Bangkok Education Blogs

Resolving power is not as well understood as the magnification of telescopes. Yet it is more important. This article explains resolution, what it is, and how to calculate it.

Magnification of a telescope is easy to understand. The higher the power the closer the look we get at images in the night sky (the bigger they look). Resolution is another critical component of telescopes and it is very easy to understand if you think of it like television sets. Older televisions have a certain number of lines of resolution and the ne
high definition sets have many more lines of resolution so you get a sharper and more detailed image. The same applies to telescopes; the higher the resolution the more lines of information we get so the better the image. And this resolution has nothing to do with magnification. If you get closer to your television does the image get sharper? No. It just gets bigger. The resolution remains the same.

The factors that affect resolution

The wavelength of the light being observed is a factor in resolution. The higher the wave length of the light the more waves a telescope sees so the more information it gets, and the better the resolution. A second factor is the size of the telescope objective. The bigger the lens or mirror the more wavelengths it will gather. And more wavelengths mean better resolution.

Formula for resolution

This relationship between the wavelength of the light and the diameter of the telescope objective gives us, along with a constant, a formula for calculating the resolution in arc seconds. Divide the diameter of the telescope objective by the wavelength of the light being observed then multiply this by 252,000 (which is our constant). This gives you the resolution in arc seconds. (Resolution = 252,000 X (wavelength) /(diameter)). You can see that the larger the telescope the smaller the resolution is in arc seconds. And the smaller the resolution in arc seconds the better. It is like smaller lines on your high definition television. Smaller lines means more lines per inch or centimeter and a crisper, sharper image.

Other Factors in Telescope Resolution

Atmospheric conditions are a big factor in resolution. A turbulent, thick, or unsteady atmosphere will distort the wavelengths coming into the telescope and distort the quality of the light and information. This will reduce the resolving power.

The quality of the telescope is another factor. High quality scopes with good optics will correctly gather good information and give you good resolution. Poor quality optics will distort the images and give you a lesser resolution.

Resolution, while lesser known than magnification is much more important. It is the factor that determines the quality and sharpness of what you see through the telescope and it is the reason why bigger telescopes are better than smaller ones.

About the Author

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Paradigm Shift from Teaching to Learning
Teaching is one of the oldest professions in the world. In good old days the students who had desire to learn used to come to learn and usually were self motivated. Moreover the going through the process was comparatively easy as things and concepts were relatively easy. With changing socio-economic scene the whole process has undergone a tremendous change. In today's society there are students who come just to earn a degree so as to have a respectable social status. Moreover due to advan
ement in various fields, the concepts and applications have become quite complicated to understand and practice.

The teachers job under these environments has become more difficult wherein he has to ensure that learning takes place when he teaches for most of the students who come from diverse backgrounds. The attitude that our task is to teach and they will learn only if they want to is a negative approach to my mind.

The Missing Links

What has largely been considered classroom teaching and learning process traditionally has got certain missing links to my mind. I consider following to be the complete cycle of teaching learning process and I have tried to stretch it beyond learning to achieving proficiencies and developing competencies. The complete cycle is as shown below: -

(a)Teaching may lead to…
(b)Awareness, you should go beyond to ensure…
(c)Knowing, knowing does not mean ……
(d)Understanding, if they understand next stage is…
(e)Learning where they even can do the things them selves this has to be developed to…
(f)Proficiency where they become proficient in what they do and that has to be developed to…
(g)Competencies

What is the difference?

I always thought that if I teach and they (students) understand. I think I have done my Job well. Is that sufficient? Probably not! Let us take an example: -

I was trying to teach my daughter how to dance I taught her to my level best, put on the best music, told all the steps to perfection and gave enough time and attention and what not BUT It came out to be total failure. She probably understood dancing but could not dance the way I wanted. What did go wrong?

Reason is very simple she was only a toddler and was in no position to dance, though probably she became aware and up to some extent understood also. But was that enough? Please remember that the very first essential step to ensure that the students learn what you teach is to ensure that you are coming to their standards, this becomes the first essential step to bring them to your standards.

That could be one reason but there can be many more … What is needed?

For making teaching learning process to be successful a change in teachers attitude and approach is required following can be tried out:-

1. Paradigm shift from "Catch me if you can" to "catch them if you can". Speak the language which they understand and in the manner that they understand.

2. Not only that! make sure that they don't abandon you in between. You could devise mean to make sure that they stay with you. One technique is to ask the students to repeat part of the teaching of the previous class and you should be able to identify the students who are falling behind for what ever may be reasons. Target such students for your questions very often and let it be known by them after all it is for their own good.

How do you Ensure Learning

1. Generate interest in whatever you teach. Test their knowledge, which they gain by way of discussions and question answers. You could also ask some good students to give answers to the questions raised by other students in the class.

2. Force them to come prepared you could take frequent class tests. Let sword be hanging on their heads you could also ask some students at random to come on the stage and just give the brief of what was discussed during previous lecture.

3. Strike a good rapport with students. Your attitude towards them is very important and they read it correctly always and every time. Be sympathetic but firm in your approach. Your approach could be almost fatherly. They should be able to sense that you mean their good and that should b by your actions rather than you talking about it.

4. Read their mind and Eyes. You should be able to read question marks in their eyes. It is not difficult. Do look in their eyes and you will be amazed to see them speaking. Do not ignore that as if you do that they would soon loose interest and also the track of what you are teaching

5. Why wait take feedback for yourself in the very second week. Talk to them frankly and openly and try changing your style if required. After all what you teach is not important, what they learn is more important isn't it?

6. Keep them on toes, if they do not put question bombard them with questions basically your approach should be to ensure that they listen to you and are mentally alert.

7. Use students as resource to clarify doubts. It is not at all necessary that you have to talk all the time. They will be more attentive if they are to speak. Make your classes interactive with involvement of students in clarifying basic doubts raised by other students. This will give them confidence as well as improve their communication skills.

8. Show your genuine concern for their welfare. Do not only talk just do it the best you can. Even accompanying some student to hospital in emergencies.

9. Earn respect by your behavior and knowledge. Even how you stand how you talk and how you dress up does matter. Do you remember your school/College days? Try to look back into those days and you will realize as to what needs to be done.

