Curiosity Kits Neon and Magic Powerballs Review

Curiosity Kits' Neon and Magic Powerballs Review Curiosity Kits offers a science kit called Neon and Glow Magic Powerballs. The kit, for ages 6, lets you create your own polymer bouncy balls. What You Get and What You Need Most of what you need to make powerballs comes with the kit. You get: 4 molds to make different shapes of balls20 packs of crystals in 7 neon and glow-in-the-dark colorsresealable plastic bags so you can store your ballsinstructions You need to supply: cup of waterscissors to open the packageswatch or timerfoil or plastic wrap My Experience Making Magic Powerballs My kids and I made powerballs. They are ages 9-14, so none was as young as the lower limit listed on the product, but I dont think a younger child would have any difficulty with this project. Children younger than age 6 might have trouble pouring the crystals into the mold to make a ball or might be tempted to eat the crystals. The instructions for this kit are very clear and include pictures, so its very easy to get great results. Basically, here is what you do: Snap together the molds.Pour crystals (one or many colors, be creative!) into a mold until it is full.Immerse the filled mold in a cup of water for 90 seconds. (We just counted to 90.)Remove the mold from water and allow it to sit on the counter for 3 minutes (time didnt seem to be critical), then remove it from the mold and set it on a piece of foil or plastic wrap.When the ball is set or not-sticky, bounce it and play with it.Store each ball in its own plastic bag (included). Pretty easy, right? It didnt seem to matter if you left the ball in the mold longer than 3 minutes, but you do not want to leave the filled mold in the water longer than 90 seconds. If you leave the ball in the water too long the crystals will swell up and split the mold open. The mold will be fine, but you will get a seriously mutated ball. The balls bounce really high. If they get dirty, you can just rinse them off with water. The package said you could make 20 balls using the materials, but we actually got 23 balls out of the package. What I Liked and Didnt Like About Magic Powerballs What I Liked Easy enough even a child can make them.The project is quick. I would say you could go from opening the package to having a ball within 10 minutes.You dont need any strange materials. Get a glass of water and youre set.The project is very safe. Its safe to touch the materials. The balls are non-toxic.Clean-up was simple. Just wipe down your work surface with a damp sponge when you are done.The balls are exactly as described. They really do bounce up to 15 feet. They really are bright neon colors. Most of the colors glow very brightly under a black light. Some of the colors glow in the dark (green for sure, possibly pink). What I Didnt Like This is one of the best science activity kits Ive come across, so there isnt a lot I would improve. However, I wish the instructions had included some explanation of the chemistry behind making the powerballs. It also might be nice if the crystals came in resealable bags so that you didnt need scissors and so you could store materials in case you dont make all the balls at one time. Magic Powerballs Summary Would I buy this kit again? Definitely! This would be an affordable and fun party activity for kids. It is an enjoyable family science activity. Do my kids want to do this activity again? Yes. The balls do not last forever (instructions said they were good for about 20 days), so this is a project that can be repeated.

