Scientific Models that support non secular symbols help us understand who we actually are. The Real Da Vinci Code, the Da Vinci Man (Vitruvian Man), is a vital bridge between scientific models (the material world) and non secular symbols (the religious world). This was precisely Leonardo’s intention:

“The outstretched legs and arms of a man form a sq. and a circle: the square symbolizes the stable physical world and the circle the non secular and eternal. Man bridges the gap between these two worlds.” -Leonardo Da Vinci, “The Magical Proportions of Man”

Leonardo Da Vinci’s Vitruvian Man (the Da Vinci Man with four arms and four legs in a square and circle) is the most well-liked secular symbol within the world. My ten years of research suggests that the Vitruvian Man is a universal symbol for higher love, relationships, success, health and the brand new age 21st century paradigm of indivisible wholeness, the paradigm for world peace. A New Renaissance!

The Da Vinci Man is a universal translator between scientific fashions (represented by the Da Vinci Man within the square) and religious symbols (represented by the Da Vinci Man in the circle). Therefore, the Vitruvian Man (Da Vinci Man) is a bridge between science and religion. There are amazing similarities between the sacred geometry of the Da Vinci Man, Yin-Yang, Star of David,Tree of Life, Christian Cross, Angels and Kabbalah.

Over the final ten years, my intention has been to find a approach for individuals to simply accept their experiences of upper states of consciousness, unity and indivisible wholeness. My analysis compares amazing similarities between greater states of consciousness, trendy scientific models and ancient spiritual symbols or art. This comparison of scientific models, acutely aware experiences and religious symbols can be known as Sacred Studies.

Sacred Studies is the research of the convergence between Science (S), Consciousness (C) and Religion (R). The first letter of every word creates the letters SCR, an acronym for the word “Sacred.”

For example, the scientific description of electrons surrounding the nucleus of the atom seems similar to descriptions of angels surrounding the throne of God.

This expertise of angels surrounding the throne of God has been the expertise of saints and seers all through the ages. It is illustrated within the beautiful drawing of “The Saintly Throng within the Form of a Rose,” described by Dante and beautifully drawn by Gustave Dore. This also resembles “The Unity of Creation” with the 9 Choirs of Angels surrounding the Throne of God as drawn by Saint Hildegarde of Bingen within the 13th century.

Furthermore, the three-in-one description of quarks at the center of the nucleus seems similar to the descriptions of the three-in-one facet of God present in most religions (Jewish Mysticism or Kabbalah, Christianity, Hinduism and Buddhism).

There are different amazing coincidences between trendy scientific fashions and ancient religious art and symbols. For example, scientists imagine that all creation started from a cosmic singularity. Most spiritual traditions also imagine that nature arose from a cosmic singularity. This is the Keter of Judaism (Kabbalah), Easter egg or Cosmic Orb held by Jesus, the Yggdrsl of Norse and the Bindu Golaka of Hinduism.

The Ten Dimensions in Science and Religion Most religions believe in a three-dimensional cosmic being (a holy trinity) in addition to the angelic realm, which also consists of three dimensions. Our material existence additionally consists of three dimensions of length, width and height. Time is allotted the fourth dimension. All together, these comprise ten dimensions.

Scientists also consider that there are ten (or eleven) dimensions. There seem to be very attention-grabbing similarities of these dimensions as described by scientists and the experiences of saints and seers of all spiritual faiths throughout time.

By good fortune, I happened to see the Da Vinci Man placed in the O of Google on the anniversary of Leonardo’s birthday, April 15, 2005. This gave me the confidence that the world was prepared for a ebook on the true significance of the Da Vinci Man as Leonardo’s actual secret code–to assist us perceive that the Cosmic Person we really are, created within the Image of God, is related to the whole universe.

From here we really feel one with the Divine, Divine Creation and all humanity. From right here we experience our neighbor as our self and can, therefore, love our neighbor as our self. This expertise of interconnectedness is espoused by religion and now validated by science.

