Month: October 2019

Can You Use First Person In An Abstract For Science Fair Projects

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One of the requirements of entering a science fair is to complete a science fair project report. To be graded or scored well, the student needs to use the correct format, voice, tone and style, and they will need to include the right elements. Fortunately, all of these things are easy to accomplish once you know what is expected of you.

Writing Style

The first question that many students have that relate to writing a science fair project report is if it is okay to write in the first person. Students cannot write in the first person when writing a science fair project report. The entire report needs to be written in third person. This can be tricky as students are discussing what they did and what they discovered.

In addition to writing the report in third person, students will also want to avoid creative tones in their writing. While students are encouraged to use similes, metaphors and other creative expressions in English class, these are generally not appropriate in science writing. Students want to keep things as simple and straight forward as possible. The key is to explain the situation with as few words as possible.

Clarity

Clarity is one of the characteristics that judges will be looking for when scoring your science fair project. They are going to evaluate how easy your report was to understand, how logical it progressed from data to conclusions and how organized the overall report was. The design of your display board and you presentation will also be judged for clarity.

Formatting Your Report

Formatting is very important when you start science writing. To start with you will want to select a 12 point font that is easy to read, like Times New Roman or Courier. Next you will want to double space your report and create a one inch all around margin. Finally, you will want to add a header that includes your project title and a page number.

The format of your science fair project report will also need to follow a common layout. Most reports will have the following sections in this order: (1) title page, (2) abstract, (3) introduction, (4) background research, (5) methodology (experiment), (6) data and data analysis, (7) discussion and conclusions and (8) bibliography. Each of these sections will be broken down into sub-sections. For example, the methodology section will include subheadings of supplies and experiment design while the introduction will contain information about the hypothesis, the reason for selecting the topic that was selected and definitions of terms used in the report.

Science Of Self-defense – Control The Distance And You Control The Fight

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One of the biggest problems that students encounter in their attempts to master self-defense, is the use and control of distance. And yet, learning to control the distance between you and your attacker is probably THE most important skill that you could ever master.

This isn’t just something that those new to martial arts or the science of self-defense have trouble with. On the contrary, intermediate and advanced practitioners are guilty of ignoring this critically important element of combat.

While many would disagree with me, citing how adept they are at always being at the right place to deliver their kick or punch, they overlook the other side of the coin, so-to-speak. What do I mean? I mean this – they may be able to control their own distance to their opponent’s targets, but…how good are they at controlling their attacker’s ability to get at their own?

In an attack situation, if you’re really applying the principles and concepts of a solid self-defense science (as opposed to just throwing a bunch of stuff at the attacker – hoping for the best!), you MUST control his perceptions about what he has available to him. And one of the best ways for you to do this is to control the distance and space between yourself and your assailant.

Again, to most martial art students or those learning a self-defense program, distance is limited to the “style” or philosophy being taught. Some schools prescribe to the “too far away to be hit,” philosophy, while others suggest that you “get in there” and jam him up.

The reality of life is that, you just can’t predict some things, so you have to be flexible and able to adapt. But, before I go any further in this discussion, let’s take a look at two possible scenarios. Okay?

First… What if you’re a really good wrestler, grappler, judo guy, whatever? And what if you;re really good at getting in there and taking the fight to the opponent. And…

…what if you run into someone who’s really good at punching, kicking, or especially good at using their knees? What if you run into someone who just won’t let you get close enough to “get in?”

Or… What if you’re really good at punching and kicking, you know, keeping a guy in your sights and slamming him every time he gets close-enough. But…

…what if you get blind-sided by an assailant who comes at you from the side or the rear. What if you’re suddenly in a bearhug or being scooped up and driven into the ground?

This debate about “which style is better” has been raging for as long as human beings thought in a dualistic manner. In the science of self-defense, you have to understand that you need options to be most successful. And thinking in a limited, one-way-only fashion will get you killed.

The reality is that, you not only need to be good at both of these ranges, but three more as well.

If you’re surprised to find that there are as many as five different ranges in a self-defense situation or street fight – any fight, actually – you’re not alone.

To understand these ranges more fully though, you have to have more weapons then just fists, feet, shins, etc. You have to expand your realm of experience beyond the normal perspective of most people, and at least of most attackers that you might have to defend yourself against.

