TeChNoLoGy

How to Detect Hidden Camera in Trial Room?

2011-10-16T01:43:00.000-07:00

In front of the trial room take your
mobile and make sure that mobile can
make calls........
Then enter into the trail room, take
your mobile and make a call.....
If u can't make a call......!!!! There is a hidden camera......
This is due to the interference of fiber
optic cable during the signal
transfer...... Please forward this to your friends to
educate this issue to the
public......To prevent our innocent
ladies from HIDDEN CAMERA........... Pinhole Cameras in Changing Rooms
of Big Bazaar, Shoppers Stop? A few days ago, I received this text
message:
Please don't use Trial room of BIG
BAZAAR there are pinhole cameras to
make MMS of young girls.
So, please forward to all girls. Also forward to all boys who have sisters
and girlfriends. Don't be shy in forwarding this
message. Because its about protecting
the integrity of all girls & ladies. HOW TO DETECT A 2-WAY MIRROR? When we visit toilets, bathrooms, hotel
rooms, changing rooms, etc., How
many of you know for sure that the
seemingly ordinary mirror hanging on
the wall is a real mirror, or actually a 2-
way mirror I.e., they can see you, but you can't see them. There have been
many cases of people installing 2-way
mirrors in female changing rooms or
bathroom or bedrooms. It is very difficult to positively identify
the surface by just looking at it. So,
how do we determine with any
amount of certainty what type of
Mirror we are looking at? CONDUCT THIS SIMPLE TEST: Place the tip of your fingernail against
the reflective surface and if there is a
GAP between your fingernail and the
image of the nail, then it is a GENUINE
mirror. However, if your fingernail DIRECTLY
TOUCHES the image of your nail, then
BEWARE, IT IS A 2-WAY MIRROR!
(There may be someone seeing you
from the other side). So remember,
every time you see a mirror, do the "fingernail test." It doesn't cost you
anything. It is simple to do. This is a really good thing to do. The
reason there is a gap on a real mirror,
is because the silver is on the back of
the mirror UNDER the glass. Whereas with a two-way mirror, the
silver is on the surface. Keep it in mind!
Make sure and check every time you
enter in hotel rooms. Share this with your sisters, wife,
daughters, friends, colleagues, etc. Pass this message to all Ur friends in
the Contacts

Technology—What’s It All About ??

2011-10-14T09:43:00.001-07:00

Tip from the field test:-
Activities 1 and 2 can be conducted in several ways. You can engage the class as a whole in discussion as directed. Alternatively, you can divide the class into groups of three to five students each, ask each group to consider the questions you ask, and then have each group provide its responses. It is also possible to have student groups consider only a limited number of the questions and then handle the remainder with the whole class. If you choose either of the last two approaches, you should limit the time allotted for groups to consider each question to several minutes. Field-testing indicated that no approach was superior to another.

Begin by asking the class, “How do you define technology?”

Accept all answers and write student responses on the board. Do not attempt to have students refine their definitions of technology at this point. They will revisit their definitions and refine them in Step 5. Students, like older individuals, may harbor the preconception that technology relates mostly to computers. Through advertisements and media articles, they are familiar with the terms information technology and computer technology.

Teacher note: Asking this question requires students to call on their prior knowledge, and it engages their thinking. At this point, do not critique student responses. Appropriate teacher comments are short and positive, such as “good” and “what else?” Other appropriate teacher responses include, “Why do you believe that?” or “How do you know that?” Questions such as these allow the teacher to assess students’ current knowledge about the subject and to adjust lessons accordingly. They also provide a springboard to “Let’s find out” or “Let’s investigate.” In general, it is time to move forward when the teacher sees that thinking has been engaged.

Ask students, “In general, what does technology do for us?”

This question may help students understand that technology helps us solve problems, makes our lives easier, and extends our abilities to do things. Technology is used to develop skills or tools, both in our daily lives and in our occupations.

Focus discussion on technologies that are relevant to each student’s life. Ask students to look around the room. What technologies do they see? How do these technologies solve problems and make their lives easier?

Accept all responses and write them on the board. Students may mention any number of items. Some may be school-related, such as binders, backpacks, pens, pencils, paper, and paper clips. Other items may be more personal, such as water bottles, personal stereos, and hair clips. Students may neglect items such as shoelaces, zippers, buttons, fabric, eyeglasses or contact lenses, makeup, and bandages. Discussion should reinforce the notion that humans develop technology with a specific objective in mind. A related concept is that a given task requires the right tool or tools.

Pick a technology that students have mentioned. Ask them what types of knowledge were required to develop that technology.

Students may not realize that technologies are generally developed by applying knowledge from multiple disciplines. For example, producing today’s audio devices, such as a portable CD player, requires knowledge obtained from engineering, physics, mathematics, chemistry, and computer science.

On the basis of previous discussions, ask students to rethink and refine their definition of technology (from Step 1).

Students should mention that technology is a way of solving problems through the application of knowledge from multiple disciplines.

Tell students to imagine that they live in the Stone Age. Their only garment has been ripped and requires mending. How would they do it?

Students first should recognize that the ripped garment is a problem requiring a solution. They should consider what technologies they have available. The Stone Age was a period early in the development of human cultures when tools were made of stone and bone. Clothing consisted of animal skins or fabrics woven from threads derived from plant fibers. Bones and sharp reeds were used to make needles.
National Science Education Standards icon
Content Standard E:
Technological design is driven by the need to meet human needs and solve human problems.

Ask students how their approach to mending the garment would change as time advanced from the Stone Age to the present. What new knowledge would allow the development of new technology?

Student responses will vary, and some students may want to jump directly from the Stone Age to the modern sewing machine. Slow them down and have them consider incremental changes in knowledge and technologies. They may cite the use of metals to fashion repair tools, like knives and finer needles. New knowledge of metals and chemistry would help here. Later advances in engineering and mechanics would lead to the development of human-run machines for assisting with repairs. Eventually, advances in physics (electricity) and engineering led to the invention of modern sewing machines. Similarly, advances in agriculture, chemistry, and engineering produced better fabrics and threads. Students should derive an understanding that technology advances through interactions among multiple disciplines. While a problem may remain basically the same over time (for instance, the need to make or repair clothing), advances in technology change how the problem is solved.
assessment icon
Assessment:
Listening to students’ responses will help you assess their understanding of the relationship between problems and technology.

Write the words problem and technology on the board. Ask students to use arrows to draw a graphic that represents the relationship they believe exists between a problem and the technology to solve it.

They can use arrows of any kind, and they should be prepared to defend their suggestions. The graphic should illustrate that a problem does not drive technology unidirectionally, nor does technology exist solely in search of a problem to solve. Rather, these two areas exist to support and drive one another. Solving problems does require the development of new technologies, which can then be applied to other problems. A graphic to depict this indicates the cyclic relationship between the two:

What Is Technology ??

2011-10-14T09:41:00.001-07:00

At a Glance
Overview

This lesson consists of two activities linked by classroom discussion. Its purpose is to engage students in the general topic of technology. The first activity involves classroom discussion and a short scenario to allow students to develop a sense of what technology is and to dispel the notion that technology relates mostly to computers. The second activity introduces students to the concept of scale by using the classroom to repre-sent a cell and other smaller objects to represent subcellular components.
Major Concepts

Technology is a body of knowledge used to create tools, develop skills, and extract or collect materials. It is also the application of science (the combination of the scientific method and material) to meet an objective or solve a problem. Scale is a way to represent the relationship between the actual size of an object and how that size is characterized, either numerically or visually.
Objectives