Archives for July, 2008
Jul 29, 2008 | Uncategorized
There are many online schools offering certification or degrees in Homeland Security (HS). Through a distance learning course, students can study Homeland Security at a convenient pace, without forfeiting current employment.
Due to the constant threat of terror attacks, experts in Homeland Security are in demand throughout the United States and the world. Certification or an online degree in Criminal Justice with an emphasis on Homeland Security qualifies the graduate to assist law enforcement in protecting and defending the public from potential dangers.
It is possible to earn 100 percent of the credits needed for Homeland Security certification, or even an advanced degree, through an online course. An entry level education can result in a Certificate of Security Management (or Emergency Management) in Homeland Security. An advanced course of study can result in a college degree, such as an Associate of Arts (AA) in Homeland Security or a Bachelor of Science (BS) in Homeland Security and Public Safety.
A thorough Homeland Security education covers law enforcement, criminal justice, protective services, constitutional law, sociology, terrorism, and hazardous materials. Students also learn about the Department of Homeland Security and the laws governing it.
Graduates of an online Homeland Security course are qualified for a career in hazardous material management, law enforcement, domestic and international terrorism, industrial security, protective services, and cybercrime, among others.
If you would like to join the fight against global terrorism in a very direct and meaningful way, a degree or certificate in Homeland Security is the first step towards a new career. You can learn more about online colleges, universities and distance learning schools that offer Homeland Security education at SchoolsGalore.com
Copyright 2006 - All Rights Reserved
Michael Bustamante, in association with Media Positive Communications, Inc. for SchoolsGalore.com
M. Bustamante is a staff writer for Media Positive Communications, Inc. in association with
Jul 29, 2008 | Uncategorized
Person Centered theory that is also called Client Centered theory has three main attributes. The first very important aspect of Person Centered theory is “Unconditional Positive Regard” That means, the counselor values and accepts the client irrespective of issues they may struggle with at any given moment in life. Second very important aspect of the theory is “Empathy” and according to this, the counselor must understand the client’s position so that the client understands himself better and the whole process becomes easier for the client as well as for the counselor. This helps the client to change their view of themselves and also their beliefs about the world. The third and the last requisite of Client Centered theory is “Genuineness” which preaches honesty between the counselor and the client. So the counselor should not only hold the first two values, but also make sure that they are real and true in their relationship with the client.
There is an internal force (the actualizing tendency) in each individual which is the motivational force for change. This force is always constructive and directed towards developing the potentialities of the individual. This force is promoted by the therapist’s congruence, and by the client’s perception of the therapist’s experience of unconditional positive regard and empathic understanding of the client’s frame of reference.
The statement above makes it clear that there is a total absence of directive intentions to instruct or guide under this therapy. The therapist generally creates an atmosphere of freedom in the relationship with the client by trusting the natural development made by the client and giving them time to get back to their world. However, there might be a problem of Maladjustment in this therapy, the problem crops-up when the values that are inherited by the client fall inconsistent with the actual outside world. These values come from parents, other important people around, and society as a whole, and are uncritically taken in and accepted by the person, when in truth, some of them fit very poorly, but this after all is a part of socialization, which can not be avoided. Person centered therapy is designed to overcome these problems so that the crisis can be resolved. The therapy believes that people can review and revise values, beliefs, and their self-concepts if provided a therapeutic environment that includes all the three requisites mentioned above. In such an environment that is free of threat and counselor judgments of right or wrong, which is described above as “Unconditional Positive Regard”, they can explore themselves with relative safety.
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Jul 28, 2008 | Uncategorized
Known as the “Killer Bee,” the Africanized honey bee (AHB) is a subspecie of the common European honey bee/EHB (Apis mellifera) and to me, it seems to represent an extremely contrasting icon next to the “bumble bee”. The bees origin is Africa where they were brought to Brazil in the 1950s to introduce genetic material from the tropically adapted African bees into the resident European bees and thereby make better honey producers. In the process of this, some of the introduced bees were released and their descendants quickly established a large wild population in the different parts of the Americas.
