#PHYSICAL SCIENCE PROJECT TOPICS AND MATERIALS

[a-minke-whales-tale]

Delusion, Clinical Zoanthropy

I am a clinical zoanthrope. I have schizophrenia. If you have read my posts or blog before this should be no surprise as I am quite open about it. These labels that have been put on me affect nearly every aspect of my life, and greatly affect how I interact with the community. There is often a lot of discussion surrounding ideas of physical identity, delusion and if these things should be acceptable within the community or how to handle these topics.

Length: 3676 words

TW: delusions, reality checking, mentions of medical abuse

The year before last, I had spent quite a bit of time working with another academic to construct a historical materialist analysis of therianthropy. Historical materialism for people who are not familiar is a method of analysing history through the lens of production and class society. In particular, given the apparent wealth of historical therianthropy among “primitive” society, and the narrow niche of modern therianthropy, as well as my own treatment at the hands of the medical system, I wished to understand the origins of the oppression of therianthropic identity. I have to date not completed the project for a number of reasons - limited available literature regarding the transition from pre-class society to slave society particularly regarding religious and spiritual beliefs, personal health and time, and forcing myself to create a complex system of double bookkeeping and analysing my experiences through a materialist lens essentially constantly and forcibly reality checking myself constantly was very taxing.

Although I did not get to the state to write and publish the paper, I did learn a fair bit, and I think the most important concept within this discussion is the concept of delusion and how we define it. There is a common vulgar definition of delusion as believing anything that is not real or not backed by scientific consensus. But then there are many things people believe which is not backed by scientific consensus. While certainly there are people who would say that anyone who believes in ghosts or the Christian God are delusional, nearly half of the people in my country believe in God, however we lack any materialist evidence at this point for such a thing. The state of being identified by others as delusional comes with some pretty serious consequences, it should be noted though that these consequences are not applied to people who believe in God. Similarly, there are times when scientific consensus is simply wrong. Is the man who rejects the inherent inferiority of the [Sub-saharan Afrikan] race because of their skull shape and “thick skin” delusional? We today would collectively say no. For a man in the early 19th century, this would have been scientific consensus even if now we should find such a thought abhorrent. Was he then delusional? (Though some people did try to justify slaves escaping as a mental health condition Drapetomania, and historical terms like madness are often connected to modern terms like delusion and psychosis). I think often modern humans can create an almost religion out of science and progress and belief in their own rationalism - that not only is there absolute objective truth, but they can and do know it all in this particular moment, and that the society they exist within does not effect an impact on their view.

It is important to understand that delusion has a fairly specific definition and caveat when talking in a medical definition. That important caveat is that the belief conflicts, or is not standard, within their culture or subculture. Not only that, the belief must be very fixed and firmly set which does not respond/change to the presence of outside evidence. This cultural context is an important factor in the diagnostic criteria for delusions, as well as dissociative disorders like OSDD and DID (it may well be important for other conditions diagnostic criteria as well though I lack experience to speak on that topic).

Delusions -are- very much socially defined. I make the joke often that a rich man hears the voice of God he runs for office, I hear the voice of a spirit and need to be on antipsychotics. There are a number of examples namely in SEA where the experience of transforming into another animal would be considered entirely within the range of normal possibility (though notably with tigers primarily). There are also cultures and practices in which physical transformation is not considered delusion but a normal part of ritual notably among the Xan peoples. Among some Siberian cultures as part of hunting some will take essentially the mind of a wolf. In South Asia there are also recorded practices in which a person’s soul is bonded to and moved to an animal’s body in the night. Most people those reading this might encounter day to day would think these are surely delusions, but for those people, it is just a normal part of life and culture.

Most people here would collectively agree that therianthropy is not a delusion, however from outside the community many easily could argue it. You -are- human, you can look at your body and it and see that it -is- human. If you argue for past lives, there exists no evidence supporting that and no evidence supporting the existence of spirit or plausible explanation beyond hallucination despite many attempts to measure their existence. Nor do you have the instincts of that animal because you are clearly a human, and any "instincts" you might have are phantoms of the mind or attaching to a certain animal as a way to manage your life. However neither of these explanations would be acceptable nor would they convince you that you are wholly and entirely human.

Similarly with transgender identity, people here would collectively agree that is not a delusion. But 60 years ago? Or among transphobes? You are experiencing a delusion. You are obviously a wo/man, and no amount of hormones, [presentation], or [surgery] will change that. We would all collectively say fuck that shit, but you know who agrees under certain circumstances? WPATH in their Standards of Care directly notes among certain conditions of transgender identity as delusion (or at least in their old SOC before informed consent became common). It is common for people with schizo-spectrum disorders and higher level structural dissociative disorders to be denied care, or to face significant pushback. But this can also be true for all sorts of other “less serious” conditions such as austime, adhd, depression etc. This is something I have faced, and who knows how many others have faced it as well.

But what a delusion is very much defined by perspective and culture. It is easy when sitting on the "non-delusional" side of a cultural belief, to believe the order of things is logical. However, when I must construct materialist explanations of experiences, a task for which I am forced as part of double bookkeeping, the differences between my "delusional" experiences, and others "nondelusional" experiences especially in regards to therianthropy is one of degree, not of kind. Do not make the mistake to think that in other scenarios, other cultures, your experiences may be seen as delusions, and in other places, mine as natural and grounded in reality.

My experience as a clinical zoanthrope has left me often feeling quite divorced from the community, that I am separate, unwelcome, or an interloper in what is supposed to be my own community. I have been in the community for a while, but only at certain points felt comfortable to really call myself therian, a feeling which is again waning. There is a strong push constantly against physical identity. Even the most (in)famous phrase in wider culture about therians is the “on all levels except physical I am a wolf”. However this pushback against physical identities, especially from the concerns over P-shifter cults and abuses, created an environment that for me to be tolerated, I would have to constantly “show insight” or really reality check myself, and ensure all the others there knew that I knew my experience was not real and was not like their experiences were (that theirs were real and different). I still often have to do the dance describing my experiences, and even in the terms I use for myself as a clinical zoanthrope is indirectly that same dance.

The therian community often prides itself on how accepting it is. Though to be honest, I really have to question if this is the case. I have always felt unwelcome by the broader community. But so have very many others. It always strikes me that whenever I really share my experiences, how many others really relate to that feeling of not feeling wholly secure or belonging within the community. My orca friend, Ike, has talked quite a lot how they simply did not join the community for so long for feeling unwelcome. Sharing my experiences on a discord server a few weeks ago I learned another member was also a zoanthrope but had never shared it for fear of ostracization. A number of others expressed sentiments of feeling not total included, some for shift strengths, some for things like sexuality, theriomythics often get excluded, etc. Heck, by some accounts even the transition to the term Therian away from Were was an effort to include more people besides just shapeshifters.

Really when you think about it, it is not surprising so many people feel excluded in various ways. Therians have all these lines that you have to sit inside of and not cross to be acceptable to the community. But when you try to actually measure those lines many are not only extremely blurry, but vary person to person. Indeed my own experience is that there are people that do accept me, even if the wider community does not, and that is really the only reason I stayed.

The community has historically for instance a pretty hard stance on delusion and hallucination. The question though is, when does a shift move from being a socially acceptable phantom shift, to an unacceptable hallucination. For me in particular, my sensation of shift goes through a fairly long process of getting more and more intense, but it is also really a quite smooth process. It is like following a colour line, when does ‘blue’ truly begin? The first sensation is often a slight tickling, and very light phantom touch that you can sort of see through the feeling on your body. Beyond that the sensation gets more intense and becomes bothered from having things push against or intersect it. Further it begins to have not only form but colour and texture, but still if I look at the limb I cannot see it, I still see a human limb, though I do not expect it. Further the visual appearance comes in more and more until eventually my human parts are gone, transformed into animal parts I can see and I can touch. When we write it out like this it is pretty separately defined, but in the process this occurs for me, it is very smooth.

After enough quantitative change, there is a qualitative change, but where and when that occurs is hard to say. I think the first two experiences are very common among therians. I think the third experience is also fairly common but that starts to get more and more into the blurry lines, and if you cannot see where that line is you are likely to downplay your own experiences for fear if you say too much, you will be excised or ostracised from the community. But this fear also has the doubly cruel aspect that you can never really know where that line is because many people downplay their experiences to make them palatable, and so though many others might share in these experiences, people simply do not speak of them because they only see either extreme being shared, the particularly minor shifts being accepted, or the extreme shifts being sorted into delusions. I think it creates a false binary from a spectrum of experiences.

So many of these blurry lines exist though. What age can you be taken seriously? What platform do you use? How many kintypes is too many? Theriotypes being too common? Theriotypes being too rare? Are paleotherians acceptable? Are theriomythics acceptable? Can a dragon be a therian? Can an otherlinker or copinglinker have their identity so long it becomes therian? Are beastly animals from fictional settings acceptable or should they be with fictionkind? What sort of sexual and romantic expression is allowable? Is transspecies an acceptable identity? Some of these are blurry, some of them are clear, but they all wiggle around in different ways of some people will find them acceptable and some not. This leads to people self-censoring to the safe answers that they know are acceptable and prevents them really exploring their own identities, but also these questions within the community as it learns and grows and becomes more inclusive. In a certain irony, therianthropes as a community, are actually quite demanding in their conformity while preaching of their acceptance.

There has been a significant push in recent years to give greater levels of inclusion to therians with both delusional identities and physical identities. People are generally more accepting of zoanthropes and at points I have felt comfortable even to call myself therian and not just a member of the community. But there are also a number of additional terms, namely endel and holothere, which cover these experiences. However, something I note often when people talk why I as a clinical zoanthrope can be acceptable, while P-shifters and at times holotheres cannot, still comes down to that I acknowledge my experience as delusion. When I read the experiences of at least some p-shifters and holotheres, often the difference really is not so great, I often see their experiences mimicking or mirroring my own. I do use the word clinical zoanthropy, which on some level does indicate an understanding I know that at least others see my experiences as not real. This is a pretty common feeling among zoanthropes, we use this word, we know the humans think our experiences are not real, but they are incredibly real to us.

The question then is what should be done with us? There is a lot of comment that allowing us in the community to share our experiences or not reality checking people is encouraging delusion. People also say that delusions are harmful and that we should seek medical help. There are quite a few people who even wish to excise or isolate those who are anti-psychiatry and anti-recovery from the community.

If I am forced to analyse my experiences through a materialist and distant lens, it is quite clear my experiences are heavily rooted in delusion. I am a scientist, and there is no means under current knowledge to explain what I experience except hallucination - still I believe it fully. My knowing this is the only logical explanation does not lead me to believe it, to truly believe it inside. I mentioned before I had to give up on projects I did really enjoy because forcing myself to continuously deny my experiences and continuously reality check myself, brought to me very much distress. There are times I have wanted to be reality checked, but for vast part that is the remainder it is really distressing. It is distressing to be told a core part of your identity is not real, to be told the you that exists isn’t the real you, and sometimes see people mourning the “sane you”. Individuals in the community are not going to solve my “delusion” by reality checking myself or others.

Nor will them blocking me from the community or ensuring I do the dance for them encourage my “delusions” away. Delusions are heavily fixed experiences, and though you can encourage them in certain ways (think the example of people making “in your walls” jokes at schizophrenics), us talking about and sharing our experiences with each other and in our own community helps us feel understood and a sense of belonging. There are so few of us to start with, and the community closest to us either often disallows us, or makes us sit at the edge never really able to join. All banning us does is further isolate us, and for many delusions reinforces that we will never be acceptable or tolerable to others and it is best we are alone so we don’t hurt others with our presence.

I cannot speak on every person’s delusions, but I can speak on my own. For the question of if delusions are harmful, I think it often asks the wrong question. Who is it harmful to? Under what framework? Who thinks it is harmful? What does the patient want? I think one could say that my delusions of turning into a whale do harm me. I have trouble to interact with humans, I cannot work a full time job, I struggle in relationships, many nights I lay on the couch stuck for hours simply unable to move. These are all pretty negative things no? But it fails to ask why are these things harmful? A doctor looks through a very human framework and sees that I cannot do the human things and sees that I must have a poor quality of life and these delusions need to be addressed. But I am a whale and it is a core part of me, these things can be distressing, but whales cannot interact with humans the same way two humans would, work a full time job, have relationships with humans, and if you stuck them on a couch they would also not be able to move. This all is distressing and perhaps harmful, but then what other option is there? What the humans offer to me as solution is far worse.

I am anti-recovery, at least for myself. I think it is important to ask what does recovery look like? For me recovery would be to return to the water where I belong. But the humans would certainly say otherwise. For them recovery would look like fitting into and functioning within human society - having a job, a house, a car, a husband, kids, going on holiday, etc. I am not a human and I do not wish to be a human and live among them. However what is worse is how the humans would go about fixing that. I have been locked in hospitals, I have been strapped down, I have been sedated, I have been put on horrible meds that destroyed things I cared about and have often left me a shell of a person (there is a reason they were marketed as a chemical lobotomy). Some things I have gotten better in over time, and I can hold a job for the moment, even quite technical and difficult jobs.