The 5 Ranges In The Science of Self-Defense

Mastering each type of distance allows you to control, not only your attacker’s ability to hit certain targets, but also to control his perceptions about:

What type of fighter you are
What you know
What you’re able to do to him
What his own options and strategy needs to be

You also control subtle, personal things that your attacker isn’t normally aware of – let alone in control of. Things like his emotional state, level of determination or anxiety, and his concern for his own safety and self-preservation.

The five ranges in the science of self-defense are:

1) Too Far – This one may seem obvious but so few practitioners, student and teach alike, take advantage of this range in a self-defense situation. Everyone understands what it means to be too far away, but few understand what you should be doing at that range to control the situation.

2) Long Range – This is the distance where reaching kicks are typically launched. We need the longer distance due to the length of our outstretched legs. This is also the range of what I call “lunging” punches, where you step forward with the rear leg to deliver the strike.

3) Mid-Range – About arms-length from the attacker, this range puts you at a distance where many of the long-range kicks usually associated with karate and tae-kwon-do no longer fit. Here, the typical attacks include lead-hand “jabs,” front snap kicks, and even some knee strikes from the rear leg, to name just a few.

4) Close-Range – Here, the distance has been closed to what we might also call “grappling” distance. Where single-hand lapel, sleeve, or wrist grabs might occur as a controlling factor at mid-range, close range tactics usually involve both combatants taking hold of each other in a conventional wresting scenario. But, be careful and make sure that you’re not overlooking the fact that close-range strikes like elbows, lifting knees and shins to the gut or groin, or even headbutts can be delivered at this distance.

And finally…

5) Very Close-Range – At this distance, there really appears to be no distance at all. The attacker and defender are wrapped around each other with no space to do much but apparently hold on and use what muscle you have to both control and restrain. But, if we can change our perspective, or at the very least get out of the sport competition mindset and remember that we’re trying to protect ourselves from damage – to defend ourselves and go home – then we can see that other tactics like biting, skin grabs, and very close-range strikes are possible.

Controlling the distance allows you to control the fight. And I don’t just mean controlling your opponent. I mean, “controlling the fight” – controlling what “type” of fight you’re in.

It’s important to understand that old warrior motto: “flexibility leads to longevity.” If you have the ability to adapt and change your own tactics, including the ranges that you feel comfortable in during a self-defense situation, you will be miles ahead of any attacker’s capabilities to keep up with you. You’ll also last longer too!

Science Of Mind Sterling Silver 925 Jewelry

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Science of Mind reflects the lessons of Dr. Ernest Holmes, in the first half of the 20th Century. He was the misfire of Religious Science, which has as its basis, “Change your feelings; change your mentality.” Knowing that our thoughts and attitudes goal our environment, Holmes synthesized the knowledge of early masters that worked for him, therefore being an avant-defend of the well known show, “The Secret,” which turns out to be that very philosophy.

The logo he bent expresses Divinity projecting, or condensing, into form by dying through increasingly animal dimension, into bodily form. Note that the V, representing the passage of Divinity, or Consciousness, is open at the top. Thus, all life is united and not break, after all.
Ron Houpt is the only character on the world, to his education, with the card to produce gold and sterling silver 925 jewelry wholesale with this target. Spiritual students following this course are proud to dress the symbol of Life in exclusive expression, yet attached to the, All.

Ron has been making both the official Science of Mind trinkets and parallel symbols of New Thought for many years. A part of the Boulder, CO, Religious Science church, he regularly brings his brilliant ornaments to New Thought Conferences, where he does the attendees appreciate his okay work.

Popular are both the men’s and women’s rings in either excellent silver 925 or 14k gold. Two styles are open: the Science of Mind logo in a concrete recording or the open flare. The stud hoops are also with a diversity of sound or open method.

Besides with the official logo on pendants, jewels, pins, tie tacks, rings, and charms in sterling silver 925 or 14k gold, he has produced feeling-shaped earrings around the logo in many penalize rings forms.

In addition, there is a line of pendants, earrings and pins in a 3-metal design, with copper, sculpture, and 925 sterling silver. The Body Mind Soul ornaments pieces are a favorite among those part to the combine of 3 metals. This typed features a round disc with the Science of Mind logo in the three colors.

The New Thought Ancient Wisdom teachings began at the end of the 19th Century, with Phineas Parkhurst Quimby, a New England clockmaker. They called him “Dr.” because of the amazing healings he performed. He discovered if a persona could just let go of a sturdy belief he or she detained, their illness would vanish.

What a wonderful emblem to abrasion on your name, revere, wrist, around your isthmus or on your ears!