The Africanized honey bee does not seek out victims but it is highly aggressive and will attack any living thing that comes near its hive. The bees respond in large number and allow time for many hundreds of bees to sting. When such a bee stings, both the stinger and the venom sack are ripped from its body, killing it instantly. The chemical deposited in the victim transmits and communicates a message to other bees to sting. When more bees sting, more chemical is released, resulting in even more bees sting. Hence, although the venom of the AFH is less potent than that of the EHB, it is capable of killing a grown adult. The best thing to do is to cover your face and upper body and run away fast and seek cover in a house or car. A domestic bee may chase you for 50 yards, but an AHB may pursue you three times farther.
Like carpenter bees, the Africanized honey bee can be found in many man-made objects, including holes or cracks in buildings; in drainage pipes; flower pots; trash cans, rock piles and rotted logs. However, the Africanized honey bee produces less honey than EHB. The two bee species compete with each other for food and nesting areas.
Source: benefits-of-honey.com/africanized-honey-bee.html
R. Tan is the owner of the website benefits-of-honey.com which is a rich honey resource community specially built for all the honey lovers and fans in this world. She has packed this website with a wide range of quality contents on honey based on her knowledge and experience with honey, so as to promote its invaluable benefits which she believes could bring many positive spin-offs in everyone’s daily life.
Jul 28, 2008 | Uncategorized
The addition of gunpowder and its ever advancing effective use led to the first handheld weapon to use gunpowder…. the harquebus.
The harquebus is also known as the arquebus or the hackbut. This is a very primitive firearm used between the fifteenth and seventeenth centuries. The musket is a successor of the harquebus. It was a smooth bore long firearm.
A matchlock is used to fire the harquebus. The matchlock is a device used to “cock” the weapon and have it ready to fire. It had a long barrel with end flared to make it easier to load. The fighter with the harquebus was the harquebusier. The harquebusier would brace the barrel of the gun onto a pole with a forked end when firing.
The use of the harquebus during the battle of Pravia in 1525 where the French knights were defeated by heavy fire from harquebusiers provided incentive for others to acquire the harquebus.
During the sixteenth century the harquebus began being replaced by the lighter and more accurate musket.
With large cannons and the lighter harquebus the old aristocracy castles were no longer sufficient defenses. The role of the medieval cavalry had been fading during the late middle ages and the power of the aristocracies began to fade too.
Large armies could be devastated by with the use of the English longbow and the Swiss pike. A long bowman could fire 12 arrows per minute which is much faster than a crossbow. The Swiss pike is a long pole weapon whose primary use was against cavalry assaults. These pikes had the resemblance of a spear and were typically between 10 and 14 feet long. Steel tips were added to the end to increase its effectiveness. These pikes would be used in a large square formation (called a “hedgehog formation) to protect archers and harquebusiers from cavalry assaults.
Although both of these weapons were effective it was very difficult to amass large armies with the skills necessary for their effective use. The longbow took years to learn to use effectively and the Swiss pike required large groups of very well disciplined fighters moving in complex formations.
This is in stark contrast to a soldier who could be trained to effectively use a firearm in weeks instead of the years of training needed for the longbow and pike. There was no need to learn marksmanship skills because these early firearms were extremely inaccurate.
Firearms did not take great physical strength and could still annihilate armored cavalry forces. The harquebus (explained above) was the first relatively light weight firearm. Even though it had to be placed on a stand for firing, it could be operated by only one soldier.
The advantage for firearms was that they could inflict a lot of damage over a great distance, but at close distances the cavalry could annihilate the firearm carrying soldier. The use of pikes to protect the soldiers with firearms was used for years. Interestingly enough, the bayonet combined the effective use of the two weapons.
The harquebus gave way to the muskets which were expensive to make and required a designated infrastructure to produce. The wealth and industrial capacity of a country became the most important factor in determining its military success. This meant that the trading nations of Western Europe had a significant advantage over the more agricultural nations.
