Essential Bookmarks Finding Educational Resources On The Web Finding The Right Online Nursing School For You Japanese Military Swords Rich In Tradition And Quality Of Construction Cure Your Back Pain Now 15 Strategies For Enhancing Memory

Finding educational resources on the web is as simple as a few clicks of the mouse. Whether you are a teacher or a student looking, you will find a ton of resources on the Internet, most of them free of charge. Every subject you can imagine is explored in depth on the web.

Just be sure to credit your sources properly if you use them in a research paper or a lesson plan and always double check your source to make sure it’s reliable.

Below, you will find a compilation of links that are…compilations of more links, all educational, all offering resources for students, teachers, and kids. Enjoy!

Weasel World Education Index – A host of links provided for over 30 different subjects. Resources for Educational Excellence – Offers links to great curriculum, homework sheets, and lessons on a variety of subjects. Education Resources on the Internet – Offers links to those interested in the field of special education, separated into more than 25 categories. Resources for Music Educators – Choral teachers, classroom music teachers, orchestra teachers and more. A list of links divided up by musical focus. Updated frequently. in Education – This is Microsoft’s page of links to technological tools, programs, and solutions to educational challenges for both students and teachers. Education Enterprise – This is NASA’s page of links for its Education Program with tons of activities for all levels education. EnviroLink Network – This is a compilation of thousands of online environmental resources divided up by environmental topic. Educator’s Reference Desk – More than 2000 lesson plans, 3000 links to online education information, and 200 question responses for the education community from the Information Institute of Syracuse. Index – An index of links to the best online education-related sites sorted by subject and life stage of the student. Search for educational information and links in over 50 categories. Learning Network – Resources for home and school divided by age group. Sections for teachers and parents. Education – This is the education website for the Smithsonian Institution with educational resources for educators, families, and students that include lesson plans, field trips, and interactive activities. – A bibliographic database with over 1.1 million education topic citations dating back to 1966. There are more than 100,000 documents that can be downloaded for free by anyone. Educational Resources – This site has a huge collection of documentaries focused on cross-cultural understanding. Search by title, subject, or geography. Geographic Education Subject Guides – For teachers, kids, and students. Find lesson plans, maps and geography, photography, news, adventure and exploration, history and culture and more. Education’s Kathy Schrock’s Guide for Educators – This is a categorized list of sites for teaching and learning to enhance curriculum. nursing profession is a noble career involving direct patient care in all settings. Nurses assist doctors and other medical professionals in every place from hospitals to free clinics. Nurses can specialize in virtually any medical field.

There are several types of nursing programs available leading to different nursing degrees. The Associate Degrees Nurse (AND) program entails two years of study and deals with the basic, practical elements of nursing. The Bachelor of Science Nurse (BSN) program is a four-year program. After completion of the aforementioned programs, nurses may take a board exam to become a Registered Nurse (RN). The exam is known as NCLEX-RN.

In choosing a nursing school, it’s important to confirm that the programs offered by the school is accredited by the National League for Nursing Accrediting Commission (NLNAC). You must complete an accredited program to take the board exam. Taking a nursing course today is very ideal, as there is a shortage of nurses in the United States.

At present, more and more nursing schools are offering web-based programs, designed for adult learners who have the desire for a learning experience that would fit their busy lifestyles. These programs offer convenient, quality courses, personal academic advisement, experienced nursing faculties, career mobility and advancement, and financial aid for those who qualify. Other advantages of enrolling in a web based nursing programs include convenience of scheduling, focus on core concepts applicable to professional settings, respect for previous work experience and interaction with peers who share similar professional experiences and values. There are many online nursing schools to choose from. Be sure to confirm that the program is accredited by the National League for Nursing Accrediting Commission (NLNAC).

Likewise, licensed practical nurses (LPN) who wish to pursue an Associate of Science in Nursing Degree (ASN) may choose between campus-based and web-based learning. The difference between the two is that students choosing the campus-based option meet in traditional classrooms and engage in group clinical experiences, while web-based students study and take tests via the Internet. The only advantage of a regular clinical learning experience is that it enables students to apply theory to real situations. Web-based students are responsible for facilitating their own clinical experiences.

