Ethnic differences Essay Example | Topics and Well Written Essays - 1000 words

Ethnic differences - Essay Example The ethnic differences in education are more visible between minority and majority ethnic groups. In Europe, where ethnic differences play a major role in education, different countries have different ethnic communities, for instance, Turks and Kurds can be found in Germany, North African in France, black Africans in united kingdom, Denmark and France and Pakistanis and people of Asian origin in Germany, France, Denmark and the united kingdom (Szalai, 2011). One of the features that the ethnic minority groups have is that they have higher than average fertility levels in comparison to the natives of the area that they are living in. Do instance, in Europe, most of the ethnic minorities who live there come from families with three or more children. In addition, most of the families from minority ethnic groups had an economic disadvantage since a large number of them could be categorised among the poorest members of the society. Most of the parents of minority ethnic groups have a simi lar trend in terms of their educational attainment in that most of them are either attained primary level education qualification or vocational education. In societies where there are clear ethnic majority and minority, the educational system is likely to show some signs of ethno-social segregation where it can occur at the system level, the school level or the class level. The school system can propagate ethnic differences in education where the pupils from different ethnic groups enrol in distinctive schools as a result of residential segregation; this type of segregation is very common in France and Germany. However, in some instances, the school systems may work against ethno-social segregation especially where schooling boundaries are set taking into consideration socio-ethnic composition and diversity. Some educational institutions also treat their students differently depending on their ethnic background, for instance, some institutions, are more diversity conscious, other di versity blind while others deliberately separate the students depending on their ethnic backgrounds. The segregation of students based on their ethnic background has affected the performance and attitudes towards education especially among the minority students. This is because all factors are usually to their disadvantage, for instance, most of the students from the ethnic minority communities also come from the lowest social classes in the country. In addition, this group also comes from the backgrounds where the parents are not that much educated or aware of their rights and they therefore prefer to take their children to schools that are within their reach financially or those that they will not be discriminated against. In most cases, these schools are among the poorest performing ones. The ethnic background of individuals may also affect their health; that is their levels of health consciousness or the type of diseases that they are likely to suffer from. Some cultures have di fferent perspective on certain diets, which have an impact on their health, for instance, Muslims and Jews, which are the most predominant lifestyles in the middle east, have restrictions regarding meat, for instance, they are not allowed to eat any products from pigs. Other practises from these cultures also include fasting, which depending on the

Personal Career Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Personal Career Analysis - Research Paper Example Sales people visit different places, identifying opportunities from where they can fulfill people’s needs by offering goods and services at a price. The choice of being a sales person was largely influenced by my personality traits; I am a person who is highly conscientious. Conscientious people are known to possess a strong passion for duty, in this case, they are said to be very responsible as well as reliable (Solis 76). This paper provides an analysis of my career and the things that have influenced my career path. In addition, it also gives an analysis of the sales career and opportunities that one is exposed to be joining this career path. Different careers have different academic and non-academic qualifications, however, having academic qualifications plays an important role in any career; this is because, education provides the medium by which people can communicate and exchange ideas. For a career in sales, the first thing that a person needs to have is the interest and willingness to talk and interact freely with people. People that are extroverts make good sales people; this is because they can interact freely with different people without fear, they are outgoing and willing to try out new challenges and ideas in life (Joyce 67). This is because, careers in sales involve meeting different consumers, one has to have the skill of convincing people; he should not be high-tempered. In addition, sales people are patient; they have to keep doing one thing for a number of times before they can influence buyers to make their decisions to purchase goods and services. Other personality traits that are essential for sales people include being adaptable, here, particular sales people are said to be people who understand the meaning of change effectively. They know how to change and do something else in case they do not meet

International Crime Statistics In Japanese Society Criminology Essay

International Crime Statistics In Japanese Society Criminology Essay International crime statistics indicate that the crime rates for most offences are significantly lower in Japan compared to those among Western European nations. To what extent could the relatively low Japanese crime rate be explained in terms of the social organisation of Japanese society?   When looking at comparative criminology, Japan is a good example. This is because the majority of the criminal justice system in Japan is borrowed from other countries and then adapted to fit in well with Japans cultural traditions. They look at the fundamentals of social institutions from other countries and adapt them to fit in with their heritage. By comparing and looking at the systems in other countries it can help to establish an appropriate and useful way of carrying out their justice systems. The increase in the economy in Japan in the 1980s and 90s drew interest from business people around the world. Also, along with this there was interest with justice officials on the success with Japan on responding to the crime problem. However, the accomplishments must be seen in light with its cultural heritage. Japans criminal justice system is interesting as they have successfully provided an effective response into the crime problem and have also adopted the guidelines and methods of the criminal justice systems in other countries to fit in with their own. I will be looking at informal social methods of control as this contributes greatly in keeping the crime rate low in Japan. The following statistics show crime rates in Japan compared with other western European countries: The Sixth United Nations Survey of Crime Trends and Operations of Criminal Justice Systems between 1995 and 1997 showed that in 1995 the total crimes recorded in Japan stood at 1,421 per 100,000 population compared with 8,168 in Germany and 4,331 in Switzerland (UNCJIN, 19th January 2001). Finch (2001) found, using statistics from the Heisei 0nen no Hanzai, that in 1994 the Japanese homicide rate stood at 1.0 (per 100,000 population) while France stood at 4.7 and the UK at 2.7. The 2005 survey showed that Japan had a corruption rating of 6.9 compared with 8.6 in the UK (Transparency International, 2005). It is thought that the decline of crime has been linked with the decline in the increase of population due to post-war industrialization and the continuing urbanisation and the fact that there were fewer younger children. In spite of this, there has been an increase in crime since industrialization and urbanisation in western countries.  This then shows that it does not explain that post war industrialization and urbanisation is the reason for the decline in crime in Japan. Japan has  changed in a similar way to western countries in this sense but the difference is that Japan has not undergone the same cultural transformations.    