Education

A fingerprint is comprised of a collection of different swirling lines, each one completely unique based on the way the lines are formed and patterned. There are only seven different line types that make up different finger prints, but because the lines can start, split or stop at any point within the fingerprint, there are an endless number of patterns that can be created. The billions of different fingerprints that exist are comprised of many different angles, lengths, formations, widths and heights of these seven different line types.
Fingerprints left at crime scenes can be uncovered using several different methods. One of the most popular methods uses various adhering powders that are attracted to the oils present in fresh fingerprints. The fingerprint is made visible because the powder sticks to the oil imprint of the lines and ridges, forming the fingerprint. Another method for discovering fingerprints involves using either superglue, or Cyano-Acrylate, that vaporize when heated and the smoke attaches to the fingerprint in order to leave a visible white print. There are other methods that can be utilized in order to discover latent finger prints, but these typically involve specialized laboratory equipment that is not always available to crime scene technicians.
Fingerprint dusting methods work best with fresh fingerprints because they rely on our skin oils that are naturally secreted from the eccrine glands in our fingertips and are left behind on surfaces that we touch. Only the raised portions of our fingerprints actually touch the surface, which leaves a nice clear fingerprint behind. Fingerprinting dust clings to these skin oils, which is what allows the print to become visible.
Most fingerprints are initially run through state criminal fingerprint databases first. Not all state crime labs have access to the IAFIS database, even though the database is essentially free to use and is available for any crime lab to obtain. Typically, if a crime lab has no luck with a fingerprint search on a local level, they can turn to IAFIS in an attempt to find an out-of-state fingerprint match.
Originally fingerprints only had a great deal of purpose when it came to solving crimes that had already occurred, though fingerprinting is gaining popularity in other crime-fighting methods. Biometrics allow people to keep track of the public coming and going in some circumstances, such as entering a court house by first giving your fingerprint. Many states require you to give your fingerprint when you apply for your driver’s license, or have a check cashed in order to prevent fraud. Children are being fingerprinted early so that if they ever go lost, it will be easier to find them because they are in the system. And some high profile buildings like banks have locks which rely on fingerprints in order to open them. So there is a lot more that a fingerprint can do than simply put a bad guy away. They can also keep people safe, and help keep track of people by storing them in the fingerprint database.
Fabiola Castillo is an online marketer for the website NinjaCOPS.com. This virtual store specializes in personal defense products where you can buy pepper spray, kubaton keychains, wireless hidden cameras, nunchaku technique videos, Taser stun guns, expandable steel batons, and many other home security products.

Before Galileo turned his telescope toward the night sky the act of astronomy was pretty much an astrological pursuit where objects and motions of object in the sky were explained using ancient and archaic understandings of the universe and how it works.
But he didn’t just observe and note new objects in the sky. He applied scientific methods, mathematical laws, and logical thinking to what he observed and it is this cross discipline approach that created the modern science of observational astronomy.
Galileo is often thought of as inventing the telescope. He didn’t invent the telescope but he was the first person to turn one toward the night sky. And the observations he made created the new science of modern astronomy where telescopes are used to help us understand our universe, our place in it, and how it works.
Galileo first heard about the mysterious telescope in 1609 and set out to make a copy for himself. This first telescope magnified images about three times. And over the course of a decade Galileo continued to make more telescopes and his most powerful one magnified images about ten times. This telescope enabled him to see things never before seen. And it enabled him to change our view of the universe and of the objects in the sky.
The first thing that Galileo turned his telescope to was the moon and by observing it over the course of many nights he made an important discovery. He saw that dark areas on the surface grew and shrunk depending on where the moon was in relation to the sun. From this he made the correct deduction that these dark areas were shadows cast by craters and mountains. He further explained with geometry that the height of the mountains and depth of the craters could be correctly calculated. This was an astonishingly important revelation in our view of the universe because it was previously believed that the moon was a smooth surfaced object.
Another extraordinary observation, and the most important, that Galileo made was the discovery of the four largest moons around Jupiter. They were previously unviewable but with his ten-power telescope he could see them. And after viewing them over the course of several nights he observed that they moved. With further careful observation and calculation he proved that they revolved around Jupiter. And this was a universe changing observation because it was previously believed that everything in the universe revolved around the Earth.