However, the damage done to me from the humans was severe. Although I can talk about being a whale as delusion, the why is really far more impactful and distressing in my life. I was taken from the water, turned human, and am a useful thing for the humans. This understanding of myself as merely a tool and something the humans can do whatever they want with me is the real distressing aspect of my life. For me, the ‘help’ I received at the hospital only strengthened and set this delusion in so much firmer. I can look back at certain experiences, I can see the humans don’t have the technology to do what they did to me, but then I also have those years in the hospital, those years where everything was very apparent and clear and something that others can confirm and it seems to only further make plausible the experiences of the past, and those in the present the fear for what the humans will do to me. I know that I am deteriorating, I am struggling more and more, but nothing the humans offer me will make things better, they will only hurt me more, and if I ask for help, and reject it, they will only see it as proof I need the help more and force it onto me, which will only further reinforce that delusion.

If someone wishes to see a doctor and talk about therian things, I do often warn them of caution for what happened to myself and I do not want others hurt that way. I also urge them to think about what they want as the outcome from that discussion or what they hope will happen. A lot of mentally ill people have been hurt by doctors who thought they knew best, and once something is said, it cannot be undone. However, in the end they are free to decide what they will, and are free to navigate the medical system if they think it will benefit them.

For myself, I struggle to believe that doctors would really help me and instead work to help myself and my cetacean friends so that maybe someday we could swim again and swim forever. That we can fix ourselves and heal. That in time the deep scars across our bodies might start to fade and look like the scars of other captive cetaceans. That instead of surviving merely trying to please the humans to not be hurt, that we might actually -live- and have the life we were denied.

We are still people with agency, agency to choose our own path, to choose what brings us joy, to decide what we want from life, and from our healthcare. Or at least we should be granted that agency. We should not be excluded from the community or forced to dance around our experiences as not real for the comfort of others who happen to lie on the other side of the sane-delusional line, afterall the positioning of that line is very arbitrary and could easily swing to find yourself on my side of that line.

~ Kala

[rallentando1011]

Rise Donnie x Plus Sized/Curvy gn Reader Ideas

Content: brief mention of insecurity in oneself, cuddles, intentionally bad flirting, cute fluff

Word Count: 1026

As a man of science and just an overall sensible, thoughtful person, he acknowledges that attraction obviously goes far beyond anything material

Personality, sense of humor, how well the participants click with each other being just a few of the numerous qualifications

However, having established that fact, that was not to say physique was completely nongermane from the topic of attraction

No, certainly not

Physical appearance is the cover of the book; while the best material is inside of the novel, and you shan’t judge a book by its outside, an enticing cover can definitely be admired and appreciated

Especially when that cover has curves like yours

Not to be crass in any regard, but the first thing he gawked at respectfully observed when meeting you was your stunning physicality overall

Your comely smile, your confident stature, those hips, your nice posture, stuff like that

(but seriously he was drinking in your movie star-like looks so adamantly that Mikey had to wave a hand in front of his face, Raph had to yell, and Leo had to bonk him on the head before he was back on this plane of reality)

(Leo was whacked right back, but that’s beside the point)

The point was, by Humboldt, he was not prepared for the Reuleaux triangle that was your waist

Eventually, after seeing you a few times, he managed to externally contain how whipped he was (because, in all honesty, he still admires you and your looks)

However, getting to indulge in learning your personality, reading into you, definitely beats the already auspicious initial impression he had of you

Oh, Galileo, you have a nice demeanor and genuinely enjoyable character?

Yes, please sign him up

Once you two are together, certainly expect him to randomly say the nicest compliments ever, how cool you are, how enjoyable your company is, how much he appreciates you

No prompting, no build up, just the softest, gushiest comments out of the blue

Just sharing the thoughts as they come to mind

He’s definitely the type to drop the worst pick up lines/puns to ever exist, sardonically, of course

But you parry that blade right back

Once while he was tinkering in his lab with you sitting beside him, he abruptly asked if you were Copper and Tellurium

You were puzzled until you pieced together the chemical symbols of those elements respectively - CuTe. That one was bad

You deadpanned before grinning mischievously back at him, asking if he was from Tennessee

Puzzled, he stuttered for a moment before you interjected with “Because you’re the only ten-I-see”

Both of you physically tensed as you said the line, but the awkwardness quickly dissolved into laughter and the exchange of more similar sayings

It was safe to say the pick up line war that ensued meant not much productivity occurred in the lab that day

On Halloween, absolutely expect to have the crème de la crème of costumes

Whether you two are dressing up together or wearing your own attire

Oh, you’re customizing your costume? Are you talking enamel pins, sewing, 3D printing? Whichever or whatever it is he is SO on board and will absolutely volunteer his assistance

That being said, don’t enlist his help unless you’re prepared for it to get needlessly complex, e.x. possibly some mechanics, so many intricate details

It’ll be a project, but the fun times along the way and the killer final product will be worth it

Trust that during the cold months of the year that cuddles will be abundant (insulation in the sewers of New York City shockingly has quite a steep price, so calling you over is easier)

Movie nights, sitting with an arm slung around you, bundled up with your knees ever so slightly resting on his

Working on blueprints or small tweaks in the lab with you swished beside him on his desk chair (Is it a little cramped? Yes. Would he ignore the slight inconvenience of his workspace and ability being hampered for your company? Also yes.)

Sleepovers and late-night cuddles with your back pressed to his plastron, your legs curled with his practically adhered to the back of yours, his arms wrapped loosely around your abdomen, his thumbs soothingly tapping your sides, his chin tucked onto your shoulder

However, cuddles that thorough would only occur on nights where he’s feeling really lonely or tired, like after a long fight, or a mind-melting project, or if it’s been a long time since you’ve seen each other or shown affection like that

Snuggles outside of that domain normally consisted of laying with your sides pressed to each other and that’s it

Or, another typical means of cuddling, both of you curled up on your sides, facing inward, knees and foreheads gently pressed together as you feel each other’s featherlight breaths, soft reminders that the other’s still there

No matter which way you ended up cuddling in, it never failed to send a wave of warm relaxation crashing peacefully over you

Until he fell asleep

Snoring, drooling, kicking, if you name it, he did it in his slumber

Some nights you would wake up to being shoved unceremoniously off of the bed by an innocently sleeping Donatello

Other nights, instead of pushing you away, he pulled you even tighter to him, wrapping you up in each and every limb

His sleeping habits were not suitable for having a companion at his side

You assumed it was because of his dreams or the temperature or something, but all you knew for sure was that every time you slept beside him was its own unique adventure

If you have insecurities or any self-consciousness, whether it be physical or mental, he just doesn’t understand it at first

How could someone so incredible in his eyes not see themself the same way?

But then he considers his own mentality, his own insecurities and doubts, and comforts you any way you need

Words of affirmation? He’s got you

Hugs? He can manage that

Just need him to be there for you? He will be

Bottom line, whatever your size or build may be, he fully embraces and supports you

[spotaus]

Tauverse thought!

All of the boys (except Cross, rip Cross) love working on all sorts of projects that bring them back to the days that they were Sans. (I like to think Killer was from a normal timeline, Dust was from a Dadster timeline, and Horror came from a handplates version of his au. So, in this vein, they also all have preferred specialities.

Killer likes to study magic, sure, but he's figured out he likes chemistry a lot too. He can recite the periodic table off the back of his head no-sweat, and can probably make at least 5 explosives with just some stuff lying around the mansion thanks to chemical reactions :] However he takes his practice very seriously, so he's only liable to mess stuff up in *other* aus when on missions. In the mansion he's the go-to for getting stains out of your shirts and destroying evidence of wrongdoing. He has at least 1 jar of highly corrosive material up on his shelf.

Dust is an engineer at heart. His dad was always good with the living stuff, but Dust was responsible for a LOT of the wacky traps and conveyor belts in Hotland back in the day, and he only fell out of experimenting and building when he had to start taking care of Paps. He'll do all sorts of stupid shit around the mansion. His most iconic was when he installed orange lazers in the hall outside Killer's room just outside his door. No one ever got hurt, but Nightmare made him take them out. To quell the pranks, Nightmare set Dust on a quest to install blue-magic traps on every window, exit, and entrance of the mansion. For security purposes. Dust also delights in making Killer random upgrades for his prosthetic once he convinces him + gets Nightmare's permission (technically-).

Horror's main field is Physics. He doesn't exactly remember how or when he stumbled across the passion, but he thinks it was when he and Paps stayed with Asgore for a little while and he got ahold of a book of constellations. His specific track is Astrophysics but he dabbles in particle-physics too. He's a bit out of practice, the head injury sure doesn't help and his field is a lot harder to casually study than the others (Especially in a universe with no stars and no access to any big particle colliders) but Nightmare does his best to let Horror visit surface AUs and go to observatories with telescopes and big ol' satellite dishes whenever possible. The others are also shockingly encouraging when Horror brings up a good point only to lose his train of thought halfway through, usually prompting him back to it because they were genuinely curious.

The three tend to have nights where they don't have a mission the next day and they'll sit there and talk about their favorite topic, current project, plans, etc. They used to do it secretly in the training room but now they have a dedicated white-board in the main living room just for it. (Their marker colors are: Purple (Dust), Blue (Killer), Green (Horror), Red (Nightmare), Pink (Cross))

It used to be just Killer and Dust for a long time, but after Killer's leg Horror finally stopped being so nervous around them.

Nightmare occasionally sits in because. Well. He's from a universe where he's pretty sure people were still blood-letting to heal sickness in areas without magic, so most of this "science" is something new to him. It's a good bonding activity because Nightmare gets to see the guys passionate and excited to talk about something, and the guys see Nightmare as a bit more down to Earth, if just briefly.

And at some point Cross is dragged into the hang-out nights and encouraged to talk. He doesn't *do* science though, he'd always been training for the royal guard. So the others tell him to just talk about *something*, doesn't have to be science, and it results in Cross going on long linguistic rants. Because while he was with Dream he got to meet Epic, and Color (a different one from the dead one), and Delta, and CORE Frisk, and a bunch of other aus and got curious about why people all had different speech patterns and dug into that... a lot. And everyone's really just interested and they'll sometimes request explanations of words/phrases for the next time they meet up-

But yeah. Nightmare tries to keep them curious and motivated (Ccino's suggestion) and letting them indulge their interests really helps.

[icaerosthefool]

So I’m creating a character and I’d like some varying opinions on matters. (They’re to be used in DND but also any story telling medium)

Introduction, backstory: The concept of the character is that they are “birthed” by another character of mine I currently call the Geneticist. In a standard fantasy world, the Geneticist comes from a hyper evolved civilization of elves who decided to focus on innovating their understanding of magic and the material world into sciences, instead of settling into old traditions. The Geneticist is an equivalent pre/post doc in his studies which are, obviously, genetics and biochemistry and has developed the technology which could incorporate the genetic material of other beings into his own to do wild shit. However the “elders” say the work is too risky and while theoretically possible they shouldn’t test it as no one would/should agree. Now the Geneticist is unhappy with this but does respect the free will of other’s to participate or not.

This leads to the Geneticist leaving the society to pursue his research. Adventures and development occur and frankly I love this character so much by themselves I should make another post about them….Moving on to the current topic though—

Later in life, the Geneticist works on a project to create a new sentient being. Using mushrooms (cause they’re so perfectly odd and unique), the Geneticist designs and specializes various types of fungi to act as different organs and tissues and Frankensteins this new being into existence. I really like the themes of Frankenstein and wish to parallel them, however where Victor Frankenstein abandons his Creation and is frankly unable to handle the situation at all, the Geneticist persists. Because they wanted this and they must see the experiment through to its very end.

Again, I have not worked out a name but for the sake of being coherent I’ll refer to the creature as Fung-I (cause why not).

I have details as to physical appearance and personality vaguely worked out. Those details are not the topic I’m focusing on though I’d love questions to be asked about literally anything about this concept!!! If not serious though at least make it funny.

My issue is free will and motivations. See I have a Catholic perspective of free will and have about two definitions which are (very basically) “choosing to follow God’s will, or not” and “being able to choose between two good/bad/evil options”. But here’s the thing, Fung-I’s closest thing to God as a creator is the Geneticist and the definitions of “good” and “bad” can be extremely subjective and are usually based upon what a person grew up learning. Kohlberg’s theory of moral development, to my understanding, does not elaborate on good/bad/evil and speaks more to developing thought out understandings of morality up to defining “objective moral truths”.

See, this is an issue because the purpose of the project of the Genticist was not only to make a completely new complex creature but also to see how it integrates into the ecosystems. They wanted to make the passive decomposer (fungi) to be active. In a way they created a new predator and wished to see how it handled itself. And so they designed it to be humanoid because (in most fantasy though not all) humanoids are the most sentient. They designed Fung-I to be vibrant because they hypothesized it would attract before it repelled. The Geneticist imbued a their creation with charged evolutionary abilities to always adapt and be the next step (not only to improve themselves but also cause the rest of nature to have to adapt in tandem.)

So this is the motivations the Geneticist, the creator, has and teaches to Fung-I. But now we are at free will and how that affects the personality, morality, and development of the character. More importantly, what is it the allows a rational being to have free will versus a “common animal”? Which, in the real world, we observe to be as intelligent as small children.

Please feel free to ask questions to help develop your and my ideas. Feel free to contribute in any other way as well though if it is not serious or on topic at least make it funny.

[denimbex1986]

'During the middle of World War II, teenage physics major Roy Glauber found himself plucked out of college on the East Coast and assigned to work at a mysterious new government research center in the far-off deserts of New Mexico.

His destination turned out to be a laboratory at Los Alamos, a part of the Manhattan Project, where he was assigned to work under groundbreaking theoretical physicist Hans Bethe to help calculate the smallest amount of fissionable material—the critical mass—needed to set off a sustained nuclear reaction.