Although Japan is not a rich country it has become an industrial giant since World War 2. It is the only non-western country that has become industrialised and they export a number of products. The Japanese saw how expanding and becoming more industrialised would have a positive impact on their economy. They have been successful because of their competitive spirit. This style is rooted in the traditional cohesiveness of society marked by a sense of conformity and uniformity. This can then explain why a lot more attention is focused on the group rather than the individual. (Reischauer 1977) explains that the reliance upon the group is illustrated in a number of ways. For example, a person is valued more as a member of the team rather than for contributing individually. So the Japanese are very competitive but not creative. Also, parental authority and family ties are stronger in Japan than in western societies however this is beginning to change. There are a lot of qualities that we consider that may have an impact on Japans successful criminal justice system and the impact that Japans cultural values may have on societys response and their criminal act. They are the most homogenous of people in the world as they have common history, language and race. Ninety nine per cent of its population is Japanese. By being a homogenous society it can help explain the low crime rate as they all share the common norms and have similar values. By the residents agreeing on what signifies being Japanese, social control becomes a lot easier as they have the same values and beliefs. However, this does not mean that homogeneity itself can explain the low crime rates as there are other examples worldwide where people all agree on the same norms and values yet there are still people that are not conforming to them.    Due to the lack of Christian heritage, individuals that are in Japan arent guilt ridden when they do something wrong as their culture doesnt believe in them sinning. However, having a sense of belonging has a huge impact on an individual in Japan. Deviant behaviour is considered a rejection of the social norms to which individuals are expected to conform to as they are part of the countrys tradition. As a result, if an individual does something wrong they would feel shame because they have violated the norms in society. Informal social control plays a huge part in Japanese society. In Japan this is applied to families, traditional religion, schools and work place. This method of informal social control is likely to be an important factor.   The way of the groups and family in Japanese society is that there is collective responsibility and that everyone sticks together. Although there is individualism it is different in a way that identity in Japan comes from the group that they belong to. Individualism in Japan comes from the individuals ability to produce, continue and guard relationships. Theres part of collectivism whereby everyone is attached, for instance school, family, employer. This tie between the groups then creates a sense of obligation towards each of them. This is good as it can provide emotional support however it can also bring a lot of shame when a member of the group misbehaves. Parents are an example of this as they are seen to be responsible and apologetic of the behaviour of a fully grown child. Self control is something which is learnt earlier on for the Japanese. Developing self control is the most important stage of socialization in Japan. This differs from western countries where educating a sense of self is more important. In Japan the main ways of socialization are families, schools and companies. The Family play a significant role in how their children behave. Individuals act within the limits of their family and community roles and are easily humiliated when deviating from them. There is a strong obligation to humour their family, community and their nation. The Japanese learn that the group is an important part of their wellbeing. Family is an important aspect and is opposite to how most individuals handle things in other countries. Bayley (1991) states that, American mothers chase their children around the block to get them to come home; Japanese mothers are chased by their children so as not to be left behind. This shows that Japanese children respect their mothers and actively seek out their attention. Individuals act within the limits of their family and community roles and are easily humiliated when deviating from them.    Japanese children are under strict discipline at home. Most importantly they are taught to adhere to parental authority and so they are driven by parental expectations. For this reason they are allowed to depend on their parents. Japanese children have always had a lot of body contact with their parents, being carried on their mothers back, taking baths with parents and sleeping with them till around the age of four or five. This differs from western society where children are taught to sleep in their own beds in their own rooms at an early age. Japanese children are therefore treated as big babies instead of small adults. Because of this Japanese children are very dependent on their parents. Bayley (1991) is clear to point this out when describing how in western countries parents control badly behaved children by keeping them grounded in the home whereas in Japan parents threaten children by saying they will be locked out of the home. From this children learn their punishment b y being excluded from the uchi world. In schools pupils are around a lot of school regulations.  Ã‚  Those who disobey these regulations are not only criticized by their teachers but also by their peers. Through the hidden curriculum Japanese pupils develop social control. Schools completely encourage informal social control. Pupils even fear asking teachers questions as they might be seen as revolting against the teacher. Also, Japanese pupils learn to not control selfish behaviour. They are taught this through small group activities such as cleaning. Pupils are also taught solidarity with the group and a shared responsibility for poor performance in the group. From this, Japanese pupils then learn that it is more appreciated to be part of a group rather than being alone as this is how it is in the  uchi  world. The Japanese companies are described as Gemeinschaft Capitalism (Mawby 1990.) This is because all the local communities dont have an impact on individuals in contemporary Japan but companies have replaced this instead. Companies provide a lot of benefits and a sense of belonging to a big family as well as a sense of pride. So the companies then offer ontological security. This then means that the worker then must follow the strong informal control by their company and if they do not do so then they will be psychologically excluded from their colleagues and the company which will mean losing the ontological security. The appreciation for hierarchal arrangements among people is another element of Japanese culture. Empey (1982) noted the importance of Americans distrust in the 1960s of their social institutions. However, the Japanese do not share this experience. Archambeault and Fenwick (1988) state that, group consciousness combines with a sense of order to force cooperative relationships between most segments of the Japanese community and their justice agencies. The respect of ones positions leads to citizens to honour and trust the justice system employees. Police courts and correction officials are seen as guardians of the societys morals as well as enforcers of the law. Because of the peoples faith in the agent of the system and the belief that decisions will be made according to what best serves society. The Japanese response to criminal offenders may differ to the response of other countries. Western countries seek rehabilitation by encouraging the offender to become independent and responsible whereas the Japanese system looks at encouraging the offender to integrate voluntarily into the structured social order. The Japanese see the community as the best place for getting the voluntary integration. Prison is not seen as a useful way of achieving rehabilitation and this explains why there is such a low incarceration rate in Japan. Japans way of policing is effective as they have a working relationship between the citizens and their services. Those from western countries may be troubled by some of the ways that the relationship between them works. For example, there is a residential survey that is conducted twice a year by Koban officers. Policing in western countries wouldnt do this as it would mean sharing personal and neighbourhood information with police officers. Also, Parker (1984) writes how Koban officers that are on patrol will enter homes that are unlocked and leave calling cards warning occupants about their poor crime prevention habits. This is because police behaviour in Japan reflects a moral norm just as much as a legal one.    