Galileo went on to make many telescopes and to make many other important observations in both the night and day sky including the discovery of spots on the sun and the discovery of the rings of Saturn. His observations in the sky spurred on many other telescope makers and astronomers to further explore the amazing and mysterious objects in the sky. But more importantly he also spurred on other astronomers to apply the laws and lessons of mathematics and logic to their observations in a quest to understand how the universe works.
This creation of the modern science of telescopic astronomy was clearly born in 1610 when he published his work called “Sidereus Nuncius” or the “Starry Messenger”. This work is still available to this day and is considered one of the most important written scientific works.
The author has been an amateur astronomer for many decades. Learn more about telescopes and astronomy by visiting his website at: The Joy of Telescopes and Astronomy

For thousands of years, human beings have used the night sky to navigate, keep track of the seasons, and inspire myths and legends. The tradition of naming stars is as old as history itself. Before modern times, however, humans could only name the stars that were visible in the night sky—a tiny fraction of the number of stars we can see today with powerful telescopes. Some stars have beautiful and evocative names, while some stars are designated by unimaginative-sounding groups of numbers and letters. So how do stars get their names?
Today, most stars are not given proper names. However, a few stars have kept names given many years ago. Here are a few ways a star may have come by its name.
Tradition. Some stars stand out from the rest. These “stars among stars” have been singled out with traditional names for centuries. Polaris, for example, is the one star that seems to occupy a fixed position in the heavens. People have been using it as a navigation aid for millennia, and it has had many different names in various cultures. In addition to Polaris, Western culture occasionally refers to it as the North Star or the Pole Star.
Ancient star catalogues. Some star names have been preserved in the works of ancient astronomers. Perhaps the earliest star catalogue we know of was written by Gan De, a Chinese astronomer who lived in the 4th century BC. The Western world’s first star catalogue was written by Timocharis, an astronomer from Alexandria, about a hundred years later.
Most of the ancient star names still in use today, however, can be traced to the 2nd century AD. Ptolemy, a Greek mathematician and astronomer who lived in Egypt almost two thousand years ago, wrote a star catalogue in The Almagest, a mathematical and astronomical document outlining star and planetary motions and mechanics.
Ptolemy’s catalogue contains over a thousand stars. Most of these are identified first by their position within a certain constellation; second by their longitude and latitude; and third by their magnitude, or brightness. He did give a few stars special names, most of which are in common use today. These include Arcturus, Sirius, Regulus, Capella, and Spica.
Medieval Arabic translations. In the Middle Ages, Ptolemy’s Almagest was adopted by Arabic astronomers, who translated many of the original Greek names into Arabic. Most of the Arabic names were derived from Ptolemy’s descriptions of the locations of the stars within their constellations. For example, Arab astronomers named a star within the left foot of Orion the Hunter “Rigel,” which is Arabic for “foot.” Other stars whose names derive from Arabic include Deneb, Betelgeuse, Vega, and Altair.
Prominent astronomers. A very few stars are named after the astronomers who studied them. Barnard’s Star, for example, is a red dwarf named after E. E. Barnard, who discovered it in 1916. Van Maanen’s Star is the second white dwarf star ever found, and it was named after Adrian Van Maanen, its discoverer. Bessel’s Star is named after George Friedrich Bessel, who measured its distance from Earth in 1838.
Powerful people. Even more rarely, a star can be named after an important figure in history. For example, the brightest star in the Canes Venatici (Hunting Dogs) constellation is named Cor Caroli, meaning “Heart of Charles.” Historians are not sure whether it was named in honor of King Charles I or King Charles II of England.
Bayer designations. During the early 17th century, German astronomer Johann Bayer traveled by ship to different hemispheres in search of stars to observe. Bayer compiled a star catalogue in which he named stars by designating first a lower-case Greek letter, such as alpha or gamma, and then the Latin name of the constellation each star could be found in. The Latin constellation names were usually given in the possessive form, to indicate the star “belonged” to that constellation. Many of these names are still in use today, including Alpha Centauri, Alpha Canis Majoris, and Beta Persei.