The aristocrats who had routinely put down revolts in the past with their cavalry and armies could now be threatened. These new armies cost a lot of money and required a great deal of infrastructure to maintain so the countries became more dependent on taxation in order to maintain their armies.
The inaccuracy of the firearms meant that the armies had to be very large in order to be effective. Since any man could be trained in a very short period of time in the use of a musket it became easier for a country to rely on the population to enter combat on its behalf.
By today’s standards, these wars were not especially deadly. The lack of good roads meant the armies moved very slowly. The most common battle tactic was the siege.
The changes and advancements in weaponry made the use of mercenary forces like those used during the Renaissance obsolete. As the Renaissance era ended, the mercenaries were, for a short time, used for training and administration of the armies and the infrastructure. These tasks were eventually taken over by the state with centralized administration. Some people believe the bureaucracy of today is an outgrowth of the centralized administration of the huge armies and the required infrastructure necessary for its support started during the Renaissance.
Ray Smith is an avid student of all segments of the Renaissance period, from warfare to the artists and their works as well as the clothing and language during the period. He maintains a Renaissance website at All-About-Renaissance-Faires.com All-About-Renaissance-Faires.com that has extensive information on all aspects of the Renaissance period. There is extensive information on Renaissance Warfare techniques at All-About-Renaissance-Faires.com All-About-Renaissance-Faires.com
Jul 28, 2008 | Uncategorized
Homeschoolers by definition have chosen the alternative method to educate their children over public schools.
Homeschooling is legal in all 50 states, but you will need to know your local state’s regulations and mandates.
Depending upon how structured you want the child’s educational experience to be, will determine if you decide to work from a packaged homeschool curriculum product or perhaps a bit more unstructured with a more flexible individualized homeschooling methodology. Certainly, a lot can be said for latter. This approach allows you teach subjects driven by the child’s interest. Again, the amount of unit study structure you use is entirely up to you.
Another benefit of homeschooling is to not only provide for the learning of the basic subjects, but you can incorporate essential life skills into your homeschool daily lesson plans as well. Most parents choose a combination of structure and flexibility. The methods of homeschooling vary from family to family and from child to child within each family. Many parents don’t actually settle into their style of teaching right away. But, rather, their teaching style and the homeschool lesson plans and schedules evolve over time until they are comfortable within the parent’s confidence level.
Once you have settled into your own style of homeschool teaching you will really be able to relax and enjoy all the advantages of being a homeschooler brings. As a homeschooling parent the child’s entire world is your lesson plan. You can stay in for the day and concentrate on the traditional subject matter or you can take a field trip to one of your local businesses. Or, visit some of the historic locations around your community combined with a trip to the library to learn more about that historical site. The benefits of homeschooling is only as limited as your own creativity. As the child’s parent no one else is more in tune with what educational interests your child possesses and only as a homeschool parent can you determine the amount of time needed to be spent on any particular subject in order for your child to achieve the understanding that they deserve.
Homeschooling… a lot of responsibility… to be sure. But, the rewards are endless.
Mary Joyce is a former educator, successful homeschool parent, and has written many articles on
homeschool-curriculum-4u.com teaching your child at home for the Homeschool-Curriculum-4u website. Please visit ( homeschool-curriculum-4u.com homeschool-curriculum-4u.com) for more of Mary’s articles, resources on homeschool, ideas, and curriculum information.
Jul 28, 2008 | Uncategorized
Philadelphia Schools has a “just say no” policy, when it comes to school bullies and other related negative student behavior.
Approximately, two thirds of all deaths among children and adolescents in the United States are the result of injury-related causes. These include motor vehicle crashes, unintentional injuries, homicide and suicide. According to the Centers for Disease Control and Prevention, at least 126 students committed a school-associated homicide or suicide between 1994 and 1999. Of these students, 28 committed suicide, of which eight intentionally injured others immediately before killing themselves. None of these students were involved in gangs.