Jury trial is a failure in Japan. As Shibahra says Japanese people prefer to be tried by a judge rather than by their neighbour. This is because the decisions of the jury may not be binding as the judge can disagree with it. The judge can then put the case before different jurys and so this is why in most cases defence councils go before the judge.   Another reason for the effectiveness of Japans criminal justice system is because Japanese citizens tend to admit to misbehaviour. Another way that looks at explaining the effectiveness of policing is how the police respond to civilians with encouragement and support.  Ã‚  As Bayley (1991) put it, the Japanese police and their citizens believe that each have to work through the other in order to make society a civil place to live. This support requires the police to place importance on non-enforcement activities and to  work together with people not just the ones that are breaking the law. This then results in service orientation which helps to explain the effectiveness in policing. Bayley (1991) also compares the policing in America with Japan. An American policeman is like a fireman he responds when he must. A Japanese policeman is more like a postman; he has a daily round of low key activities that relate him to the lives of the people among whom he works Japan is unique because of its low incarceration rate. This is surprising as it has the same objectives as most other countries, rehabilitation and retribution. Although they have similar aims, Japan is different in how they meet that aim. The majority of western countries try to solve rehabilitation by encouraging individualism whereas Japan looks at social responsibility.   Although the success of the economy in Japan was an achievement they also had another by having a falling crime rate. The western countries believed that because of industrialisation and urbanization that this was the cause of the rising crime rate. Since the World War 2 the crime rate has continued to increase whereas in Japan they have experienced a falling crime rate in the same time. Japan has two different types of norm. One deals with members of the group where an individual belongs and the other deals with non members of the group where the individual belongs. The first consists of giri (Japanese traditional duty) but the later appears to be more like western concepts of rights. This combination is Japanese perception of social environment which can be represented as two concentric circles. The inner circle called uchi (home) and the outer circle called yoso (elsewhere). When the police catch criminals 99 percent of the time offenders that come before a judge are convicted and 99 percent of those that are convicted are sent to prison. The statistics can be misleading as informal controls are used at each stage regardless of the formal terminology. Although this does seem impressive around half of the 99 per cent convicted have their prison sentence suspended and a lot of the time the offenders arent even placed in supervision. Japanese houses are small and are built on narrow streets close to each other. This makes operating social control systems and recognising deviant behaviour easier as everyone in the community is known and it becomes hard to hide. Today you would see patrol cars being used as a modern way of policing but Japan doesnt agree with this method. Instead they believe in the deployment system of Koban. One fifth of patrol officers work in patrol cars whereas the remaining four fifths operate from Koban. The Japanese citizens favour the Koban and where there is a lot of congestion in cities it means that the Koban officers on foot or bicycle would be able to beat patrol cars to scenes where police response is needed. The services that are provided by the Koban and their officers reflect community policing. One of the major strengths with policing in Japan is the police box system. These boxes are staffed by an officer who lives in the resource with his family and becomes a part of the community. The residents have to be registered with the local stations. Officers frequently do home visits and even provide general assistance.   In order to answer the question on how the low crime rate can be explained in terms of the social organisation in Japan we have found that a lot of contributions are the cause of this. Japan has successfully taken laws from different counties and has adapted it to fit in with their own society. Also we have learnt that informal social control plays a huge part in Japanese society and can be the answer to why there is such a low crime rate in Japan. In Japan, individuals tend to feel more at home within a group be it at home with a family or with their peers in school or at work. They fear expulsion from these groups if they were to deviate from the norms and so are less likely to commit a crime. Referencing Adler, F. (1983) Nations Not Obsessed With Crime, Colorado: Fred Rothan Co.. Braithwaite, J. (1989) Crime, Shame and Reintegration, Cambridge: Cambridge University Press. CIVITAS (http://www.civitas.org.uk/crime/crimestats6.php) European Institute for Crime Prevention and Cntrol (http://www.heuni.fi/Etusivu/Publications/1266333832841 Komiya, N. (1999) A Cultural Study of the Low Crime Rate in Japan, The British Journal of Criminology, Vol. 39 No.3. pp. 369-389. Miller, S., Kanazawa, S. (2000) Order by Accident: The Origins and Consequences of Conformity in Contemporary Japan. Oxford: Westview Press. Reichel, P. (1994) Comparative Criminal Justice Systems, New York: Prentice Hall.  Ã‚   Appendix: Module Handbook Reichel, Philip L. (1999).  Comparative criminal justice systems: a topical approach. New Jersey: Prentice Hall. Sheptycki, J. W. E., 1960- Wardak, Ali. (2005).  Transnational and comparative criminology. London: GlassHouse. Terrill, Richard J. (1999).  World criminal justice systems: a survey. 4th ed. Cincinnati: Anderson Publishing.

Gender Diversity: Using Information Technology in Today’s Classroom. E

Gender Diversity: Using Information Technology in Today’s Classroom. What happens when your education is different from mine? When does that invisible line get erased; When youth’s, adolescent’s or adults, male or female encounter the same unique education being taught with nothing being held back just because of gender. In today’s society, teachers and students are connected by using information technology to help expand their knowledge on the issue of gender diversity in the classroom. Gender diversity is not an issue in the United States that just gets swept under the carpet, it’s greater than that, it’s something that has become a worldwide concern affecting the ways in which students are educated in most schools. Issues of diversity are not new. In fact, â€Å"contracting communities are faced with this topic a little too regular, meaning it’s time for change† (Sunderland, 2002). As the reader of this document you will discover the true definition of gender diversity, how it has affected students in numerous ways, what techniques have become greatly appreciated when reaching teachers and students inside of the classroom curriculum, various approaches toward change, a complete understanding of digital divide, a shine of hope and dedication, while striving for a new day. â€Å"Gender differences in ways of learning have been described by researchers observing children as young as three† (Tannen, 1990). When children are young they tend to fight and argue about the same play item. Amazingly, today whether the fighting and arguing is about toys, friends, etc. it’s more about computers and the ways in which people learn relating to gender differences. Every day in our society, there is given a dominant role to which peop... ...ealth Journal. Teachers College Record, 105 (2), 1-21. Risman, B (2003). Gender & Society: Valuing all flavors of feminist sociology. Sociology, 17, 659-663. Schank, R. (2003, November). FUTURE PERSPECTIVE- A Vision of Education for the 21st Century. Retrieved November 9, 2003, from http://www.thejournal.com/magazine/vault/A2598.cfm Sunderland, J. (2000). New Understandings of Gender and Language Classroom Research: Texts, Teacher Talk and Student Talk. Language Teacher Research Journal, 4, 149-173. Tannen, Deborah. (1990). You Just Don’t Understand: Women and Men Conversation. New York: Ballantine Books. Babbie, E. (1999). The Basics of Social Research. California: Wadsworth’s. This book was an overall review of research performed in the past and present by both women and men about the success and downfall of diversity in education.

