation of tools, and spatial relation skills that very few girls bring with them to the classroom on day one in comparison to boys.

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].



Source by Donna Milgram

02 Jan

How to Teach Classroom Mathematics

Some years ago, I got appointment as a Head of Pre-Entry Science Course Department at the Technical University in Balgravia. The Department enrolled the best students from different high school of the country. The objective of the Department was to find students’ gaps in their knowledge of science subjects and upgrade them to university standards. It was pleasure to work in an exotic country on such challenging issues and for a such noble goal.

Once, when I passed by a classroom where mathematics was being taught by a colleague, I heard the voice of the students counting: 4 597, 4 598, 4 599…At that time, I did not pay much attention to it. But after three days, from behind the doors of the same classroom, I heard: 13 127, 13 128, 13 129…

“My friend”, I asked Mr. S. soon afterwards on the corridor, “what is happening in the classroom during your math lessons?”

“Well, my students are counting up to a million, he answered.”

“Hmm,” I muttered and went away.

Then, at the staircase, I realized the meaning of his words. I went to my office. Looking at my wristwatch, I counted up to one hundred. I picked up a calculator. I computed that in 50 minutes, they would count up to 5 000, in a week (5 lessons) to 25 000 and at the end of the school year, they would not even reach 800 000 because of holidays and the fact that numbers were getting longer!

I summoned Mr. S. “Do you realize what you are doing with your counting?”

“This is a modern way of introducing a certain concept. First of all, I make my pupils aware of how huge the number million is. Then, secondly, we have great satisfaction in being the first. I believe, so far, nobody has counted up to a million! Today’s world rewards those who are first in anything!
I expect the class to be in the “Guinness Book of Records” and thirdly, I am testing whether pupils can count up to a million! The statement: “I can count up to a million” is worthless until it is proven experimentally, i.e. by the process of actually counting”.

I got upset. “Enough is enough!” I shouted. “I order you to teach according to the syllabus!”

Next day, stealthily, I approached his classroom. The pupils were reciting: 17 999, 18 000, 18 001… I decided to fire Mr. S. Discreetly, I let my superiors know that Mr. S. was probably lunatic. The message was spread. The university community decided that I was against the introduction of modern teaching methods, that I do not understand the outcome based education and that I felt personal animosity towards our colleague. My two-year contract expired and was not renewed… I left the university.

After a month’s time, I came back to the Department to visit my friend, the English tutor.
From all the classrooms where mathematics lessons were conducted (not only from
the classroom of Mr. S.), I heard the voices of the students counting:

277 238, 277 239, 277 240…



Source by Wacek Kijewski

30 Dec

Renaissance Science, Registered 21st Century Rebirth Document

This essay is the birth certificate of the 21st Century Renaissance. It shows how the life-science of the Classical Greek era’s Humanities has been upgraded in order to bring balance into Western technological culture. Many philosophers have warned that the fate of human civilisation depends upon achieving that goal.

The ancient Greek Parthenon represented a Greek life-science culture, symbolising concepts of political government long lost to modern Western science. The Ottoman military once stored gunpowder in the Parthenon and in1687 a Venetian mortar round blew the building into ruin. Recent restoration techniques using computers revealed that strange illusionary optical engineering principles had been used in the building’s construction. We know that they were associated with the mathematics of the Music of the Spheres that Pythagoras had brought back from the Egyptian Mystery Schools. We also know that Plato considered that any engineer who did not understand about spiritual optical engineering principles was a barbarian.

Harvard University’s Novartis Chair Professor, Amy Edmondson, in her online biography of Buckminster Fuller, The Fuller Explanation, wrote about how Fuller had plagiarised Plato’s spiritual engineering discoveries and used them to derive his life-science synergistic theories. Those theories, which completely challenged the basis of the 20th Century Einsteinian world-view are now the basis of a new medical science instigated by the three 1996 Nobel Laureates in Chemistry. During the 21st Century the complex Fullerene geometrical reasoning has brought about the rebirth of the lost ancient Greek optical science of life. This is now rewriting Western technological culture, so there is a need to know why Buckminster Fuller wrote that this reunification provides a choice between Utopia or Oblivion.