David Bohm and the Paradigm Of Indivisible Wholeness John Bell was impressed by his teacher, David Bohm. Proof of Bell’s Theorem indicates that subatomic creation, the subatomic particles which make up our body, is interconnected and indivisibly whole. Indivisible wholeness is the paradigm for the 21st century. Feeling connected, now not feeling separate, we find inner peace. This will lead to greater peace on earth and good will in the direction of all.

The present paradigm in science relies upon atomism and creates a man-made duality between man and nature. This leads to a feeling of separation and is accountable for man trying to dominate nature and others. This also leads to environmental destruction and war. The new paradigm of wholeness started with Einstein’s unified subject and continued with David Bohm’s proposal for a paradigm based upon the undivided wholeness of creation.

David Bohm found that plasma, the operation of fluids at very excessive temperatures (like those discovered on the sun), was a fourth state of matter (in addition to solids, liquids and gases). As a result of this work, Bohm additionally discovered that matter not solely exhibited vitality (as in E=mc2), it was also imbued with intelligence! Bohm discovered that many electrons seem to be able to work as one entire and are able to detect the previous existence of a magnetic field.

David Bohm was an assistant to Einstein. Einstein thought-about Bohm to be his intellectual heir and proclaimed, “If anyone might discover a unified field, it is going to be David Bohm.” In 1967 David Bohm’s student, John Bell, proposed an experiment that would prove the existence of indivisible wholeness. Proof of Bell’s Theorem was demonstrated by Alain Aspect in 1987. This has been proven repeatedly and has shaken the very foundations of quantum physics.

Like the Yin-Yang, Star of David and Christian Cross, the Da Vinci Man is a universal image for this indivisible wholeness. Deep inside the atom is a powerful field of indivisible wholeness. From here, with the help of the Da Vinci Man code, we can experience the essential unity of all creation and humanity. I have spent over ten years evaluating the wonderful similarities between modern scientific fashions and ancient religious art and symbols. There are unbelievable coincidences between the findings of modern scientists and the experiences of historic saints and seers.

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Finding good solutions to the difficult questions of today will require that we have the best young minds working on these answers. They need to have the best science training possible.

Good science education is very important for our country’s future, together with our nationwide security. If our enemies were the first ones to develop new weapons, and we could not defend them we’d be in massive trouble.

What is the easiest way to study science? Maybe there’s not only one “best way.” Science initiatives and science experiments give crucial interactive experiences that assist many children learn better.

A major college did a examine about science programs and science majors a yr ago. They discovered that ninety percent of college students abandon science as a major due to perceived poor teaching; and, of those who continue to study science, 74 p.c of them suppose their science teaching is of dangerous quality.

This shouldn’t be good news for science teachers. They are perceived as not doing a very good job engaging the scholars and getting them involved. Not that it’s easy to do so. Students need interactive learning to get the most out of science classes.

In today’s world young folks live with technology that has transformed their day to day lives. Watching videos on their cell phones, sending pictures and text messages through thin air — teachers must get to these students involved in numerous ways than before. Ironically the best way to engage science college students is to use one of many oldest and most traditional ways of instructing science.

Science projects and science experiments need to become a part of everyday science curricula. Not only for students who take part in science truthful projects which regularly are seen as extra-curricular. They require involvement of fogeys who typically aren’t available to assist all the time. Projects need to be done in school, not at home.

That’s why internet resources like the Science Projects Store are so valuable. This new web site has a searchable database of 4,137 science mission kits and over 5,000 science undertaking books. This is a great science project resource that parents, students and teachers need to know about. (Please pass this text on to those who may be interested.)

On the Science Projects Store web site you can search for any sort of science undertaking or experiment that exists. It has kits, books toys, video games and equipment concerning:

1. Elementary college science initiatives 2. Math science tasks 3. Winning science fair projects, 4. Fun experiments with science for children 5. Solar energy science tasks 6. “Green” earth science initiatives 7. Energy science projects, 8. Science projects in chemistry 9. Scientific methodology projects 10. Science undertaking with a volcano 11. Science initiatives with plants 12. Music science initiatives 13. Middle college science experiment 14. Water science tasks 15. High School science projects

This website an awesome resource for science educators and parents, and it also answers the question: “What do I purchase my kids for the holidays?” The gifts accessible from the Science Projects Store will entertain whereas they educate, and stimulate kid’s brains, probably raising their IQ.