10. Do your homework thoroughly. There can never be any short cut for depth of knowledge. Each lecture has to be prepared thoroughly as if you are going to teach it for the first time.

Why Limit ourselves? Learning cannot be limited to classroom

Classroom teaching could well be just less than 50% of the total learning involved or PUT it otherwise it could be gateway leading to learning experiences. Use every opportunity presented to you to make them learn. Other Opportunities to Enhance Teaching Learning process could be following:-

(a)Lab Sessions
(b)Tutorial
(c)Seminars
(d)Projects
(e)Industry Visits

Make use of this time to fullest advantage. Demonstrate the equipment in lab sessions and during industry visits and couple this with classroom teaching. Same way projects, seminars and tutorial time can be used to a great advantage. Invoke the interest in the students by taking practical systems and examples from the visits, which you had undertaken to enhance the learning.

Food for thoughts

Does Serving the food means that it has been eaten and digested? Even if it has been digested completed, has justice been done? Be careful in choosing what you serve. Do you get me ? Yes the setting of the syllabus is what I am talking about. It is one of the most important things for a teacher. I will go to an extent of saying that it is much more important than the teaching itself. What you teach does matter a lot so be careful to choose should you get a chance to draft a syllabus. It should meet the tomorrow's requirement and not that of yesterday.

I think that is about all we can do for the students.

BUT WAIT! IS THAT ENOUGH ?

Haven't you heard about Self Learning? Just mark my words end of studies in the college is going to be beginning of the actual learning about the real world where continuous updating will be required.

Where we fit in as teachers?
Can't we motivate them to develop the art of self-learning and self-grooming to get ready for future?

About the Author Author has 28 years of experience in the field of Telecommunications. He is M.Sc(Physics) and has M. Tech from Indian Institute of Technology Kanpur. He has worked in different capacities including Signal corps Indian Army, Regional Manager of one of leading Telecom company. Currently he is Associate Professor with Institute of Technology and Management at Gurgaon, Haryana, India which is rated as the best Engineering colleges of North India

Karma as defined by Jane L. Robertson & Deborah Hughes in their book, "Metaphysical Primer" is actually nothing more than "cause and effect". And when we really take a close look at the Law of Karma, that is exactly what it shows us.

This is not some "New Age" thinking, oh no. It is illustrated in The Bible in Luke 6:31 "Do to others as you would have them do to you." This is also known as The Golden Rule.

What that Bible passage is telling us is that in order for us to be treated the wa
we wish, then we must treat others as we wish to be treated. Basically this boils down to a matter of respecting other's rights.

Now, according to the Law of Karma, we receive back that which we put forth. Hmm, sound similar to something else I just said?

Many people believe that if they do wrongs in this lifetime, they will pay for them in the next lifetime. Well I propose that there is a more immediate reaction and result that manifests itself in our current daily lives.

For example, a person cuts you off and you get angry, curse, give them the "finger", and just spew forth wilingly and profusely a torrent of negativity. And it's all aimed at the other person.

Say you are on your way home from work when this happens, and you fume all the way home about this " *@!$()_*$# idiot driver". By the time you get home you are in a very ripe mood and you walk in the house. Your spouse, or significant other, is already home sitting in front of the TV with the newspaper lying on the floor beside the chair. You immediately go into a tirade about how they should learn to pick up after themselves, and on and on it goes.

You have just entered the "Karma Zone."

As you continue to vent your frustration on your spouse, girlfriend, boyfriend, house mate, room mate, significant other, whatever, you immediately get back from them what you are giving them. Well, perhaps not immediately, but for most people, you soon draw them into your negativity and at that point "it is ON!"

Rewind a bit.

You get cut off in traffic on the way home. You immediately feel the rise of anger within you and you let it surface. But instead of regurgitating a stream of profanities at this person, you decide to just let go of the anger, and say a silent prayer that this person does not cause someone harm.

You've just turned a negative into a positive, and when you get home you still find the same situation as above, but you walk in, kiss the person, ask them about their day, and begin your daily unwind from the "world of work". In the end you have no fight with your partner, you enjoy a fantastic meal with each other, then settle in for a night of watching TV, reading, talking, whatever pleases you both.

At the end of the day, you'll feel much better than if you had taken the negative route in this situation.

So Karma can and does have a more immediate effect on our lives than we sometimes give it. Does this mean we should be scared of the Law of Karma? Nope. By having the knowledge that this law does exist and is at work in our lives every minute of every day, we begin to focus on doing what our inner selves know is right for the situation.

Would you like to know more about Universal Laws? Do you wish to know how to accommodate these laws so that you experience all the goodness that is available to you? Do you just want to be more at peace with yourself and the world around you? Or do you just want to make a positive and lasting change in your life? If so, then go HERE to find why having a coach will help you achieve what you are desiring to achieve.

About the Author Gary is a Master Spirit Life Coach and Master Certified Life Coach and has helped people from all over the globe to reach greater heights and improve their lives and lifestyle. Gary offers FREE 50-minute Coaching Sessions and has helped many people with those. Make sure to visit his website at Manifesting Your Life and click on FREE 50 in the navigation menu to apply for a free session.

Macedonia needs new schools - not PCs!

Conducted: September 2007

Until recently and for five years, Ljubica Grozdanovska worked as a journalist in Macedonia's best-selling daily newspaper, "Dnevnik", covering issues on every level of education in the country. Three months ago, she became correspondent for the prestigious Czech e-zine Transition Online (TOL), again covering topics in education. Ljubica also works at the Faculty of Journalism in Skopje as a junior assistant. Recently, she
o-founded "BID Consulting", where she serves as a market analyst, business and PR consultant.

Q: Some observers say that education in Macedonia is being revolutionized - others that it is undergoing a chaotic upheaval. Can you identify for us the major changes (private education, financing, major legislation, etc.)?

LG: The extension of primary education to nine years, the provision of a PC to every student, the Law for Higher Education, and the construction of schools through public-private partnerships are some of the big projects in education announced by the current Government. However, their implementation in practice yielded varying outcomes, sometimes deviating from the expected ones.

The implementation of the concept of nine-year long primary education started on the first of September 2007. Consequently, two generations of pupils enrolled in the first grade: those five and a half years old and those seven years old. Parents were more than confused.

