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Night vision

Night vision is the ability to see in low-light conditions, either naturally with scotopic vision or through a night-vision device. Night vision requires both sufficient spectral range and sufficient intensity range. Humans have poor night vision compared to many animals such as cats, dogs, foxes and rabbits, in part because the human eye lacks a tapetum lucidum, tissue behind the retina that reflects light back through the retina thus increasing the light available to the photoreceptors.

Spectral range

Night-useful spectral range techniques can sense radiation that is invisible to a human observer. Human vision is confined to a small portion of the electromagnetic spectrum called visible light. Enhanced spectral range allows the viewer to take advantage of non-visible sources of electromagnetic radiation (such as near-infrared or ultraviolet radiation). Some animals such as the mantis shrimp and trout can see using much more of the infrared and/or ultraviolet spectrum than humans.

Intensity range
Sufficient intensity range is simply the ability to see with very small quantities of light.

Many animals have better night vision than humans do, the result of one or more differences in the morphology and anatomy of their eyes. These include having a larger eyeball, a larger lens, a larger optical aperture (the pupils may expand to the physical limit of the eyelids), more rods than cones (or rods exclusively) in the retina, and a tapetum lucidum.

Enhanced intensity range is achieved via technological means through the use of an image intensifier, gain multiplication CCD, or other very low-noise and high-sensitivity arrays of photodetectors.

Biological night vision
All photoreceptor cells in the vertebrate eye contain molecules of photoreceptor protein which is a combination of the protein photopsin in color vision cells, rhodopsin in night vision cells, and retinal (a small photoreceptor molecule). Retinal undergoes an irreversible change in shape when it absorbs light; this change causes an alteration in the shape of the protein which surrounds the retinal, and that alteration then induces the physiological process which results in vision.

The retinal must diffuse from the vision cell, out of the eye, and circulate via the blood to the liver where it is regenerated. In bright light conditions, most of the retinal is not in the photoreceptors, but is outside of the eye. It takes about 45 minutes of dark for all of the photoreceptor proteins to be recharged with active retinal, but most of the night vision adaptation occurs within the first five minutes in the dark. Adaptation results in maximum sensitivity to light. In dark conditions only the rod cells have enough sensitivity to respond and to trigger vision.

Rhodopsin in the human rods is insensitive to the longer red wavelengths, so traditionally many people use red light to help preserve night vision. Red light only slowly depletes the rhodopsin stores in the rods, and instead is viewed by the red sensitive cone cells.

Another theory posits that since stars typically emit light with shorter wavelengths, the light from stars will be in the blue-green color spectrum. Therefore, using red light to navigate would not desensitize the receptors used to detect star light.

Many animals have a tissue layer called the tapetum lucidum in the back of the eye that reflects light back through the retina, increasing the amount of light available for it to capture, but reducing the sharpness of the focus of the image. This is found in many nocturnal animals and some deep sea animals, and is the cause of eyeshine. Humans, and monkeys, lack a tapetum lucidum. Nocturnal mammals have rods with unique properties that make enhanced night vision possible. The nuclear pattern of their rods changes shortly after birth to become inverted. In contrast to conventional rods, inverted rods have heterochromatin in the center of their nuclei and euchromatin and other transcription factors along the border. In addition, the outer layer of cells in the retina (the outer nuclear layer) in nocturnal mammals is thick due to the millions of rods present to process the lower light intensities. The anatomy of this layer in nocturnal mammals is such that the rod nuclei, from individual cells, are physically stacked such that light will pass through eight to ten nuclei before reaching the photoreceptor portion of the cells. Rather than being scattered, the light is passed to each nucleus individually, by a strong lensing effect due to the nuclear inversion, passing out of the stack of nuclei, and into the stack of ten photorecepting outer segments. The net effect of this anatomical change is to multiply the light sensitivity of the retina by a factor of eight to ten with no loss of focus.

Pupillary dilation is a biological process that contributes a relatively minor amount to night vision. In humans, the irises can adjust the size of the pupil from 2 mm in bright light, to as large as 8 mm in dark conditions, but this varies by individual and age, with age causing the maximal pupil diameter to decrease. However, some humans are capable of dilating their pupils to over 9 mm in diameter in the dark, giving them better night vision capabilities.