Who knows, this web site may help students enjoy science education more than ever before, and inspire them to unravel the major problems faced by the world today!

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Information in regards to the future comes from the strangest places. Apparently, if you want to know what the future of communications will be, that you must consult producers of adult material. They had been the first to take advantage of videotape, CD-Rom and the Internet. Whatever technology they are working on proper now is more likely to be the following big thing. Is it Blue-Ray? 3-D? Even 4-D?

A comparison of with educational publishers could seem just a little tenuous. But maybe, like them, the publishers know something. It is important that there was not any new major science equipment on the stands on the 2010 ASE Annual Conference in Nottingham this January. Actually, there weren’t even any outdated ones. After the years when the stands would be filled with files and shiny books and discs, there was nothing for primary lecturers to lust after, or even browse on. Whatever the academic publishers are working on, it ain’t major science.

There may be good reasons for this. Many resources at the moment are available online. It’s attainable to lookup a lesson plan on one among a hundred web sites that offer the complete Monty – from planning to assessment. Many employees libraries are already groaning with primary science resources – a few of them recurrently used. Government publications cover a variety of the ground, and don’t need to make a revenue like business ones. So it’s a tough time for publishers, ready to see whether or not the Rose Report can be adopted – and even if there is a change of government which could put Rose-related publishing in the recycling bin. How do you publish for a curriculum that’s significantly local, particular person and eclectic? Much safer to print for the National Strategies – go for core sales in language and numeracy. So no new major science publishing – yet. It wasn’t all the time so. I recall travelling to Wales, twenty years ago, to talk in regards to the publication of a new primary science scheme. I was mobbed – literally. The talk had to be moved from the college (not huge enough) to the village hall. A hundred lecturers led me down the street.

It goes with out saying that since these days, primary school science has been an enormous success story. Through the work of enthusiastic academics both in and out of schools, it has established itself as an essential a part of a full major education. It definitely helped that it was given core standing alongside English and mathematics; that it was topic to SATs testing and to reporting, and importantly that both youngsters and academics hugely enjoyed it.

The key consider establishing it so soundly in classrooms within the first place was the work of Education Support Grant teachers. ESG teams across the country worked in numerous ways to point out primary teachers the right way to manage this ‘new subject.’ The ASE historical past of primary science makes no mention of those foot soldiers. It’s a shameful omission. The great and the nice may have fought the political battles to establish science as a core subject, but the real grass-roots adjustments were the work of ESG groups and the curriculum leaders in schools, who inspired and supported major teachers. The work of science coordinators is the life-blood of the subject. The results of their efforts is the UK’s exceptional showing in international comparisons. We do it well.

I’ve labored for forty years in primary education – the last twenty-five largely in primary school science. When I started, my bible was the Nuffield Junior Science Project. A contributor to it was one other enthusiastic young teacher referred to as Jim Rose. Forty years later, the subject is in severe trouble, and ironically, his report just isn’t helping. I’m unconvinced by arguments that main science is about to enter an important new decade of thrilling developments. I’d love to agree, but I’m a primary scientist and I work from evidence. I attended a current regional ASE assembly on science and the brand new curriculum, excellently deliberate and executed, with some actually helpful sensible ideas. Eight lecturers attended. Contrast that with my village hall experience.

A nice new era in primary school science? Allow me a Victor Meldrew moment. I don’t consider it.

I’m not the one one to think like this. The Cambridge Primary Review remarks that ‘Worryingly, primary science, which was one of the success tales of the National Curriculum’s first decade, has been squeezed by the national strategies, retaining its albeit decreased place only because it was tested on the end of key stage 2. Science is much too necessary to each a balanced schooling and the nation’s future to be allowed to decline on this way.’

Rose displays current primary practice, and this is welcome. We are assured, too, that primary faculty science will proceed to be assessed and monitored. Nobody wants the SATs back in the form wherein they might undermine the entire Year 6 expertise – and sometimes science teaching all through the school. But the lack of core standing (even second division core), and of exterior testing, puts main science back a few decades. This is a blow for enthusiasts; but it should come as a reduction to lecturers who have all the time found science difficult and those who have little empathy with the subject.

