Upon getting information about an upcoming school science fair and the need to consider a topic of interest, many students will typically have no idea where to get started. While the science fair is typically a common occurrence in any school at any grade level, there are different types of topics that should be taken a look at depending on the age of the student. After first taking a look at the many different categories of science projects, you will be able to locate a suitable choice of topic to take to the next level.There is a wide variety of categories that fall under the types of science projects that can be chosen for a school science fair. These include biology, chemistry, physics, microbiology, biochemistry, medicine, environmental, mathematics, engineering, and earth science. While you may not have yet learned very much in any of these categories, don’t be afraid to see what each one entails. Taking a good look at your interests will allow you to focus on the right direction to take.Many resources are also available for those who are unsure as to the topic they are wanting to use to create their science projects. If you take a look at the topics that fall under the biology category, you will likely notice that there are topics that deal with plants, animals, and humans. For those who are in 2nd grade or 3rd grade, an interesting topic may be to determine if ants are picky over what type of food they eat. While this topic might not be of interest to an 8th grader, it is certainly something in the biology category that an elementary school student would enjoy.Along with the biology category, a high school student may want to take a look at diffusion and osmosis in animal cells as this would be a more appropriate topic for the grade level. A student in 6th grade would be more advanced than an elementary school student, but not as advanced as a high school student. At this middle school grade level, a topic of how pH levels effect the lifespan of a tadpole may be of interest.Whichever resource is used to locate a topic for science projects, it is always a good idea to consider the grade level of the student prior to making a selection. It is always assumed to be best to have a project at an appropriate level in order to keep the attention of the student and provide a fun and enjoyable learning experience.
Being a teacher in a business management department, I want to emphasize on the tremendous importance of ‘business modeling’ in Business Management. For any MBA student, ‘business modeling’ should be the core of business management studies. ‘Business modeling’ in any area of business management namely finance, production, marketing, decision sciences, operations, export-import, insurance etc. comprises of 2 steps. The first is, complete theoretical understanding of the subject area done through individual book studying and the traditional chalk and board teaching in the class. In the second step, the theoretical models from the book are converted to models in the computer. This ability is known as ‘business modeling’.In the present global business world, the days of theoretically solving problems by hand are no longer valid. Typically, a business manager needs to solve many problems in a day. If the manager relies on hand computation to solve any problem, it will take several days or weeks to solve a problem. Hence, hand computation is no longer feasible. Each business analyst should have the ability to build models in the computer.One of the best platforms for doing ‘business modeling’ is Microsoft EXCEL. In Excel, only blank worksheet templates and some in-built functions are present. All models have to be built from scratch. The business analyst can build models and quite easily solve problems in all possible areas of management. And, the best part is that, once the model is built, the computation is done within few milliseconds by the computer. Myriads of day-to-day business problems can be solved using ‘business modeling’. Another good platform for doing modeling is MATLAB.Please remember that, we do not have software to solve all the problems of the human civilization. One of the best ways to create new software is to build ‘models’ in the available platforms. If a ‘model’ successfully solves the problem for which it was built, the logic of the ‘model’ can be easily converted to software using various software development technologies It would not be wrong to say that, good ‘business modeling’ can lead to building software in newer areas, where there is no existing software at all.
One of parents’ most important duties is to protect their children from harmful sexual values and behaviors. Yet many public schools force potentially harmful, sometimes shockingly explicit sex education on their students.
Most of the time, parents have no control over the content of these classes. Occasionally, a group of parents finds out about a particularly obnoxious sex education class and protests to the principal or local school board. The class may be dropped, only to be replaced by another class that teaches equally objectionable material.
School authorities’ cavalier attitude towards parents on this issue shows their anti-parent bias, and their contempt for parents’ rights to control the values their children are taught.
Many school authorities insist that children need comprehensive sex education from kindergarten through high school. They believe parents can’t be trusted because they have shameful feelings about sex or have “outdated” moral or sexual values. School authorities, claiming that they know best regarding sex education, usurp the parents’ role, allegedly for the good of the children. In doing so, they show contempt for parents’ rights, values, and common sense.
Many sex-education classes indoctrinate children with sexual values that can cause them irreparable harm. For example, these classes often promote the idea that most sexual behaviors are acceptable, including adultery, homosexuality, masturbation, and premarital sex.
The sex-education instructor simply tells the kids to “be careful” or use their “common sense” when they engage in these behaviors. As if we can depend on teenagers with raging hormones to be careful or use their common sense. The soaring teen pregnancy rate in this country puts the lie to this notion.
Horror stories about sex education classes and flagrant violations of parents’ rights confront us from around the country. Here are only four of those stories:
o On March 19, 1996, a public school in East Stroudsburg, Pennsylvania made 59 sixth-grade girls submit to a genital examination as part of a routine physical. The school did not ask for parental consent. During the exam, school officials blocked the exit doors and refused to let the crying and pleading young girls call their parents.
o In Stephens County, Georgia, parents were shocked to discover that their fourteen- and fifteen-year-old daughters had been driven to a birth control clinic by a public school staff member without their knowledge. The county clinic administered AIDS tests and Pap smears to the girls and gave them birth control pills and condoms. The school denied parents access to the test results and defended its actions on the grounds that the counselor believed that she was doing what was best for the girls.
o The Pacific Justice Institute filed a lawsuit on behalf of parents against the Novato [California] Unified School District for authorizing pro‑homosexual presentations without any prior notice or consent. According to the Pacific Justice Institute Press Release, “The presentations entitled “Cootie Shots,” exposed elementary school children as young as seven years old with skits containing gay and lesbian overtures. The presentations were followed by question and answer sessions about what constitutes ‘normal’ families and acceptance of those who choose the homosexual lifestyle.” 6 (see Notes in “Public Schools, Public Menace”)
o Carol (last name withheld for privacy), a schoolteacher, couldn’t believe what she was being asked to teach in her sex education class. The curriculum forced her to show second-graders pictures of nude boys and girls and ask them to name body parts. School authorities told Carol and her fellow elementary school teachers that there were no absolute moral rules, so she shouldn’t be concerned about what she had to teach the children.
Parents, it might be advisable if you periodically asked your children if their school is giving them sex-education classes and what the school is teaching in these classes.
If these classes force your children to sit through shocking, obnoxious, or embarrassing sex-education material, you can do something about it. Many states have Parent Notification laws that allow you to demand that the school “opt-out” (withdraw) your children from these classes. You can find more information about this important issue in “Public Schools, Public Menace.”