Glauber was one of the youngest scientists in the 1,400-person Los Alamos staff, and afterward he went on to a distinguished career in physics, earning a doctorate—and later becoming a professor—at Harvard University. His work focused on a wide variety of topics, including quantum dynamics, the collisions of high-energy particles such as hadrons, and the behavior of light particles, especially in clarifying how light had the characteristics of a wave and a particle simultaneously. In addition to his research, Glauber was known for his sense of humor, such as being the official “keeper of the broom” at an annual mock scientific conference sponsored by what has been called the MAD magazine of science, where his role was to sweep the stage clean of paper airplanes. (It’s become a tradition for members of the audience to throw paper airplanes at the stage to celebrate the end of the night’s proceedings.)

In 2005 he was awarded the Nobel Prize for physics; some years later, the 91-year-old Glauber attended the Lindau Nobel Laureate Meeting, where he agreed to an interview with me. Sadly, he died a year-and-a-half later, in 2018.

In this interview, one of the last surviving eyewitnesses from the effort to build the first atomic bomb gives his impressions of that project’s driving force—the director of the Los Alamos lab, J. Robert Oppenheimer. Glauber describes what it felt like to be working there as a young physicist; experience the overwhelming need for secrecy—and witness the test explosion of the first atomic bomb.

Dan Drollette Jr: To start things off, I thought we might look at these photos on my laptop of 1940s security ID badges from Los Alamos. As you can see, each one has a name, an ID number, and a kind of small black-and-white photo—but at least they each show the individual faces of the people who worked there at the time.

Roy Glauber: Oh, yes. (Looks through array of photos on screen.)

There’s Dorothy McKibbin.

And there’s a very young Richard Feynman. Though they all look young.

You know, there was very little sense at Los Alamos at the time that any history was being enacted which would be of interest after the war was over. So, there was very, very little photography devoted to the individuals.

Although there was a large photographic division, which photographed all the experiments—including all the failures, and there were vast numbers of those. (Laughs.)

But there was not much on simply recording the way people lived, and where we hung out.

Drollette: I like that smirk on Feynman’s ID photo. It’s a funny expression.

Glauber: Well, for all intents and purposes, he was the resident clown. You would often find that wherever people gathered for lunch, there would always be a little knot of about half-a-dozen women all in the corner, laughing—and in the center would be Feynman, telling stories. He really made quite an entertainer of himself. He happened also to be possibly the brightest young mathematician in the place. I met Feynman in the year 1943, when I arrived there.

Drollette: And how old were you when you went to Los Alamos?

Glauber: I was 18.

Drollette: From the description you gave for an oral history about the Manhattan Project, it sounded like they didn’t tell you much about what you were getting into.

Glauber: That was a matter of security, of course.

But I quickly got a general impression of what might be in the air, because the story of fission had been really big just a few years earlier, in 1939. All during the middle ‘30s, Fermi had been subjecting many elements to irradiation by neutrons… By 1938, he was doing it with uranium. He found all sorts of funny particles flying out, which he could not analyze, and which were found to have strange chemical properties. And researchers had developed the idea that maybe they might be evidence of the fissioning of uranium.

That was a really great discovery, which then led to speculation about the possibility of a chain reaction. It made a big stir in the newspapers for a time, and it was an exciting story, at least for a kid like me.

But then it all just … disappeared. Not another word about it. There was speculation that fission might have some strategic importance, and so it was declared secret, at least in America. And one really heard nothing more of it, in the several years that followed. The story went subsurface. It just went nowhere.

Drollette: But you had a general kind of sense?

Glauber: Well, I don’t know if I’d say that, but that was what had been going on in the background. All I knew for sure was that we were at war, I was in college, I’d registered for the draft, and I was expecting to be going directly into the armed forces….

But suddenly other things began to happen … and happen quite rapidly. It all started quite soon after I filled out this questionnaire that had arrived from Washington, from an organization which has almost never been heard of before or since, called the “National Roster of Scientific Personnel.” It was intended to put people who were trained and with the right skills into the right places—and there was a great shortage of people who were well-trained.

While filling out that questionnaire I wrote down that I had taken all these courses, which were almost all things that one takes much later, in graduate school. So, to make a long story short, they came and got me—I received instructions to leave Harvard as soon as one could leave that school term and get a ticket for the first train to Chicago.

Drollette: But weren’t you only in your first year of college?

Glauber: Well, you have to understand that by ’43, they were tired of drafting older men—particularly those with families. They wanted young guys for the military. And it all makes sense, given my personal history: I had skipped some grades in high school—which was much more common back then, when they really pushed people forward academically, regardless if they were really mature enough—and I’d been involved in all kinds of science projects, and a high school teacher had given me some books on calculus. Which all meant that I got a little ahead.

And then after I did get into college, all the professors started leaving to go work in the war effort, and the college administration announced that this would be the last chance for many of us to take some of the more advanced courses for the duration of the war. So, the whole education business was kind of telescoped for us—meaning that I had all these graduate-level classes on my school record.

Drollette: What happened next?

Glauber: It was very secretive; they would not say where one was going after Chicago. After I got there, I had to make a phone call to someone at some agency, who gave me another train ticket that turned out to go to a place in New Mexico I’d never heard of, called Lamy—not much more than a wooden boardwalk for a station. And it was there that I was supposed to get off, and someone would meet me. Meanwhile, any personal belongings I wanted to ship out—books and clothing—would go to a post office box. I still remember the address: Post Office Box 1663, Santa Fe, New Mexico.

Well, I had never been west of Chicago. So that alone was quite an exciting business for me, riding on the Santa Fe Railroad, seeing bona fide cowboys, and watching people who were bronze in color and wearing furs and blankets get on the train.

When I got to Lamy, I was met by a tall, slender fellow who to all intents looked like a cowboy: He literally had a 10-gallon hat and wore a checked yellow shirt and dungarees. And this cowboy picked up not only me from the train but a short man with a derby hat and a navy-blue overcoat who also got off at that same stop—whom I later found out was John von Neumann.

The most remarkable thing was the geography. I’d never seen anything quite like that before; mesas and gulches and mountains, with narrow roads dug into the sides of canyon walls…

And this chap, this cowboy figure I’ve described to you, was a mathematician that previously worked with Neumann, and they started talking about what was going on in “the research up on ‘the Hill.’ ”

They had to resort to this way of talking, because they felt that was what one had to do in order to preserve the lab’s secrets—they didn’t know my state of clearance at all. So they described in terms appropriate to them the terrible things that were going on in a particular computation. It was not in the real world, but they were describing it as if it were the real world.

The fact that matter was being annihilated was to them a simple description of a mathematical mistake, while to me it was a description of the most incredible feats going on in the real world. So it was a very unusual sort of introduction to this kind of life.

Drollette: What were your first impressions?

Glauber: Well, I mentioned the geography: all canyons and plateaus. Los Alamos was placed in a virtually impassable area, miles from the nearest town. At the stage that I got there, there were still some log houses remaining from what had formerly been the Los Alamos Ranch School for Boys—a tuberculosis sanatorium—and the beginnings of more new structures. They had started putting up dormitories and some small apartment buildings a few months earlier, but none of them had space for more than four apartments with small families.

And there were quite a few small families, and many families that got appreciably larger. It had one of the busiest maternity hospitals, I think, that were run anywhere by the US Army. (Laughter.)

You have to understand that these were all young people; the older people didn’t want to go to this godforsaken location.

Drollette: What was the very first day of work like at the Manhattan Project?

Glauber: The first morning I was there, I was given a list of people to march around and meet. It was as if they had to compete for new personnel��to speak up and say “I want the new guy.”

Out of them all, I best remember an interview with Robert F. Bacher, who was head of the physics division.

On meeting me for the first time, Bacher said: “I bet you’re interested in what we’re working on here.” And I said I didn’t know.

So he said: “What’s your best guess? What do you think we’re working on?” He was asking me—an 18-year-old!

So I told him that “Judging from the treatment that the story had been given by the newspapers earlier, you’re probably trying to create a chain reaction based on fission.”

He said: “Well, that’s a very erudite guess. But I have to tell you, we succeeded in doing that a year-and-a-half ago”—he was describing the fact that they had indeed gotten a reaction to occur in Chicago, although that had nothing to do with Los Alamos.

And he added: “I have to tell you, however, that we are indeed working on a chain reaction here, it just happens to be a fast chain reaction, not a slow one.” And he then went on to explain that it was a bomb.

I was really quite upset by that—the notion that this was not going to be so much about a gift to mankind, but a weapon.

And it did take some weeks and months to overcome that feeling … and to discover that there were really interesting mathematical problems involved in making this bomb. And those really did keep me busy for the next two years.

So anyway, that’s how I learned what the story was.

Drollette: Was there any kind of orientation?

Glauber: There was something called the Primer, which you had to go and read—a sort of text for beginners. It was available in the library, and you had to sign out a copy, where you could learn of all of the speculations about the bomb that had been voiced in the months earlier.

Drollette: Were you at the Trinity Test?

Glauber: Well, how to put this… I saw it. (Laughs.)

They didn’t want us to fear its presence, so it was okay to view it from a distance.

But I had no authorization, if that’s what you mean. Just as important, there was also a considerable shortage of transportation. Very few people had cars at Los Alamos, and gasoline rationing meant you couldn’t go very far, anyway.

Luckily, I did get a lift to a mountain near Albuquerque, to the only place where a road goes to a really high altitude at that area, called Sandia Peak… I think there may have been 20 or 30 people altogether who went to the top of Sandia to try to see that test.

Unfortunately, we had no radio contact with the people running the Trinity Test, which was on a plain almost due south of Albuquerque. Now, we knew the test was supposed to be a couple of hours after midnight. But there was, in fact, a lightning storm at that time so it was delayed. I don’t know if lightning was striking right there at that testing spot—but frankly, it would have been very scary to be anywhere near there, because the bomb was held in a 100-foot-tall steel tower. And the lightning striking around there would have had a considerable chance of striking that tower.

Anyway, after a while, we saw some flashes, little flashes—which would have been considerable disappointments.

So by 5:30 in the morning, nearly everyone had left, because you got tired of just sitting there with no indication of when it was going to happen.

But I was a little more stubborn. The others had left, but I was sitting there facing in that direction when at 5:30 in the morning, it was as if the sun was rising from the south.

Drollette: So you saw it?

Glauber: I saw it. (Pause.)

Drollette: That must have been some experience.

Glauber: Yes. (Pause.)

Drollette: What was Oppenheimer like?

Glauber: He was a remarkable choice. Oppenheimer was an ultra-intellectual American, and he loved to express himself in poetic images and phrases. When he was in college—I think it took him only three years to go through Harvard—he developed the knack of reading Sanskrit and a passion for Indic poetry. Now, I can’t begin to tell you how deep or how accurate his knowledge was of these areas—none of us could. There was no one else at Los Alamos who knew about this sort of thing.

But he had studied it, and he used those phrases often. Oppenheimer used them particularly to describe the unearthly things that one saw in a nuclear explosion. He had a passionate involvement with expressing himself in literary language. He did not speak the ordinary language of New York, which many of us did.

Drollette: You’re referring to his comment “I am become death, the destroyer of worlds”?

Glauber: Exactly, exactly.

So he was very different. He did not sound like a typical American leader at all. Yet somehow all of us respected that—and even admired that. He was about as opposite an individual as you could imagine from General Groves. They were like two polar opposites.

But they often appeared together in public—the leader of the science side and the leader of the military part. They were very careful that at important, strategic times, they would both appear together. There was something really symbolic about that, and you’ll notice it in many of the photographs.

Drollette: Let’s see if I can call it up on the screen—okay, here’s the ID badge photo of Oppenheimer.

It’s not very good, more like the picture you have on your driver’s license. But even in the security picture, I get a sense of him as being sort of otherworldly.

Glauber: That’s a good word. He acted otherworldly, a little. Women found him somewhat strange.

I knew one woman he had gone with before he married, and she thought that he behaved very strangely. She described how one time they had driven up to some place or other above Berkeley. He had left her sitting in the car and went off on some kind of solitary walk by himself one night, leaving her. (Laughs.)

There were many such stories about him. He was a rather different sort of person. He had already had some difficulties.

He was rather—how should I say it—an aesthete.

And in Britain, he had a rather difficult time: He tried joining an experimental group, and there was some sort of serious trouble. I can’t remember what the trouble was, but it was really quite serious. He left Britain and went to Germany. And there, he began working under Max Born and decided that he was a theorist, not an experimenter. He would never have been a decent experimenter, he was altogether too nervous. He never stopped smoking, he always had a cigarette in his mouth. He was a very nervous, tense man.

But he expressed himself quite beautifully. And the scientists really seemed to respect that. He never had any serious trouble with the scientists; no insurrection or disagreements.

Drollette: Was he soft-spoken?

Glauber: He was, yes.

And the remarkable thing, which you’ll catch in my own photos when I show them tomorrow, is that as a theorist, Oppie went around and visited all the experimental sites. He involved himself with the experimenters as much as possible—even though he never touched experiments and never went near the performance of experiments himself, after his bad experience in Britain.

Drollette: Is there something that makes theoretical physicists different from experimental physicists? They just seem to be a different group.

Glauber: Well, they are, they really are. First of all, many of them are physically clumsy.

You put them in the laboratory and the glassware starts breaking. (Laughter.)

Although that isn’t true of all of them, of course.