According to the revised Law of Primary Education, children who are going to be five years and eight months old by the end of the year have the right to enroll in first grade. Therefore, some children were forced to wait till the next school year just because they were going to reach the proper age only in January.

The Macedonian constitution doesn't allow private elementary schools to be opened. Thus, parents can't choose teachers. The school does it for them. Another irony of the model of the nine year long primary education is that the pupils who are seven years old this school year and are in the first grade, will, next year, skip the second grade and automatically go into the third.

In a situation in which many schools in the country have ruined roofs, no toilets, no secure electricity wiring, the Government last year announced a project "PC for every child". Despite the grandiose announcement that computers will at first be installed in all high schools, at the beginning of this school year only three high schools were so lucky. By comparison, six or seven years ago, almost all the elementary and high schools in the country received a few PCs each: a donation from the Taiwanese Government. The equipment has soon become the target of robberies.

One of the major obstacles is that teachers - especially the elderly ones - are computer-illiterate. Another major problem is that in Macedonia, for a few years now, there is no model to measure the knowledge of students after they had finished elementary, or secondary school. Because of that, around 95 percent of the students that graduate from elementary education as well as from high schools, are straight A students. If this tendency continues, the predictions are that till 2010 all students in Macedonia will be straight A students.

3. Macedonia is a multi-ethnic country. How does its education system cope with this diversity (quotas, segregation, teaching in minority languages, etc.)?

LG: The constitutional right to study in one's mother tongue (in Macedonia, students study in the Macedonian, Albanian, Turkish and Serbian languages) and the influence of the conflict in 2001 caused and still are causing segregation among students. If this right initiated the segregation, the conflict and the prejudices it gave rise to increased the division among students - between Macedonians and Albanians, and in the past two years, among Macedonian, Albanian and Roma students.

Parents are also guilty because they fear that their children are not safe in an environment which includes "others" and they pass on their fears to the children. This is especially obvious in the capital of Macedonia, Skopje and in the cities in the western part of the country, where the majority of the citizens are Albanian.

For example: if Macedonian and Albanian students attend lectures in the same school, they usually go in two shifts. There is segregation among teachers too, although they deny it in public.

Two years ago, the Ministry of education made changes in the history books. This caused the lecture model to be altered: Macedonian students learn about Macedonian national history, Albanian students – about Albanian national history. When time comes for the Albanian students to learn something about the Macedonian national history, then usually a Macedonian teacher does the teaching and vice-versa.

Since the last school year, there is also segregation among Macedonian and Roma pupils. For instance, a few weeks ago, nine mothers of Macedonian pupils refused to sign in their children into an elementary school in the city of Kumanovo because there were seven Roma pupils in that class. But, the pshychologist in the school and an NGO called "National Roma Center" managed to calm down the situation. This is not the only example. Roma students are being taught in the Macedonian language. There are no books nor teachers in the Roma language because their language is not recognized by the Macedonian Constitution.

In my opinion, the implementation of the teaching of religion in primary schools may cause the segregation among students to deepen. In this case, not only on an ethnic, but also on a religious basis. The Ministry of Education and Science plans to introduce the study of religion as a subject in the fifth grade and it gives two choices: pure religious teachings and the history of religions.

All studies and polls show that Muslims will probably choose pure religious teachings while Orthodox Christian pupils and others will opt for the history of world religions. The authorities don't have a solution for the problem of ethnic and religion segregation among students. They may have some corrective projects in mind, for instance for Macedonian and Albanian students to study English together, but projects are time-limited by nature and definition.

4. Is the education system politicized? If so, in which ways, can you give some concrete examples?

LG:Way too politicized. A few days before the official start of the new school year, the mayor of one municipality in Skopje, who by the way is a member of the political party in power VMRO-DPMNE, expelled all the teachers whom he suspected of being members of the opposition party SDSM, thus allowing him to employ his own people.

The same thing is happening with school principals. As soon as there is a change of the political parties in power, the principals who are not with the "right" political orientation, who are not aligned with the newly formed Government, usually are afraid that they will lose their jobs.

Even more ironic is the fact that if they are not fired or changed, school principals are willing to praise the political party in power and to deny that they are members of the opposition party. In this case, they publicly extol the reforms that the Government is conducting.

Unfortunately, it usually is necessary to obtain a political party's membership card just to be employed in the public sector, schools included. In September, the Ministry of Education is granting approval for new employment in the schools. Until the middle of September, only approvals for Albanian teachers are granted, while approvals for Macedonians are granted much later. This especially was the case in many towns in the western part of the country.

Political orientation usually determines even which schools are going to be renovated, and where new ones will be built. Unofficially, on the list of school buildings to be repaired there are more schools from the western part of Macedonia, where the majority of the population are ethnic Albanians. The State University in Tetovo for example was granted the status of a budget financed university because of political reasons: it's an Albanian University. In Tetovo, by the way, there is one more university: the Southeastern Europe University. The fourth University, the one in Shtip, is also a political solution.

Even school names are confronted with politics. For instance, there are several initiatives to change some school names, currently eponymous with Macedonian historical figures to names of Albanian extract. In a part of Skopje, called Shuto Orizari, one school was supposed to carry the name of a member of the UCK (the Albanian insurgent group who initiated the 2001 conflict in Macedonia - SV).

5. Can you describe the problems with the accreditation process in Macedonia?

Corruption and the nepotism are the two main terms associated with the accreditation process in Macedonia. An increase in competition as well as in the quality of the courses taught were supposed to be the main reasons why numerous new private higher education institutions were allowed to be opened. Alas, it turned out that the effects were quite the opposite.

A physical location and a bank guarantee are needed for a new higher education institution to be established. However, this is often overlooked, because of money that changes hands, and friends and family members of decision-makers who are employed in various sinecures. Of a total of nine members of the Accreditation Committee, five have four years mandates. They cannot be discharged, regardless of circumstances. This impunity leaves enough manipulative space for illegal actions. The results are a declining quality of higher education institutions and universities and the ability to purchase bachelors, masters and even PhD diplomas, for reasonable amounts.