Logic in the East and the West

The article written by Nisbett in Chapter 7 of the book (please indicate the title of the whole book here) presents a clear idea of how logic exists differently in the East and the West. The discussion of the author presented various studies and various terms that have been used to support and weave together the different ideas. The author’s terms are worth defining for these will clarify some portions of the study. First, there are French words included in the title and one should translate this into English terms to get a better picture of the article. Ce n’est pas logique translated to English would be â€Å"it is not logical.† Weaving it back to the title, it would then be â€Å"’It is not logical’ or ‘You’ve got a point there’?† It is quite unsaid as to why the author used the language of French for the title. Second, the Latin phrase modus ponens also deserves some attention. In English, the term modes ponens is the method of affirming (â€Å"modus ponens and modus tollens†). Third, the word atypical would also be encountered and this is defined as â€Å"not conforming to the usual type or expected pattern† (â€Å"atypical†). It means the opposite of the typical argument. Going back to the topic of logic in the east and the west, the author posed several studies conducted before to support the current hypothesis that there is a difference in the existence of logic in the two regions. A study that was cited by the author was that of Ara Norenzayan, Edward E. Smith, Beom Jun Kim, and Nisbett, the author himself, showed that the insignificant interest for the study of logic in the East may be attributed to the â€Å"distrust of decontextualization†¦as well as a distaste for making inferences on the basis of underlying abstract propositions alone† (Nisbett 168). This was not proven by only one study made by the same authors but actually two studies they did. To further support the results of the study, the authors administered survey methods to respondents who are Korean, European American, and Asian American.   In addition to this, Ara Norenzayan and Beom Jun Kim made a presumption â€Å"that East Asians would be less likely to have their beliefs moved in an unpleasant direction by pondering information that implied some desired outcomes† (Nisbett 172). To do this, they administered questionnaires to Korean and American respondents containing propositions. The result was that the Americans continued towards the negative ones and the Koreans avoided this (Nisbett 173). The author used propositions and discussed it according to the logic that may be applied to it. For example, the deductive arguments â€Å"All birds have ulnar arteries, therefore all eagles have ulnar arteries† and â€Å"All birds have ulnar arteries, therefore all penguins have ulnar arteries† which the author used to show the persuasiveness of typical and atypical arguments for the different respondents (Nisbett 168-9). It was stated by the author that there is a difference on how convinced the Koreans are to typical arguments than atypical arguments compared to the European American and Asian American. The atypical argument for the previous deductive argument is the latter for penguins are not typically seen as birds. Works Cited â€Å"atypical.† Encarta Dictionaries. DVD. Redmond, WA: Microsoft, 2006. â€Å"modus ponens and modus tollens.† Encyclopà ¦dia Britannica. 2008. Encyclopà ¦dia Britannica Online. 23 Mar. 2008   . Nisbett, Richard. The Geography of Thought: How Asians and Westerners Think Differently†¦and Why. New York: The Free Press, 2003.

Reviewer for Science Quiz Bee Essay

1. A great Greek philosopher, he was the first person to study nature systematically. ARISTOTLE 2. He laid the foundation of modern scientific thought and assembled materials for an organized encyclopedia of all knowledge. ARISTOTLE 3. He was the foremost natural philosopher in ancient times. ARISTOTLE 4. A Benedictine nun, she contributed the medical work â€Å"Causea et Curae et Physica†. HILDEGARD OF BENGEN 5. An astronomer who proposed that the sun was the center of the universe. -NICOLAS COPERNICUS 6. He discovered the circulation of the blood which ushered in the new age in the study of medicine and biology. WILLIAM HARVEY 7. He was the first to raise the telescope to the sky to study the universe. GALILEO GALILEI 8. He formulated the 3 laws of planetary motion. JOHANNES KEPLER 9. He proposed the Theory of Evolution. CHARLES DARWIN 10. She discovered radioactivity. MADAME MARIE CURIE 11. He discovered the germ that causes tuberculosis. ROBERT KOCH 12. He became famous for his work on fermentation and decay. –LOUIS PASTEUR 13. He proposed the Theory of Relativity. ALBERT EINSTEIN 14. He won the Nobel Prize for his work on photoelectric effect. ALBERT EINSTEIN 15. She determined the structure of biochemical compounds essential I treating pernicious anemia. -DOROTHY HODGKIN 16. He is considered as the â€Å"father of geothermal energy development†. ARTURO ALCARAZ 17. He invented a fertilizer call farmer’s pure organic fertilizer. ABRAHAM Q. TADEJA 18. He invented a solar engine that can generate electricity for home use. JESUS ALVERO 19. A national scientist, is best remembered for his work on medicinal plants. He discovered over 4,000 plant species. EDUARDO A. QUISUMBING 20. It is the scientific way of solving problems. SCIENTIFIC METHOD 21. It is a systematic and logical procedure in solving problems. SCIENTIFIC METHOD 22. It is a challenge or a task which a scientist undertakes for scientific purposes. PROBLEM 23. It is an educated guess about a certain phenomenon. HYPOTHESIS 24. It refers to the general procedure on how to carry out an experiment. EXPERIMENTAL DESIGN 25. These are the factors that are multiplied or changed. INDEPENDENT VARIABLES 26. These are the factors that change in response to the independent variable. DEPENDENT VARIABLE 27. It is a unit of measure used by Egyptians. CUBIT 28. It is the distance from the elbow to the tip of the middle finger. CUBIT 29. It is a modernized version of the metric system. INTERNATIONAL SYSTEM OF UNITS/SI SYSTEM 30. It provides a logical and interconnected framework for all measurements in science, industry, and commerce. INTERNATIONAL SYSTEM OF UNITS/SI SYSTEM 31. It is used to weigh small masses of objects. PLATFORM BALANCE 32. It is equivalent to a foot and consists of 12 inches. RULER 33. It used in measuring length and distance. RULER 34. It used to measure length and distance. It consists of 100 centimeters. METERSTICK 35. Measures time in seconds, minutes, and hours. STOPWATCH 36. It measures volume of liquids. GRADUATED CYLINDER 37. It measures atmospheric temperature. THERMOMETER 38. It measures the force or weight of objects. SPRING BALANCE 39. These are the digits that indicate the certainty of the number of units in a measured quantity. SIGNIFICANT FIGURES 40. It is a shorthand writing of extremely large or small figures. SCIENTIFIC