I find no comfort within the response of the opinion-makers – the QCDA, the SLCs, SCORE, NAIGs and the ASE. It’s not that they do not have the subject’s greatest interests at heart. But they appear to have spent too long in the company of the converted. Of course the first school science lovers will ‘make robust and related connections between subjects to ensure meaningful and provoking learning and full protection of the entire curriculum’ as the ASE’s ‘Science within the proposed new major curriculum’. But will this kind of optimistic curriculum-speak be mirrored in real colleges by real teachers who teach other subjects brilliantly but haven’t any burning desire to teach science?

And the place are the abilities of science? The ASE response says ‘there is now not a separation of ‘how to do science’ and ‘things to be taught about’. Investigative abilities are built-in throughout the world of learning. Children will learn by doing.’ (4) Again, sounds wonderful. No argument there, then. And yet there is. The abilities of primary education are not the same as the abilities of sensible science. The complete point about science is that it is not a skill common to other curriculum areas. Uniquely, science subjects concepts to practical testing. No other curriculum area does that. If science is allowed to slip into the cosy world of overarching expertise and mushy topics, a whole generation will lose out on its rigor.

So what should the primary science mafia, the school curriculum leaders, the local authority advisers (where they exist) and the college lecturers who’ve carried the flag so far, be doing? The optimists are planning for stand-alone science lessons. The pessimists are banking on a change of government. It can be nice to assume that the Rose Report would be dropped in the dustbin of history. But that’s unlikely. ‘On 30 April 2009, the federal government accepted the proposals of the Rose evaluation of the primary curriculum. Since this nominally independent evaluation adhered to a slender government remit, kept away from questioning existing policy and for good measure was managed by DCSF, its adoption was a foregone conclusion’. Oh, and its brief didn’t include assessment.

So it’s right down to the foot soldiers again, folks. If primary school science is to not be sidelined and at last ditched within the future, they need to ensure that its presence is maintained. And I suggest three pragmatic methods in your school.

First, goal for a high profile. Some subjects are naturally showy. Science is not. Like PE, one of the best moments in science are practical and often go unrecorded. The products of science are usually not as participating as these of the arty subjects. So go for presence. Record on film, on tape, in pictures. Fill show space. Constantly remind academics that this can be a school where good science happens – and that youngsters gain vastly from it.

Next, push for curriculum time. If there are six matters in a year, make two of them science. Argue that the abilities and content material can’t probably be covered if they are given a small corner of a topic on pirates or Vikings. Avoid the super-topics, like ‘water’. We’ve been there before, thirty years ago. They sound like they can be full of science, however most provide great opportunities to relegate investigations to the again burner.

Finally, combat for funding. Science assets are important for this practical subject. Ensure that consumables are replaced and breakages managed. Go for the exciting and spectacular. The science cupboard shouldn’t be a place the place magnets go to die; it should be filled with participating and reliable resources that will excite and engage. You can get amazing stuff these days that I could only dream of once I started.

I see everything I even have worked for happening the plug. But don’t worry about me. I’ve got loads to do. Over the past quarter-century, I’ve been lucky enough to have been concerned in writing the first science resources utilized in many of our schools – books, television, discs, websites. Nowadays my commissions come from abroad. In many countries, they are waking up to the concept their children need a sound grounding in science – simply as we’re forgetting it. Their children need colour and excitement; their academics can be taught from our experience.

I not too long ago had the pleasure of meeting various my ex-primary pupils at a school reunion. It was a whole joy, however I particularly treasure a remark from one young man, once an enthusiastic ten-year-old, now director of a national skilled organisation and an adviser to government. ‘When I was in your class,’ he said, ‘I used to walk to highschool thinking: Great! Something exciting is going to occur today.’ Just make sure that something exciting happens in your school, too.