Night vision technologies

Night vision technologies can be broadly divided into three main categories: image intensification, active illumination, and thermal imaging.

Image intensification
This magnifies the amount of received photons from various natural sources such as starlight or moonlight. Examples of such technologies include night glasses and low light cameras. In the military context, Image Intensifiers are often called "Low Light TV" since the video signal is often transmitted to a display within a control center. These are usually integrated into a sensor containing both visible and IR detectors and the streams are used independently or in fused mode, depending on the mission at hand's requirements.

The image intensifier is a vacuum-tube based device (photomultiplier tube) that can generate an image from a very small number of photons (such as the light from stars in the sky) so that a dimly lit scene can be viewed in real-time by the naked eye via visual output, or stored as data for later analysis. While many believe the light is "amplified," it is not. When light strikes a charged photocathode plate, electrons are emitted through a vacuum tube and strike the microchannel plate. This causes the image screen to illuminate with a picture in the same pattern as the light that strikes the photocathode and on a wavelength the human eye can see. This is much like a CRT television, but instead of color guns the photocathode does the emitting.

The image is said to become "intensified" because the output visible light is brighter than the incoming light, and this effect directly relates to the difference in passive and active night vision goggles. Currently, the most popular image intensifier is the drop-in ANVIS module, though many other models and sizes are available at the market. Recently, the US Navy announced intentions to procure a dual-color variant of the ANVIS for use in the cockpit of airborne platforms.

Active illumination

Active illumination couples imaging intensification technology with an active source of illumination in the near infrared (NIR) or shortwave infrared (SWIR) band. Examples of such technologies include low light cameras.

Active infrared night-vision combines infrared illumination of spectral range 700–1,000 nm (just over the visible spectrum of the human eye) with CCD cameras sensitive to this light. The resulting scene, which is apparently dark to a human observer, appears as a monochrome image on a normal display device. Because active infrared night-vision systems can incorporate illuminators that produce high levels of infrared light, the resulting images are typically higher resolution than other night-vision technologies. Active infrared night vision is now commonly found in commercial, residential and government security applications, where it enables effective night time imaging under low-light conditions. However, since active infrared light can be detected by night-vision goggles, there can be a risk of giving away position in tactical military operations.

Laser range gated imaging is another form of active night vision which utilizes a high powered pulsed light source for illumination and imaging. Range gating is a technique which controls the laser pulses in conjunction with the shutter speed of the camera's detectors. Gated imaging technology can be divided into single shot, where the detector captures the image from a single light pulse, and multi-shot, where the detector integrates the light pulses from multiple shots to form an image. One of the key advantages of this technique is the ability to perform target recognition rather than mere detection, as is the case with thermal imaging.

Thermal vision
Thermal imaging detects the temperature difference between background and foreground objects. Some organisms are able to sense a crude thermal image by means of special organs that function as bolometers. This allows thermal infrared sensing in snakes, which functions by detecting thermal radiation.

Thermal imaging cameras are excellent tools for night vision. They detect thermal radiation and do not need a source of illumination. They produce an image in the darkest of nights and can see through light fog, rain, and smoke (to a certain extent). Thermal imaging cameras make small temperature differences visible. They are widely used to complement new or existing security networks, and for night vision on aircraft, where they are commonly referred to as "FLIR" (for "forward-looking infrared"). When coupled with additional cameras (for example, a visible spectrum camera or SWIR) multispectral sensors are possible, which take advantage of the benefits of each detection band's capabilities. Contrary to misconceptions portrayed in the media, thermal imagers cannot "see" through solid objects (walls, for example), nor can they see through glass or acrylic, as both these materials have their own thermal signature and are opaque to long wave infrared radiation.

History
Before the introduction of image intensifiers, night glasses were the only method of night vision, and thus were widely utilized, especially at sea. Second World War era night glasses usually had a lens diameter of 56 mm or more with magnification of seven or eight. Major drawbacks of night glasses are their large size and weight.