And I’ve got to say that when I was a kid, I myself thought that I was going to be an experimenter—and then mathematics moved me away. I felt later that that was a mistake, and that I should have become an experimenter. But it was too late.

Drollette: What did Oppie do that made Los Alamos so extraordinary?

Glauber: Well, he was extraordinary. He was a man of really considerable insight. The curious thing is how few things he actually did himself; there is next to nothing known by Oppenheimer’s name. But he understood it all and described it very well—and made quite a contribution that way.

Drollette: So he was a good manager, he understood the people he was dealing with?

Glauber: Well, you never would have thought that; he had had zero experience as a manager. And putting him in charge was the most imaginative thing that General Groves ever did.

He was rather an aloof person, and not easy to get to know.

But on the other hand, Oppie somehow created an atmosphere at Los Alamos that was unique, where everyone was working together on a mission. Consequently, even if you were a student, you could talk to a famous physicist.

All the physicists who were there were very accessible, and very involved. The only exception that comes to mind is Edward Teller.

Drollette: What was Teller’s role?

Glauber: Teller was one of the early theorists about chain reactions. And he had worked on why the stars shine—the thermonuclear reactions which go on in stars. He was known for that sort of thing.

But Teller was also a very impatient man, and very outspoken.

And I must say, when I got to Los Alamos, he was absent. There was an office next to mine which had the name “Teller” on the door, but there was no Edward Teller. He had determined in late 1943 that he had not been given the important positions that he wanted, and he had left in a huff. He left for something over a month, and then came back.

He was a big noise.

But Oppenheimer welcomed him back and gave him a division all his own, that would deal with what was called the “Super”—and the Super turned out to be the only passion that Teller truly had.

Drollette: What was the Super?

Glauber: That was the idea that one could use the fission reaction from the atomic bomb as a sort of match to ignite the kind of enormous continuous release of energy that occurs in a thermonuclear reaction—the kind that the stars burn. So, Teller’s notion was that you would use the fission bomb to ignite a thermonuclear reaction, which would release unlimited amounts of energy. And eventually, by 1954, that was what happened.

Drollette: So Teller was the man behind the H-bomb.

Glauber: Well, he tried hard to be the man behind the H-bomb. When the war was over and a great many people began leaving Los Alamos, Teller was the one person who would not leave. Teller felt his mission was still to start the thermonuclear reaction—and he had no success at it.

And that failure to discover how to ignite that reaction continued on through 1949, which was the point at which the Russians tested their first fission bomb.

So, immediately there was pressure on President Truman to get the Super project regenerated, in order for the United States to have the hydrogen bomb—an order of magnitude of destructive power above what we had been working on during the war.

And I must say that the hydrogen bomb has never done anybody any good. It does exist, and it is an enormous threat, but it has accomplished nothing in constructive terms.

Nothing for science.

Nothing for anybody.

Nothing for security.'

[eorziapple]

❤️ Realization Apple/???

She couldn't stop smiling.

There wasn't anything particularly memorable, mind, Apple was still sorting through the results of her latest expedition to Azys Lla. It was a regular destination for the young summoner, to gather the needed parts, materials, and biological samples for her work in the Lab. The expeditions also served to satiate the Primal she had inadvertently created when she had been awash with light-aspected aether on the First, though she kept that particular objective to herself, her coworkers having plenty to deal with without having to fuss over her mess, after all.

She was elbow deep in a Allaghan node, pulling out the various tome-chips and wires that filled its core, most of this would be shuffled off to Jessie, Apple half suspected that Erick didn't hassle the lab over budgets due largely to the arrangement she had made with the Ironworks, but there were a few interesting particularities about this particular one that she thought she might be able to study. As best as she could surmise, it was something of an aether detection node, rather one that detected unsafe or particularly strong levels of aether. Unfortunately, that aspect drew it to its untimely dismantling at the hands of Death, the Primal was in the middle of expelling the excessive darkness aether within her with the dispatching of the various biological abominations that had been left behind by their cruel masters.

If she could figure out how it worked, she might be able to manage Death better in the future, not having to rely on the physical symptoms of aether-sickness to manifest before setting out. She heard the familiar sound of the laboratory door sliding open, and the smile was already forming as she took in the tall, impressive silhouette of Zoisette stepped through, nodding to her and offering a smile of greeting.

She couldn't stop smiling

It was a long conversation, both of them had been out in the field for awhile, so there was certainly a lot to catch up on. Mostly they talked shop, what the found, updates to their existing theories and projects. Apple was quick to bring out her notebook, a maddened scrawling of various notes that only she could make any sense of, incorporating Zoi's thoughts and suggestions, already she could formulate some ideas she might try for this new Aether detector to try out, especially drawn to the idea of increasing portability, Zoi always had a mind for the practicality of field work, after all.

As was often the case, their conversation turned carried on for quite some time, to the point where they relocated to the bar to get some dinner. Apple appreciated the change of scenery, and was pleased to be able to contribute in less work-related topics, like her experience with Limsan cuisine, fishing, what made the perfect cocktail.

She couldn't stop smiling.

Soon enough it was growing late, the two parting, Zoisette heading home and Apple headed back to the lab to grab a few things before heading out herself. Of course, what she had intended as a quick 5 minutes to clean up turned into about an hour of organization. as she passed by her desk, her eyes were drawn to a framed photograph. It was the staff photo of the science team, she'd suggested the Bismark as the destination that year, all of them posed on the balcony. She picked it up, looking at it fondly, it was a good memory, these were good people. She smiled as she saw Zoi in the picture, the Elezen's tall frame leaned in over her head, hands stabilized on her shoulders as she smiled.

Apple couldn't stop smiling.

Her lips lowered down to the photograph, pressing against the glass frame right over the section with her an Zoi.

Apple paused.

Why did she do that?

"Why the fuck did I do that?!" she exclaimed.

@yzeltia @biot08 for the mention

[useoftoysforchildsdevelop]

Empowering Home-Based Learning: A Comprehensive Guide to Educational Resources for Kids

Empowering home-based learning can be an enriching experience for both parents and children. With the abundance of educational resources available online, you can create a comprehensive and engaging learning environment for your kids. 

Here's a guide to help you navigate the vast sea of educational tools and materials:

1. Online Learning Platforms:

a. Khan Academy: Offers free online courses, lessons, and practice in various subjects.

b. Coursera for Kids: Provides courses from top universities on a wide range of topics suitable for children.

c. edX for Kids: Offers high-quality courses from universities and institutions around the world.

2. Interactive Learning Websites:

a. ABCmouse: A comprehensive early learning academy for children aged 2-8.

b. PBS Kids: Provides educational games and videos based on popular PBS shows.

c. Starfall: Focuses on reading, mathematics, and phonics for young learners.

3. Educational Apps:

a. Duolingo: A fun language learning app suitable for various age groups.

b. ScratchJr: Introduces young children (ages 5-7) to programming concepts through coding.

c. Epic!: A digital library with a vast collection of e-books for children.

4. STEM Resources:

a. NASA Kids' Club: Offers games, activities, and information about space exploration.

b. Mystery Science: Provides open-and-go lessons for elementary school children.

c. National Geographic Kids: Educational resources on science, geography, and more.

5. Virtual Museums and Tours:

a. Google Arts & Culture: Allows virtual exploration of museums and cultural landmarks.

b. Smithsonian Learning Lab: Offers access to millions of digital resources from the Smithsonian's collections.

6. Educational YouTube Channels:

a. SciShow Kids: Makes science accessible and fun for young learners.

b. National Geographic Kids: Features videos about animals, science, and geography.

c. TED-Ed: Provides lessons worth sharing on a variety of subjects.

7. Educational Games:

a. Prodigy Math Game: Makes learning math engaging through a game-based platform.

b. BrainPOP: Offers educational games on various subjects.

c. Funbrain: Provides interactive games focused on math and reading skills.

8. Coding Resources:

a. Code.org: Features free coding lessons and activities for kids.

b. Tynker: Introduces coding through interactive games and projects.

c. Scratch: A visual programming language that makes coding accessible to children.

9. Printable Worksheets and Activities:

a. Education.com: Offers a wide range of printable worksheets for different subjects and grade levels.

b. Super Teacher Worksheets: Provides resources for math, reading, writing, and more.

c. Teachers Pay Teachers: A platform where educators share and sell their educational resources.

10. Library Resources:

a. Libby/OverDrive: Allows access to a wide range of e-books and audiobooks from local libraries.

b. Storyline Online: Features videos of actors reading children's books aloud.

11. Parent-Teacher Collaboration:

a. Seesaw: Enables communication and collaboration between parents and teachers.

b. ClassDojo: Connects teachers, students, and families to share updates and communicate.

12. Adaptive Learning Platforms:

a. IXL: Offers personalized learning in math, language arts, science, and social studies.

b. DreamBox: Focuses on math education with adaptive learning technology.

13. Mindfulness and Well-being:

a. Headspace for Kids: Introduces mindfulness and meditation practices for children.

b. GoNoodle: Provides movement and mindfulness videos to promote physical activity and well-being.

14. Educational Podcasts:

a. Brains On!: A science podcast for kids and curious adults.

b. But Why: A Podcast for Curious Kids: Addresses questions submitted by young listeners.

15. Parental Controls and Safety:

a. Common Sense Media: Offers reviews and recommendations for age-appropriate content.

b. Kid-friendly Browsers: Consider using kid-safe browsers like KidzSearch or Kidoz.

Tips for Effective Home-Based Learning:

1. Create a Schedule: Establish a daily routine to provide structure.

2. Encourage Exploration: Let your child explore topics of interest.

3. Balanced Screen Time: Monitor and balance screen time with offline activities.

4. Engage in Activities Together: Participate in learning activities to make it more enjoyable.

5. Foster a Love for Learning: Celebrate achievements and foster a positive attitude toward learning.

Remember, the key is to adapt these resources to your child's learning style and interests. Each child is unique, so feel free to experiment and tailor your approach to what works best for your family.

READ FOR MORE INFO SO PLEASE CLICK HERE AND VISIT OUR MAIN WEB PORTAL

[wrender]

Okay, so this post is from 2015, and thus is pretty outdated. A lot of these links are dead, so here's the updated list:

FAMOUS AUTHORS

Classic Bookshelf: This site has put classic novels online, from Charles Dickens to Charlotte Bronte.

The Online Books Page: The University of Pennsylvania hosts this book search and database.

Project Gutenberg: This famous site has over 27,000 free books online. (this site is still active, but the original link is dead)

Page by Page Books: Find books by Sir Arthur Conan Doyle and H.G. Wells, as well as speeches from George W. Bush on this site.

Classic Book Library: Genres here include historical fiction, history, science fiction, mystery, romance and children’s literature, but they’re all classics.

Classic Reader: Merged with pontly - effectively dead

Read Print: Dead.

Planet eBook: Download free classic literature titles here, from Dostoevsky to D.H. Lawrence to Joseph Conrad.

The Spectator Project: Redirects to the Montclair State University website - effectively dead

Bibliomania: This site has more than 2,000 classic texts, plus study guides and reference books

Online Library of Literature: Find full and unabridged texts of classic literature, including the Bronte sisters, Mark Twain and more.

Bartleby: Bartleby has much more than just the classics, but its collection of anthologies and other important novels made it famous.

Fiction.us: Fiction.us has a huge selection of novels, including works by Lewis Carroll, Willa Cather, Sherwood Anderson, Flaubert, George Eliot, F. Scott Fitzgerald and others.

Free Classic Literature: Find British authors like Shakespeare and Sir Arthur Conan Doyle, plus other authors like Jules Verne, Mark Twain, and more.

TEXTBOOKS

Textbook Revolution: Dead.

Wikibooks: From cookbooks to the computing department, find instructional and educational materials here.

KnowThis Free Online Textbooks: Site is still active, but the page is gone.

Online Medical Textbooks: Find books about plastic surgery, anatomy and more here.

Online Science and Math Textbooks: Dead.

MIT Open Courseware Supplemental Resources: Site is still active, but the page is gone.

Flat World Knowledge: Dead.

Free Business Textbooks: Find free books to go along with accounting, economics and other business classes.

Light and Matter: Here you can access open source physics textbooks.

eMedicine: This project from WebMD is continuously updated and has articles and references on surgery, pediatrics and more.

MATH AND SCIENCE

FullBooks.com: This site has “thousands of full-text free books,” including a large amount of scientific essays and books.

Free online textbooks, lecture notes, tutorials and videos on mathematics: Dead.

Online Mathematics Texts: Here you can find online textbooks likeElementary Linear Algebra and Complex Variables.

Science and Engineering Books for free download: These books range in topics from nanotechnology to compressible flow.

FreeScience.info: Find over 1800 math, engineering and science books here.

Free Tech Books: Dead.

CHILDREN’S BOOKS

byGosh: Find free illustrated children’s books and stories here.

Munseys: Page is up, but no resources are linked - effectively dead.

International Children’s Digital Library: Find award-winning books and search by categories like age group, make believe books, true books or picture books.

Lookybook: Dead.

PHILOSOPHY AND RELIGION

Bored.com: Dead.

Ideology.us: Here you’ll find works by Rene Descartes, Sigmund Freud, Karl Marx, David Hume and others.

Free Books on Yoga, Religion and Philosophy: Recent uploads to this site include Practical Lessons in Yoga and Philosophy of Dreams.

The Sociology of Religion: Dead.

Religion eBooks: Read books about the Bible, Christian books, and more.