Modern sky catalogues. The situation gets a bit complicated when it comes to the way stars are named today. Astronomers are performing new sky surveys and compiling star catalogues to record new discoveries every day. Some of these catalogues are extremely large—the Guide Star Catalogue II, for example, contains over 998 million stars. There are too many stars to give each one a unique proper name. As a result, most naming conventions depend on a series of numbers indicating the star’s location, brightness, and other factors. An example is SDSSp J153259.96-003944.1. The lettered section (SDSSp) indicates that the designation is from the Sloan Digital Sky Survey of preliminary objects, and the numbers give the star’s location in the sky.
The stars we see when we look into the sky on a clear night are only a tiny fraction of the number we can see through a powerful telescope—and those in turn represent only a tiny amount of the total number of stars too far away to see. With the billions of stars in existence, it’s not practical to give each one a special name of its own. That makes the few stars with proper names almost unique in the universe.
About the author
J Vince is managing director of the E-Commerce London based experience days company http://www.thanksdarling.com For

Thus, the suggestion of water having changed its properties would inevitably lead to drastic consequences on Earth. Life on our planet arose in an aquatic environment and most likely in the littoral zone where sunlight fully penetrates. In a world where ice sank, these shallow areas would be the first to freeze over completely. Would the first photosynthetic algae have survived a winter? Would marine life survive an ice age? Perhaps our landscape would be populated by survivors from other biospheres, such as land-dwelling descendants of the tube worms that live in underwater hydrothermal vents.
Water may exist in a freer form than previously thought, with water molecules constantly linking and unlinking, much like children playing games in a crowded schoolyard. As water cools and begins to freeze, the molecules can be thought of children laying flat with hands and feet outstretched – they occupy much more room than the same children in motion, sliding and jostling past one another. The sudden increase in area required to fit the same number of molecules means water becomes expands as it freezes, causing water pipes to burst as the ice inside of them runs out of room. Most materials occupy less space as they solidify. As overall temperature and kinetic energy decrease; the resultant crystalline array usually assumes a form more like a stack of boxes than a crowd of rowdy schoolchildren.
We have an obvious bias towards water-based life, derived largely from its ideal properties. If ice were denser than water, the oceans would gradually freeze from the bottom up, never having a chance to melt. Under such circumstances, water would no longer function as the cradle of life, and our first ancestors would have been as likely to crawl out of a puddle of liquid ammonia.
What would life on this plant be like if ice sank instead of floating? Shrunken ice cubes would be certainly be easier to remove from the tray, but both the beverage and the holder of the cocktail glass would be completely different!
The article was produced by the writer of masterpapers.com. Sharon White has many years of a vast experience in geography term paper and high school term paper writing consulting. Get free samples of essays, coursework and learnholocaust research paper tips.

The word “LASER” stands for Light Amplification by Stimulated Emission of Radiation. A laser is an optical light source that emits a concentrated beam of photons. Lasers are usually monochromatic – the light that shoots out is usually one wavelength and color, and is in a narrow beam. By contrast, light from a regular incandescent light bulb covers the entire spectrum as well as scatters all over the room. (Which is good, because could you light up a room with a narrow beam of light?) There are about a hundred different types of atoms in the entire universe, and they are always vibrating, moving, and rotating. Think of kids on sugar. When you add energy to these atoms (even more sugar to the kids), they really get excited and bounce all over the place.
When the atoms relax back down to their “normal” state, they emit a photon (a light particle). Think of the kids as coming down from their sugar high, and they all collapse on the couch. A laser controls the way energized atoms release photons. Imagine giving half the kids sugar, and picture how they would bounce all over the place (like light from a bulb)when it took effect. They would be very high-energy among the other half who were contently sitting down. Now imagine those sugar kids jumping in unison (a focused laser beam). The sugar-kids are infectious, and pretty soon, the kids around them are joining in and sharing in their excited energy. This is how a laser charges the atoms inside the gas medium. Now imagine a cat-flap that lets out a limited number of kids out at a time, while the rest are bouncing around inside, charging up everyone. That cat-flap exit is the laser beam exiting the laser. The atoms remaining inside the laser bounce off mirrors as they charge each other up.