NOTATION 41. It is the changing from smaller to bigger unit and vice versa. CONVERSION 42. It is the distance from one point to another. LENGTH 43. It is the basic standard unit in the metric system. METER 44. It is the space occupied by matter. VOLUME 45. It is the amount of matter in an object. MASS 46. It refers to the quantity of matter. MASS 47. It is a quantity of matter which does not change with altitude of a place. MASS 48. It is used to measure the volume of an irregular object. WATER DISPLACEMENT METHOD 49. It is defined as the mass per unit volume. DENSITY 50. A Greek mathematician who discovered that the earth is round. PYTHAGORAS 51. A Greek mathematician who measured the circumference of the earth as 25,000 miles. ERATHOSTHENES 52. It is an information gathered using the five senses. OBSERVATION 53. It is a conclusion or an interpretation of events based from observed information. INFERENCE 54. It is used as a container and as a heating device. It measures volume of liquids. BEAKER 55. It is used as a heating apparatus, a container and may be used for measuring the volume of liquids. ERLENMEYER FLASK 56. It is used as a heating apparatus. It is also used as a distilling device for collecting gases. FLORENCE FLASK 57. It is used for the preparation of any solution. VOLUMETRIC FLASK 58. It is used as a container for liquid solutions and powderized chemicals. TEST TUBE 59. It is used to hold a test tube while heating. TEST TUBE HOLDER 60. It is used to pick up and hold any hot apparatus. TONGS 61. It is used to distribute evenly the heat of the flame. WIRE GAUZE 62. It is used as a container of liquids and solids being tested. WIDE-MOUTH BOTTLE 63. It is used to hold an apparatus especially when being heated. BURET CLAMP/TEST TUBE CLAMP 64. It is used to support heating apparatuses. TRIPOD 65. It is used for stirring/mixing liquid or solid mixtures. STIRRING ROD 66. It is used for measuring a small amount of liquid. MEDICINE DROPPER 67. It is used for cleaning any glass apparatus. TEST TUBE BRUSH 68. It is used to pick and hold hot objects. FORCEPS 69. It is used to pour liquids from one container to another. FUNNEL 70. It is used for grinding solid substances to powderized form. MORTAR AND PESTLE 71. It is used to allow liquids to evaporate. EVAPORATING DISH 72. It is used for scooping solids or any powderized substance. SPATULA AND SPOON 73. It is used to hold test tubes in place. TEST TUBE RACK 74. It is the main heating device in the laboratory in the absence of a Bunsen burner. LABORATORY BURNER 75. It is used to weigh chemicals and smaller masses of objects. PLATFORM BALANCE 76. It is used as a container for specimens being studied. WATCH GLASS 77. These are used to thicken printing dyes for the textile industry. ALGINATES 78. It is an herbal plant with medicinal value. It can cure stomach ache, diarrhea, and colic. TSAANG-GUBAT 79. It is anything that occupies space and has mass. MATTER 80. This is the attraction between molecules. INTERMOLECULAR ATTRACTION 81. A condition that causes the water molecules at the surface to behave as though they are being stretched. SURFACE TENSION 82. It is the rising action of a liquid inside a very fine tube. CAPILLARITY 83. The attraction between two different kinds of molecule. ADHESION 84. The attraction between the same kinds of molecule. COHESION 85. It consists of one phase with a definite composition. PURE SUBSTANCE 86. Is any material with uniform composition. SUBSTANCE 87. These are made up of atoms of the same identity. ELEMENTS 88. These are pure substances that can be resolved into unidentical atoms. COMPUNDS 89. A physical combination of two more substances. MIXTURE 90. It is a combination of two or more kinds of substance which can be separated by physical means. MIXTURE 91. A mixture that has only one distinct phase. HOMOGENOUS MIXTURE 92. A mixture that has two or more distinct phases. HETEROGENOUS MIXTURE 93. A mixture that is made up of 2 or more substances that are mixed together. HETEROGENOUS MIXTURE 94. It is the standard unit for mass based on the SI system of measurement. KILOGRAM 95. It is the measure of the pull of gravity on an object. WEIGHT 96. The standard unit for measuring weight. NEWTON 97. The ability of a matter to return to their original size and shape after being pushed, pulled or subjected to stress. ELASTICITY 98. The ability of a matter to be extended or flattened and shaped. MALLEABILITY 99. It is the temperature at which a solid begins to liquefy. MELTING POINT 100. It is the temperature at which a liquid starts changing into the gaseous phase. BOILING POINT 101. It describes that matter and energy cannot be created nor destroyed, however, they can be transformed. LAW OF CONSERVATION OF MASS 102. It was formulated to explain the composition and behavior of matter. MOLECULAR THEORY 103. Even smaller particles that make up a molecule.   ATOMS 104. Smallest particle of an element. ATOM 105. Smallest particle of a compound. MOLECULE 106. It is characterized by a change in the phase or state of a substance. PHYSICAL CHANGE 107. It is characterized by the formation of new substances with new properties and compositions. CHEMICAL CHANGE 108. These are the materials that undergo a change. REACTANTS 109. These are the materials formed as a result of the chemical change or reaction between the reactants. PRODUCTS 110. It refers to the process in which the amount of living substances in the body increases. GROWTH 111. The process whereby organisms produce new organisms of the same kind. REPRODUCTION 112. It is that ability to respond to external stimuli. IRRITABILITY 113. It means transferring or shifting from one place or position to another. MOVEMENT 114. It allows an organism to change, helping it to cope with unfavorable changes in the environment. ADAPTATION 115. It is the basic structural unit of living things. CELL 116. He invented the microscope. ANTON VAN LEEUWENHOEK 117. It is an instrument used to magnify or enlarge minute objects. MICROSCOPE 118. An English scientist, the first person to see cells using a very simple microscope. ROBERT HOOKE 119. It is a thin layer that surrounds and holds the parts of the cell together. CELL MEMBRANE 120. It controls the activities of a cell. NUCLEUS 121. It is the jelly-like liquid material of the cell. It contains many cell materials. CYTOPLASM 122. It contains a variety of cell structures. CYTOPLASM 123. These are structures in the cell which generally contain pigments. PLASTIDS 124. These are colorless plastids that are found in sex cells and storage cells of roots and underground stems. LEUCOPLASTS 125. These carry pigments that give color to the plants. CHROMOPLASTS 126. It contains chlorophyll which traps light used in making food. CHLOROPLASTS 127. A green pigment that is essential to photosynthesis. CHLOROPHYLL 128. It provides shape and support to the cell. CELL WALL 129. These are filled with water cell sap which contains food, cell