Your Guide to the Hottest Jobs in Chicago

Your Guide to the Hottest Jobs in Chicago ah, the windy city†¦home of deep dish pizza and perennially dashed baseball hopes (sorry, cubs fans!). by any measure, chicago is a bustling hub in the heart of the country. and while its thriving cultural and sports scenes are vital to everyday chicagoans, chances are you’ll need a day job in case that improv career with second city doesn’t pan out. if you’re seeking a new job or a new career path, take a look  at some  the hottest jobs in chicago. the tech sectorsure, chicago is considerably colder than silicon valley, but if you’re looking for a job in the tech sector, don’t count out a midwestern move. over the past 6 years, the chicago-based tech world has grown even faster than silicon valley’s. companies like google have offices there, and the city is also home to co-work spaces and business incubators that are steadily putting chicago on the tech map. business incubators are communities-within-the-community that help support talent and entrepreneurs as they develop new products and businesses. and this kind of collaborative community is one of the reasons that chicago is becoming a magnet for young tech innovators and entrepreneurs.hot job: software developerin an increasingly tech-friendly city, software developers are at the very heart of it all, working on software programs and apps. with a bachelor’s degree and the programming skills, software developers command a median salary of $100,000. and the demand keeps growing: the u.s. bureau of labor statistics predicts 17% overall growth by 2024.the service sectorover the past few years, chicago has seen an unprecedented number of visitors to the city. that means soaring demand for people to fill jobs in hotels/hospitality, restaurants, bars, and other service industries. and it’s not just chicago- the united states bureau of labor statistics predicts 6% growth for hospitality-related industries by 2024.hot job: mixologistin chicago as anyw here else, there are plenty of places where you can drop in for a cold beer, no fuss. these days, there are also a lot of places where you can drop in for the plenty-of-fuss version: an artisanal cocktail, crafted with homemade bitters, herbs grown in a community garden, and an instagram-ready look. bartenders and mixologists are taking on the status of chefs these days, and with the fancier cocktails commanding prices in the $10-$15 range, this is not your grandpa’s suds-slinger. the average mixologist in chicago earns $22,000 before tips- and the field is expected to grow by a healthy 10% nationally by 2024, per the bureau of labor statistics.the healthcare sectoras a nation, our health is†¦a growing challenge. as such, healthcare-related industries are booming just about everywhere, especially as the population ages. chicago is no exception, and it’s even being touted as one of the next big hubs for health technology. chicago is a city with world-class medical facilities (90 hospitals, six medical schools, and numerous fictional tv hospitals), as well as headquarters of major medical organizations like the american medical association, the american hospital association, the american alzheimer’s association, and the american heart association. (not to mention the walgreen’s pharmacy mothership just outside the city.)hot job: home health aidei mentioned chicago’s many exciting tv hospitals before, but the reality is that some of the most important healthcare jobs are considerably less flashy. home health and personal care aides fill important roles in this industry, providing daily care to seniors, the disabled, and other home-bound patients. what the job lacks in glamour and riches (the median salary is $22,920 per year, or $10.54 per hour), it makes up in stability and accessibility. you can become a home health aide without a formal degree (and with some on-the-job training). and the bureau of labor statistics predic ts that the field will grow by an astonishing 38% over the next decade. if you’re trying to decide whether the healthcare career path is right for you, this job could be a good way to dip your toe in and find out.the manufacturing/production sectorspeaking of less-glamorous jobs, chicago is a leader in manufacturing. and in fact, manufacturing is chicago’s second-biggest business sector, tied heavily to its strong trade and export industries. and this has a long and storied history with its get-your-hands-dirty jobs: as far back as 1914, poet carl sandburg referred to the city as â€Å"hog butcher for the world / tool maker, stacker of wheat, / player with railroads and the nation’s freight handler.†basically, you name it, chicago has probably processed and handled it. these days, manufacturing isn’t the nationwide industry it once was, but in chicago there are some areas of the industry that continue to thrive, like food processing and production. companies like kraft, heinz, wrigley (of ballpark and chewing gum fame), sara lee, keebler, and quaker oats have maintained major operations in chicago, alongside a growing industry of small-batch food companies that are rising in popularity on the foodie tide.hot job: truck driverall of these foods and products need to make it from point a to point b, and that’s where a fleet of dependable drivers come in. whether local, regional, or long-haul, trucking can be a great career option for someone with a spotless driving record, an ability to find zen in the open road, and the knack for solving problems on the fly and get somewhere on schedule. with a specialized commercial driving license (cdl) and some on-the-job training, drivers make a median salary of $40,260 per year, or $19.36 per hour. according to the bureau of labor statistics, the need for drivers will continue to grow through the next decade.whatever you want your career path to be in chicago, windy city newbie to s easoned chicagoan, you have so many options, in fields that will continue to grow and thrive. happy hunting, and go bulls!