Before we start, you’ll need eye protection – tinted UV ski goggles are great to use, as are large-framed sunglasses, but understand that these methods of eye protection will not protect your eyes from a direct beam. They are intended as a general safety precaution against laser beam scatter and spinning mirrors. (Yes, you will be wearing sunglasses in the dark!) A very neat addition to the experiments below is a fog machine. (Rent one from your local party supply store.) Turn it on, be sure you have good ventilation, darken the lights, and turn on the lasers for an outstanding laser experience! A quick note about lasers: keychain lasers from the dollar store work just fine with these projects. Do not use the green lasers sold in astronomy stores – they are too dangerous for the eyes. Plastic Bottle Beam Fill up a plastic water or clean soda bottle with water and add a sprinkle of cornstarch. Turn down the lights and turn up the laser, aiming the beam through the bottle. Do you see the original beam in the bottle? Can you find the reflection beam and the pass-through beam? Light Bulb Laser In the dark, aim your laser at a frosted incandescent light bulb. The bulb will glow and have several internal reflections! What other types of light bulbs work well? CDs Shine your beam over the surface of an old CD or DVD. Does it work better with a scratched or smoother surface? You should see between 5-13 reflections off the surface of the CD, depending on where you shine it and how good your “seeing” conditions are. Glass and Crystal Pass the laser beam through several cut-crystal objects such as wine glasses or clear glass vases. Is there a difference between clear plastic or glass, smooth or multi-faceted? Try an ice cube, both frosted and wet.
Microscope Slides Shine the laser beam through a flat piece of glass, such as a microscope slide or single-paned window. Can you find the pass-through beam as well as a reflected beam? If you have it, fill a clear tank with water, add a sprinkling of cornstarch, and put the slide underwater. Shine the laser through the side wall through the slide and both beams will be visible. Lenses If you have an old pair of eyeglasses, pop out the lenses and try one or both in the beam to see the various effects. Try one lens, and then try two in line with each other to see if you can change the beam. Filters Paint a piece of cellophane or stiff clear plastic with nail polish (or use colored filers) to put in the laser beam. You can make a quick diffraction grating by using a feather in the beam. If you have polarizer filters, use two. You can substitute two sunglass lenses – no need to pop out the lenses – you can just use two pairs of sunglasses. Just make sure they are polarized lenses (most UV sunglasses are). Place both lenses in the beam and rotate one 90 degrees. The lenses should block the light completely in one configuration and allow it to pass-through the other way. Laser Maze Hot glue one 1″ mosaic mirror (found at most craft stores) to each wooden cube. In a pinch, you can use aluminum foil or Mylar. Add a fog source, such as a fog machine, dry ice, or clap two (very chalky) chalkboard erasers together – just be sure to have proper ventilation, as you will also need the room to be very dark. Turn on the laser adjust the cubes to aim the beam onto the next mirror.
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As a teacher, engineer and university instructor Aurora Lipper has been helping kids learn science for over a decade. Want More Cool Science Activities? Rocket-launch your kid’s education by downloading your free copy of the Science Experiment Activity Guide from the Supercharged Science website: www.SuperchargedScience.com

As each person that God has created is unique, there is a certain uniqueness associated with how a person learns. There are three types of learning styles: visual, auditory, and tactile/kinesthetic. Some students need to be shown what to do (working best with pictures and diagrams) while other students may learn best by hearing material (such as hearing the story of the Underground Railroad). Another group of students may not learn something until they can manipulate it with their own hands (putting together a model airplane to understand its architecture). Do you have any idea what type of learning style suits you best?
It is important to know what kind learner you are so that you can help your homeschooler when s/he has questions. This information is valuable when it is compared to the type of learner that your student is. You can be of best service to your child when you understand how he/she understands information. Always keep in mind that the way you explain information may not be the best way to reach your child. You want to make every effort to understand the way your child processes information and what you can do to make sure it is expressed in that way.
The Southern Baptist Academy is conducive to any learning style because it gives you and your student the freedom to take the provided curriculum in any direction that you need it to go. If your homeschooler needs to see information, s/he will find it convenient that we incorporate these elements in our curriculum. In addition, you can take it upon yourself to use supplemental materials to make his/her learning experience as full as it can be. Working with your student will be the key to finding the most appropriate delivery style.