PLAYS

ReadBookOnline.net: Here you can read plays by Chekhov, Thomas Hardy, Ben Jonson, Shakespeare, Edgar Allan Poe and others.

Plays: Read Pygmalion, Uncle Vanya or The Playboy of the Western World here.

The Complete Works of William Shakespeare: MIT has made available all of Shakespeare’s comedies, tragedies, and histories.

Plays Online: Dead.

ProPlay: This site has children’s plays, comedies, dramas and musicals.

MODERN FICTION, FANTASY AND ROMANCE

Public Bookshelf: Page is active, but says it's closed.

The Internet Book Database of Fiction: This forum features fantasy and graphic novels, anime, J.K. Rowling and more.

Free Online Novels: Dead.

Foxglove: This British site has free novels, satire and short stories.

Baen Free Library: Find books by Scott Gier, Keith Laumer and others.

The Road to Romance: Dead.

Get Free Ebooks: This site’s largest collection includes fiction books.

John T. Cullen: Read short stories from John T. Cullen here.

SF and Fantasy Books Online: Books here include Arabian Nights,Aesop’s Fables and more.

Free Novels Online and Free Online Cyber-Books: Dead.

FOREIGN LANGUAGE

Project Laurens Jz Coster: Dead.

ATHENA Textes Francais: Search by author’s name, French books, or books written by other authors but translated into French.

Liber Liber: Download Italian books here. Browse by author, title, or subject.

Biblioteca romaneasca: Find Romanian books on this site.

Bibliolteca Virtual Miguel de Cervantes: Look up authors to find a catalog of their available works on this Spanish site.

KEIMENA: Dead.

Proyecto Cervantes: Dead.

Corpus Scriptorum Latinorum: Dead.

Italian Women Writers: This site provides information about Italian women authors and features full-text titles too.

Biblioteca Valenciana: Dead.

Ketab Farsi: Access literature and publications in Farsi from this site.

Afghanistan Digital Library: Powered by NYU, the Afghanistan Digital Library has works published between 1870 and 1930.

CELT: CELT stands for “the Corpus of Electronic Texts” features important historical literature and documents.

Projekt Gutenberg-DE: This easy-to-use database of German language texts lets you search by genres and author.

HISTORY AND CULTURE

LibriVox: LibriVox has a good selection of historical fiction.

The Perseus Project: Tufts’ Perseus Digital Library features titles from Ancient Rome and Greece, published in English and original languages.

Access Genealogy: Captcha loop - effectively dead.

Free History Books: Site is still active, but the page is gone.

Most Popular History Books: Dead.

RARE BOOKS

Questia: Dead.

ARTS AND ENTERTAINMENT

Books-On-Line: Dead.

Chest of Books: This site has a wide range of free books, including gardening and cooking books, home improvement books, craft and hobby books, art books and more.

Free e-Books: Find titles related to beauty and fashion, games, health, drama and more.

2020ok: Categories here include art, graphic design, performing arts, ethnic and national, careers, business and a lot more.

Free Art Books: Dead.

Free Web design books: Dead.

Free Music Books: Dead.

Free Fashion Books: Dead.

MYSTERY

MysteryNet: Dead.

TopMystery.com: Site is still active, but the page is gone.

Mystery Books: Dead.

POETRY

The Literature Network: This site features forums, a copy of The King James Bible, and over 3,000 short stories and poems.

Poetry: This list includes “The Raven,” “O Captain! My Captain!” and “The Ballad of Bonnie and Clyde.”

Poem Hunter: Find free poems, lyrics and quotations on this site.

Famous Poetry Online: Read limericks, love poetry, and poems by Robert Browning, Emily Dickinson, John Donne, Lord Byron and others.

Google Poetry: Google Books has a large selection of poetry, fromThe Canterbury Tales to Beowulf to Walt Whitman.

QuotesandPoem.com: Dead.

CompleteClassics.com: Dead.

PinkPoem.com: Dead.

MISC

Banned Books: Here you can follow links of banned books to their full text online.

World eBook Library: This monstrous collection includes classics, encyclopedias, children’s books and a lot more.

DailyLit: DailyLit has everything from Moby Dick to the recent phenomenon, Skinny Bitch.

A Celebration of Women Writers: The University of Pennsylvania’s page for women writers includes Newbery winners.

Free Online Novels: Dead.

ManyBooks.net: Download mysteries and other books for your iPhone or eBook reader here.

Authorama: Books here are pulled from Google Books and more. You’ll find history books, novels and more.

Prize-winning books online: Use this directory to connect to full-text copies of Newbery winners, Nobel Prize winners and Pulitzer

FAMOUS AUTHORS

Classic Bookshelf: This site has put classic novels online, from Charles Dickens to Charlotte Bronte.

The Online Books Page: The University of Pennsylvania hosts this book search and database.

Project Gutenberg: This famous site has over 27,000 free books online.

Page by Page Books: Find books by Sir Arthur Conan Doyle and H.G. Wells, as well as speeches from George W. Bush on this site.

Classic Book Library: Genres here include historical fiction, history, science fiction, mystery, romance and children’s literature, but they’re all classics.

Classic Reader: Here you can read Shakespeare, young adult fiction and more.

Read Print: From George Orwell to Alexandre Dumas to George Eliot to Charles Darwin, this online library is stocked with the best classics.

Planet eBook: Download free classic literature titles here, from Dostoevsky to D.H. Lawrence to Joseph Conrad.

The Spectator Project: Montclair State University’s project features full-text, online versions of The Spectator and The Tatler.

Bibliomania: This site has more than 2,000 classic texts, plus study guides and reference books.

Online Library of Literature: Find full and unabridged texts of classic literature, including the Bronte sisters, Mark Twain and more.

Bartleby: Bartleby has much more than just the classics, but its collection of anthologies and other important novels made it famous.

Fiction.us: Fiction.us has a huge selection of novels, including works by Lewis Carroll, Willa Cather, Sherwood Anderson, Flaubert, George Eliot, F. Scott Fitzgerald and others.

Free Classic Literature: Find British authors like Shakespeare and Sir Arthur Conan Doyle, plus other authors like Jules Verne, Mark Twain, and more.

TEXTBOOKS

Textbook Revolution: Find biology, business, engineering, mathematics and world history textbooks here.

Wikibooks: From cookbooks to the computing department, find instructional and educational materials here.

KnowThis Free Online Textbooks: Get directed to stats textbooks and more.

Online Medical Textbooks: Find books about plastic surgery, anatomy and more here.

Online Science and Math Textbooks: Access biochemistry, chemistry, aeronautics, medical manuals and other textbooks here.

MIT Open Courseware Supplemental Resources: Find free videos, textbooks and more on the subjects of mechanical engineering, mathematics, chemistry and more.

Flat World Knowledge: This innovative site has created an open college textbooks platform that will launch in January 2009.

Free Business Textbooks: Find free books to go along with accounting, economics and other business classes.

Light and Matter: Here you can access open source physics textbooks.

eMedicine: This project from WebMD is continuously updated and has articles and references on surgery, pediatrics and more.

MATH AND SCIENCE

FullBooks.com: This site has “thousands of full-text free books,” including a large amount of scientific essays and books.

Free online textbooks, lecture notes, tutorials and videos on mathematics: NYU links to several free resources for math students.

Online Mathematics Texts: Here you can find online textbooks likeElementary Linear Algebra and Complex Variables.

Science and Engineering Books for free download: These books range in topics from nanotechnology to compressible flow.

FreeScience.info: Find over 1800 math, engineering and science books here.

Free Tech Books: Computer programmers and computer science enthusiasts can find helpful books here.

CHILDREN’S BOOKS

byGosh: Find free illustrated children’s books and stories here.

Munseys: Munseys has nearly 2,000 children’s titles, plus books about religion, biographies and more.

International Children’s Digital Library: Find award-winning books and search by categories like age group, make believe books, true books or picture books.

Lookybook: Access children’s picture books here.

PHILOSOPHY AND RELIGION

Bored.com: Bored.com has music ebooks, cooking ebooks, and over 150 philosophy titles and over 1,000 religion titles.

Ideology.us: Here you’ll find works by Rene Descartes, Sigmund Freud, Karl Marx, David Hume and others.

Free Books on Yoga, Religion and Philosophy: Recent uploads to this site include Practical Lessons in Yoga and Philosophy of Dreams.

The Sociology of Religion: Read this book by Max Weber, here.

Religion eBooks: Read books about the Bible, Christian books, and more.

PLAYS

ReadBookOnline.net: Here you can read plays by Chekhov, Thomas Hardy, Ben Jonson, Shakespeare, Edgar Allan Poe and others.

Plays: Read Pygmalion, Uncle Vanya or The Playboy of the Western World here.

The Complete Works of William Shakespeare: MIT has made available all of Shakespeare’s comedies, tragedies, and histories.

Plays Online: This site catalogs “all the plays [they] know about that are available in full text versions online for free.”

ProPlay: This site has children’s plays, comedies, dramas and musicals.

MODERN FICTION, FANTASY AND ROMANCE

Public Bookshelf: Find romance novels, mysteries and more.

The Internet Book Database of Fiction: This forum features fantasy and graphic novels, anime, J.K. Rowling and more.

Free Online Novels: Here you can find Christian novels, fantasy and graphic novels, adventure books, horror books and more.

Foxglove: This British site has free novels, satire and short stories.

Baen Free Library: Find books by Scott Gier, Keith Laumer and others.

The Road to Romance: This website has books by Patricia Cornwell and other romance novelists.

Get Free Ebooks: This site’s largest collection includes fiction books.

John T. Cullen: Read short stories from John T. Cullen here.

SF and Fantasy Books Online: Books here include Arabian Nights,Aesop’s Fables and more.

Free Novels Online and Free Online Cyber-Books: This list contains mostly fantasy books.

FOREIGN LANGUAGE

Project Laurens Jz Coster: Find Dutch literature here.

ATHENA Textes Francais: Search by author’s name, French books, or books written by other authors but translated into French.

Liber Liber: Download Italian books here. Browse by author, title, or subject.

Biblioteca romaneasca: Find Romanian books on this site.

Bibliolteca Virtual Miguel de Cervantes: Look up authors to find a catalog of their available works on this Spanish site.

KEIMENA: This page is entirely in Greek, but if you’re looking for modern Greek literature, this is the place to access books online.

Proyecto Cervantes: Texas A&M’s Proyecto Cervantes has cataloged Cervantes’ work online.

Corpus Scriptorum Latinorum: Access many Latin texts here.

Project Runeberg: Find Scandinavian literature online here.

Italian Women Writers: This site provides information about Italian women authors and features full-text titles too.

Biblioteca Valenciana: Register to use this database of Catalan and Valencian books.

Ketab Farsi: Access literature and publications in Farsi from this site.

Afghanistan Digital Library: Powered by NYU, the Afghanistan Digital Library has works published between 1870 and 1930.

CELT: CELT stands for “the Corpus of Electronic Texts” features important historical literature and documents.

Projekt Gutenberg-DE: This easy-to-use database of German language texts lets you search by genres and author.

HISTORY AND CULTURE

LibriVox: LibriVox has a good selection of historical fiction.

The Perseus Project: Tufts’ Perseus Digital Library features titles from Ancient Rome and Greece, published in English and original languages.

Access Genealogy: Find literature about Native American history, the Scotch-Irish immigration in the 19th and 20th centuries, and more.

Free History Books: This collection features U.S. history books, including works by Paul Jennings, Sarah Morgan Dawson, Josiah Quincy and others.

Most Popular History Books: Free titles include Seven Days and Seven Nights by Alexander Szegedy and Autobiography of a Female Slave by Martha G. Browne.

RARE BOOKS

Questia: Questia has 5,000 books available for free, including rare books and classics.

ARTS AND ENTERTAINMENT

Books-On-Line: This large collection includes movie scripts, newer works, cookbooks and more.

Chest of Books: This site has a wide range of free books, including gardening and cooking books, home improvement books, craft and hobby books, art books and more.

Free e-Books: Find titles related to beauty and fashion, games, health, drama and more.

2020ok: Categories here include art, graphic design, performing arts, ethnic and national, careers, business and a lot more.

Free Art Books: Find artist books and art books in PDF format here.

Free Web design books: OnlineComputerBooks.com directs you to free web design books.

Free Music Books: Find sheet music, lyrics and books about music here.

Free Fashion Books: Costume and fashion books are linked to the Google Books page.

MYSTERY

MysteryNet: Read free short mystery stories on this site.

TopMystery.com: Read books by Edgar Allan Poe, Sir Arthur Conan Doyle, GK Chesterton and other mystery writers here.

Mystery Books: Read books by Sue Grafton and others.

POETRY

The Literature Network: This site features forums, a copy of The King James Bible, and over 3,000 short stories and poems.

Poetry: This list includes “The Raven,” “O Captain! My Captain!” and “The Ballad of Bonnie and Clyde.”

Poem Hunter: Find free poems, lyrics and quotations on this site.

Famous Poetry Online: Read limericks, love poetry, and poems by Robert Browning, Emily Dickinson, John Donne, Lord Byron and others.

Google Poetry: Google Books has a large selection of poetry, fromThe Canterbury Tales to Beowulf to Walt Whitman.

QuotesandPoem.com: Read poems by Maya Angelou, William Blake, Sylvia Plath and more.

CompleteClassics.com: Rudyard Kipling, Allen Ginsberg and Alfred Lord Tennyson are all featured here.

PinkPoem.com: On this site, you can download free poetry ebooks.

MISC

Banned Books: Here you can follow links of banned books to their full text online.