Criminology Essay Example | Topics and Well Written Essays - 1500 words - 1

Criminology - Essay Example The labeling theory was developed from the interactionist perspective of criminology. Interactionists believe that a person does not become a criminal on their own. Interactionist theories "assume that everyone has the potential to violate the law and that criminality is not an innate human characteristic," according to Schamlleger (2005, p. 245). While social constraints are the primary cause of crime, this alone does not cause someone to act unlawful. Instead these deviant behaviors must be learned and reinforced, which is why the process of socialization is an important factor in determining if someone is going to become a criminal. This means that interactions with society, peer groups, family, the education system, and other social groups play a prominent role, as these interactions provide the individual with morals, values, and a slate of norms in which to adhere to. In addition, this theory believes that a person's position in society will influence their involvement in crime , with those in higher positions in society less likely to partake in criminal behaviors. The labeling theory helped criminologist differentiate between primary and secondary deviance. An offender's initial act of deviance is considered primary deviance. However, continuing these acts is considered secondary deviance, especially if these acts occur as a result of being around other deviant individuals (Schmalleger, 2005). For example, while someone may initially rob a gas station as their primary deviance, secondary deviance may come from being sentenced to jail, meeting fellow criminals, and engaging in additional deviant behavior with them that would not occur if the individual was not associated with them. However, the individual does not have to have direct interaction with other deviant individuals for it to be considered secondary deviance. The action of simply being labeled a criminal can result in secondary deviations (Schmalleger, 2005). Noting and studying labeling in regards to secondary deviance is important, because the negative labels put on an individual e ventually become internalized. The individual labels himself as deviant, and therefore performs deviant behaviors to fit these labels (Schmalleger, 2005). In the 1960s and 70s, criminologists began to question the labeling and interactionist theory. It was during this time that there were a lot of social problems that were causing criminologists to question their loyalty and support to these and other earlier proposed theories. Some of these social problems included the civil rights movement, which gave blacks and whites equal rights, and the war in Vietnam, which was hugely unpopular. Criminologists began to question how they could support theories and interpret laws that discriminated against people and reinforced or caused human suffering. It was at this time that things in the world of criminology began to shift, as a new perspective, Marxist criminology, began to develop. This criminology theory strongly questioned the labeling theory and other theories before it. It was founded upon the writings concerning capitalism by Karl Marx. He was an individual who believed that capitalist societies were divided into two social classes, a small, rich, elite and a large, poor, working class. The elite class served as the ruling class and exploited the poor class

Boston Tea Party Research Paper Example | Topics and Well Written Essays - 1000 words

Boston Tea Party - Research Paper Example Boston Tea Party indeed happened to be one of the first significant acts of defiance against the British. It did put to test the sovereignty of the British Parliament and the King. It put to question the British right of ruling a people who were not only losing touch with Britain but were also getting increasingly sovereign and independent. The Boston Tea Party marked the colonies frustration over representation and laid down the foundation of the future notion of self governance. To put it simply, in the history of the United States, the Boston Tea Party signified the spirit of change, radical action and an idea of governance accruing moral bearing from the actual will of the people. It would be really interesting to delve into the political genesis of the Boston Tea Party. For the British the victory in the French and the India wars did indeed turn out to be utterly costly (Volo 238). Thereby the British monarchy and the Parliament did look to taxing the American colonies as a possible way out of bearing with the high costs incurred during the French and the Indian wars in 1763 (Volo 238). Besides the Britain was also looking forwards to consolidate its hold over the American colonies that had become increasingly distant and independent as the home nation remained embroiled in wars. The political ineptitude of Britain culminating in a series of taxes like the Stamp Act of 1765, the Townsend Acts of 1767 and the hurting and painful Boston Massacre immensely innervated and agitated the colonies and badly impacted their relationship with Britain, leading to much mutual resentment and disappointment (Volo110). Eventually it was the British ploy to tax the tea consu med by the colonies that laid down the foundations of the Boston Tea Party. The colonists refused to pay many of the levies imposed by the British Parliament, denying abiding by the taxes that were envisioned and imposed by a political institution in which they were denied any