secretions, and wastes. VACUOLES 130. It stores water and dissolved materials. VACUOLES 131. Also known as â€Å"suicidal sac†, it contains the enzymes which promote the breakdown or digestion of carbohydrates, fats, and proteins. LYSOSOMES 132. It plays an important role in cell division, it is found in the cytoplasm of most animals and in some blue-green algae. CENTROSOME 133. It moves materials within the cells and it maintains its shape. ENDOPLASMIC RETICULUM 134. It controls the movement of materials in and out of nucleus. NUCLEAR MEMBRANE 135. It releases energy, powerhouse of the cell. MITOCHONDRIA 136. This is where proteins are made. RIBOSOME 137. It carries the code that controls a cell. CHROMOSOMES 138. It stores and releases chemicals. GOLGI BODIES 139. Small organs found in the cytoplasm of both plant and animal cells. ORGANELLES 140. The interaction between a community and its non-living environment. ECOSYSTEM 141. The study of interactions between living things and their environment. ECOLOGY 142. It includes the different species of living organisms in a particular habitat. BIOTIC COMPONENT 143. It refers to the place where organisms live. HABITAT 144. It is composed of non-living things. ABIOTIC COMPONENT 145. Are organisms that cannot make their own food. CONSUMERS 146. Plant eaters. HERBIVORES 147. Eats both plant and animal. OMNIVORE 148. It is a pathway of food and energy through an ecosystem. FOOD CHAIN 149. It is a complex network of feeding relationships made up of many interconnected food chains. FOOD WEB 150. This cycle involves photosynthesis and respiration. CARBON DIOXIDE-OXYGEN CYCLE 151. Microorganisms that acts upon the remaining nitrates in the soil. DENITRIFYING BACTERIA 152. It converts nitrates, nitrites, and ammonia into oxygen. DENITRIFYING BACTERIA 153. A relationship when both organisms are benefited. MUTUALISM 154. A relationship wherein one organism is benefited while the other is not harmed. COMMENSALISM 155. The organism that is actually benefited. COMMENSAL 156. The organism that is neither harmed nor benefited. HOST 157. A relationship wherein one organism is benefited while the other dies. PREEDATION 158. The organism which captures or kills another animal. PREDATOR 159. The organism which gets killed and eaten alive. PREY 160. A relationship where one organism is benefited and the other is harmed. PARASITISM 161. A relationship wherein organisms compete for food in order to survive. COMPETITION 162. Ecological relationship in which participating organisms belong to the same species. INTRASPECIFIC 163. Ecological relationship in which participating organisms belong to different species. INTERSPECIFIC 164. It is the process of manufacturing food in green plants. PHOTOSYNTHESIS 165. A condition in the environment that stops a population from increasing in size. LIMITING FACTOR 166. The destruction of forest. DEFORESTATION 167. It is the adding of harmful substances to the environment that can affect all living organisms. POLLUTION 168. It is caused by particulates from motor vehicles and the burning of fuels in homes and factories. AIR POLLUTION 169. The wise use of natural resources. CONSERVATION 170. It is the wearing away of soil by water, wind, ice, and gravity. EROSION 171. It is the practice of removing unhealthy trees and those with little commercial value. IMPROVEMENT CUTTING 172. It is the practice of removing only mature trees as younger trees are left to grow. SELECTIVE CUTTING 173. It is the practice of renewing a forest by seeding or planting small trees. REFORESTATION 174. It is the total number of organisms of a species in an ecosystem. POPULATION 175. It is a group of population in an ecosystem. COMMUNITY 176. These are the roles played by an organism in a community. ECOLOGICAL NICHES 177. It is a diagram which shows the flow of energy in a food chain. ENERGY PYRAMID 178. These are level of energy consumption. TROPHIC LEVELS 179. It refers to the land part of the earth. LITHOSPHERE 180. These are the basic building blocks of the lithosphere. ROCKS 181. It is the science that deals with the study of formation, composition, and classification of rocks. PETROLOGY 182. The water part of the earth. HYDROSPHERE 183. The continuous depression on the earth’s surface which holds ocean water. OCEAN BASIN 184. Sea of air that completely surrounds the earth. ATMOSPHERE 185. It is generated primarily by the northeast trade winds. NORTH EQUATORIAL CURRENT 186. It is generated by the southeast trade winds and flows from east to west. SOUTH EQUATORIAL CURRENT 187. It flows towards the east between the two equatorial currents. EQUATORIAL COUNTER CURRENT 188. Are movements of water which result from differences in density of adjoining water masses. DENSITY CURRENTS 189. The region drained by a river system. RIVER BASIN 190. The height of the land separating one river from another. DIVIDE 191. It is the layer nearest the earth. TROPOSPHERE 192. It contains the ozone layer. STRATOSPHERE 193. The coldest zone of the atmosphere. MESOSPHERE 194. Temperature in this layer increases quickly because of the absorption of energy from the sun. THERMOSPHERE 195. A layer of electrically-charged particles which are useful for communications. IONOSPHERE 196. It is the layer that extends out to interplanetary space. EXOSPHERE 197. It is the current state of the atmosphere. WEATHER 198. It is an instrument used to measure the force of air or air pressure. BAROMETER 199. A device that keeps the record of air pressure of force of air together with its changes for a longer period of time. BAROGRAPH 200. It is the movement of the air caused by varying density. WIND 201. It is the moisture in the atmosphere. HUMIDITY 202. It forms when a large part of air in the troposphere stops or moves slowly over a uniform land or water surface. AIR MASS 203. A high pressure area produced by the large pile of air over the earth’s surface. ANTICYCLONE 204. It appears as a depression or basin in an air mass. CYCLONE 205. It is the average state of all weather conditions in an area over a long period of time. CLIMATE 206. It has been developed to control and induced precipitation, it is used to disperse fog at airports. CLOUD SEEDING 207. A person who studies the weather. METEOROLOGIST 208. It measures wind speed. ANEMOMETER 209. It is used to measure the amount of rain fall. RAIN GAUGE 210. It is a compilation of weather data from many collecting stations. WEATHER MAP 211. It causes the wind’s direction to change. CORIOLIS EFFECT 212. The study or science of weather. METEOROLOGY 213. The prediction of weather. WEATHER FORECASTING 214. It describes a weather condition with a few clouds and no rain. FINE WEATHER 215. It means that clouds are present which may produce scattered rains but the greater portion of the day will be sunny or without rain. FAIR WEATHER 216. It refers to a condition in which rains occur during a greater portion of the day with light to