World eBook Library: This monstrous collection includes classics, encyclopedias, children’s books and a lot more.

DailyLit: DailyLit has everything from Moby Dick to the recent phenomenon, Skinny Bitch.

A Celebration of Women Writers: The University of Pennsylvania’s page for women writers includes Newbery winners.

Free Online Novels: These novels are fully online and range from romance to religious fiction to historical fiction.

ManyBooks.net: Download mysteries and other books for your iPhone or eBook reader here.

Authorama: Books here are pulled from Google Books and more. You’ll find history books, novels and more.

Prize-winning books online: Use this directory to connect to full-text copies of Newbery winners, Nobel Prize winners and Pulitzer winners.

[navabharathnationalschoolsstuff]

Guiding Your Child through the CBSE System: Essential Tips for Parents in Coimbatore

Navigating the Central Board of Secondary Education (CBSE) system can be both rewarding and challenging for parents. With its structured curriculum, national recognition, and emphasis on holistic development, CBSE schools in Coimbatore provide a strong foundation for students. However, parental involvement plays a crucial role in ensuring a child’s success.

This comprehensive guide offers practical tips to help you support your child’s academic journey in CBSE-affiliated schools, covering study habits, exam preparation, extracurricular balance, and emotional well-being—all while maintaining a focus on Coimbatore’s competitive educational landscape.

Why Choose CBSE Schools in Coimbatore?

The CBSE board is widely preferred for several reasons:

Nationally Recognized Curriculum: Ensures smooth transitions for families relocating across India.

Competitive Exam Alignment: The syllabus is designed to prepare students for JEE, NEET, and other national-level entrance tests.

Holistic Development: Emphasizes academics, sports, arts, and life skills for well-rounded growth.

Technological Integration: Many CBSE schools in Coimbatore incorporate smart classrooms and digital learning tools.

Parents in Coimbatore appreciate the board’s structured approach, which balances rigorous academics with opportunities for creative and physical development.

Parenting Tips for CBSE Success

1. Establish a Structured Study Routine

A consistent study schedule helps children manage the CBSE syllabus effectively.

Designate a quiet, well-lit study space.

Break study sessions into 45-minute blocks with short breaks.

Encourage daily revision to reinforce concepts.

Pro Tip: Use real-life examples (e.g., cooking, shopping) to teach math and science concepts.

2. Understand the CBSE Curriculum

Familiarize yourself with the CBSE grading system, exam patterns, and key subjects.

Focus on NCERT textbooks, as CBSE exams are primarily based on them.

Track syllabus updates from the official CBSE website.

Attend parent-teacher meetings to stay informed about your child’s progress.

3. Encourage Active Learning over Rote Memorization

CBSE emphasizes conceptual understanding. Help your child:

Solve practical problems rather than just memorizing facts.

Use mind maps, flashcards, and quizzes for better retention.

Discuss lessons to improve critical thinking.

4. Balance Academics and Extracurricular Activities

While CBSE is academically rigorous, a well-rounded education includes:

Sports for physical fitness and discipline.

Arts and music for creativity.

Coding, robotics, or public speaking for skill development.

Set reasonable limits on screen time and encourage hobbies that complement school learning.

5. Leverage Digital Learning Tools

Many CBSE schools in Coimbatore use technology for interactive learning. Supplement this with:

Educational apps (Byju’s, Khan Academy, Toppr).

Online quizzes and video tutorials for difficult topics.

E-libraries for additional reading material.

6. Teach Effective Time Management

CBSE’s extensive syllabus requires smart planning. Help your child:

Maintain a planner for assignments, tests, and projects.

Prioritize tasks based on deadlines and difficulty.

Avoid last-minute cramming by spacing out study sessions.

7. Prepare for Board Exams Strategically

Class 10 and 12 board exams are crucial. Support your child by:

Starting revision at least 3-4 months in advance.

Practicing with previous years’ question papers.

Simulating exam conditions with timed tests.

8. Foster a Growth Mindset

Encourage resilience and a positive attitude toward learning.

Praise effort, not just results (e.g., “You worked hard!” instead of “You’re so smart!”).

Normalize mistakes as part of the learning process.

Set achievable goals to build confidence.

9. Monitor Emotional Well-being

Academic pressure can be stressful. Ensure your child:

Takes regular breaks and gets enough sleep.

Engages in relaxing activities like meditation or hobbies.

Feels comfortable discussing school-related anxieties.

10. Stay Engaged with the School Community

Participate in school events and workshops.

Network with other parents for shared tips and support.

Communicate regularly with teachers to address concerns early.

Conclusion

Choosing a CBSE school in Coimbatore is just the first step—your involvement as a parent significantly impacts your child’s success. By fostering good study habits, maintaining a balanced routine, and providing emotional support, you can help your child thrive in the CBSE system.

Remember, education is not just about grades; it’s about nurturing curiosity, resilience, and a lifelong love for learning. With the right guidance, your child can excel academically while developing essential life skills for the future.

[sensiblymellowspell]

Unlock Your Tech Career with an Online BCA Course – Flexible, Future-Ready & Career-Focused

In today's digital era, the demand for skilled IT professionals is rising rapidly. If you’re passionate about technology, programming, and system development, pursuing an online BCA (Bachelor of Computer Applications) course can be your stepping stone into the tech world. Designed for students who seek flexible learning without compromising on the quality of education, the online BCA course offers a modern alternative to traditional classroom learning.

This mode of learning is ideal for working professionals, students from remote areas, or those who simply prefer learning at their own pace. Through BCA in distance education, students gain deep insights into computer applications, software development, and data handling. Whether you're interested in coding, app development, or IT infrastructure, an online BCA degree prepares you for it all.

What is an Online BCA Course?

The online BCA course is a three-year undergraduate degree program that equips students with comprehensive knowledge in computer science, programming languages, web technologies, and database management. With BCA distance learning, students access quality study material, attend live or recorded lectures, participate in virtual labs, and complete projects — all without visiting a physical campus.

Unlike conventional setups, distance BCA offers unmatched convenience. From online BCA admission to accessing learning materials anytime, everything is conducted digitally. The course is ideal for learners who are self-motivated and committed to building a future in IT. You can simply bca apply online, attend classes virtually, and appear for exams from the comfort of your home.

At University Vidya, students get detailed guidance throughout their journey—from bca course apply online to project completion and beyond. University Vidya simplifies the process, ensuring that students can smoothly enroll in the online BCA program and receive expert assistance at every step.

Benefits of Choosing University Vidya for Your Online BCA Journey

Choosing the right platform to pursue your online degree BCA is crucial. University Vidya stands out as a trusted name that connects learners to reputed online programs, especially those in demand like BCA. Here’s why learners prefer University Vidya:

Expert Guidance at Every Step: From online BCA admission to selecting electives, University Vidya offers personalized counseling to make your academic path clear and straightforward.

Flexible Learning for All: With BCA in distance education, University Vidya ensures students can balance work, life, and studies without compromising on learning outcomes.

Updated Curriculum: The BCA course syllabus aligned by University Vidya includes trending topics like AI basics, cloud computing, Python programming, web development, and cybersecurity.

Easy Application Process: Through University Vidya, you can bca course apply online quickly, avoiding tedious offline procedures. Everything is digital, fast, and student-friendly.

Career-Ready Curriculum: The bca course details offered by University Vidya include practical projects, case studies, and hands-on training, enabling students to build real-world skills.

Trusted Support: University Vidya acts as a bridge between you and top online programs. Their dedicated support team ensures that students get timely help regarding admission for BCA course, assignments, exams, and more.

What You Will Learn in the Online BCA Program?

The bca course syllabus is tailored to build foundational and advanced IT skills. Whether you’re interested in software development or database management, the syllabus includes essential subjects such as:

Fundamentals of Computers

Programming in C/C++

Data Structures

Database Management Systems

Operating Systems

Web Design & Development

Computer Networks

Software Engineering

Python Programming

Mobile App Development

These bca course subjects are structured to give students a mix of theoretical knowledge and hands-on experience. Through live projects and coding assignments, learners gain real-time problem-solving abilities.

BCA Course Eligibility Criteria

To pursue the best online BCA course, candidates must meet the basic BCA course eligibility criteria. Generally, students should have completed their 10+2 (in any stream) from a recognized board. Basic computer knowledge is preferred, but not mandatory.

With University Vidya, eligibility assessment is made simple. Their team helps students verify qualifications and guides them through the bca course online admission process with ease.

Why Choose University Vidya for Your Online BCA?

University Vidya is more than just an enrollment platform — it's your academic partner. Whether you're looking for distance BCA course options or detailed advice about the online BCA course fees (without financial discussion here), University Vidya helps you make informed choices tailored to your career aspirations.

From selecting the best online BCA course to guiding you through virtual learning platforms, University Vidya ensures every student receives holistic support. If you’re ready to explore a career in IT, University Vidya is the platform to trust for a smooth, credible, and future-focused online BCA degree journey.

Final Thoughts: Take the First Step with University Vidya

In the evolving world of technology, having a strong academic foundation is key. The online BCA program empowers learners with the flexibility to study from anywhere, at their own pace, and earn a respected degree in computer applications. By choosing University Vidya, you are not just enrolling in a course — you're beginning a journey that opens doors to innovation, creativity, and countless career opportunities in the IT world.So why wait? Choose University Vidya to begin your distance learning BCA today. Whether you're a recent school graduate or a working professional seeking a career switch, the future is just a click away. BCA course apply online now and build the career you've always dreamed of — with confidence, with flexibility, with University Vidya.

[vijethaacademy]

From Lab to Leadership: How an M.Sc Chemistry Course Builds Future Scientists

Science is not just about test tubes and textbooks alone. Science is vibrant, multi-faceted, and always changing. If you are a student of science and have an appetite for learning about the microscopic building blocks of life, then your quest for a fulfilling scientific career will be at your fingertips through the correct pathway. That pathway is a rigorous and forward-thinking postgraduate program.

At Vijetha Academy, we do not just offer an M.Sc Chemistry Course we develop scientific thinkers, innovators, and leaders. Our commitment to academic rigor, research innovation, and individual support and advice has made us a trusted destination for science students from across India.

Why This Course Is More Than a Degree

The move from undergraduate education to undertaking an M.Sc degree is a big step. Chemistry turns from being an area of study to a toolset for solving problems in the real world.

At Vijetha Academy, we have developed our curriculum to challenge and transform students' performance. Advanced topics in organic chemistry, inorganic chemistry, physical chemistry, and analytical chemistry still provide students with background knowledge while our extensive labs give students solid lab skills to pursue work in industry or research. We also have a focus on interdisciplinary topics, providing new opportunities in pharmaceuticals, materials science, food technology and environmental science.

Learn in a Lab That Works Like the Real World

Each experiment provides a chance to think critically, fail intelligently, and develop resilience. The modern labs at Vijetha Academy emulate a real-world research environment and are set up and equipped for students to experiment with complex techniques from chromatography to spectroscopy, from molecular modelling to green chemistry simulations.

Vijetha Academy values a learning by doing approach because we know students’ lab experiences today could turn into their innovations tomorrow.

Career Opportunities Designed Around the Future

The professional opportunities for graduates in chemistry are increasing. From new roles in nanotechnology, to forensic science, to leadership roles in multinational pharmaceutical companies, the opportunities are many and growing.

Our program is not just about education, it is about employability. Vijetha Academy prioritizes employability with strong industry contacts, alumni support and and placement services to prepare students to be ready to pounce on high-impact roles after graduation.

Beyond Chemistry: Skills That Build Leaders

Scientific knowledge alone doesn’t make a leader. That’s why our teaching approach integrates critical soft skills: communication, teamwork, ethical decision-making, and leadership.

Through research projects, internships, workshops, and paper presentations, students at Vijetha Academy gain not only subject expertise but also confidence and strategic thinking the kind of skills that make you stand out whether in a lab, a boardroom, or a classroom.

What Makes Vijetha Academy the Smart Choice?

Here’s what sets us apart from other institutions:

Expert Faculty: Our professors are researchers, industry consultants, and mentors with a passion for shaping young minds.

Modern Infrastructure: Fully equipped chemistry labs, digital classrooms, and access to scientific databases support advanced learning.

Student-Centric Support: From academic counselling to career coaching, we invest in your complete academic journey.

Flexible Learning Options: We offer tailored guidance for students preparing for CSIR-NET, GATE, and other competitive exams alongside the M.Sc program.

Align Your Ambitions with the Right Institution

Selecting a place to study is just as essential as selecting a course of study. At Vijetha Academy, we work hard to make your M.Sc. experience rewarding, from your laboratory work, to leadership development, from theories to applications, and from aspirations to achievements.

Whether you want to get into research, industry, or teaching, we help, support and provide you with the best tools and attitude for you to be successful.

Ready to Step Into the Future of Science?

Let your academic journey begin at an institution that’s known for results, reputation, and relevance. Join Vijetha Academy and turn your scientific curiosity into career clarity.

Visit www.vijethaacademy.org to apply today or schedule a free career consultation.

Call us to speak directly with our admissions team and learn more about our postgraduate science programs.

Frequently Asked Questions (FAQs)

1. How long does the M.Sc Chemistry Course at Vijetha Academy take to complete?

The M.Sc Chemistry Course at Vijetha Academy lasts two years or four semesters. Each semester comprises lectures, laboratory work and project work to support well-rounded development.