We incorporate all learning styles into our delivery of content to your homeschooler. We allow you the opportunity to tailor it to fit your unique student’s needs. There should never be a time that your student doesn’t understand material because it is not being presented correctly. Always know that The Southern Baptist Academy staff is here to assist you as you make our special online curriculum yours!
ABOUT THE AUTHOR
Mimi Rothschild is a homeschooling mother of eight, accomplished author, and Founder and C.E.O. of The Southern Baptist Academy.
Rothschild launched the home educating academy because she saw a need for an affordable alternative to the public school specifically for families answering the call to Exodus coming from Southern Baptist Convention Leaders. It is her sincere prayer that Southern Baptists will be able to use the K-12 program in order to achieve academic excellence and moral soundness. The Southern Baptist Academy is an online private homeschool that offers students a world-class Kingdom education alternative.
You can read more from Rothschild at The Southern Baptist Academy Blog.

So what would happen if water becomes wholly solid? That first thing that comes to my mind is that as dense solid water will no longer be as important for life it is now as a liquid. The way we are accustomed to look at life, apparently, it can not be imagined without water as a liquid. But it is not really like that. The essential molecules of life like RNA, DNA, enzymes, amino acids or proteins, carbohydrates, fats, vitamins etc are all organic molecules and one can discover or even synthesize an organic solvent for all these essential molecules and in that case there can be another form of life based on that solvent. The living being based on such a fluid will behave quite differently as compared to those based on water. They may be light, slim and trim and short tempered in case the fluid is volatile and capable of dissolving less amount of essential nutrients. They may be quite different as compared to what I have just described. But some definite interesting situations can easily be visualized like – there will be no rains of water, no rainbow either. Nobody will be able to drink water then? Planes of water may be then deserts or even one can locate hills of water. Who knows water may then be used as material for constructing house.
Fictitious scenario apart, let me suggest something really serious. We should initiate a large scale project for setting such life based on an alternative liquid at least in laboratories. The reason is even is water may not become dense like solid, but there may be a severe scarcity of water and other natural resources on this planet in future, if one goes by present practice of recklessly exploit natural resources including water. In such a scenario, the beautiful Earth may not be a place to sustain life and we all may have to migrate to another planet if only to save life.

The article was produced by the writer of masterpapers.com. Sharon White has many years of a vast experience in geography term paper and high school term paper writing consulting. Get free samples of essays, coursework and learnholocaust research paper tips.

In our last article, we examined how you make up a model of the world to guide your actions every day. In this article, we’ll go a bit deeper and begin to analyze some of the most basic patterns with which you weave your model of the world.
Associations
How are you able to recognize people at your workplace, or know the meanings of the lyrics a rock star is singing? What enables you to perform complex tasks like taking a shower without having to be aware of each and every muscle movement necessary to lather, rinse and dry your body in a coordinated fashion? The answer lies in the brain’s ability to create and record seemingly infinite patterns of associations and distinctions, and compare these patterns with ongoing experience to make meaning. To thoroughly appreciate just how complex and amazing this system is, you can take a moment to trace the sources of these patterns and determine what they are comprised of.
What is a unit of experience, and how is it assembled into those patterns we store as templates? The following example is a loose analogy of the process:
Have you ever looked at mosaic pictures? These are pictures that are made up of many other tiny pictures. If you’ve never seen one, take a look at http://linuxappfinder.com/images/logo_mosaic_big.jpg. If you were to look closely at that picture, you would see that the image is made up of dozens of tiny pictures, and that the size of the pictures, as well as their brightness, varies, depending on the shape you are viewing is supposed to appear to the naked eye. If you isolate one picture in a magnifying glass, it has little meaning for the whole. Even widening your scope to include ten pictures may not result in an emerging image, in terms of the overall picture. If you widen your scope far enough, the pattern of tiny pictures may begin to give you a clue, and you might begin to rcognize a pattern you can identify as an eye or beak. When you remove the magnifying glass altogether, you recognize the pattern of a penguin (or whatever object you have been viewing). One picture… several pictures… the whole pattern. For our analogy to hold, let’s suppose that one picture represents one “unit” of visual sensory experience.