Nevertheless, foreign universities are faced with the biggest problem, because the Law for Higher Education does not allow them to establish faculties. There were some exceptions, though (for instance the New York University established in Skopje). This may be resolved by the Government's decision to liberalize higher education by allowing the top 100 universities in the world to be able to come and open faculties in Macedonia.

Finally, few people are aware that even the state universities are obliged to pass the accreditation process every year, although they were established decades ago. No permanent accreditation is given to them. And, they must revise the space, the rooms for lectures etc. Unfortunately, they are the "endangered" species.

6. Is the Macedonian higher education system integrated with Europe's (Bologna Declaration, etc.)?

LG: Partly. The European Credit Transfer System (ECTS) and the mobility of students and professors is at the core of the Bologna process. In Macedonia, the new evaluation system is causing big problems for higher education institutions. In most cases, those credits are not recognized in the European Union (EU) member countries and, consequently, there is no mobility.

It was easy for the faculties to change the models of teaching and of evaluation. The students get credits for their presence in lectures, for passing exams and for writing and submitting essays. However, because of some technical problems, most students are unable to pass the courses, for instance, because some credits are not noted in the system.

The Bologna process presumes that the lectures will be held with groups of up to 25 students. Yet, this is not the case in any of the universities in Macedonia. It seems that collecting money from the students is more important than providing them with a quality learning experience. Every year hundreds of additional new students are accepted and enrolled. Thus swamped, the faculties have no technical possibility to provide normal lectures.

The reforms are supposed to bring new courses to the faculties and combine them with more practical learning. The faculties don't have enough teaching stuff to introduce these new courses. As a sad result, there are some cases where one professor is giving lectures in four or five different courses.

Furthermore: there is no mobility, mainly because the faculties are not able to sign the necessary direct cooperation agreements with similar faculties in the EU countries. For this to be done, the Macedonian faculties must attain a higher percentage of compliance with the implementation of the Bologna process in order for their credits and courses to be acknowledged in the EU countries.

The second reason for the lack of mobility is the low living standard in Macedonia in which the majority of the students simply don't have enough money to enroll in such a program. The third and final major obstacle for the Macedonian student is the visa regime. It is very difficult for a Macedonian national to move freely across borders in Europe (or elsewhere, for that matter).

Unfortunately owing to institutional inefficiency, student mobility is not a possibility even inside the country's territory. Macedonia signed the Bologna Declaration in 2003 and is obliged to implement it till 2009. Reports of its progress compared to other countries in the region show that Macedonia is usually in the third place, graded with four. But, if you see that preceding Macedonia in the first and second places on the list are Slovenia and Croatia, and Albania and Serbia follow, than the results are not so uplifting.

About the Author Sam Vaknin ( http://samvak.tripod.com/ ) is the author of Malignant Self Love - Narcissism Revisited and After the Rain - How the West Lost the East.He served as a columnist for Central Europe Review, Global Politician, PopMatters, eBookWeb , and Bellaonline, and as a United Press International (UPI) Senior Business Correspondent. He was the editor of mental health and Central East Europe categories in The Open Directory and Suite101.

Are there any universal requirements, some common rules that will facilitate the writing process? I believe that they exist.  Otherwise I would not be writing this article…

Research Paper….. What are your associations of this word? Some will answer: college, higher, education, perspective job. When I come to recollect writing my first Literature Research Paper, my imagination draws a depressing picture of piles of books, newspapers, m
gazines, large library reading rooms and sleepless nights at the computer.

Education is vital in our competitive society and each of us is likely to face the problem of creating his/her own writing. At schools, we write compositions, short essays, reports. As students we have to generate essays, research papers, term papers, etc. If we decide to continue our education in graduate school, again we are to submit articles, reports, and finally theses and dissertations.  

But no college, no university provides you with simple realistic advice how to write, for example, your own Psychology Research Paper.  

That is why both students and post graduates are dashing about with no clear idea how to produce this titanic work of 30 – 50 pages. Nobody just explained them how to do it…

There are so many requirements for completing your research paper or essay. Some tutors demand your own ideas and opinions, some professors cut them out, others expect their students make a close study of the given literature, and so on. 

 Are there any universal requirements, some common rules that will facilitate the writing process? I believe that they exist.  Otherwise I would not be writing this article…. 

Each of us is creative and imaginative. Some of us know it, others hide it, and some just need to reveal it. But for most of us writing a research paper seems just a waste of time. Even if the topic does not interest you very much, working on it will help you to develop your creative potential, to get more confident as you will learn to write on your own.

Any writing from an essay to thesis can be written in a short period of time and does not require any peculiar talents. What you really need is concentration and right course of your efforts. The following Research Paper Help.  

Tips will direct your energy and attempts into the right course:

- Choose your topic very carefully and thoughtfully

- Select and study the informational sources very seriously

- Start planning from the very start!

- Write — express the experts' opinion

- Share your point of view (back it up with the solid evidence)

- Keep your writing style distinct and clear.

- The conclusion flows naturally from the preceding paragraphs.

- It is time to write an introduction! Yes!  (I know what am saying)

- Arrange your paper according to the standards.

- Be proud of your work!!!! 

Research Paper….. What are your associations of this word? Some will answer: college, higher, education, perspective job. When I come to recollect writing my first Literature Research Paper, my imagination draws a depressing picture of piles of books, newspapers, magazines, large library reading rooms and sleepless nights at the computer.

Education is vital in our competitive society and each of us is likely to face the problem of creating his/her own writing. At schools, we write compositions, short essays, reports. As students we have to generate essays, research papers, term papers, etc. If we decide to continue our education in graduate school, again we are to submit articles, reports, and finally theses and dissertations.

But no college, no university provides you with simple realistic advice how to write, for example, your own Psychology Research Paper. That is why both students and post graduates are dashing about with no clear idea how to produce this titanic work of 30 – 50 pages. Nobody just explained them how to do it… There are so many requirements for completing your research paper or essay. Some tutors demand your own ideas and opinions, some professors cut them out, others expect their students make a close study of the given literature, and so on.

 Are there any universal requirements, some common rules that will facilitate the writing process? I believe that they exist.  Otherwise I would not be writing this article….