After presenting complex geometrical reasoning, Professor Edmondson wrote, “By now familiar with Fuller’s underlying assumptions, we shall take time out to introduce some background material. The origins of humanity’s fascination with geometry can be traced back four thousand years, to the Babylonian and Egyptian civilisations; two millennia later, geometry flourished in ancient Greece, and its development continues today. Yet most of us know almost nothing about the accumulated findings of this long search. Familiarity with some of these geometric shapes and transformations will ease the rest of the journey into the intricacies of synergetics.”

Human survival now depends upon a more general understanding that ethics is not about how science is used but about what is the ethical form of the spiritual, or holographic structure of science itself. There is no need for the reader to become conversant with the complex geometrical equations suggested by Professor Amy Edmondson, in order to follow the journey of ethical logic from ancient Egypt to the 21st Century Renaissance. However, before undertaking that journey we need to realise the nightmare scenario that the unbalanced 20th Century understanding of science has forced global humanity to endure and which Buckminster Fuller warned about.

In 1903, Lord Bertrand Russell’s book A Freeman’s Worship was published, containing his vision of A Universe in Thermodynamic Ruin. This nightmare mathematical assessment of reality stated that all the most ennobling thoughts of humankind amounted to nothing at all and all life in the universe must be destroyed. Lord Russell wrote that humans must endure, with total despair, the hopelessness of living within a reality that was totally governed by a lifeless energy law that Einstein was to call The Premier law of all science.

The name of the law governing 20th Century technological culture is the Second Law of Thermodynamics. It is also known as the Universal heat death law or, the Law of Universal chaos.

That law demands the total extinction of all life in the universe when all heat is dissipated into cold space. As a result of that law, all life sciences, including global economic rationalism, can only be about species moving toward this imaginary heat death extinction.

Buckminster Fuller’s life-science energy does not obey the heat death law. It is based instead upon fractal logic, which exists forever. Einstein’s governing death-science law is the correct basis of modern chemistry, but that chemistry is balanced by Plato’s spiritual engineering principles, or the functioning of Fullerene holographic ‘chemistry’. While mainstream science does indeed accept that fractal logic extends to infinity, no life science within the Western technological culture can possibly be part of its workings. That mindset can be a serious distraction to biologists who seek to associate rain cloud fractal logic with the effects of climate change upon human evolution.

In 1996 within an Open Letter to the Secretariat of the United Nations on behalf of the Science-Art Research Centre of Australia, Australian National Library Canberra Australian Citation RECORD 2645463, a complaint was made that the Australian Government was unintentionally committing a major crime against humanity for endorsing a totally entropic educational system governed by the second law of thermodynamics. At the United Nations University in Washington the complaint was handed to the United Nations University Millennium, Project-Australasian Node, for investigation. Seven years of peer reviewed research ensued, concluding that the complaint was justified. In 2006 a formal Decree of Recognition was issued by the Australasian Division of the United Nations University Millennium Project, attesting to the urgent global importance of this issue.

Having contrasted the 21st Century rebirth of Classical Greek fractal logic life-science – the New Renaissance, with the 20th Century nightmare, we can follow Professor Amy Edmondson’s advice to begin our journey of ethical understanding from ancient Egypt. (George Sarton’s, A History of Science argues that ancient Kemetic theories of Egypt were scientific and established the foundations of later Hellenistic science).

The ability of the ancient Egyptian Old Kingdom to reason that two geometries existed to balance the workings of the universe was praised by the Greek philosopher Plato, whose fundamental idea was that “All is Geometry”. Old Kingdom wall paintings depicted that evil thoughts prevented evolutionary access to a spiritual reality. The geometry used to survey farm boundaries lost each year when the River Nile flooded was quite different from the sacred geometries basic to Egyptian religious ceremonies.

The BBC television program about the collapse of the Egyptian Old Kingdom by Professor Fekri Hassan of the Institute of Archaeology, University College, London, explained that some 4000 years ago, a prolonged drought collapsed the First Kingdom, soon after the death of King Pepy II. Professor Hassan explains that 100 years after the collapse, hieroglyphs record that Egyptian government was restored when the people insisted that the ethics of social justice, mercy and compassion were fused into the fabric of political law. It is rather important to realise that at that point of time in history, ethics associated with fractal geometrical logic had been fused into a political structure.