Ever since humans learned how to shape metal, the sword has been the weapon of choice for many warriors. It is a sturdy, durable weapon that has been a fixture in the hands of soldiers for thousands of years. Military swords have been used in combat in nearly every continent and come in a myriad of styles.

The process of creating traditional Japanese military swords is not really a process – it is an art. These swords are made using an intricate process developed by the Chinese and improved by the Japanese. The method involves an extraordinary amount of labor, and frequently, several workers would create swords through an assembly-line like process. The sword maker must heat, fold and hammer the metal until it reaches the desired thickness.

The steel used in Japanese military swords is thought to be the best for the creation of these deadly blades. Folding and hammering the metal enabled the steel to reach its strongest and most resilient state. Air bubbles were beaten out and the composition of the steel was turned uniform, thereby eliminating points of weakness.

Japanese military swords were only allowed to have a single edge; the dull side was for support. Up until the onset of World War II, the majority of Japanese military swords were made by hand. With industrialization and a need to mass produce, swords created during WWII were done so by machine.

It is interesting to note the quality of these blades drastically decreased as the progression of the war gradually turned against Japan. High quality military swords created at the beginning of the fighting were replaced with low quality swords made with poor materials as combat came to an end. American forces in the Pacific Ocean had created a stranglehold on Japan’s ability to obtain resources and the quality of these weapons reflected it.

Today, with the modern weapons available to soldiers, military swords are no longer needed for combat. However, modern armies still produce swords for many of their troops as part of tradition. There are still a handful of traditional Japanese military sword makers that work to keep the art alive.

Who wants to see his chiropractor twice a week and pay hundreds of dollars to get his back adjusted? Waking up in the morning with a wrong movement and you start to feel that back pain. Everything from now on will be accompanied by sharp pain strikes. You will not be able to put your clothes and shoos on, every breath you take hearts up to a point where you so desperate you find your self scratching your back against the wall.

You have to cancel every thing and rush to your chiropractor with the urge to fix that sorrowing back.

I totally understand where you are coming from. I have been in your shoes and applaud you for doing the research in an attempt to treat your back pain yourself.

My back problems have been so severe at times that I have been unable to tie my own shoes for weeks at a time. I know what it’s like to be in constant agony and how good it feels when the pain ends and you finally feel like yourself again.

People with pain back will simply do anything do relief that pain. They will naturally choose to fix it but the pain will come back again. What they need to do is to understand the cause of the pains fix them to loose the pain for good and not treat the symptoms which will keep coming back.

Truth is, the easiest and most effective methods can be done right in the comfort of your own home, often times in ten minutes or less.

I have spent the last years in a search to find what can be done to get rid of this pain once and for all. I have read books, traveled to doctors, interviewed people who suffered from back pains, etc. And finally I have understand the root to my problem and then I was ready to target it in order to end suffer.

The solution – If you are not doing the right things to loosen up the tight muscles in your lower back and legs you’re only addressing the symptoms of the problem. And that’s a fact. But you need to know exactly how to perform that task.

The following strategies are offered to help students develop a more efficient and effective memory. This listing is by no means exhaustive, but rather is meant as a place to begin.

1. Take the mystery away.

The first and perhaps most important strategy is to insure that all students understand how memory works and identify their particular profiles of memory strengths and challenges. Then, students should be taught memory management strategies.

2. Give directions in multiple formats.

Students benefit from being given directions in both visual and verbal formats. In addition, their understanding and memorizing of instructions could be checked by encouraging them to repeat the directions given and explain the meaning of these directions. Examples of what needs to be done are also often helpful for enhancing memory of directions.

3. Teach students to over-learn material.

Students should be taught the necessity of “over-learning” new information. Often they practice only until they are able to perform one error-free repetition of the material. However, several error-free repetitions are needed to solidify the information.