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In most cases, head academics and members of the school management committees of schools within the developing world think that enhancing student efficiency in colleges is strongly linked with hiring top quality teachers particularly examiners and resource persons. However, it’s also important to note that teacher efficiency is triggered by providing them with sufficient job amenities. People be a part of organizations like schools with a view to satisfy their diversified needs. Teachers, for example, join teaching expecting to satisfy their monetary and social wants because they’re in turn paid salaries and even given other incentives to enhance their livelihoods. Declining college quality is one of the most serious problems facing Third World international locations and significantly in Africa. It is mainly the dearth of teacher amenities that restrict opportunities to boost teacher morale and performance resulting in declining faculty quality within the developing countries as a result of powerful teacher incentives determine faculty quality. A teachers’ strike was for example looming in Kenya as the government has reneged on its pledge to implement to the letter a teacher’s remuneration package really useful by a fee it appointed in 1997.

School efficiency is instantly linked to the standard and quantity of instructor remuneration. To improve teachers’ satisfaction and performance, Botswana initiated a significant reform in teachers’ incentives of junior secondary education. To assess its effectiveness, classroom observations have been conducted on 549 lecturers in 50 classrooms. However, instructor satisfaction is in most cases due to the school’s ability to supply adequate basic necessities to its staff. The most direct incentives provided by faculties include housing, transport allowances and salaries. However, the Botswana studies discovered a paradox for school reformers that increased job satisfaction may not improve performance or scholar achievement, as a result of satisfied teachers may resist efforts to change. However, in Uganda the opposite is true. Teachers and school administrators connect candid worth to job amenities. In order to ensure improved performance, college administrators try to motivate teachers using job amenities like wage increment, housing allowances, transport allowances, promotion on the job etc.

There is a widespread perception that when teachers’ pay is low, that is the biggest obstacle to attracting motivated and highly competent people to the profession. Since deficient academics pose one of the vital severe constraints on the provision of a top quality education, the notion is that if instructor remuneration were to rise, higher quality education may very well be provided. Education has at all times been a weak level of any region’s growth equation when there aren’t any fillers that appeal to teachers to like their profession. For instance in 2006, UNESCO famous that enrollment has elevated recently in lots of Latin countries, however overall teaching quality remains very poor which is attributed to poor trainer pay and the dearth of incentive structures to retain teachers. More so, low pupil achievement in Uganda and the growing world in general has been documented to be the result of such poor trainer remuneration. This poor student performance leads to high repetition rates and, eventually, high dropout rates.

Salary and trainer motivation

Everyone wants a salary increase, and teachers are not any exception. Nonetheless, policymakers ought to consider whether that is one of the best ways to improve education and doing that requires a strong relationship between instructor amenities as remunerations and college performance. The intention is to seek out the contribution of teacher amenities to school quality. If it is apparent that schooling quality is better in those third world colleges where teacher salaries are higher, due to this fact low pay is an important cause of poor faculty performance. Similarly, if there’s a close hyperlink between salary and educating quality, it is strong to imagine that pay levels decide teaching excellence. Most of the research on this point have not demonstrated an in depth link between teachers’ pay and the efficiency of their students.

This absence of an association is evident in the United State, and in the developing nations in general, and eventually in Latin American countries in particular. These studies recommend that the link between wage and quality is weak or nonexistent. This conclusion is borne out by the actual fact that there are lots of places where pay is high, but quality doesn’t improve. There are also faculties and systems wherein the pay is lower, and the standard is good. Obviously, the phenomenon is complex, and many other factors could be involved. We cannot determine unilaterally that salary levels are unconnected to quality, and we don’t fully perceive the mechanism if research just isn’t undertaken. Nonetheless, the data do show that those liable for devising and implementing policy lack good arguments to support the idea that increasing teachers’ pay would essentially improve teaching quality, since—so far at least—the data reveal no causal relationship between the two.

The teaching profession as an entire is beset by deficiencies in terms of teacher remuneration, which is why there may be poor faculty quality. Promotion doesn’t depend on merit or performance. Absenteeism shouldn’t be properly penalized; and job stability is excessively strong, since teachers who are less than the job cannot be fired. It is interesting to notice that in Cuba, which some imagine has one of the best education system in Latin America; deficient teachers are removed from their posts.