Scope and Legal Status of the EYFs

Scope and Legal Status of the EYFs The Early Years Learning Framework describes the principles, practice and outcomes essential to support and enhance young childrens learning from birth to five years of age, as well as their transition to school. The Early Years Framework has a strong emphasis on play-based learning as play is the best vehicle for young childrens learning providing the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language and social and emotional development. The four nations that make up the United Kingdom have slightly different approaches to the planning and the delivery of the early years education. England has the Early Years Foundation Stage which was founded in September 2008. England introduced a statuary curriculum for children ages zero to five years old that are being educated outside of their homes. This applies to all child-minders as well as after school clubs, preschools, nurseries and schools. The EYFS also incorpor ates the welfare requirements, the structure of the education program is the six areas of development; Personal, Social and Emotional (PSE), Communication, Language and Literacy (C+L), Problem solving, Reasoning and Numeracy (PRN), Knowledge and Understanding of the World (KUW), Physical development (PD) and Creative development (CD). At the end of reception year children are assessed by the teacher, this is where the teacher completes an early years profile which consists of thirteen different scales that link to the early years learning goals from the area of learning. In Wales they have a Foundation Phase which was established in August 2008, this applies to children aged three to seven who are in receipt of local authority funding in schools, nurseries, preschools and child-minders. The structure of the education program is slightly different to Englands one as they have seven areas of development. These areas are; Personal and social development, Well-being and cultural diversity, Language, literacy and communication skills, Mathematical development, Welsh language development, Knowledge and understanding of the world, Physical development and Creative development. At the end of the Foundation stage the children are assessed in three areas personal and social development, well-being and cultural diversity, Language, literacy and communication skills in English or welsh and Mathematical development. Scotland will have a curriculum for excellence but at the moment they are still in the process of introducing it which will be for children aged three to eighteen years. It is part of an overall strategic approach to education. The curriculum includes the totality of experiences which are planned for children and young people through their education, wherever they are being educated. Underpinning the curriculum is the idea that children should be given experiences in order to progress their development and instead of working to their age they will learn according to their own level. There are eight areas of experiences and outcomes; Technologies, Expressive arts, Health and well-being, Languages, Mathematics, Religious and moral education, Sciences and Social studies. The experiences and outcomes are written at five levels and young children will be working at the first level known as early years. In addition to the eight areas practioners have a responsibility to embed health and we ll-being, literacy and numeracy across the learning opportunities provided for children. In 2010 the assessment arrangement were still being drawn up but it was expected that setting would have to draw up their own assessments. In Northern Ireland children before they reach statutory school age there are no specific curriculum but once children are in education they will follow the foundation stage. There are six areas of development which are taken through to key stage one and two. These six areas are; Language and Literacy, The World Around Us, Mathematics and Numeracy, Personal Development and Mutual Understanding, The Art and Physical Development and Movement. 1.2 An explanation of how national and local guidance materials are used in setting To support the implementation of the national frameworks, each country has also developed guidance, information about the statutory elements and training materials. This is statutory guidance from the Department for Education. This means that local authorities must have regard to it when carrying out duties relating to Learning Difficulty Assessments (LDAs) conducted under section 139A of the Learning and Skills Act 2000. Comments from the organizations below have been considered during drafting of this guidance. The Local Government Association Hampshire County Council, post 14 learning team The Young Peoples Learning Agency connexions Buckinghamshire connexions Merseyside Association of Colleges National Association of Independent   Schools and Non-Maintained Special Schools (NASS) Natspec: the Association of National Specialist Colleges Disability Alliance. http://www.education.gov.uk/aboutdfe/statutory/g00203393/lda The legislations that this guidance relates to is the Education Act 1996 and sections 139A to 139C of the Learning and Skills Act 2000. This guidance is made for local authorities to help you them make reliable, effective and robust judgments that may lead to well-informed decisions relating to education and training for children and young people with learning difficulties or disabilities but its not designed to be prescriptive in every individual case. The guidance may also be of interest to children, young people and their families, staff working directly with teenagers and their managers, FE colleges and also other providers including specialist providers, and also the Young Peoples Learning Agency (YPLA) and from April 2012 the Education Funding Agency (EFA). 1.3 An explanation of how different approaches to work with children in early years have affected current provision in the UK Reggio Emilia Reggio Emilia is an educational approach that is inspired by a group of pre-schools that surround the city that surrounds the area of Reggio Emilia the heart of this approach focuses on the partnership with parents and children aged between birth to six years old being involved in their learning. There are four main features to this approach which are children need some control over their learning, children learn through using all of their senses, learn from and enjoy being with other children and that children need a rich environment so they can learn and express themselves in a number of ways. High/scope The high/scope approach first started in America to help improve outcomes for disadvantaged children. Settings that use this approach will let children plan their own learning; they will review it and also report back to the other children. Children are considered to be active learners so play is used for model learning, routines are also considered important they gain stability Montessori The Montessori approach originated with Maria Montessori who was an Italian doctor who wanted to help improve the outcome for children that had disabilities. The Montessori approach shows the practitioner as an observer of the children who can support their learning by making appropriate interventions. The term play is the heart of Montessori resources and equipment has specific learning objects and also provides children with challenge. Steiner The Steiner approach origins in the work of a philosopher named Rudolf Steiner that founded a school after the First World War. Steiners approach emphasises the importance of fostering childrens creativity and imagination. Manufactured toys are not used as they are thought to inhibit childrens curiosity. Formal reading and writing will not start until children are seven years old. 3.1 An explanation of partnership model of working with carers Many years ago once parents or carers had handed over their children to nursery, school or preschool they were considered to be fairly surplus to requirements and it was known as practitioners knew best. Today it is understood that the best outcomes for children are when practioners and parents work together. The idea is while practioners and parents have different rolls within a childs life they can come together to share ideas, information and thoughts about the best way forward for the child or young person. Settings use ways to make partnerships with parents or carers. An open door policy allows parents or carers to visit the setting and they are welcome at any time without needing an appointment. The assessments we do on children used to be top secret but now we share these with the parents and carers and get them to contribute to them. This is because children act differently with parents than they do when they are with their practioners. In many setting not only do they share planning with the parents they also encourage parents and carers to contribute towards them with their own ideas and comments, such as the lay out of the learning environment. Many setting do invite the parents to come in and work alongside them such as drop in sessions or open mornings and helping out on school outings. Parents will be informed of the current activities that they are doing in school so these can be continued at home.