Even recognizing the letters in this sentence (the letter E, for example) requires recording and accessing a pattern of many individual units of visual “data”. To make sense of these individual patterns may require assembling them into still larger patterns. For example, even though you recognize individual letters in this text, creating meaning from the pattern of letters in the word “cat” requires accessing further associations. We have learned that the word cat is a symbol for another experience. This symbol is associated with various experiences stored in memory, and in order to decide which of these experiences is the one referred to, you need to add more symbols, which, through chains af association, eventually leads you to the experience referred to in the communication. Is it a small, friendly tiger cat, or a big fluffy white Persian?
To understand that last sentence, you had to perceive individual units of experience, grouped in patterns that you know as letters, which you then put together into patterns that you call words. And yet, you don’t need verbal language to make out visual patterns.
Stop for a second.
Wherever you are right now, take a look around you and notice anything that you don’t recognize, even if you don’t say anything to yourself about it. You recognize familiar objects instantaneously due to the stored templates you have in memory, as you match the objects you are viewing on the outside to those templates. Not only do you have the ability to recognize instantly, but you also have patterns of association in memory that make it possible for you to identify what you see. Identifying an object is a matter of accessing patterns of associations that tell you what that object does; what are its characteristics; how it acts or reacts; what you can expect when it’s around; what you can actually do with it. Through identification, you can know if that object presents a threat and how you can avoid it. You perform all this with chains of associations recorded in memory.
In the last paragraph, I used the word “object” but it can also mean person or animal. Also, I used visual words to describe the processes of recognition and identification. The same can apply to the other senses as well (auditory, kinesthetic, olfactory and gustatory). You recognize and identify through all five senses.
Distinctions
The most useful way to understand distinctions is that they are the differences you discern between otherwise similar experiences (people, objects or events). Obviously, you can instantly notice the differences between similar people, objects or events. What really matters is HOW you use these distinctions in our daily experience.
One way to understand distinctions is that they are the “switchpoints” in patterns of associations. You can easily notice this when you communicate with someone else. Let’s say you’re talking to your buddy. You use adjectives and adverbs in your language (distinctions) to help your body access the appropriate patterns of associations in their memory, to help them comprehend more fully what you’re saying. Let’s use an example to make this obvious.
I’ll use the word car. You associate the word car with a generic experience. Now, using a few distinctions, embedded as adjectives and adverbs, you’ll access a few specific experiences. Car 1: silver, 4-door, noisy, wide tires, alloy wheels is different from Car 2: red, 2-door, silent, dusty tires.
As I said before, these descriptions are available in all sensory modes. What is the difference between looking at a silver car and driving a silver car? The second one will probably lead you to remember touching a steering wheel, grabbing a stickshift and maybe even the sound of the engine as you step on the accelerator.
When you’re in the here-now (without describing experience in language), you also use distinctions. When you play basketball, for instance, you have to discern players from your team and players of the opposing team, so you can know to whom you can pass the ball. While it quickly becomes unconscious, you first had to create distinctions concerning your team’s uniform and the other team’s uniform. While the shape of the uniforms might be identical, their colors most probably aren’t. Without needing words to identify each team, you associate the color of the uniform to the act of passing the ball. A distinction between the uniforms allows to know to whom to pass.
Let’s go over this one last time…
You store individual units of sensory experience. These units combine to create patterns that are stored in memory and serve as a template you use to recognize and identify people, objects and events. Patterns of color, shapes, and brightness allow you to recognize and identify visually. Patterns of pitch, timbre and volume allow you to recognize and identify auditorily. Patterns of temperature, intensity and pressure allow you to recognize and identify kinesthetically. Patterns of flavor, pungency and sweetness allow you to recognize and identify gustatorily. Patterns of smell, aroma and bouquet allow you to recognize and identify olfactorily.
All of these assemble to inform you about your environment. You record these patterns and use them as templates against which you peg our ongoing experience. This enables you to interpret what’s going on in your environment and what to expect from it.