The concept of attracting good teachers to ensure that a school to improve student performance is internationally acceptable in nearly every school system. In Connecticut for example, a system of monetary rewards is being used to draw better teachers. Specifically, the state offers a considerable lump sum cost to those that sign a contract to teach for a certain variety of years. The underlying logic is that such an incentive is of more interest to young lecturers than a sequence of pay will increase over the course of an expert life. The scheme permits the state to attract more expert teachers, though a significant variety of them leave at the end of the necessary contract period. The idea is compelling; because it might be less costly than offering higher pay will increase throughout a career.

Some schools in the third world attract higher teachers after they create a extra pleasant work environment. However Hanushek does not explain what a nice work surroundings is within the context of the school. But the current researcher, type experience acknowledges that a pleasing work environment within the third world context means the supply of higher amenities for teachers in order to retain them of their present job. However, as well as Hanushek observes rightly that the strategy of making a pleasant work surroundings for all teachers is mostly seen in personal schools, but there is no reason why the public sector couldn’t employ it as well as a result of all types of schools cope with human beings who’re never satisfied. These human beings have intractable needs. Its success will depend on the hiring of good principals, faculty autonomy, and other factors associated to the work environment. Without entering into a more systematic dialogue of the components that determine how colleges are organized, it’s worth noting that a good principal can create a positive environment in a brief amount of time, and that a poor principal could cause a swift deterioration in a school’s climate. Teachers’ amenities are usually not only in monetary terms but also in non-monetary terms.

Non-monetary facilities in creating countries embody promotion, advancement and benefits, job stability among others. However, the problem with some third world nations like those in Latin America is that there is poor college quality as a result of little attention is paid to the non-monetary amenities as with monetary amenities.

Teachers’ pay as a job amenity: an assessment of recent trends in Africa

Pay for teachers can also be a major job amenity for academics in schools in creating countries. In fact, it is the largest amenity. During the last twenty years of the twentieth century, teachers’ salaries have been usually declining all through most low earnings countries, and particularly so in Africa. This is why there’s a comparative decline in school quality because lecturers have resorted to on the lookout for alternative sources of incomes. But the question of whether or not this decline is a favorable evolution or whether it might jeopardize the attainment of the Education For All (EFA) objectives isn’t that easily answered. When salaries are too high, a lot of the already scarce sources of the training sector are devoted to their fee to the detriment of either wider coverage of the schooling system or better provision of complementary inputs (such as textbooks for example). This then raises a crucial question about the effect of trainer salaries on college performance because faculty performance depends not solely on teachers’ pay but also other determinants of performance which require availability of financial resources. This present examine will try to answer this intractable dilemma.

If teachers’ compensation turns into too low, it can be feared that teachers’ dedication to their job can be affected and that the quality of schooling will suffer the consequences of this loss of motivation. Based on an averaging of the characteristics of the training systems of various countries that appear to be under solution to reach the EFA targets, that a reasonable level for an average teachers’ salary could be about 3.5 models of per capita GDP. If this degree was to be aimed at, most African international locations would indeed have to hold on decreasing the salaries paid to their teachers. This paper documents the level and traits of teachers’ pay in Africa, discusses the validity of the assorted arguments sketched above based mostly on current literature, and ends by detailing some case studies. Since the mid-70s, African academics have witnessed a steady decline of their salaries, resulting in a basic reduction in the number of teachers as indicated by declines in the number of teachers from 8.6% in 1975 to 4.4% in 2000. This decline amounts on average to a halving of the teachers’ wage expressed in units of per capita GDP from 6.6% in 1975 to 3.7% in 2000.

Nevertheless, the wage bill continues to be eating up most of the recurrent expenditures for primary education. However, Mingat provides that recurrent expenditure was 97% of Senegal major education sector within the period 1992-1997 going to also different sectors aside from salaries for teachers. This similar story applies to Ugandan faculties where other sectors like feeding students, purchasing academic supplies and other inevitable expenses try to consume what is perhaps paid to lecturers because these other expenses are also crucial to tutorial performance of students.

In conclusion, it is secure to say that job amenities are the core for effective performance of lecturers and other employees in schools. When administration provides academics with tangible amenities then there’s a reason to consider that academics will scale back moonlighting and will at the same time work effectively to develop students’ alternatives by improved educational performance.

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