Each of us is creative and imaginative. Some of us know it, others hide it, and some just need to reveal it. But for most of us writing a research paper seems just a waste of time. Even if the topic does not interest you very much, working on it will help you to develop your creative potential, to get more confident as you will learn to write on your own.

Any writing from an essay to thesis can be written in a short period of time and does not require any peculiar talents. What you really need is concentration and right course of your efforts. The following Research Paper Help

Tips will direct your energy and attempts into the right course:

• Choose your topic very carefully and thoughtfully
• Select and study the informational sources very seriously
• Start planning from the very start!
• Write — express the experts' opinion
• Share your point of view (back it up with the solid evidence)
• Keep your writing style distinct and clear.
• The conclusion flows naturally from the preceding paragraphs.
• It is time to write an introduction! Yes!  (I know what am saying)
• Arrange your paper according to the standards.

Be proud of your work!!!!

About the Author

Francis Dower is a senior writer of www.BestEssays.com. For more than five years, Francis Dower has written the number of projects on History, History of Migration, Ancient and Asian History. He has 17 years of experience as the professor of several universities.

Whether you are learning a new language or a subject like geography, these simple tips could save you hours of study time - and result in higher marks.

Whether you are learning a new language or a subject like geography, these simple tips could save you hours of study time - and result in higher marks.

HIGHLIGHTING FUNDAMENTALS

You have probably used highlighters in textbooks and study notes; but are you getting the most out of them?

To learn anything, you must repeat the material. You go o
er it again - and again -  and again. Then when you are confident that you have learned the information, you progress to more studying. However, this repetition process also means that you are wasting time going over facts and information you already know.

Don't do it!

After you have learned about 80% of the material, use a yellow highlighter to mark everything that has eluded you. Next time through, concentrate on only the yellow areas. Try the memorization process a few more times until you have absorbed about 80% of the yellow text. Then do it again, marking over top of the yellow with a pink highlighter. This produces an orange shade. Spend more time memorizing everything with orange highlights.

This highlighting process produces three sections:

• Easy - no highlighting
• Moderately difficult - yellow highlighting
• Difficult - orange highlighting

The closer you get to an exam, the more time you should spend on the orange areas. They are your personal stumbling blocks. The 5%-10% of unknown material usually causes 95% or more of exam errors.

MAGNETISM - AND NOT THE PERSONAL KIND!

A magnetic metal clipboard can be a useful studying tool. If you don't have one, you can use a small magnetic dry-erase board and a bulldog clip. You will also need a small refrigerator magnet (the flat business-card type that is distributed by dentists and plumbers).

Clip a page of study notes onto the board and use the fridge magnet to cover the answers. If the telephone rings or you are distracted by raiding the fridge for a snack, the magnet will keep track of your place on the page.

Experiment to see how many pages you can clip onto the board at one time before the magnet refuses to stick. You might be able to work with a pile of 5 or more sheets. Go through the first one, put it on the bottom of the pile, and proceed to the next.

After exams are finished, you can recycle photocopies or printouts by turning them over and using the other side of each page. You might even want to make your own notepads.

Carefully line up a stack of paper. Lay the stack on the edge of a table or desk and set a couple of heavy books on top. Use notepad glue or white glue to paint the ends. Once the glue dries, remove the books and separate the pile into manageable notepads.

RESOURCES:

Are you having trouble finding notepad glue? Try an internet search for 'make notepads'.

You don't have a magnetic clipboard? Try an internet search for 'magnetic clipboard'.

See the links below for a page that provides search forms for many popular search engines.

About the Author

These search engines: http://www.triple1.com/searchen.htm will assist with the searches mentioned in the article. If you're learning a language, visit http://www.a-language-guide.com/ for resources, including English-German short stories http://www.a-language-guide.com/german-short-stories/ in parallel translation.

If you quit high school and want to get your GED, online is the way to go. Getting your online GED programs is easier than ever. Open enrollment makes things very simple.
To get started you fill-out the application form. You will be tested on normal high school courses such as math, English reading and writing, science and social studies. Once you complete the test for each subject you will have to write a two hundred and fifty worded essay. You will receive your grade within twenty four hours of turning in your essay. It is so simple
ou cannot resist.
Do you plan on attending college and only have your GED? If so, you will want to work online for your high school diploma. If you are planning on attending the military you will need a diploma instead of aGED programs. Accredited online schools will help you get the education your desire and deserve. Work towards your high school diploma online with ease. You will feel proud knowing that you worked hard to receive your high school diploma.
The high school online courses are not easier than going to a traditional school. You will work hard to obtain your high school diploma. Your reward is graduating one and a half years earlier than the traditional four years. Plus, you will have a sense of pride and accomplishment in getting your high school diploma.
You will have access to staff that will help you out when you have a question or a need. You will actually be assigned a personal instructor to help you with your work. Talk about one on one service.
You may work at your own pace but the program must be completed in six months time. Some students will finish in two to six weeks. On average three months is where students fall into the category.
You may find that you will not even have to take any online courses. You will be given a placement test to find out which areas need to be worked on. If you can ass the test you will be given a high school diploma without having to take any online courses.
Once you receive your accredited diploma you can start to apply for online college courses. Discover what you want to be or if you have it all mapped out ou are eady to apply to a college.
Summary
If you have your GED and want to get your high school diploma to be able to enroll in college, than enroll today. Congratulations is in order. Follow your dreams

About the Author:

The author runs an online nhigh school that offers adult GED programs and High School diploma at home . Take advantage of online ged programs and get your ged fast .Take Ged Test Online .

Machine Heads / Tuning Pegs - Used for tuning individual strings up or down in pitch. Nut - Used to anchor the strings over the frets. Strings - From left to right, or lowest to highest pitch. Low E-A-D-G-B-High E Frets - Used to create notes by pressing the strings down on them. ickups - Similar to microphones, they send the sound from the strings to the amplifier. Bridge - Like the nut, the bridge anchors the strings over the frets. Note: The bridge on this guitar is a tremolo bridge, making tuning a little more difficult to achieve and maintain. Pickups Selector - Allows you to choose between the neck, bridge, or both pickups. Volume and Tone Controls - Allows you to adjust your volume and tone as you would on your stereo.