During the 6th Century BCE the Greek scholar Thales went to Egypt to study the ethics of life-science at the Egyptian Mystery schools and he advised Pythagoras to do the same. Pythagoras learned that evolutionary wisdom was generated by the movement of celestial bodies, which the Greeks called The music of the Spheres. It was thought that this harmonic music could transfer its wisdom to the atomic movement of the soul through the forces of harmonic resonance, such as when a high note shatters a wine glass.

The Platonic tradition of Greek philosophy was to fuse ethics into a model of reality called the Nous, postulated by the scientific thinker Anaxagoras. The Nous was a whirling force that acted upon primordial particles in space to form the worlds and to evolve intelligence. The ancient Greeks decided to invent science by fusing further ethics into the fractal logic structure of the Nous. The harmonic movement of the moon could be thought to influence the female fertility cycle and this science could explain a mother’s love and compassion for children. The Classical Greek science was about how humans might establish an ethical life-science to guide ennobling political government. The idea was, that by existing for the health of the universe, human civilisation would avoid extinction.

The Classical Greek life-science was constructed upon the concept of good and evil. Good was For the Health of the Universe. A very precise definition of evil is found in Plato’s book, The Timaeus. Evil was classified as a destructive property of unformed matter within the physical atom.

The ancient Greek atom was considered to be physically indivisible and it can be considered that the anti-life properties of nuclear radiation had been classified as evil. Modern chemistry is constructed upon the logic of universal atomic decay, which is governed by the second law of thermodynamics. The Egyptian concept of evil thought processes leading to oblivion echoes Plato’s and Buckminster Fuller’s concepts of an oblivion brought about through an obsession with an unbalanced geometrical world-view.

The Max Plank Astrophysicist, Professor Peter Kafka, in his six essays entitled The Principle of Creation and the Global Acceleration Crisis, written over a period from 1976 to 1994, predicted the current global financial collapse being brought about by “scientists, technologists and politicians” who had an unbalanced understanding of the second law of thermodynamics. Kafka wrote in chapter four, entitled Ethics from Physics, that the second law of thermodynamics had been known for centuries. Kafka realised that it had various other names throughout history such as Diabolos, the Destroyer of Worlds, the evil god of Plato’s Physics of Chaos, now the god of modern Chaos Physics.

The science to explain a mother’s love for children involving both celestial and atomic movement became associated with the Science of Universal Love taught in Greece during the 3rd Century BCE.

Julius Caesar’s colleague, the Historian Cicero, recorded during the 1st Century BCE, that this science was being taught throughout Italy and across to Turkey by teachers called ‘saviours’. He considered that such teaching challenged Roman political stability. During the 5th Century some 1000 years of fractal logic scrolls held in the Great Library of Alexandria were burned. The custodian of the library, the mathematician Hypatia, was brutally murdered by a Christain mob during the rule of Pope Cyril. Hypatia’s fractal logic life-science was condemned by St Augustine as the work of the Devil. In his The Decline and Fall of the Roman Empire, Edward Gibbon marked Hypatia’s murder as the beginning of the Dark Ages.

Encyclopaedia Britannica lists St Augustine as the mind which mostly completely fused the Platonic tradition of Greek philosophy with the religion of the New Testament, influencing both Protestant and Catholic religious belief in modern times. His translation of Plato’s atomic evil as female sexuality, influenced the 13th Century Angel Physics of St Thomas Aquinas, known as History’s Doctor of Science. During the mid 14th Century until the mid 17th Century, Angel Physics was used to legalise the imprisonment, ritualistic torture and burning alive of countless women and children. The argument that Augustine’s banishment of fractal life-science logic in the 5th Century was responsible for Western life-science becoming obsessed with the second law of thermodynamics can be validated.

The Reverend Thomas Malthus derived his famous Principles of Population essay from the writings of St Thomas Aquinas and used it to establish the economic and political policies of the East India Company. Charles Darwin, employed by that company, cited Malthus’ essay as the basis of his survival of the fittest life-science. Darwin, in the 18th Century, held the essay as synonymous with the second law of thermodynamics.