moderate winds. RAINY WEATHER 217. It refers to a weather condition characterized by rains and strong winds. STORMY WEATHER 218. It is the agency responsible for providing information to the people on what to do before, during and after any natural phenomenon. PAG-ASA 219. He published the â€Å"Origin of Continents and Oceans†. ALFRED WEGENER 220. The theory that suggests that continents had once been one large land mass which had separated and moved apart. CONTINENTAL DRIFT THEORY 221. The great land mass. PANGEA (â€Å"ALL THE WORLD† or â€Å"ALL NATIONS† 222. The theory that explains not only the movements of continents, but also the changes on the earth’s crust as caused by internal forces. PLATE TECTONIC THEORY 223. According to the theory, the earth’s crust is broken into nine large plates and several smaller ones. PLATE TECTONIC THEORY 224. It is a minor plate between the Eurasian and the Pacific Plates. PHILIPPINE PLATE 225. Two plates are pulling apart, leaving a gap in between. DIVERGENT BOUNDARIES 226. Plates move past one another in opposite directions or in the same direction but at different rates. CONVERGENT BOUNDARIES 227. Two colliding plates cause one to go under the other. CONVERGENT BOUNDARIES 228. The process wherein successive separations and fillings continue to add new oceanic crusts between diverging plates. SEA FLOOR SPREADING 229. The average rate of spreading from a typical mid-ocean ridge. 6 CMS/YR 230. Highest mountain in the Philippines. MOUNT APO. 231. Highest mountain in the world. MOUNT EVEREST 232. The bending of rocks into folds. FOLDING 233. It is the result when the rock layer slides or slips over one another along the break or fracture. FAULTING 234. It is any vibration or shaking of the earth’s crust caused by faults. EARTHQUAKE 235. Earthquakes resulting from the movement of the crust or plate. TECTONIC ORIGIN 236. Earthquakes caused by molten magma as it forces its way up from deep under earth’s crust. VOLCANIC ORIGIN 237. It is an opening on the earth’s crust through which lava is thrown out. VOLCANO 238. These are cone-shaped structures composed of alternating flows of andesite lava and ash, cinders, and fragments. STRATO-VOLCANOES OR COMPOSITE VOLCANOES 239. These are volcanoes formed from basalt. SHIELD VOLCANOES 240. These volcanoes are formed from violent eruptions that expel fragments of lava in cinders. CINDER VOLCANOES 241. These are volcanoes that erupt periodically or had erupted in recent times. ACTIVE VOLCANOES 242. These are volcanoes that show signs of activity but have not erupted for a considerable length of time. DORMANT VOLCANOES 243. These are volcanoes in which all signs of volcanic activities have ceased. EXTINCT VOLCANOES 244. These are formed from cooling and hardening of molten materials which are heavy, usually dark in color, and unlayered. IGNEOUS ROCKS 245. These are formed from sediments, shells, or remains of plants and animal fossils, that were buried and later hardened into rocks. SEDIMENTARY ROCKS 246. These are formed from pre-existing igneous and sedimentary rocks as a result of temperature and pressure changes. METAMORPHIC ROCKS 247. The process where rocks change from one form to another as they are affected by natural processes, such as weathering, erosion, great heat, and pressure. ROCK CYCLE 248. The process of breaking down of rocks into fragments brought about by physical or chemical change. WEATHERING 249. The process by which rock fragments and soil are carried along by such agents as wind, water, and gravity. EROSION 250. The process of transferring soil from one place to another. EROSION 251. The process by which eroded rock fragments and soil are deposited in different places. DEPOSITION 252. The process by which deposited soil and rock fragments at the bottom of the sea become cemented and harden into rocks. COMPACTING 253. The process where compacted or cemented rock is subjected to great heat and pressure, changing the constitution of the rock. METAMORPHISM 254. It is naturally occurring, inorganic, crystalline solid with definite chemical composition. MINERAL 255. It refers to the way light is reflected from a mineral’s surface. LUSTER 256. It is a mineral’s resistance to being scratched. HARDNESS 257. A German mineralogist who worked out a scale of hardness used for mineral identification. FRIEDROCH MOHS 258. It is the hardest mineral. DIAMOND 259. It is the softest mineral. TALC 260. It is the color of a mineral in powderized form. STREAK 261. The way mineral breaks along smooth, flat planes. CLEAVAGE 262. It refers to the ratio of the mineral’s mass to the mass of an equal volume of water. SPECIFIC GRAVITY 263. It is the process of excavating and extracting ore or minerals in rocks. MINING 264. It is an organic matter from decayed plant and animal materials. HUMUS 265. It is a vertical section of all horizons that make up a soil. SOIL PROFILE 266. It consists of less fragmented rock materials, being less exposed to agents of weathering. BEDROCK 267. It refers to coarseness or fineness of the soil particles resulting from the weathering of rocks. SOIL TEXTURE 268. It has the smoothest and finest soil texture. SILT 269. It is the soil that is best for farming. LOAM 270. It is the uprising of water from the greater depths as the surface water is driven offshore. UPWELLING 271. A layer that absorbs or filters harmful rays from the sun. OZONE LAYER 272. It is a mountain-building process. VOLCANISM 273. The shape of the earth. OBLATE SPHEROID 274. The spinning or turning of the earth on its axis. ROTATION 275. It is the movement of the earth on its axis that gives rise to the occurrence of day and night. ROTATION 276. The movement of the earth around the sun. REVOLUTION 277. The imaginary line which separates the zones of day and night. TWILIGHT CIRCLE 278. The earth’s axis is tilted at 23  ½ degrees 279. The earth completes its revolution once in every 365 and  ¼ days. 280. Our planet’s only natural satellite. MOON 281. The rise and fall in sea level. TIDE 282. It occurs when the moon, the earth, and the sun are in line with one another. ECLIPSE 283. When the sun, moon, and earth fall in one straight line, the sun cannot be sun from a spot on earth because the moon covers it. SOLAR ECLIPSE 284. When the sun, earth, and the moon are aligned, the moon cannot be seen from earth because the earth covers it. LUNAR ECLIPSE 285. The dark inner part of the eclipse. UMBRA 286. The lighter outer part of the eclipse. PENUMBRA 287. It is the term used when the sun’s disk is completely covered by the moon. TOTAL ECLIPSE 288. It is the term used where only a part of the sun’s disk is covered. PARTIAL ECLIPSE 289. It is defines as the mean distance of the earth from the sun equivalent to 150,000,000km. ASTRONOMICAL UNIT (AU) 290. It considered as the most massive or the biggest planet. JUPITER 291. It is the densest among the planets. EARTH 292. It is the farthest planet and has the longest period