Guitar diagram from www.GuitarMetal.com ฉ 2004

About the Author Edward D Cupler is the owner of guitarmetal.com Offering free guitar lessons to beginners and advanced students. Ed is also the owner of Digitalgreys.com

You've made the decision to pursue your degree online and you've been accepted to an online program.  Now what do you do? 

You've made the decision to pursue your degree online and you've been accepted to an online program.  Now what do you do?  The next step in realizing your dream is to secure the funds needed for your education. 

If you haven't already done so, now is the time to complete your Free Application for Federal Student Aid, or FASFA, for short.  This is
a straightforward application published by the Department of Education, which gives lenders an idea of what sort of funding you are entitled to.  The application process is fairly simple and can be completed online in minutes.  Once you've filled in the necessary information, you should receive, within a matter of a few days, a confirmation letter, of which programs you are eligible for.  This process is free and simple to do, and it is the cornerstone of securing financial aid for your college program. 

Once you have this information, you need to contact the Financial Aid office at the college that you want to attend.  There are many types of financial aid packages available, ranging from work study programs to government aid. The financial aid officer will be able to provide the necessary forms for the different lending institutions and should be able to guide you through the decision making process.  

After you have completed your loan applications, they will need to be sent to the school for verification and processing.  Many banks will not release the funds directly to the student, only to the college at the start of the term.  This makes it easier- and safer- for both the college and the student. 

Securing funds for college is a fairly easy process that needn't be stressful.  The key to  the whole process is being well organized and making sure that you meet all of the loan deadlines specified by both the Department of Education and your college's financial aid office.

About the Author Matt Norman is the founder of Easy Distance Learning a website providing information on learning online

Wastage of personal energy. Dualism–non dualism. The 7 Principles. Threefold man.

Another energy-giving of great importance is the acquisition of Self-knowledge, for by such work we will ultimately be in a position to guide others to fulfill their spiritual destinies, and to relieve them from suffering. Man, in our observation, spends too much time with glamour; with fashions and fads; with ephemeral baubles that does not benefit the soul–even with too much indulgence in matters of psychic phenomena, of "trying the spiri
s" instead of investigating the inner nature of the soul; of resolving psychological imbalances and increasing the awareness of the unity and oneness of all manifestations. Adam, or unregenerated Man, should curb his desires for sensation, no matter where it may be found: in the media, TV commercials, the neighbourhood gossiper, and–this may come as a surprise to some–even in occult or New Age literature. We should end our polarization in the emotional body and climb higher up along the mountain side; we should cease dilly-dallying in the astral world; we should halt most of our attachment and indulgence with psychic matters that more often than not, only arouse pride and arrogance.

Preoccupation with carnal appetites such as sex, wealth, power, and fame eventually lead to suffering. Man wastes his time seeking peace and happiness without–depending upon external sources or environment–and if acquired, he is deluded into thinking of the permanency of such a state. Peace and happiness that are dependent upon externals are artificial and transient, for matter is in a constant state of flux; and as such, an unreliable source of experiencing the state of well-being in a constant, continuous manner. When the Nazarene Master declared "My peace I give unto you," it is to the unfoldment of the Christ nature within us that is referred to, which does give us a sense of bliss. Living in harmony with the Tao, and knowledge of the True Self and the laws of the Cosmic, leads us to abundant living; it provides us with a greater perspective of life of which all seemingly injustices that we experience and encounter in the mundane sphere are understood as blessings coming from God. Before the New Jerusalem can come into existence, all of the old values, beliefs, attitudes and customs that cause spiritual stagnation and inertia would have to be destroyed, and thrown into the flames for transmutation. Alchemically, Man is both the crucible and the philosophical matter to be transformed.

It is an axiom within the world of esotericism that everything that exists is vibratory. The differences in manifestation of objects being that of a variation in its frequency, or vibratory rate. Even consciousness or one's personality is vibratory; and the higher the rate, the higher-the soul-expression, intelligence, spirituality, level of awareness, and habitual thought-pattern. Vibration is energy-in-motion, the exhalation of Parabrahm, the pulsating Word, symbolised by the ancient swastika. Without vibration that would be no stimulus to the senses, and therefore, non-awareness of life. What we sense; however, does not convey the Real nature of things, for our senses deceive us, and our interpretation of what we sense is subjected to error; the brain sees what the mind wants it to see. Man, therefore, does not immediately realize or is aware of his transcendental being, his Absolute Self; he instead sees and believes that the "skandas," his mortal aggregates is his Ego. Esoteric Buddhism teaches us that there is a self to be refuted and a Self to be accepted.; one is conventional, the other is absolute. The real nature of things the enlightened prince Gautama called "sunyata" or voidness. All is energy in motion; that which we call Spirit is energy vibrating at a tremendous rate; matter, on the other hand, is energy vibrating at the nadir of the cosmic scale of vibration. Nature, as scientists say, abhors a vacuum. Space is therefore apparent, and not Real. This seemingly contradicts the statement of the Buddhist that all is void; in reality, however, this substantiates Buddhism's esoteric viewpoint of the false self and the Real Self. Space, and all manifestations therein, from this point of view are illusory; all is SELF, or being, and nothing can truly exist outside of it.

Man, like all other beings and intelligences is a focalized-pattern of energy manifesting within the Omni-consciousness of the One. At the present stage of his evolution, Man has come to realize the three-fold principle of awareness: the knower, the thing known and the knowing–this is a sense of separation, of duality; animals, especially domestic beasts, are on the verge of attaining this state through the cosmic process of individualization. As evolution proceeds, from the dualistic point of view, the present principle of awareness will merge into a state of Oneness, of being the All. From a dualist, Man becomes a non-dualist.

This paper may contain inconsistencies as it is presented in a shifting form from the dualistic to the non-dualistic point of view; but since we recognize the two truths, the relative and the absolute, it is hoped that readers would likewise adjust their understanding. Conventional truth was what Pontius Pilate enquired of his divine prisoner. Absolute truth was what Jesus sought to represent. The highest respect that can be paid to the Absolute, as all sages have discovered, is silence.