Current technology

A night vision device (NVD) is a device comprising an image intensifier tube in a rigid casing, commonly used by military forces. Lately, night vision technology has become more widely available for civilian use. For example, enhanced vision systems (EVS) have become available for aircraft, to augment the situational awareness of pilots to prevent accidents. These systems are included in the latest avionics packages from manufacturers such as Cirrus and Cessna. The US Navy has begun procurement of a variant integrated into a helmet-mounted display, produced by Elbit Systems.

A specific type of NVD, the night vision goggle (NVG) is a night vision device with dual eyepieces. The device can utilize either one intensifier tube with the same image sent to both eyes, or a separate image intensifier tube for each eye. Night vision goggles combined with magnification lenses constitutes night vision binoculars. Other types include monocular night vision devices with only one eyepiece which may be mounted to firearms as night sights. NVG and EVS technologies are becoming more popular with helicopter operations, to improve safety. The NTSB is considering EVS as recommended equipment for safety features.

Night glasses are single or binocular with a large diameter objective. Large lenses can gather and concentrate light, thus intensifying light with purely optical means and enabling the user to see better in the dark than with the naked eye alone. Often night glasses also have a fairly large exit pupil of 7 mm or more to let all gathered light into the user's eye. However, many people cannot take advantage of this because of the limited dilation of the human pupil. To overcome this, soldiers were sometimes issued atropine eye drops to dilate pupils.

Currently, the PVS-14 monocular is the most widely used and preferred night vision device across NATO forces. It is used by the United States army, and is known for its low cost and wide range of uses and modification ability. Some higher end devices including the PVS-31 binocular and GPNVG-18 quad-tube night vision are used by special forces groups, but are costly. Monoculars are generally preferred by developed forces.

Night vision systems can also be installed in vehicles. An automotive night vision system is used to improve a vehicle driver's perception and seeing distance in darkness or poor weather. Such systems typically use infrared cameras, sometimes combined with active illumination techniques, to collect information that is then displayed to the driver. Such systems are currently offered as optional equipment on certain premium vehicles.

title: Night vision


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Talk:Islam and alleged anti-Semitism

Martin and Uncle Ed decided to rename this article from Islam and alleged anti-Semitism to Islam and anti-Semitism

 * This parallels Unification Church and anti-Semitism
 * Islam and anti-Semitism as a title doesn't imply that Islam is anti-Semitic - it implies that there is a relationship between Islam and anti-Semitism, and this relationship is worth exploring. Alleged not needed.

Discussion of current article contents is at Talk:Islam and anti-Semitism

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Talk:Islam and alleged anti-Semitism


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Science education

Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process (the scientific method), some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.

Historical background
The first person credited with being employed as a science teacher in a British public school was William Sharp, who left the job at Rugby School in 1850 after establishing science to the curriculum. Sharp is said to have established a model for science to be taught throughout the British public school system.

The British Academy for the Advancement of Science (BAAS) published a report in 1867 calling for the teaching of "pure science" and training of the "scientific habit of mind." The progressive education movement supported the ideology of mental training through the sciences. BAAS emphasized separate pre-professional training in secondary science education. In this way, future BAAS members could be prepared.

The initial development of science teaching was slowed by the lack of qualified teachers. One key development was the founding of the first London School Board in 1870, which discussed the school curriculum; another was the initiation of courses to supply the country with trained science teachers. In both cases the influence of Thomas Henry Huxley. John Tyndall was also influential in the teaching of physical science.

In the United States, science education was a scatter of subjects prior to its standardization in the 1890s. The development of a science curriculum emerged gradually after extended debate between two ideologies, citizen science and pre-professional training. As a result of a conference of thirty leading secondary and college educators in Florida, the National Education Association appointed a Committee of Ten in 1892, which had authority to organize future meetings and appoint subject matter committees of the major subjects taught in secondary schools. The committee was composed of ten educators and chaired by Charles Eliot of Harvard University. The Committee of Ten appointed nine conferences committees: Latin; Greek; English; Other Modern Languages; Mathematics; History; Civil Government and Political Economy; physics, astronomy, and chemistry; natural history; and geography. Each committee was composed of ten leading specialists from colleges, normal schools, and secondary schools. Committee reports were submitted to the Committee of Ten, which met for four days in New York City, to create a comprehensive report. In 1894, the NEA published the results of the work of these conference committees.