of revolution. PLUTO 293. Are celestial objects made of ice and dust that revolve around the sun. COMETS 294. Are small, stony matters located in the space which passes through the earth in orbiting the sun. METEORS also known as â€Å"SHOOTING STARS† 295. Meteors that do not burn completely and fall on earth. METEORITES 296. Are meteor chunks that fall on earth.METEORITES 297. Are gigantic balls of flaming gases. STARS 298. It is the measure of the brightness of a star. MAGNITUDE 299. It refers to the apparent brightness of a star. MAGNITUDE 300. It is the nearest star to the earth. SUN 301. It is a medium-sized, middle-aged star of average brightness. SUN 302. An instrument used to learn about the composition of stats. SPECTROSCOPE 303. The process used to determine the size of the stars. INTERFEROMETRY 304. A technique that obtains an image in the surface of a big star. SPECKLE PHOTOGRAPHY 305. It is used to compute the diameter of the star. STEFAN-BOLTZMAN LAW 306. These are loose groups of stars that move through space as a unit. STAR CLUSTERS 307. These are group of stars that form a definite pattern. CONSTELLATIONS 308. It is the area where the star groups that are always visible are located. NORTH STAR OR POLARIS 309. These are huge systems of billions of stars and other celestial bodies. GALAXIES 310. It is the galaxy to which our sun belongs. MILKY WAY 311. It is a spiraling or rotating group of some 100 billion stars and clouds of dust and gases. MILKY WAY 312. It is composed of millions of galaxies. UNIVERSE 313. The planet that has the highest temperature because of its thick clouds of carbon dioxide. VENUS 314. It is anything that changes the motion and direction of moving objects or that causes an object at rest to start moving. FORCE 315. It is a push or a pull. FORCE 316. The force that attracts all objects on earth. GRAVITATIONAL FORCE 317. The force of attraction or repulsion between charged bodies. ELECTRICAL FORCE 318. The force that attracts any metal to the magnet. MAGNETIC FORCE 319. A very strong force that holds protons and neutrons together in the nucleus of an atom. NUCLEAR FORCE 320. It resists or opposes the movement of two surfaces in contact with one another. FRICTION 321. A force that is present on two surfaces in contact with each other. CONTACT FORCE 322. It arises when two bodies collide as a result of squeezing, stretching, or bending. CONTACT FORCE 323. A force that acts on bodies over great distance. NON-CONTACT FORCE 324. It is done when the force applied to an object actually moves the object. WORK 325. It is always a product of a force applied and the distance along which the force acted. WORK 326. These are devices which transform force or energy into useful work. MACHINES 327. It is a rigid bar which is pivoted around a point called fulcrum. LEVER 328. It is made up of a grooved wheel over which a rope passes. PULLEY 329. It consists of a wheel attached to an axle. WHEEL AND AXLE 330. It is a spiral, inclined plane. SCREW 331. It is a flat surface with one end higher than the other. INCLINED PLANE 332. It is a double inclined plane with either one or two sloping sides. WEDGE 333. It is a unit used to express work. JOULE (J) or NEUTRON METER (Nm) 334. It is the distance and direction through which an object moves. DISPLACEMENT 335. He discovered work. JAMES PRESCOTT JOULE 336. It is defined as the capacity to do work. ENERGY 337. It is the ability to do work or the capacity to move matter from one place to another. ENERGY 338. The energy of position or condition. POTENTIAL ENERGY 339. The energy of motion. KINETIC ENERGY 340. According to this law, energy can change from one form or another, but it can never be created nor destroyed. LAW OF CONSERVATION OF ENERGY 341. It is the total energy coming from the attractive and repulsive forces of all the molecules in a body. THERMAL ENERGY 342. It is the energy transferred from an object with a high temperature to one with a lower temperature. HEAT ENERGY 343. It is the energy stored in matter due to forces of attraction and the arrangement of subatomic particles in atoms and of atoms in the molecules of substance. CHEMICAL ENERGY 344. It is the energy of electrons flowing through conductors. ELECTRICAL ENERGY OR ELECTRICITY 345. It is defined as the changing of one form of energy into another form. ENERGY TRANSFORMATION 346. It involves the transfer of heat energy from one material or system to another. HEAT TRANSFER 347. It is the transfer of heat from one matter to another. It occurs when two objects at different temperatures are in direct contact. CONDUCTION 348. Energy transfer through solid particles. CONDUCTION 349. Materials that conduct heat easily. CONDUCTORS 350. Materials in which heat energy cannot pass through. INSULATORS 351. It is the transfer of heat in a gas or liquid. CONVECTION 352. It is the transfer of energy that does not require matter. RADIATION 353. Energy transfer through an empty space in the form of waves. RADIATION 354. These were formed during the decay of organisms that lived millions years ago. FOSSIL FUELS 355. It forms as a result of the decay of plants in the absence of oxygen. COAL 356. The brownish substance in the decaying materials of plants. PEAT 357. The second stage of coal formation. It is a brown coal composed of compressed woody matter that has lost all its moisture. LIGNITE 358. The third stage of coal formation. It is a dense, dark, brittle material that has lost all its moisture and impurities. BITUMINOUS COAL 359. It is the final stage of coal formation. It has the least impurities because it is mostly carbon. ANTHRACITE COAL 360. It is an important hydrocarbon found in nature within pores and fractures of rocks. PETROLEUM OR CRUDE OIL 361. It is the easiest fossil fuel to transport and the cleanest when burned. NATURAL GAS 362. It refers to the production of electricity by means of generators driven by water turbines as an energy source. HYDROELECTRIC POWER 363. It comes from the internal heat of the earth. GEOTHERMAL ENERGY 364. It is produced by fission or the splitting of the atom’s nucleus. NUCLEAR ENERGY 365. It is the abnormal increase in the temperature of bodies of water. THERMAL POLLUTION 366. A waste product which destroys cells, changes genetic materials, and even kills the plant and animal population living near the power plant. RADIATION 367. It is the harnessing of wind for energy needs. WIND POWER 368. It is the radiant energy from the sun. SOLAR ENERGY 369. A device which collects energy from the sun and transforms it directly into electricity. SOLAR CELL OR PHOTOVOLTAIC CELL 370. It is a possible generator of electricity with the two-way flow of water through narrow passages. TIDAL POWER 371. These are burnable fuels which are made from organic matter. BIOMASS FUELS 372. This is a combination of alcohol and gasoline. GASOHOL OR ALCOGAS 373. It is the wise and careful use of energy resources. ENERGY CONSERVATION