The suicides, now referred to as “bullycide”, were attributed to school-associated violence, including bullying and other such social stressors. Though the 126 students may seem small for a national statistic, this is only the tip of the iceberg. It does not address the number of students who develop substance abuse and psychological problems due to being bullied and harassed at school — some for many years from elementary through high school by the same individual(s).
“Pediatrics”, Journal of the American Academy of Pediatrics, reported in its May 5, 2004, issue that the rise of obesity and overweight in school-aged children is associated with “many negative social and psychological ramifications.” Peer aggression is at the top of the list.
To work toward eliminating this rising national problem in their schools, Philadelphia schools developed a policy that prohibits anyone from bullying or seriously threatening any member of the school community during school hours and coming to and from school. This includes:
• Repeated threats;
• Threats of bodily injury;
• Physical or psychological intimidation;
• Extortion of any type;
• Fighting or other acts/threats of violence;
• Repeatedly posting information about another individual without his/her consent on the Internet, bulletin boards, school walls, individual’s personal belongings, or any other location — whether it is during school hours or not; and
• Harassment for any reason, but especially due to race, gender, disability, language or physical characteristic.
Besides school personnel, Philadelphia schools have enlisted the help of the students and their parents. They have set up a Bully Hotline that is staffed 24 hours a day for students or parents to report school-related abuse. The hotline serves over 175 languages through a telephonic interpretation service. Philadelphia schools promise to act on a reported problem within 24 hours of receiving the hotline complaint. For some issues, callers may receive a follow-up telephone call to ensure the situations were satisfactorily resolved.
Philadelphia schools created flyers in nine different languages that describe the school policy against these negative behaviors, the Bully Hotline, and instructions for non-English language individuals to access the hotline. The eight non-English languages are the most frequently encountered in Philadelphia schools and represent over 85 percent of their “English as a Second Language” students.
The flyers were sent to the parents of students enrolled in their schools. Additionally, they asked parents and community groups to further distribute the flyers throughout the city.
Philadelphia schools are truly concerned about the safety and well-being of its students. They believe that all students have a right not to be bullied or harassed. With their “no bully” policy and the hotline, they are well on their way to prevent, address and eliminate intimidation and harassment of any student for any reason.
Patricia Hawke is a staff writer for Schools K-12 , providing free, in-depth reports on all U.S. public and private K-12 schools. Stacy has a nose for research and writes stimulating news and views on school issues. For more on Philadelphia schools visit schoolsk-12.com/Pennsylvania/Philadelphia/index.html Philadelphia Schools
Jul 27, 2008 | Uncategorized
Think of a world where infertile, childless couples can go to a medical clinic, purchase cell replacements for malfunctioning cells in the reproductive system and, thus, bear kids; a world where people afflicted with degenerative diseases like Parkinson’s and Alzheimer’s Disease can replace their damaged cells and be cured again; a world where the crippled can get the much-needed cells to revive their spinal chord and walk again.
Those amazing medical and scientific feats are only the tip of the iceberg when the potential of human cloning is concerned. Developed to its extreme, human cloning can make disease and sickness, maybe even physical suffering altogether, a thing of the past.
There are two basic kinds of human cloning and, separately, each offers us a deeper insight as to the vast possibilities of this burgeoning new science. In reproductive cloning, a cloned embryo is implanted in a woman’s uterus from where, theoretically, a normal baby develops that is genetically identical to the DNA donor. The second type of cloning, therapeutic cloning aims to provide replacement organs or tissue for people. The cloned embryo contains DNA taken from the transplant patient to ensure that the cloned organs are compatible with the person’s immune system.
In the past decade, human cloning has taken great strides. To many, the biggest and most visible accomplishment in this arena was the successful cloning of two mammals: Dolly the Sheep in 1996 and Snuppy the dog in 2005. After six years, Dolly died in 2003 from non-cloning related conditions. Meanwhile, Snuppy, Time magazine’s “Invention of the Year” in 2005, is alive and well.