4. Teach students to use visual images and other memory strategies.

Another memory strategy that makes use of a cue is one called word substitution. The substitute word system can be used for information that is hard to visualize, for example, for the word occipital. These words can be converted into words that sound familiar that can be visualized. The word occipital can be converted to exhibit hall (because it sounds like exhibit hall). The student can then make a visual image of walking into an art museum and seeing a big painting of a brain with big bulging eyes (occipital is the region of the brain that controls vision). With this system, the vocabulary word the student is trying to remember actually becomes the cue for the visual image that then cues the definition of the word.

5. Give teacher-prepared handouts prior to class lectures.

Class lectures and series of oral directions should be reinforced by teacher-prepared handouts. The handouts for class lectures could consist of a brief outline or a partially completed graphic organizer that the student would complete during the lecture. Having this information both enables students to identify the salient information that is given during the lectures and to correctly organize the information in their notes. Both of these activities enhance memory of the information as well. The use of Post-Its to jot information down on is helpful for remembering directions.

6. Teach students to be active readers.

To enhance short-term memory registration and/or working memory when reading, students should underline, highlight, or jot key words down in the margin when reading chapters. They can then go back and read what is underlined, highlighted, or written in the margins. To consolidate this information in long-term memory, they can make outlines or use graphic organizers. Research has shown that the use of graphic organizers increases academic achievement for all students.

7. Write down steps in math problems.

Students who have a weakness in working memory should not rely on mental computations when solving math problems. For example, if they are performing long division problems, they should write down every step including carrying numbers. When solving word problems, they should always have a scratch piece of paper handy and write down the steps in their calculations. This will help prevent them from loosing their place and forgetting what they are doing.

8. Provide retrieval practice for students.

Research has shown that long-term memory is enhanced when students engage in retrieval practice. Taking a test is a retrieval practice, i.e., the act of recalling information that has been studied from long-term memory. Thus, it can be very helpful for students to take practice tests. When teachers are reviewing information prior to tests and exams, they could ask the students questions or have the students make up questions for everyone to answer rather than just retelling students the to-be-learned information. Also, if students are required or encouraged to make up their own tests and take them, it will give their parents and/or teachers information about whether they know the most important information or are instead focused on details that are less important.

9. Help students develop cues when storing information.

According to the memory research, information is easier retrieved when it is stored using a cue and that cue should be present at the time the information is being retrieved. For example, the acronym HOMES can be used to represent the names of the Great Lakes – Huron, Ontario, Michigan, Erie and Superior. The acronym is a cue that is used when the information is being learned, and recalling the cue when taking a test will help the student recall the information.

10. Prime the memory prior to teaching and learning activities.

Cues that prepare students for the task to be presented are helpful. This is often referred to as priming the memory. For instance, when a reading comprehension task is given, students will get an idea of what is expected by discussing the vocabulary and the overall topic beforehand. This will allow them to focus on the salient information and engage in more effective depth of processing. Advance organizers also serve this purpose. For older students, CliffNotes or other similar study guides for pieces of literature are often helpful aids for priming the memory.

11. Use Post-Its.

The use of Post-Its for jotting down information can be helpful for students who have short-term memory or working memory challenges.

12. Activate prior knowledge.

In order to enhance the likelihood that students will elaborate on new incoming information, teachers should activate their prior knowledge and make the new information meaningful to them. An easy way of accomplishing this task is to ask, “What do you know”, “What do you want to know”.

13. Give extended time.

If students have difficulty with the speed of retrieving information from memory, they should be given extended time for taking tests so that a true picture of what they know may be gained.

14. Use multisensory methods.

When learners, both young and old, experience something through multiple senses, they are much more likely to remember it. Use a Multisensory approach by engaging as many of the senses as possible when teaching (seeing, touching, hearing, smelling, and tasting).

15. Review material before going to sleep.

It should be helpful for students to review material right before going to sleep at night. Research has shown that information studied this way is better remembered. Any other task that is performed after reviewing and prior to sleeping (such as getting a snack, brushing teeth, listening to music) interferes with consolidation of information in memory.

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