The Tomb of Shihuangdi

THE TOMB OF SHIHUANGDI Assignment 1: The Tomb of Shihuangdi Anesha Fair (Davis) Professor Christina Trego HUM-111 November 4, 2012 Archeologists have unraveled the mysterious plan of the tomb of Shihuangdi. The tomb is a 2,200 years old structures, and famous for being the home of 7,000 terracotta horses and warriors. In addition the covering is 2. 13 square kilometers. â€Å"The revelation of the structure is the greatest achievement in study of the Qin Shi Huang Mausoleum in the past 40 years. Furthermore archeologist has discovered construction over hundreds of square kilometers and a little more than 600 tombs of those burned alive with the emperor. Workers began digging into the ground outside the city of Xian, China, to their greatest awakening archeologist discovered a large sized clay tomb poised and filled with thousands clay soldiers in battle position. The clay soldiers were also found with their facial expressions in a unique manner, and positioned according to their ran k.The theory provided is the best one to explain. Such an event impacted many lives and the mystery of The Tomb of Shihuangdi kept many people wondering. Taking a closer look into history Ying Zheng was the first Emperor of Qin. He took the throne in 246 B. C. Ying Zheng was 13 years of age. During the time of his rain he invasion the Great wall. After a short time period had occurred Ying Zheng began laboring many workers for his special project. Such a number as 700,000 on this project that would bring their life to a end.Furthermore the mystery of the tomb is filled with â€Å"models of places, pavilions and officers as well as fire vessels precious stones and rarities. † A mystery questioning why and what was the reason Ying Zheng deceived so many soldiers and trapping them into their death hiding models of palaces and precious stones of such, what was he really covering up? Questions only he could answer.References http://science. nationalgeographic. com/science/archaeol ogy/emperor-qin/ http://www. china. org. cn/english/culture/40333. htm

Political Systems in Ancient China - 1151 Words

Political Systems in Ancient China. Politic has always been defined as a pivotal point to human development, especially in structuring a civilization and nation. According to Wikipedia, the term politic was derived from the Greek word ‘politikos’, which means the theory and practice of influencing other people on many levels, or in other words, an exercise of governance over a community (Wikipedia). Politic is unique in all places: different country and state may have different types of ruling system that is exercised with some other part of the world. Politic is like an assimilation of all ruling system across the world, the uniqueness of a political system is influenced by the other political system as well. In human system, this political system, and political change throughout the different era, is crucial in reshaping human development for the better. China in the ancient era was highly sought for its power inculcated across the globe. China is one of the oldest civ ilizations said to exist in the world, and even up to now is still highly acknowledged as one of the most biggest political influence in the world. During this ancient era, China was ruled by a system known as dynasty, or ruling families for over a long period. As it was governed by the ruling of dynasties, China was ruled by a leader known as ‘Emperor’ in different dynasties throughout the centuries. It was during this period that the political unity and disunity were seen throughout, parallel with theShow MoreRelatedAncient China Versus Ancient Greece Essay1008 Words   |  5 PagesAncient China Versus Ancient Greece Ancient China and Ancient Greece were two vastly different civilizations with different cultures; they shared a multitude of similar political, economic, and philosophical achievements while also inholding multiple differences. The centralized government of China differed from the independent city-states of Athens. 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