2. Who can apply for the M.Sc Chemistry Course?

To be eligible to apply applicants need to have obtained a B.Sc degree with or including Chemistry or Chemistry as a major. There is a minimum percentage (as per University guidelines) generally requirements for entry to the program. Vijetha Academy also provides support for students undertaking their final year examinations.

3. What jobs are available after completing an M.Sc Chemistry Course?

Graduates can look for jobs in pharmacy, research labs, chemical manufacturing, environmental science, educational, forensic science, and so on. Our placement assistance allows students to connect with their potential top employers.

[newmediaeventss]

Discovering the Wonders of the Immersive Dome Experience

Discovering the Wonders of the Immersive Dome Experience

The immersive dome experience has revolutionized the way audiences engage with content, providing an unparalleled opportunity to explore narratives in a captivating environment. This unique format envelops viewers in a 360-degree visual and auditory landscape, allowing them to feel as if they are part of the story. Whether in planetariums, art exhibits, or corporate events, immersive domes create a transformative atmosphere that enhances learning and entertainment. By utilizing cutting-edge projection technology and sound design, creators can craft experiences that transport audiences to distant galaxies, historical events, or fantastical realms, fostering a deep emotional connection with the material presented.

The Power of Interactive Stand Design

While immersive dome experiences capture audiences' imaginations, interactive stand design takes engagement to the next level. This approach encourages visitors to participate actively, making them an integral part of the experience. Interactive stands can incorporate various elements, such as touchscreens, augmented reality features, and hands-on activities, inviting attendees to explore content at their own pace. This level of involvement not only makes the experience more memorable but also enhances knowledge retention. By integrating interactive designs into exhibitions, brands can create engaging environments that resonate with visitors, ensuring that their messages are communicated effectively and leave a lasting impression.

Enhancing Education Through Immersive Technologies

The combination of the immersive dome experience and interactive stand design is particularly beneficial in educational contexts. Schools and universities are increasingly leveraging these technologies to teach complex subjects engagingly. For instance, an immersive dome can transport students into the cosmos, allowing them to visualize astronomical concepts that would otherwise feel abstract. Meanwhile, interactive stands enhance this learning by providing hands-on opportunities to explore related topics, such as physics or earth sciences. Together, these tools foster a love for learning, encouraging students to ask questions and engage deeply with the material.

Innovations in Marketing and Brand Engagement

In the competitive landscape of marketing, brands are finding innovative ways to connect with consumers through immersive dome experiences and interactive stand design. These approaches can create unforgettable brand activations that stand out in the minds of potential customers. An immersive dome can showcase a brand's story or mission dynamically, while interactive stands allow consumers to engage with products directly. This multifaceted interaction not only captures attention but also strengthens brand loyalty, as customers associate positive experiences with the brand. As businesses adopt these strategies, they can differentiate themselves and foster deeper connections with their audiences.

Future Trends in Immersive Experiences

As technology continues to advance, the future of the immersive dome experience and interactive stand design holds exciting possibilities. Innovations in virtual reality (VR) and augmented reality (AR) will further enhance the depth and interactivity of these experiences. Creators will be able to develop intricate narratives that draw audiences into their worlds, making experiences even more personalized and engaging. Additionally, the integration of data analytics will allow for tailored experiences that cater to individual preferences, ensuring that each visitor feels a unique connection with the content. This evolution will drive more organizations to embrace immersive and interactive techniques in their offerings.

Creating Lasting Impressions

The synergy between an immersive dome experience and interactive stand design can create lasting impressions on audiences. By engaging multiple senses and inviting active participation, these formats ensure that visitors leave with memorable experiences. Whether it’s a captivating educational program in a planetarium or an innovative brand activation at a trade show, the potential for connection and engagement is immense. Creators and businesses can leverage these tools to enhance their storytelling and presentations, making every interaction meaningful and impactful. As the demand for innovative experiences continues to grow, investing in immersive and interactive designs will be essential for success.

Conclusion

The immersive dome experience and interactive stand design are reshaping how audiences connect with content across various fields. These innovative methods capture attention and foster deeper connections, whether in education, marketing, or entertainment. As technology advances, the potential for creating unforgettable experiences will expand, offering exciting opportunities for creators and businesses alike. By embracing these trends, organizations can ensure they remain at the forefront of audience engagement. For further insights and resources on developing impactful experiences, visit liquorlicensors.com to guide your creative journey.

For more info:-

dome rental for events

fulldome show production

[jeevanp]

Public School Improvement Through Volunteer Support

Across India, public schools serve as the foundation for millions of children's education—but many of them face challenges such as broken infrastructure, outdated materials, and teacher shortages. One rising solution is PublicSchoolImprovementThroughVolunteerSupport, a growing movement where youth and community members actively step in to strengthen government-run institutions. With support from platforms like Yuvaka Sangha, this approach is empowering citizens to co-create better learning environments in collaboration with educators and local authorities.

One of the first steps in this journey is mobilizing college volunteers who are eager to contribute beyond textbooks. These students often participate in weekend initiatives that range from classroom painting to organizing creative learning activities for children. The transformation is not just physical—it is deeply emotional, as children begin to feel seen, heard, and valued in their learning spaces.

Such change is often initiated during large-scale student community events where young people identify schools in need, conduct surveys, and collaborate with teachers to plan impactful interventions. These events act as launchpads for broader projects that eventually touch multiple layers of school development—academics, health, environment, and infrastructure.

One powerful example is the introduction of science and tech workshops in schools that previously lacked exposure to hands-on learning. Volunteer-led sessions in robotics, basic electronics, or environmental science bring curiosity and excitement into the classroom. These programs not only improve academic engagement but also bridge the digital divide in rural and underserved areas.

In tandem, NGOs supporting rural schools often work alongside volunteer groups, providing material support, training, and long-term guidance. Together, these collaborations result in holistic improvement, from upgrading blackboards and libraries to installing sanitation facilities. These upgrades improve both learning outcomes and school attendance—especially among girl students.

Volunteers also contribute by promoting values in education, integrating activities that build empathy, teamwork, and respect. Sessions on topics like climate change, health hygiene, and gender equality often become part of weekly programs, creating schools that don’t just teach academics but prepare students to be responsible citizens.

As these efforts gain momentum, more communities are getting involved. Parents, local artists, and retired teachers now participate in community-driven education, making school transformation a shared responsibility rather than a top-down mandate. This model leads to stronger accountability and long-term sustainability.

One of the most impactful projects linked to this movement is the School Bell initiative, which aims to modernize classrooms while building student confidence. In many places, these efforts are led by youth changemakers who mentor students, lead workshops, and support teachers, creating a ripple effect of motivation throughout the school system.

In conclusion, PublicSchoolImprovementThroughVolunteerSupport is more than just a campaign—it’s a movement of compassion and responsibility. From teaching in government schools to organizing student-led projects, today’s youth are proving that real change doesn’t always come from policy—it often begins with a paintbrush, a chalkboard, and a heart willing to serve. Thanks to efforts supported by Yuvaka Sangha, India’s public schools are slowly transforming into vibrant spaces of opportunity and growth.

Visit for more info: https://yuvakasangha.org/

[sarallokesh37]

IB DP Chemistry Guide 2025: Your Complete Roadmap to Success

The International Baccalaureate Diploma Programme (IBDP) Chemistry course is an intellectually rigorous and rewarding path for students passionate about science. Designed for learners aged 16-19, IB DP Chemistry fosters not only a strong foundation in scientific principles but also critical thinking, inquiry-based learning, and a holistic worldview. The IB DP Chemistry Guide 2025 serves as your complete roadmap to navigating this dynamic course successfully—whether you’re a student preparing for the exams or an educator looking to enhance your teaching.

Understanding the IB DP Chemistry Framework

IBDP Chemistry falls under Group 4 (Sciences) in the IB curriculum, which is internationally recognized by leading universities. The course explores three core areas: Physical Chemistry, Inorganic Chemistry, and Organic Chemistry. Students select Chemistry either at Standard Level (SL) or Higher Level (HL):

SL involves 95 teaching hours and covers fundamental concepts.

HL extends to 155 hours and dives deeper into advanced topics.

Both levels include an Internal Assessment (IA)—a research project—and emphasize practical lab work, data analysis, and critical reflection.

The IB DP Chemistry Guide 2025 stresses the importance of global contexts, real-world relevance, and ethical scientific inquiry. It prepares students for university and beyond, providing transferable skills essential in modern careers.

IB DP Chemistry Curriculum Breakdown

The Chemistry curriculum is structured into core topics and optional modules:

Core Topics (SL + HL)

Stoichiometric Relationships

Atomic Structure

Periodicity

Chemical Bonding and Structure

Energetics/Thermochemistry

Chemical Kinetics

Equilibrium

Acids and Bases

Redox Processes

Organic Chemistry

Measurement, Data Processing, and Analysis

Additional HL Topics

Atomic Structure (Advanced)

Chemical Bonding (Advanced)

Energetics (Advanced)

Kinetics (Advanced)

Equilibrium (Advanced)

Acids and Bases (Advanced)

Redox (Advanced)

Organic Chemistry (Advanced)

Optional Modules (Choose one)

Option A: Materials

Option B: Biochemistry

Option C: Energy

Option D: Medicinal Chemistry

The IB DP Chemistry Guide 2025 encourages students to integrate knowledge from these modules with practical experiments, data interpretation, and independent inquiry.

Assessment Structure

The IB DP Chemistry assessment is designed to evaluate both knowledge and practical skills. The updated IB DP Chemistry Guide 2025 outlines the following:

Internal Assessment (IA) - 20% of Final Grade

A 10-hour individual investigation where students explore a chemistry question of interest. It tests skills in research, experimentation, analysis, and evaluation.

External Assessments

Paper 1 (Multiple Choice) – 20%

Paper 2 (Short-answer and extended-response) – 40%

Paper 3 (Data-based questions & Option topic) – 20%

The IA fosters creativity and autonomy, while external exams assess conceptual understanding and problem-solving.

Practical Work & Scientific Skills

Lab work is central to the Chemistry course. The IB DP Chemistry Guide 2025 stresses:

Hands-on experiments

Data analysis and interpretation

Critical evaluation of methods and results

Ethical and safe laboratory practice

These experiences build skills highly valued in STEM fields, including teamwork, analytical thinking, and scientific communication.

Changes & Highlights in IB DP Chemistry Guide 2025

With its 2025 update, the IB DP Chemistry Guide introduces:

Greater emphasis on real-world applications and interdisciplinary connections.

Expanded focus on ethical considerations in scientific research.

More opportunities for student-driven inquiry in labs and IA.

Strengthened integration of data processing and computational tools.

Enhanced clarity in assessment criteria.

The new guide aims to make Chemistry more engaging, practical, and relevant in today’s fast-evolving scientific landscape.

Tips for Success in IB DP Chemistry

Mastering IB DP Chemistry requires dedication and strategic learning. Here are key tips aligned with the 2025 guide:

Master Core Concepts Ensure a deep understanding of foundational topics like bonding, stoichiometry, and thermodynamics.

Practice with Past Papers Regularly solve past exams to build familiarity with IB question styles.

Engage Actively in Labs Treat laboratory work as opportunities to explore, ask questions, and refine techniques.

Work on Data Analysis Develop skills in using graphs, statistics, and scientific software to interpret results.

Plan the Internal Assessment Thoughtfully Choose a topic that interests you and plan your investigation carefully to meet all assessment criteria.

Stay Organized Keep detailed notes and a lab journal. A well-organized approach ensures success in both assessments and revision.

Collaborate & Discuss Study groups and discussions deepen understanding and encourage new perspectives.

The Role of Tutors & Additional Resources

At Tychr, we recognize the challenges students face in IB DP Chemistry. Our expert Chemistry tutors provide:

Personalized coaching tailored to SL and HL requirements.

Guidance on lab skills and Internal Assessment projects.

Strategic exam preparation based on the latest IB DP Chemistry Guide 2025.

Support in developing analytical, inquiry-based approaches to learning.

In addition to tutoring, resources such as IB Chemistry textbooks, online platforms, and revision guides can greatly enhance learning.

Final Thoughts

The IB DP Chemistry Guide 2025 emphasizes that Chemistry is more than formulas and equations; it is about understanding the natural world and applying that knowledge for the betterment of society.

Students completing the course emerge with:

Strong conceptual and practical knowledge.

Skills in inquiry, analysis, and problem-solving.

A global perspective on scientific innovation and ethical responsibility.

Whether you aspire to become a chemist, engineer, doctor, or simply a scientifically literate global citizen, IB DP Chemistry offers a powerful, enriching experience.

At Tychr, we are committed to helping students master IB DP Chemistry and unlock their full potential. With the right guidance, resources, and passion for discovery, success is well within reach.

Please visit site for further queries: https://www.tychr.com/study-notes/ib-dp/chemistry/

[katapunberbicara]

Friendship Before Relationship

She always takes a day off before starting a new project. If someone takes the chance by going outside, she will prefer to stay at home. Printed papers highlighted with key words are on her bed and her table. She opens several tabs on her MacBook searching for the key words required at the journal with a branch of applied science, technology, and engineering. As she has been promoted to be the senior researcher at the R&D division, she barely has enough sleep recently. With her new title as a senior researcher, thus she has the new responsibility encompassing to set the anchor of her research team.

She is now working on the blueprint of her upcoming research for the application of nano technology in vehicle industry to be later discussed with her team. Expanding the surface of an object per unit area to reduce pressure on the surface of vehicle by distributing the force to the wide surface is the background idea of using the nano technology. By manipulating matters on an atomic level, it can reduce the pressure and prevent the vehicle from crashing. Nanotechnology has offered numerous promising applications in vehicle industry and thus enhanced human quality.