Plato’s Academy had been closed for being a pagan institution in 529 by the Christian Emperor Justinian, Banished Greek scholars fled to Islamic Spain where their theories were tolerated. The Golden Age of Islamic science, from which Western science emerged, included the Translation School in Toledo. Islamic, Christian and Jewish scholars worked together to translate the lost Greek ideas into Latin. The Franciscan monk, Roger Bacon, during the 13th Century studied work from Jewish scholars familiar with the research undertaken at the Toledo school. Pope Clement IV encouraged Bacon to write his pagan ideas in secret, but after the death of Clement IV, Roger Bacon was imprisoned by the Franciscans.

Roger Bacon developed ideas about flying machines, horseless carriages,submarines and self propelling ships from the same Islamic source that later inspired Leonardo da Vinci. Roger Bacon studied the optics of Plato and the upgrading of Plato’s optics by Islamic scholars. Unlike Leonardo, Roger Bacon agreed with Al Haytham, History’s Father of Optics, that the eye could not be the source of all knowledge, an erroneous idea of reality that Descartes and Sir Francis Bacon, the Renaissance author and father of inductive reasoning, used to usher in the age of industrial entropic materialism. Thomas Jefferson, inspired by Francis Bacon’s vision of a great Empire for All Men based upon all knowledge from the eye, depicted the concept onto the Great Seal Of America.

Cosimo Medici, with the help of Sultan Memhed II, re-established Plato’s Academy in Florence during the 15th Century. Cosimo appointed Marcilio Ficino as its manager. Ficino wrote about the Platonic love associated with the Music of the Spheres influencing the atoms of the soul. He carefully avoided serious charges of heresy by placing eminent Christian figures into his writings and paintings associated with the new Platonic Academy. Two famous paintings commissioned by the Medici that survived the Great Burning, instigated by the Christian Monk Savarola, illustrated Ficino’s cunning.

In 1480 Botticelli was commissioned to paint a portrait of St Augustine in His Study, in which a book is depicted opened at a page displaying Pythagorean mathematics. Alongside the written formulae is an instrument for observing celestial movement. Augustine is gazing directly at an armillary sphere, an instrument used to calculate data relevant to Pythagoras’ Music of the Spheres. The Saint’s halo, accepted at that time as representing the consciousness of the soul, upon close examination, has a spherical book-stud within its orbit, depicting Ficino’s atom of the soul responding to the Music of the Spheres.

At the same time that Botticelli was commissioned to paint Augustine’s portrait, Ghirlandhiao was commissioned to paint a portrait of Augustine’s close colleague, St Jerome in His Study. Again, with careful examination, Jerome’s halo can be seen to have a spherical bookstud placed into its orbit, demonstrating that Botticelli’s depiction of the atom of the soul associated with the Music of the Spheres was not coincidental. Both Botticell and Ghirlandaio were mentors to Leonardo da Vinci.

By realising that Roger Bacon’s knowledge of Platonic optics was generally superior to Leonardo’s, the Science-Art Research Centre of Australia, in collaboration with a cancer research team at the University of Sydney, during 1986, was able to successfully modify the optical key to Leonardo’s da Vinci’s Theory of Knowledge. This discovery also corrected the optics understanding of Descates, Sir Francis Bacon, Lord Russell, Emmanuel Kant, Albert Einstein and other scientists who considered Al Haitham’s optics as being industrially impractical.

The Science-Art Research Centre’s correction to the crucial optics key was published in a Science-Art book launched in Los Angeles in 1989 under the auspices of the Hollywood Thalian Mental Health Organisation. In 1991 the Nobel Prize in Physics was awarded to Peirre de Genes for his theories about liquid crystal optics. In the following year the vast new science and technology, predicted by the Science-Art Centre’s correction of da Vinci’s work, was discovered The principal discoverer, Professor Barry Ninham of the Australian National University, later to become the Italy’s National Chair of Chemistry, wrote that the Centre’s work encompassed a revolution of thought, as important to science and society as the Copernican and Newtonian revolutions.