In 2004 and 2005, Korean scientist Hwang Woo Suk, who headed the team that created Snuppy, shocked the science world when he announced that he had successfully cloned human embryos in his laboratory in Seoul. However, it was discovered that Hwang had fabricated evidence to back his scientific research. Following a thorough investigation, through, a panel of scientists pronounced that Snuppy was a legitimate clone and this achievement stands.
Jonathon Hardcastle writes articles on many topics including yoursciencesource.com/ Science, computerinformationsource.com/ Computers, and allaboutourhealth.net/ Health
Jul 27, 2008 | Uncategorized
As I have mentioned, It starts early. Of course children can think (in the most basic sense) before they are even walking. However, the notion of teaching kids to think in an educational sense is something quite different. Parent(s), guardian(s), or preschool teachers should be able to give children a head start in learning by teaching kids to think at an early age.
Here are some suggestions for teaching kids to think for teachers as well as moms, dads and other guardians.
It starts early. Children can use their minds long before they are walking. However, the notion of teaching kids to think educationally quite different. We should be able to give our children a head start in their learning skills by teaching them as early as possible.
Here are some suggestions for teaching kids to think for teachers as well as moms, dads and other guardians.
· Interest them:
Believe me when I say that boring does not work. A bored child will definitely be thinking, but he or she will be thinking about what is outside the window or playing basketball after school—but, obviously, that is not the type of thinking under discussion in this article.
In fact, teaching children to think in an educational sense is based on drive, motivation and curiosity. Once kids are high school ages, they are sometimes ambitious and motivated by the idea of promoting their future success, they may not be interested in the particular subject matter at hand, but an interest in gaining the knowledge he or she will need when the time comes for college, finding good jobs etc.
Nonetheless, they are interested—and therefore listening, and really thinking by him or her self. That being the goal is teaching them about thinking in order to establish their cognitive development. Once the children have figured out how very important their education is to their future—the prospect of making the lesson interesting is not as important as when teaching children who are in lower levels of education like preschool, kindergarten, and virtually all of the elementary grades. Older, motivated children are interested because knowing the material is essential for them.
The others—older kids—if not interested in thinking and developing their knowledge, are students we wish we could guide and instruct well enough to change their minds. But there will be students that are never interested in learning or study. Unfortunately, it is his or her choice.
· Younger children sometimes need to be involved more so than just sitting at their desks and answering questions.
o For example:
Story time:
When you tell a story, do not just read the words on the page. Pause and ask the kids questions like:
“Why do you think that the two children are dropping crumbs behind them as they go deep into the woods?”
Another idea is to follow the words on the page with your finger. Sometimes kids learn the first steps toward reading this way. Especially when you use repetition as a part of your plan—the kids will begin to know the words by heart. Therefore the children begin to recognize words.
Before continuing the story, let the children guess why and make sure (whether they figure it out or not) that by the time you turn the page that they know the children were leaving bread crumbs behind them as a trail to find their way back home.
—There are many questions you can ask in between, as you know, that will help the kids wonder a little more—
Then when the boy and the girl in the story try to go back ask them, “where are the bread crumbs to guide them home?” “Maybe they are going the wrong way and they center of attention not find the bread crumbs,” etc. Let the children try to answer, and then when you have determined that the crumbs had been eaten by birds, give an example of birds eating crumbs. Ask something like: “Have any of you ever fed bread crumbs (or even birdseed) to birds before?” and “What other times did you feed bread crumbs to animals?” (for instance: the ducks in a pond at the park.)
Anne Clarke writes numerous articles for websites on gardening, parenting, fashion, and home decor. Her background includes teaching and gardening. For more of her articles on children and learning please visit homeroomteacher.com Teaching Children To Think or visit babyempire.com Thinking Skills For Babies.
Jul 27, 2008 | Uncategorized
What is a fossil? While this is a simple question, the answer can be simple or a bit more complicated.