Her upcoming schedule would be undoubtedly tight and crazy, in which she and her team would develop the suitable materials in an atomic level for vehicles and to test the durability. Not to count some papers they should submit on reputable journals and the conference they should attend overseas. She is uncertain how long it would take until they would come to the finish line, but she would try to breakdown the activity efficiently and thus they could achieve the utmost importance goal to have the technology implemented.

The bell ringing suddenly distracts her concentration. It is 9 p.m. at night, and only one person could be brave enough to invade her personal space at this late hour.

“What you are up to, Hotaru? Look! I bring you some food because I thought you have not had dinner yet.”

It is Mikan, her best friend, who would bother to come at this hour while bringing her food. Mikan heads to the kitchen to put the soup on the bowl and then places several things like fruits, vegetables, bread, milks, and juice on the refrigerator which almost lacks its content. It is her friend’s habit that sometimes she would drop by checking on her in her apartment and providing her with several supplies and daily bases. Moreover, at the time she prepared a new project that she would work alone diligently at her apartment for hours.

“I stopped by for grocery shopping before coming. I thought you would need these.”

Hotaru heads to the dining room to join her friend. Rather than feeling distracted with Mikan’s sudden presence, she feels like she needs this kind of distraction to mend her body and soul. Even every machine would need a halt after working hard.

“Thank you, Mikan. You are right, I have not had anything to eat since this afternoon. Drowning to the new project, as usual.” While enjoying her food, she then tells her about the use of nanotechnology in vehicles she would be focus on. She also tells her the application of it would reduce pressure of vehicle. Her work would embark on one of the fundamental concepts about pressure, the force applied over a certain area, which has numerous practical applications in daily life.

“It sounds cool, Hotaru, as though you are reminding me again with physics. Your work has always astonished me. A greater good for humankind. I can’t wait how the nanotechnology would be ready and found on the upscaling industry.”

She smiles while hearing her respond. It is Mikan, who likes to hear about her work that may bore for some people. But it is also the topic she has brought passionately as it holds her pride as a researcher. “Then, what you are up to, Mikan? I am certain you have something to tell right away, moreover at this late hour.”

She could see a pinkish blush soon appearing on her best friend’s cheeks. Mikan told her gleefully that she met Natsume today, had her best tiramisu cake ever, and up to best part how Natsume proposed her with crimson diamond loop engraved with their initial name. She bluntly told her everything, even the quarrel she had with Natsume before knowing she would be proposed. Even though she had said yes of his asking for a lifetime, but she wanted to hear her best friend opinion on whether they could get along. Moreover, she and Natsume have very distinct personalities which could potentially cause friction.

Realizing that she should be happy for her friend, Hotaru doesn’t know why she rather feels irked and betrayed. It suddenly irks her to think of the change that might likely happen to their friendship after that. She has known Mikan and Natsume are each other’s home, but their friendship has stayed longer. Their companionship has been built for years before her best friend has a relationship with someone else.

She tries to hide her hesitation on her voice since she is not at the position to challenge their friendship. “If it is you, you two will be fine. You know how Natsume and I have several similarities; we are expressionless, cold, and closed. Most of time, out of reach. But with you are around, we could stay grounded, have plenty expression, be open, and soft. And despite we may have different opinion, but thorough the years we are still tied in this friendship, Mikan. We are the living proof you ever need and so you two will be fine. There is nothing you have to worry about.”

Hotaru does not find herself worry to let her best friend to Natsume. As she knows one thing for sure that she and Natsume have something in common that they don’t love easily. But once they do, they would love harder. Hotaru does love her friend, not in a romantic way but in such platonic love involving a strong bond, sense of belonging, and shared understanding and comfort. Her platonic friendship with Mikan is very valuable that it has developed meaningful connection between. Same with Natsume who is hardly approachable, so is she, still she lets Mikan to cross the boundaries as she is someone she has treasured that much. So that she wonders how if the days ahead she would barely see her and sorely miss her company.

She should not suppose to feel betrayed but those thoughts has weighted her. However, it is not a moment to consider her feelings are matters. When Mikan asked her, it is just her way to be convinced about her life choice. Like any other moment before when she asked about career path or apartment to rent. As much as she has been trusted, Hotaru eventually realizes how much she has been included in her life and never left behind. So now, it is her turn again to play the ace card.

“It is the same as the nanotechnology I want to apply in vehicle. It would not cause much pressure despite of the force breaking through since you have such a wide heart to accept and take things lightly. You have every quality like the nanotechnology everyone’s need, Mikan. Light yet strong material having bouncy back ability and offering to many unprecedented opportunities. Moreover, to Natsume’s life that has been drawn significantly since you’re coming.”

Hearing her eloquent analogy and scientific explanation makes her strengthen her choice from before it was covered with doubt. She does always love Natsume and wants a clarity of their bonds, but it is just suddenly confusing her with all the happiness and worry which comes along. Perhaps she only needs words of assurances from her truthful one to soothe her worry. As Hotaru words always hold a whole power within that could ensure her, that is why, Hotaru will always be her number one every time she has something to tell and to be discussed.

“Thank you, Hotaru. You are always the first one I could think to tell everything.” She said it thoughtfully as though she knew what Hotaru wanted to hear. As friend may know everything including the unsaid and unseen things between.

Until then what has disturbed her mind was the possibility she would slowly lose her friend. Now, Hotaru doesn’t feel irked anymore as what Mikan has said guarantees their friendship would be placed before the relationship. Even though friends may not always be there, but they will always be there at the time in need. From now on, she would be there earnestly to support Mikan and Natsume for their new chapter to step on.

“Okay Mikan, I will also let you be the first to know once the nanotechnology is ready and applicable.”

Since you have been the sort of inspiration I have eventually come with the piece of work, as physics could be found on numerous every day’s life.

Central Jakarta, 31st May 2025.

PS. This GA story was set after compromise and before first encounter. To be honest, I am really enjoying writing this story since I could serve the platonic friendship between Mikan and Hotaru. Moreover, at this time I could try to explore about Hotaru’s future as a researcher in which has required me to read the concept of the application of nano technology in vehicles. If it were not for Hotaru’s story, I wouldn’t try to link the story with nano technology and fundamental concept in physics. Thinking about it right now, I guess I want to make another story about Hotaru to unleash more equation to be included in the story.

[modnexus]

“AR/VR: The New Frontier in Classroom Learning”

It is already a familiar reality that technology is increasingly present in all spheres of human activity including education. Many schools’ traditional selection of classroom layouts is changing by applying new technologies to traditional classroom layouts. Among these technologies, Augmented Reality (AR) and Virtual Reality (VR) – as tools with high potential for changing the educational process in the near future. These technologies provide real intricate and appealing learning processes that can influence students’ achievements to a great extent.

A Guide to Augmented Reality and Virtual Reality in Learning

That is why, before discussing the opportunities and advantages of using each of the two components of smart technologies in education, one should provide some information about what AR and VR imply.

Augmented Reality (AR) is a technology where digital content like images, sound, or text is superimposed on a physical environment view. This can be done by adopting mobile devices such as smartphones, tablets, or augmented reality eyeglasses. For instance, physical textbooks and writing instruments When students use their devices to scan a textbook, they may get the map of the material in a textbook together with the animation of difficult topics like the solar system and so on.

Virtual Reality (VR), also known as under headset IO, fully places the user into a virtual environment they can interact with. This technology can take children back in history, to other countries, or create a pretend science lab where the student is immersed and can actually physically manipulate the environment.

In combination, AR and VR provide an activated learning environment that enables the learners to explore and share ideas as well as enhance their knowledge and comprehension.

The Benefits of AR/VR in the Classroom

1. Improved Positive Interaction and Enthusiasm

Another top benefit of adopting AR and VR in the classroom is that enhances the learners’ attention. Lecturing and the use of other traditional techniques have the disadvantage of low student interaction rates in the modern world where many things compete for students’ attention. AR and VR cause engagement because they give a form of interaction in provokes curiosity and interest.

For instance, instead of teaching history and then having students learn facts about Rome, one can have the students do a tour of Rome including visiting the streets and even meeting historical characters. Experiences such as these not only capture a learner’s attention but also make learning a more delightful experience.

2. Personalized Learning Experiences

All students differ and AR/VR technologies address the issue of individual differences in learning. The focus on personalization means that the content delivery can be experiencing differently for students that have different needs.

For example in a VR environment students can learn at a pace that they can handle, going back as many times as needed to understand certain concepts. Like the case with LMS, AR applications may self-adjust to the level of a student and provide more information or challenge more after a performance assessment. If adopted it can increase learning outcomes dramatically because learning is made individualistic.

3. Promoting Collaboration and Communication

Modern technologies such as AR and VR let groups of students work together thus improving their teamwork and communication skills. Students can share projects, discuss things in a group, and solve problems as teams via virtual learning environments.

For example, many students living in different areas can easily join a virtual classroom where they can do a science project or present various arguments over certain global concerns. It also helps enhance their learning process while at the same tying them to the fact that the business world of the future will be shaped by globalization and the ability to effectively collaborate.

4. Real-World Applications and Simulations

AR and VR help students to immerse in real-life scenarios, act in accordance with their learning, and practice skills and knowledge gained. The use of simulations in this case allows the student to rehearse the skills required for a duty without the likelihood of making a mistake or causing harm.

For example, medical learners can have an original surgical operation in virtual reality in order to perfect their skills before getting into contact with real life patients. Likewise, engineering students can also manipulate structures in order to grasp design concepts essentially of structures. Such practical applications enable to bridging the gap between the developed theory and its application in practice, and therefore contribute to the strengthening of students’ preparation to their work activity.

5. Overcoming Barriers to Learning

AR and VR can assist in achieving a number of aims in education, including removing accessibility issues as barriers. Special needs students need special programs that they will derive from their experiences in learning institutions. For instance, AR implementation helps students with hearing impairment receive graphical interpretations of what the teacher is saying; On the other hand, VR allow learners with autism to experience social settings so that they can rehearse how to interact with others physically.

Moreover, both AR and VR technical could penetrate into distant hard-to-reach areas to give their students an opportunity to have access to the best availability that is not likely to be presented locally. This process of liberalizing education is important in creating equal chance for all the students to learn.

Implementing AR/VR in the ClassroomWhile the potential benefits of AR and VR in education are vast, effective implementation requires thoughtful planning and execution. Here are some key considerations for educators and institutions looking to integrate these technologies into their classrooms:

1. Assessing Infrastructure and Resources

For effective implementation, the schools should first examine their physical facilities and accoutrements in relation to AR and VR technologies. This entails the consideration of the internet connection, the kind of equipment that is already in use (with regard to AR and VR capabilities), and the software used in the program. To enable this to happen, then institutions may have to a means of funding the apparatus that is required to support these technologies as well as funding the training of educators for them to fully support the technologies.

2. Professional Development for Educators

AR effectiveness in education means that the teachers using these technologies can incorporate these technologies into their curriculums in the right manner. Such professional development should prepare teacher to design their lesson plans within the use of AR and VR. As such the use of these technologies may include training, seminars, workshops and access to reference material that shows how these technologies should be used appropriately.

3. Curating Quality Content

Depending on the quality of material that is implemented into the classroom usage of AR and VR can be considered either successful or not. Teachers and instructors should likewise ensure that they source for good AR/VR resources that will address their curriculum goals and objectives. To locate appropriate materials, educators have to work with content developers and reuse IT platforms in the process.

4. Fostering a Culture of Innovation

That is why for AR and VR technologies to take roots in learning institutions, such institutions must embrace creativity and flexibility. One of the best ways to get educators to expose themselves to the technology and come up with ways on how it can be used is if they are encouraged to experiment with new ways of reaching their students and sharing their experiences. Such a model can foster an ongoing process of enhancing the teaching processes among teachers.

Challenges and Considerations

While the potential of AR and VR in education is promising, there are challenges to consider:

Cost: There are however some expenses that are mainly incurred at the beginning of the implementation of AR/VR technology such as the cost of training. It is also important that schools look at the financial resources available to them and the impact or worth of these inputs in the long run.

Technical Issues: Technical difficulties experienced by learners include hardware failures, software glitches, and disconnection incidences. The institutions need to have technical solutions to these challenges so that they can be well addressed.

Content Quality: AR and VR content is not the same across the board. Teachers also need to make sure that these technologies are of high quality and will bring educationally valuable whether teaching in the classroom or online.

Privacy and Safety: Closely related to learning management is student safety and privacy within a virtual setting. AR and VR expose students to risks that educators should know to prevent harm when implementing the technologies.

Conclusion

The future of education belongs to such technologies as AR and VR were to be implemented. These tools if implemented properly can make the class fun-filled, more attractive, and individualized. With the increase in student interaction, collaboration, and applications of real-world situations AR and VR will redefine our education experience.

As academicians and institutions struggle for successful implementation, the advantages of using AR/VR in education will continue to emerge. Schools must embrace this chance to develop a culture of innovation and ensure they invest in this kind of infrastructure if they are to provide for these technologies and offer a brighter future to all students.

Environments where the changes occur at the ole sec-AR and VR are not only tendencies when it comes to education but also a necessity for students in the 21st century. Through these technologies, we can offer learners more engaging learning environments that provoke learners’ curiosity and encourage the creativity of the future generation of learners.