Leonardo da Vinci was certainly a great genius, but he was not really the Man of the Renaissance at all, because he was unable to comprehend the life-energy basis of Plato’s spiritual optical engineering principles. He had attempted to develop the relevant optics for several years then reverted back to what Plato had referred to as the engineering practices of a barbarian. On the other hand, Sir Isaac Newton, was a genuine Man of the Renaissance, as his unpublished papers, discovered last century revealed. His certain conviction that “a more profound natural philosophy existed to balance the mechanical description of the universe,” was based upon the same physics principles that upheld the lost Classical Greek Era’s science of life and they are now at the cutting edge of fractal logic quantum biology.

The 20th Century began with the aforesaid Lord Bertrand Russell’s horrific acquiescence to enslavement by the second law of thermodynamics in 1903, followed in 1905 by Einstein’s unbalanced E=Mc2. TIME Magazine’s Century of Science lists Maria Montessori as the greatest scientist of 1907. Her association with President Woodrow Wilson, Alexander Graham Bell, Thomas Jefferson and Teildard de Chardin demonstrated how the entropy law embraces Plato’s definition of evil. Montessorri called the second law of thermodynamics the energy greed law. Montessori and de Chardin’s electromagnetic life-science key to open their Golden Gates of the future were derived from concepts based upon the spiritualisation of matter and humanity evolving with the cosmos. That was in direct contrast to the electromagnetic understanding of Alexander Graham Bell.

President Wilson was genuinely troubled by the loss of life during World War I. He and Alexander Bell chose Darwin’s entropic life-science as the electromagnetic key to the future of America rather that Montessori’s. After World War II, High Command Nazi prisoners at the Nuremberg War Crimes Tribunal protested that Adolph Hitler had based the policies of the Third Reich upon the the Darwinian Eugenics of which Present Wilson and Alexander Bell had been involved with.

The scientist, Matti Pitkanen, can be considered to have upgraded de Chardin’s ethical electromagnetic key to open Montessori’s Golden Gates to the future. De Chardin insisted that the gates would only open for all people at the same time and not for any chosen race nor privileged few. Pitkanen noted that the earth’s regular deflection of potentially lethal radiation from the sun fulfilled the criteria of an act of consciousness, protecting all life on earth at the same time.

The 1937 Nobel Prize Winner for Medicine, Szent-Gyoergyi, wrote a book about scientists who did not recognise that their understanding of the second law of thermodynamics was balanced by the evolution of consciousness. The title of the book was The Crazy Apes. In his 1959 Rede Lecture at the University of Cambridge in 1959, the Molecular Biologist, Sir C P Snow, argued that the inadequate understanding about the nature and functioning of the second law of thermodynamics by his fellow scientists was scientifically irresponsible. He referred to their thinking as belonging to their neolithic cave dwelling ancestors. The title of Snow’s lecture was The Two Cultures and the Scientific Revolution. This book was listed by The Times Literary Supplement as one of 100 books most influencing Western public thinking since World War II and has been systematically denounced ever since.

During the past 15 years, science has developed so rapidly that it has given the Humanities no time to grasp the significance of the social ramifications of the rebirth of Fuller’s Platonic spiritual, or holographic, engineering principles from ancient Greece. Organised religious opposition to criticism of the understanding of the second law of thermodynamics from Christian schools, Colleges and Universities has been extremely thorough throughout the world. For example Professor F M Cornford, educated at St Paul’s School and Trinity College, Cambridge, was made a Fellow in 1899, becoming the Laurence Professor of Ancient Philosophy in 1932, and was elected a Fellow of the British Academy in 1937. His grasp of the ancient Greek fractal science of life can be shown to be completely illogical, yet it is the foundation for well organised international academic study courses at the present time.

Since 1932 Cambridge University has produced ten editions of Cornford’s book Before and after Socrates. Cornford states in this book that Plato can be considered as one of the greatest fathers of the Christian religion. Encyclopaedia Britannica advises that St Augustine was the mind which mostly completely fused the Platonic tradition of Greek philosophy with the religion of the New Testament. Such pious academic reasoning flies in the face of Plato’s spiritual engineering principles being observed functioning within the DNA as a function of a fractal life-science evolutionary function, and is therefore ludicrous.Plato defined that reasoning as being ignorant and barbaric and the language of engineers not fit to be considered philosophers. The Harvard Smithsonian/NASA High Energy Astrophysics Division Library has published papers by the Science Advisor to the Belgrade Institute of Physics, Professor Petar Grujic, arguing that the Classical Greek life-science was based upon fractal logic, a totally incomprehensible concept within the much lauded ancient Greek study courses currently set for post graduate studies.