Factors Affecting Students’ Performance in Science in Nigeria Schools

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Abstract This is a review paper that identified factors causing students’ poor performance in science as teachers’ method of teaching, students’ interest, class size, poor laboratory facilities among other factors. Recommendations were made at the end of the paper; one of such recommendations was that teachers should be more dedicated to their duties

Introduction Science is different from other disciplines by its processes which are; observation, classification, measurement, prediction, problem identification, collection, analysis and interpretation of data, drawing conclusion, experimentation etc. In Nigeria research has shown that students’ performance in science has not been encouraging due to some factors. The table below shows percentage of students’ performance in May/ June Examination from 2006 to 2011 in Nigeria. YearPercentage of pass 200622 200720 200826 200926 201023 201130 Source: The sun news 2011

Factor influencing students’ performance Adegboye (2003) believed the main factor that is responsible for poor performance in mathematics is the fear of mathematics. Okooboh, Afolabi and Asilika (2004) stressed that the unimpressive response to science and technical education is particularly evident in students’ poor performance in science subjects at secondary school level. In the words of Ajileye (2006) insufficient resources for the teaching and learning of science constitute a major cause of student underachievement. The insufficient resources include laboratories, science equipment, and specimens to be used as teaching aids. Onuoha (1997) identified shortage of qualified and dedicated teachers as the factor affecting student performance in science and that poor practical orientation will lead to poor understanding of the theory. In his opinion teachers are no more dedicated to their assignments. They give more time to trading, petty contracts, farming etc. They sneak in and out of the classrooms and laboratories at will. Ukwuma (1990) in his investigation of factor impair science education confirmed that over 80% of failure in science and technology are due to the inability of students to perform well in practical. Akinola (2006) believed that causes of mass failure of students in senior secondary Chemistry Examination include teacher’s methodology, structuring of the curriculum, the concentration of examination questions on few topics and the inability of students to perform enough practical before their examination. Ladanu (1991) observed that most of the textbooks used in secondary schools are written by foreign authors. Languages used in some of the texts are complex and ambiguous. Hence, it becomes difficult for students to comprehend. In the opinion of Akanbi (2003) poor performance in Physics may be due to a number of fundamental reasons, which could be due to shortage of science teachers in quality and quantity, inadequate laboratory equipment and facilities, poor motivated teaching strategies, shortage of suitable Physics textbooks and other factors. Bamidele (2004) observed lack of interest in physics by students due to preconceived idea that physics is a difficult subject has affected the enrolment and performance of students in physics. Ogunbiyi (1986) investigated that many secondary school students are unfamiliar with more than half of laboratory apparatus and are unable to know in what experiment they are used. Garba (2004) conducted a research on the relationship between classroom control and students’ performance; his findings revealed that teachers who are sufficiently equipped with strategies that assist in classroom control adequately will automatically enable the students have full concentration and lead to positive academic performance of the students. In the opinion of Ojo (2001) lack of qualified teachers, lack of facilities and poor teaching method are factors to be considered when it comes to student performance in science. He said the success of any science education programme depends to a large extent on the teacher. Olonade (2000) and Fatola (2005) in their different studies both agreed that school location and school size influences students’ performance in sciences. In a study carried out by Owolabi (2004) on a diagnosis of students’ difficulties in Physics, he revealed that poor performance of students in Physics could have emanated from student’s lack of full understanding of Physics concepts Aiyelabegan (2003) identified attitude, approach of students and teacher to Physics, inadequacy of practical equipment, unconducive environment and lack of qualified hands to handle practical works as factors affecting student performance in Physics. Apata (2007) confirmed that students taught by qualified and experienced teachers performed better than students taught by unqualified and inexperienced teachers. Conclusion and recommendations Poor students’ performance in science is due to poor teaching method, poor textbooks, students’ interest, class size, poor laboratory facilities, teacher attitude to work and poor condition of service. In view of the above conclusion it is suggested that teachers should be more dedicated to their duties, provision of laboratory equipment and reduction of students’ number per class.

REFRENCES

Adegboye, A.O &Adegboye,O.A(2003).An investigation into Secondary School students’ performance in SSCE Mathematics. Lafiagi Journal of science Education 5 (1& 2), 25-31.

Aiyelabegan,A.T (2003). Effect of physics practical on Students’ Academic performance in Senior School Certificate Physics Examination in kwara state. Lafiagi Journal of Science Education 5 (1& 2), 84-89.