In upcoming articles we’ll discuss how you use associations and distinctions in more complex mental processes. ————————————————————————————–
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Telepresence refers to a set of technologies which allow a person to feel as if they were present, to give the appearance that they were present, or to have an effect, at a location other than their true location. Telepresence requires that the senses of the user, or users, are provided with such stimuli as to give the feeling of being in that other location. Additionally, the user(s) may be given the ability to affect the remote location. Therefore information may be travelling in both directions between the user and the remote location. Telephony allowed us to hear and interact with people far away; television brought us pictures from a distance. By combining the interactivity of telephones, the visual environments of television, the virtual environments of cyber world, and new kinds of information systems, it is now feasible to develop telepresence systems. The ongoing revolution in computing infrastructure is having a profound effect on the entire process of education. Not only is technology being used to extend educational opportunities to populations and communities previously underserved, but it is also transforming the way and form in which learners are absorbing knowledge. Some fundamental aspects and motivations remain unchanged, however. The technological innovations are rapidly revolutionizing our traditional methods of education, transforming and enhancing these basic notions of classrooms, laboratories, discussion groups and books. It is well-known that the effectiveness of classroom teaching diminishes in proportion to the number of students in a class. Once a class size reaches more than about 25 students, several deteriorations occur. The interactivity in class decreases dramatically and the instructor loses any personal touch with the class. Not every teacher or professor possesses the talent to explain the material well. And with other pressures mounting, many instructors are either not experts in their class material or are not good performers in class, or are not interested in teaching. The Multiple Perspective Interactive system allows interactive viewing of the classroom, and works both in live and archival modes. The live mode allows any person anywhere to be telepresent in the class and participate in it. A student can be observing reactions of other students physically present in the classroom while the instructor is explaining some complex concepts. A remote student can electronically copy the contents of the classroom material, including what is displayed on the board. In fact, a student may give instructions to automatically store everything that is displayed on the board, and concentrate fully on understanding the material being presented. A remote student can ask questions in class at any time Another interesting implication of using MPI video technology may be that classes given by an excellent instructor on the topic will become timeless. Thus, lectures by an excellent instructor will be available to students to review even after the lecturer is no longer alive. In present scenario very few websites are providing this facility. http://www.tutorbene.com is one of them. You can take a tour of this website. It is providing free demo for few minutes to help you understand the concept better and make you aware of the ongoing advancements in today’s education scenario. http://www.tutorbene.com +13156298185

Various generalized ways to develop child’s interest in studying and doing homework have been discussed in other articles. This article focuses on using online-tutoring as a methodology to make the homework interesting.
Online tutoring is an extremely impact medium and makes any study-work interesting because-
• It enables one-on-one interaction, which allows the tutor to understand in depth the individual needs of a child. • The online sessions are highly interactive and fun filled where the child has equal participation. • The online tutors are far cheaper than in-person tutors. • With online tutor, student can address their study problems on a regular basis. A subject looks difficult when problems/ confusions are not addressed on time. • Online tutoring can be obtained in the comfortable environment of home. Also, students have the flexibility of scheduling the session at any time. • Parents can easily keep track of their ward’s development • Students get other online benefits like free downloading, playing quizzes and games.
Vienova makes virtual delivery of services to customers a reality by making extensive use of cutting edge technology – a proprietary web enabled platform provides simultaneous use of multiple communication channels such as Audio, Video, Text and whiteboard, besides other features. Vienova provides services to consumers spanning North America, Europe and Rest of the world.
To get the best out of Vienova, here are a few points you might like to know as a student/consumer • Rate tutors as per what you think would be global standards – do not be too liberal or harsh. We take ratings very seriously and they directly impact our tutors and delivery. Give a 3* rating only if you think tutor’s style is acceptable, a 4* if you think tutor is above average and a 5* if you think the tutor is amongst the best in the world. • In case your child is not comfortable with a particular tutor’s style, though typically that wouldn’t be the case, please request for a change in tutor through customercare@vienova.com. • As child gets comfortable with one subject, see which are the other areas where he/she needs help on but do not unnecessarily push him/her to take tuitions for subjects where he/she doesn’t want to. Please do not be surprised or react if you see the tutors attempting to make the child less and less dependent on tuitions with every passing year.