Having arrived at the destination of Professor Amy Edmondson’s journey from ancient Egypt to modern times, in order to be educated about the importance of Buckminster Fuller’s geometrical understanding, we are able to grasp the stark reality of the title of his book Utopia or Oblivion. The objective of this essay, to construct the foundations of the Social Cradle to nurture the Florentine New Measurement of Humanity Renaissance, was derived from that book. The following explains the Science-Art Research Centre of Australia’s long and arduous struggle to help contribute towards the vital human survival research now being carried out under the auspices of the New Florentine Renaissance.

In 1979 the Science Unit of Australian National Television documented the work of the Science-Art Research Centre into its eight part series The Scientists-Profiles of Discovery. During that year, at the International Centre for Theoretical Physics in Trieste, China’s most highly awarded physicist, Kun Huang, proposed a research plan that was put into operation by the Centre. Professor Huang was angry that Einstein and the framers of the 20th Century world-view were unable to discuss the Classical Greek life sciences in infinite biological energy terms. He proposed that by observing the evolutionary patterning changes to species designed upon ancient Greek Golden Mean geometry, it should be possible to deduce the nature of the life-force governing their evolution through space-time.

Huang suggested that the world’s seashell fossil record would provide the necessary patterning-change information. The research was assisted by the communities of the six towns comprising the Riverland Region of South Australia. During the 1980s the Centre’s several seashell life-energy papers, written by the Centre’s mathematician, Chris Illert, were published by Italy’s leading scientific journal, il Nuovo Cimento. In 1990 two of the papers were selected as important discoveries of the 20th Century and were reprinted by the world’s leading technological research institute, the Institute of Electrical and Electronic Engineers in Washington.

By deriving an Art-master optics formula from the Italian Renaissance, which can be considered to be associated with fractal logic, a simulation of a living seashell creature was generated. By lowering the musical harmonics a simulation of the creature’s fossil ancestor was obtained. By lowering the musical order by a different amount, the simulation of a strange, grotesque creature was generated. The Smithsonian Institute identified the fossil as being the famous Nipponites Mirabilis that drifted along the coast of Japan 20 million years ago. It was designed to drift along upright in water in order to ensnare its prey. Chris Illert became the first scientist to link its evolution to a living seashell.

In 1995 the discovery won an internationally peer reviewed Biology Prize from the Institute for Basic Research in America. China’s most eminent physicist, Kun Huang, was greatly honoured. The work was acclaimed for the discovery of new physics laws governing optimum biological growth and development through space-time. The Research Institute’s President, Professor Ruggero Santilli, in collaboration with the Centre’s mathematician, made a most important observation. He observed that the accepted scientific world-view could not be used to generate such futuristic simulations. Instead it generated cancer-like biological distortions through space-time.

The Centre’s Bio-Aesthetics Researcher, the late Dr George Robert Cockburn, Royal Fellow of Medicine (London), who had worked with the centre’s mathematician, became concerned by the scientific community’s refusal to challenge its obsolete understanding of the second law of thermodynamics. He published several books about creative consciousness based upon the ancient Greek fractal logic life-science. His correction to Emmanuel Kant’s Aesthetics was later found to be validated by the 19th Century’s mathematician Bernard Bolzano’s Theory of Science. Bolzano’s own correction to Emmanuel Kant’s ethics had been assessed by Edmund Husserl in his Logical Investigations– vol. I – Prolegomena to a pure logic 61 (Appendix) (1900), as being the work of one of the greatest logicians of all time.

We know that Bolzano corrected the ethical logic of Immanuel Kant by using aspects of fractal logic, as the famous Bolzano-Weierstrass theorem of 1817 is now synonymous with the pioneering of modern fractal logic. The Aesthetics associated with Emmanuel Kant belonging to the destructive entropic world-view are hailed as being of global importance during the 21st Century, when, in fact, they are known to be obsolete. J Alberto Coffa’s book The semantic tradition from Kant to Carnap: to the Vienna station, edited by Linda Wessels – Cambridge, Cambridge University Press 1991 contains the statement “Kant had not even seen these problems; Bolzano solved them. And his solutions were made possible by, and were the source of, a new approach to the content and character of a priori knowledge.” The famous Bolzano-Weierstrass theorem was based upon fractal logic concepts.