All organic matter is composed of infinitesimal lives, and a higher intelligence mould such life-infused matter into form. Within Man are lesser lives of sentient beings. The cells in his body are beings endowed with consciousness, although the nature of their consciousness can only be conjectured. Man, himself, is analogous to the cells in his body. The composite lives of human beings is a part of a greater being, a greater Life-unit. It is, therefore, rightly declared in scriptures that we live and move in "His" being. This phenomenon is what is known as the hylozoistic theory.

The Shiva Samhita, a manual on Yoga, declares:

"He who . . . knows the microcosm of the body, being absolved from all sins, reaches the highest state."

We shall, therefore, take a closer look at the microcosm, for to know the Self and its expressions, it is important to understand something of the hidden constitution of Man; his occult anatomy and physiology, and his True Reality and purpose. We propose the following essential points of which we will discuss briefly:

1) The 7 Principles

2) The Chakras

3) The Principle Nadis & Kundalini

4) Chrism Oil & Brain Dews

5) Sutratma, Antahkarana & the Permanent Seed-Atoms

6) The Causal Body & Electronic Belt

7) The Dweller on the Threshold, "I AM" & the Flame Within

The Rays Governing Man & the Stream of Consciousness

9) Man's Purpose on Earth

The 7 Principles

For Man to exist, to manifest in a realm, he would have to possess a body to function in. That there are 7 planes in the Physical Cosmic Plane, with each plane consisting of 7 subdivisions, making it 49 planes in all, is a teaching of modern Theosophy. The seven planes or dimensions are called, "Physical," "Astral," "Mental," "Buddhic," "Atmic," "Monadic," and "Logoic." St. Paul's "third heaven" goes no higher than the Astral Plane; while Prophet Muhammad's (blessed in his name) journey to the "seventh heaven" is said to be in the Mental or Buddhic dimensions.

Teachings of the sages; however, differ in their division of Man into his component parts, his "bodies" or "principles," as it is called by modern occultists. They divide Man into 3, 5, or 7–the most common being 3 and 7. This seemingly contradictory assertion bythe Seers is probably because of their perspective and their methodology of conveying the Secret Doctrine. According to the triune system, the divisions labelled by Christian mystics are body, mind, and soul; or body, soul, and spirit. St. Paul, however, taught a system of dual bodies; he declared that we had a natural, and a spiritual body (I Cor 15:44). The triune concept within Christianity, it would seem, evolved a little later as the religion progressed in its influence within the European kingdoms. Other ancient traditions and modern mystical teachings acknowledged the division of Man's being as a triad, among which are to be found in the following table:

Martinism | Buddhism | Hindu | Hebrew | Christianity | Theosophy

Ame | Dharmakaya | Atman | Ruach | Spirit | Monad

Plastic Envelope | Sambogakaya | Jiva | Neshamah | Soul | Ego

Physical Body | Nirmanakaya | Rupa | Nephesh | Body | Personality

Some liberal thinkers of occultism call the tripartite being of Man as self, Self, and SELF–which reminds one of the assertion of someone in a transcendental consciousness state: "I AM," "I AM THAT," or "I AM THAT I AM." We should not, however, make the mistake of thinking that there are three selves. There is only one SELF functioning at various levels; and while burdened with matter, an aspect of the SELF is deluded into thinking that the physical body, emotions and mind are the foundation of its existence. It is possible to correspond the threefold being of Man, the Monad, Ego, and Personality with the following:

Monad — Man

Ego — Hu-man

Personality — Human Being

The Monad is Man, the spark of God, or the atom within God's body; the Ego as Hu-man, has a portion of the Monad in its being, making it semi-divine; while the Personality as the Human Being upon the physical plane, has a fragment of the Ego, with a minuscule spark of the Monad in the Holy of Holies burning within the heart.

It might be appropriate here to define the word "principle" as used to refer to Man's occult "bodies." The American Heritage Dictionary defines it as "a basic source." Principles, in our present context, therefore, are creative centers, sources and builders of forms for the spirit of Man to ensoul; they originate sheaths for the spirit of Man to function at the various levels or planes of the omniverse. According to the definition above, the lowest sheath, the physical body, is not considered a principle because it is not causative; it does not create or engender any other sheaths; of itself, it is lifeless. It is mainly reactive to pulsating streams of energy emanating from the higher principles; and without them, it lies inert. The physical body is sometimes; however, considered as a principle for the purposes of tabulating the list of bodies that Man functions in:

1) Divine Spirit or Atma

2) Life Spirit or Buddhi

3) Human Spirit or Higher Mental/Causal Body

4) Mental Sheath

5) Astral Body

6) Etheric Body

7) Physical Body

The physical body, as a pseudo-principle is sometimes replaced in the list by the fiery spark of Man, his core identity that emanated from the Spiritual Sun, called by Theosophists "Monad," or "Virgin Spirit" by the Rosicrucians. Man's individualized being, or Ego is represented by the threefold Spirit enumerated above: the Divine, Life and Human. The personality of Man's being, on the other hand, sometimes called "the Quarternary," or the lower trinity if the etheric-physical bodies are considered as one–is represented by the three lower bodies and the mental sheath. The Quarternary is the child of the higher trinity, Man's Ego, while the Ego itself is an emanation of the Monad. Patterns of interlacing energy form that being we call "Man."

"The first man is of the earth, earthy: the second man is the Lord from heaven" (1 Cor 15:47)

According to the third point of the Quarternary Law of Martinism (not to be confused with the 4 lower principles of the microcosm), all emanations that proceed from a higher source carry a lesser amount of its progenitor's characteristics, potencies and qualities. The Ego, according to this law, as a lesser manifestation of the Monad, expresses creative powers, intelligence, and consciousness in a lesser proportion to that which the Monad possesses. On a lower octave of the total spectrum of energy-principles, the Personality is in an analogous state. As a precious child of the Ego, it manifests very little of its emanator's inherent divinity–although the seed, or image of the Monad, the flickering fire, does lie as a minute spark in the altar of the physical heart.

The Monad issued-out of the highest principle of the Solar Logos as a Divine Spark. It is sometimes called "the Solar Angel." Solomon, or SOL-OM-ON, is a personification of this central core within the microcosm. The three syllables in the name of this Hebrew monarch, represent the Highest Principle in the Universe, or the Monad in three different languages : Hebrew, Hindu, and Egyptian.