The short and sweet answer to that question is “A fossil is the remains or evidence of any creature or plant that lived on the earth in a past geologic age.”
But there are so many KINDS of fossils. A more important question for a curious student is “What kinds of fossils are there?” The answer to that question will take a bit more exploration. You’ll have to dig a little deeper…pun intended!
The Long Answer
There are several fossil classification systems in use today, but the one that I like the best is the one used by Peter Larson and Kristin Donnan in their book, Bones Rock! They group fossils into two categories:
Type I-the remains of the dead animal or plant or the imprint left from the remains.
Type I includes:
bones
teeth
skin impressions
hair
the hardened shell of an ancient invertebrate (an animal without a backbone) like a trilobite or an ammonite
impression of an animal or plant, even if the actual parts are missing.
So now you have one short and one long answer to the question: “What is a Fossil?” Let’s build on that.
Type II- Something that was made by the animal while it was living that has hardened into stone. These are called trace fossils.
Type II includes:
footprints
burrows
coprolite or animal poop
Type I fossils can be the actual thing that it once was, like a piece of bone or hair or feather. More often the bone material is replaced by different minerals contained in the liquid of the sediments that buried it. What was once bone is now some sort of crystal or mineral.
This process also takes place with shells, exoskeletons and wood. If the spaces in the bone are filled with liquid minerals which later harden it is called permineralization.
Sometimes the organic material is dissolved by the mineral-laden water. The process happens so slowly that each cell is dissolved and replaced by a particular liquid mineral before it hardens. This is called petrification. In petrification, every detail down to the cellular level is duplicated in the minerals.
Type I can also be molds or casts of the original animal or plant part. If the original organism decays, leaving an imprint and an empty space, it is called an exterior mold or simply a mold. If a space in the structure is filled with minerals as the original animal or plant part dissolves, it is called a cast.
So now you have the short answer and the long answer to the question “What is a fossil?”
Was that more info than you were seeking? I hope not! Fossils are the illustrations on the pages of rock that are the earth’s history. I think the more you know, the more you’ll want to discover about these fascinating traces of life we call fossils.
Claudia Mann is a teacher, and a contributor to
Jul 27, 2008 | Uncategorized
While we may be seeking an alternative health education, an iridology training program may be the unique option of choice. Iridology schools, distance learning classes and online education programs teach individuals how to read and analyze the iris of the eye.
Iridology training courses vary in length and cost, but often provide a curriculum that introduces the tools and techniques regarding iridology. Iridology training begins by teaching interested individuals how to work with an iris map for left and right irides. Essential iridology educational courses enable students to identify and assess varying colors, marks and/or patterns in blue and brown eyes. Through comprehensive iridology training, future practitioners learn how to distinguish these patterns and associate them with conditions that correspond to relevant organ tissues.
For the more serious individual, an advanced iridology training course will allow persons to not only practice iridology as a diagnostic tool, but will also teach students how to apply basic herbal remedies to help treat individual symptoms and conditions.
In addition to herbal essentials, advanced iridology training programs may include kinesiology (muscle testing); emotional healing; pH testing as well as related professional seminars with focus on case histories; heart; digestive system, and colon/intestinal system (in relation to the iris).
Iridology training institutions and programs may provide necessary educational tools including a magnifying lens, penlight, self exam mirror, reading record forms, eye charts, anatomical map and other needed work and text books required for course completion.
In closing, students who have completed full course iridology training programs may opt to become certified through various iridology associations.
DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on SchoolsGalore.com
Copyright 2006 - All Rights Reserved
C. Bailey-Lloyd in association with Media Positive Communications, Inc. for SchoolsGalore.com
C. Bailey-Lloyd is the Public Relations’ Director for Media Positive Communications, Inc. in association with schoolsgalore.com/ SchoolsGalore.com. Find schoolsgalore.com/categories/1/iridology_schools.html Iridology Training at SchoolsGalore.com; meeting your needs as your educational resource to locate schools.