In the book The Beauty of Fractals- Images of Complex Dynamical Systems is a chapter entitled Freedom, Science and Aesthetics by Professor Gert Eilenberger, who also corrected an aspect of Kantian Aesthetics in order to upgrade quantum mechanics into quantum biology. Professor Eilenberger wrote about the excitement surrounding pictures of fractal computer art, as demonstrating that “out of research an inner connection, a bridge, can be made between rational scientific insight and emotional aesthetic appeal; these two modes of cognition of the human species are now beginning to concur in their estimation of what constitutes nature”.

The Science-Art Centre had discovered that by using special 3-D optical glasses, holographic images emerge from within fractal computer generated artwork. The excitement within the art-work itself extends to the realisation that, over the centuries, certain paintings reveal the same phenomenon, created unconsciously by the artist, indicating the existence of an aspect of evolving creative consciousness associated with Plato’s spiritual optical engineering principles now linked to the new Fullerene life-science chemistry.

The electromagnetic evolutionary information properties generated into existence by the liquid crystal optical functioning of the fertilised ovum are transmitted to the first bone created within the human embryo. From the Humanoid fossil record, each time that bone changes its Golden Mean patterning design, a new humanoid species emerges. It is currently altering its shape under the influence of the same physics forces responsible for seashell evolution, as was discovered by the Science-Art Research Centre of Australia during the 1980s. The sphenoid bone is in vibrational contact with the seashell design of the human cochlea.The design of Nipponites Mirabilis was to keep its owner upright in water, the cochlea design is to enable humans to balance so as to keep them upright on land.

The cerebral electromagnetic functioning of creative human consciousness as a Grand Music of the Spheres Composition has been adequately charted by Texas University’s Dr Richard Merrick in his book Interference. The Fullerene life-science of the three 1996 Nobel Laureates in Chemistry has found expression within the medical company, C Sixty Inc. The Science-Art Research Centre in Australia considers that Buckminster Fuller’s crucial Social Cradle within the Arts, under the auspices of the Florentine New Renassaince Project might be able to bring to the public an understanding for the global betterment of the human condition.

China’s most eminent physicist, Hun Huang’s research program can now be upgraded to generate healthy sustainable futuristic human simulations through millions of space-time years, and from those human survival blueprints the technologies needed for overpopulated earth to ethically utilise the universal holographic environment are becoming obvious. The 20th Century adage that ethics is how one uses science is as barbaric as Plato’s Spiritual engineering classified it. Ethical consciousness has quantum biological properties beyond Einstein’s world-view as has been proven by medical research conducted under the auspices of the Florentine New Measurement of Humanity Renaissance.

Dr Candace Pert’s Molecule of Emotion, discovered in 1972, referred to in the films What the Bleep, do we know? and Down the Rabbit Hole, has been experimentally extended into further realms of holographic life-science reality. Dr Pert’s Molecule of Emotion is the same in humans as in a primitive cell, but has evolved by increasing the speed of its molecular movement. Associated with this emotional evolution is the functioning of endocrine fluids necessary to maintain cellular health. The Florentine life-energy research has established that endocrine fluids evolve within the earth’s holographic electromagnetic environment, affecting health in a manner beyond the understanding of an unbalanced 20th Century world-view.

On the 24th of September 2010, on behalf of the President of the Italian Republic, Dr. Giovanna Ferri, awarded the “Giorgio Napolitano Medal” to Professor Massimo Pregnolato, who shared it with Prof. Paolo Manzelli for research conducted in Quantumbionet/Egocreanet by their Florentine New `Renaissance Project.

This essay has explained the primary obstacle that has prevented Sir Isaac Newton’s ‘more profound natural philosophy to balance the mechanical description of the universe’ from being brought about. The knowledge of how to correct this situation has become central to the objectives of the Florentine New Measurement of Humanity Renaissance of the 21st Century. This essay is the Birth Registration Certificate of the New Renaissance.

Copyright Robert Pope 2010.



Source by Robert Pope