Be-ness, or Being is the natural state of the Monad; becoming is the nature of the lower principles. The consciousness of the Spark of the Logos is divine, and its awareness and consciousness are attuned with "Ra," or "Helios," its progenitor. It is, in fact, a cellular body within the greater body of the Solar Logos. The Monad was created in God's image and it is God's likeness that the Ego is destined to become through the process of evolutionary transformation. It is through the Ego, the individualized Man, that the Monad fulfills its destiny, the reason for its be-ing. The Ego, however, is incapable of returning to the Monad, to merge with it without gaining the benefit of certain experiences and nourishment from the realms of Matter. It, therefore, engendered the Quarternary–the four lower bodies. The Human Spirit, or Higher Mental–the aspect of God's intelligence, caused a crystallization of part of itself on a lower plane, and the Mental sheath was born. Buddhi, or the Life Spirit–the aspect of God's Love, brought the Astral body into existence; and finally, Atma, or the Divine Spirit–the aspect of God's Will, formed the etheric and physical bodies. The Quarternary evolves in the lower realms and conveys pabulum–or soul-force, the fruit of its physical sojourn, to the Ego. This was intended and designed by the Solar Logos; however, the Personality, the persona, sometimes strays from its destiny like a wayward child, like a prodigal son, with the consequences of spiritual stagnation along the evolutionary spiral.

One of the purposes of the Quarternary is to manifest fully Monadic-Consciousness in the lower worlds. This is preceded by the attainment of Egoic awareness. In Figure 1, we present graphically this attainment according to the stages of Man's development represented by the average man, the Initiate, and the Adept. We symbolize the Monad with the circle, the Ego with the triangle, and the Quarternary with the square; and all three of them surrounded by the Auric-Egg, represented by the oval. This Auric-Egg is a subtle sac that encloses all of the components of the microcosm. In picture b, the Initiate begins to acquire Egoic awareness of which the average man in a lacks. In c the Adept possessing full Egoic-Consciousness, is just beginning to acquire Monadic awareness.

Although the subject of spiritual evolution is interesting and of prime importance to Self-knowing, we will continue with it later as it is a digression from our present subject. We will instead consider certain esoteric matters associated with the 7 principles.

As mentioned previously, Man is a septenate, and a threefold being; his seven principles corresponds to the seven realms. Man, in his present stage, isonly aware of the physical plane. When his consciousness develops and unfolds in the normal course of evolution, he will be able to function with conscious Self-awareness in all seven planes of Life. We have mentioned the threefold-spirit above. The soul, or psyche of Man, is also threefold: it is conscious, emotional, and intellectual.

In Esoteric Christianity, the septenary in its division of 3 and 4, is personified by Joseph, Mary and Jesus–the Ego; and the quadruped, the ass, as the Quarternary. The docile nature of the beast indicates the mastery and complete control of the Ego over the Personality. Krishna's chariot with Arjuna onboard has the same esoteric significance.

Some schools of esoteric thought call the Ego, "Christ"–the intermediary between God (Monad) and Man (Personality). St. Paul, in one of his letters, admonished his disciples to allow Christ to form within them. Esoterically, this refers to the growth of Egoic influence within the force-field of the Personality.

The Ego is the divine trinity within the microcosm. It is, in fact, the Real Man, the invisible, sentient, and intelligent being. It is bisexual or bipolar, possessing both the masculine and feminine polarities. It represents the Father/Mother God in the microcosm. Atma, the Father aspect, expresses omnipotence; while Buddhi, the Mother aspect–or the Holy Spirit, expresses omnipresence. The higher mental, or Abstract Mind, is that aspect of the Ego, the Son, which is omniscient. In the Qabalah, in the Tree of Life, the Ego is Tiphareth, whereas the Monad is represented by Kether. Intuition is a faculty that has its origin in the Ego–or in Buddhi, to be more specific. Divine Love and compassion are other expressions of the Buddhic principle. It stands to reason that to develop intuition one has to have compassion; love truly, unconditionally, wisely, and divinely. Alchemists of the Renaissance called Buddhi, "the White Eagle."

In the Masonic mysteries, the threefold Ego is represented by King Solomon, King Hyram, and Hiram Abiff. The ruffians responsible for the "death" of the Master Mason, Hiram Abiff, are the personifications of the physical body, the astral form and the Mental sheath. The killing of Hiram is microcosmically speaking, the willful forgetfulness and disobedience of the lower self–the Personality, the false ego, towards the Higher Self–the Spiritual Triad. The lower mind, the intellect and desires, slays the Voice of Silence, the sway of the Ego; and the Word, that Word of God, which Hiram Abiff personifies, is lost in the being of the Master Mason. Recovery of that which was lost–the acceptance of Egoic influence into the life of the aspirant, occurs when the ruffians repent and align themselves to the higher will. When the Ego dominates the Personality, the aspirant has verily attained the title of a Master Mason. The aspirant acquires a greater understanding, a greater wisdom and a maturity of thought as a result of the resurrection of Hiram Abiff. Spiritual wisdom is the true criterion of Man's age, and not the material years of the physical body.

Once the Ego has control over the personality, Monadic influence gradually comes into sway. The elements of the Monad and the Ego are collectively the stone that the builders, or the analytical intellect rejected. The word "stone" in Hebrew is "Ahben." It is composed of two words "Ah," meaning "father," and "Ben," meaning "son." The stone is therefore, the oneness of the Monad–the Father, and the Ego–the Son. Mystical stones is a constant theme in various spiritual traditions. In Islam we have the Hajar Aswad in the Ka'ba. Solomon's Temple was built with the "shamir" stone; the mystical Shambhalla preserves the Chintamani; in Revelation, the child of God is given a white stone, etc. The spiritual essence of the Quran itself is the letter Ba with a dot–the dot representing the Stone. This is a profound mystery that will not be discussed in this paper.

[Note: This paper contains images which may be seen as originally published at our website]

Copyright ฉ 2006 Luxamore
About the Author Leonard Lee aka Luxamore Metaphysical teacher, counseler, healer and merchant of occult/magickal items of Indonesia. Magickal Items from Indonesia: talismans, mustika pearls, kerises, etc. Magickal Bezoar Mustika Pearls from Indonesia.