Akinola, B.M.A (2006). Causes of Mass Failure in senior secondary school Chemistry in Ijebu East Local Government Area of Ogun State. Oro Science Educational journal. 4(5&6),19.

Ajileye , O.O (2006).Towards Effective Science Education: Issues in Universal Basic Education Programme. Journal of Sports Management and Educational Research. 1 (2), 337.

Akanbi A.O (2003). Trend in Physics Education in Secondary School in Kwara State. Lafiagi Journal of science education. 5(1& 2), 69- 75.

Apata, S.F (2007). Influence of Teachers -Academic Qualification and Experience on Students’ Performance in Senior Secondary School Physics In Kwara State. (Unpublished master thesis). University of Ilorin,Ilorin

Bamidele, L (2004). Students’ Poor Performance in Physics. A Bane to our Nation’s Technological Development. Nigerian Journal of Science Education and Practice. 2(1), 174

Garba,R.B(2004). Teachers’Classroom Control and Students’ Academic Achievement (Unpublished master’s thesis). University of Ilorin,Ilorin. Ladanu, G.A (1991). Students’ Performance in Biology- Factors and remedies. Journal of Education Students’ Association, University of Ilorin. 7, 8.

Ogunniyi, M.B (1986). Teaching science in Africa. Ibadan: University press.

Ojo M. O (2001). Problems of teaching Science and Mathematics in Nigeria.A paper presented at the Train- the Trainers workshop for Science and Mathematics teachers in Colleges of Education in Six Geo – political zone of Nigeria.

Okooboh, M.A, Afolabi, M.A, & Asilika, D.A (2004). Science and technical Education in a Democratic Government for Sustainable National Development The Conference: Journal of Contemporary Educational Thoughts. 1 (1), 44, 45.

Olonade, G.B(2000). Influence of School Location, School Size, Sex DifferenceAnd Teachers Variables on Mathematics Achievement of Secondary Student In Kwara State. (Unpublished master’s thesis). University of Ilorin, Ilorin.

Bob Proctor And The Secret Science Of Getting Rich Club Exposed!

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You may have wondered what the SGR stands for. Well, to my knowledge it is short for “The Science of Getting Rich,” which is a book written roughly 100 years ago. For those of you who have seen the impressive movie “The Secret,” this very book can be noticed as the movie starts. The movie is nothing but the manifestation of the book.

Who is Bob Proctor? Owner of Life Success Productions a successful company, Bob Proctor is part of the team of instructors and certified teachers that have taken the book to a new level. He is a certified consultant and coach, highly motivated to make people be aware of the immense power that lies within all of us, and which also decides for the outcome of our life. Bob Proctor reveals to us all that controlling our life has never been easier.

Bob Proctor, a teacher of the Science of Getting Rich Program, brings forth this science of getting rich and does so using explanations and life-examples, endorsed by scientific data that are hard to deny. He is consultant, speaker, and author at the service of all those that choose to make their creativity work for them, and ensure their success and stability.

To start from whence we should, we can all agree that from time memorial science has been part of our lives, and now we have at our feet the Science of Getting Rich, that Bob Proctor writes about. Bob Proctor is an amazing writer, author of a huge number of books, e-books, DVDs, CDs, and many other such forms.

“The Science of Getting Rich” is more than becoming rich, in terms of financial success; what you need to do before that is feel fulfilled on a many different levels, as well and only after that will you be able to take joy in calling yourself wealthy.

The link between “The Science of Getting Rich” and the movie “The Secret” is a Law that both of them utilizes, the Law of Attraction. The Law, proven many years ago says that your mind and your thoughts actually attract the like of that which you think about. Whatever image you hold in your mind, part of your life, without any doubt that it could never be possible, will be manifested into your existence, because you have asked for it. The images you hold, a huge bank account, and being able to buy all you wish, a brand new car, happiness and stability can be yours if you strongly believe, see them, virtually reach out and touch them, in your mind first, and then for real. It won’t be long before they will be real, so become successful using your mind.

Start feeling grateful first of all for what you have, then choose anything that is suitable for you and more of that will come. Stop thinking it will never happen to you, because if you start off with these negative thoughts, it will indeed never happen to you. The Law of Attraction will draw in your life those which you fear the most, simply because you have thought about it in your mind. It is your willpower that sends negative waves out into the universe, which of course gives you what you have wished for.

Whatever may be going on in your life as it is, you have attracted it, and no other creature is responsible for the series of events you could be experiencing. Life is how you plan it to be, in your mind and Bob Proctor will help you plan your life carefully, step by step.