According to the Committee of Ten, the goal of high school was to prepare all students to do well in life, contributing to their well-being and the good of society. Another goal was to prepare some students to succeed in college.

This committee supported the citizen science approach focused on mental training and withheld performance in science studies from consideration for college entrance. The BAAS encouraged their longer standing model in the UK. The US adopted a curriculum was characterized as follows:

 * Elementary science should focus on simple natural phenomena (nature study) by means of experiments carried out "in-the-field."
 * Secondary science should focus on laboratory work and the committee's prepared lists of specific experiments
 * Teaching of facts and principles
 * College preparation

The format of shared mental training and pre-professional training consistently dominated the curriculum from its inception to now. However, the movement to incorporate a humanistic approach, such as inclusion of the arts (S.T.E.A.M.), science, technology, society and environment education is growing and being implemented more broadly in the late 20th century. Reports by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Science Education Standards and Assessment detail goals for science education that link classroom science to practical applications and societal implications.

Fields of science education
Science is a universal subject that spans the branch of knowledge that examines the structure and behavior of the physical and natural world through observation and experiment. Science education is most commonly broken down into the following three fields: Biology, chemistry, and physics. Additionally there is a large body of scientific literature that advocates the inclusion of teaching the Nature of Science, which is slowly being adopted into the national curricula.

Physics education

Physics education is characterized by the study of science that deals with matter and energy, and their interactions.

Physics First, a program endorsed by the American Association of Physics Teachers, is a curriculum in which 9th grade students take an introductory physics course. The purpose is to enrich students' understanding of physics, and allow for more detail to be taught in subsequent high school biology and chemistry classes. It also aims to increase the number of students who go on to take 12th grade physics or AP Physics, which are generally elective courses in American high schools.[22]

Physics education in high schools in the United States has suffered the last twenty years because many states now only require three sciences, which can be satisfied by earth/physical science, chemistry, and biology. The fact that many students do not take physics in high school makes it more difficult for those students to take scientific courses in college.

At the university/college level, using appropriate technology-related projects to spark non-physics majors' interest in learning physics has been shown to be successful.[23] This is a potential opportunity to forge the connection between physics and social benefit.

Chemistry education
Chemistry education is characterized by the study of science that deals with the composition, structure, and properties of substances and the transformations that they undergo.

Chemistry is the study of chemicals and the elements and their effects and attributes. Students in chemistry learn the periodic table. The branch of science education known as "chemistry must be taught in a relevant context in order to promote full understanding of current sustainability issues." As this source states chemistry is a very important subject in school as it teaches students to understand issues in the world. As children are interested by the world around them chemistry teachers can attract interest in turn educating the students further. The subject of chemistry is a very practical based subject meaning most of class time is spent working or completing experiments.

Biology education
Biology education is characterized by the study of structure, function, heredity, and evolution of all living organisms. Biology itself is the study of living organisms, through different fields including morphology, physiology, anatomy, behavior, origin, and distribution.

Depending on the country and education level, there are many approaches to teaching biology. In the United States, there is a growing emphasis on the ability to investigate and analyze biology related questions over an extended period of time. Current biological education standards are based on decisions made by the Committee of Ten, who aimed to standardize pre-college learning in 1892. The Committee emphasized the importance of learning natural history (biology) first, focusing on observation through laboratory work.

Nature of Science education
Nature of Science education refers to the study of how science is a human initiative, how it interacts with society, what scientists do, how scientific knowledge is built up and exchanged, how it evolves, how it is used. It stresses the empirical nature and the different methods used in science. The goals of Nature of Science education are stated to be to help students evaluate scientific and pseudo scientific statements, to motivate them to study science and to better prepare them for a career in science or in a field that interacts with science.

Pedagogy
While the public image of science education may be one of simply learning facts by rote, science education in recent history also generally concentrates on the teaching of science concepts and addressing misconceptions that learners may hold regarding science concepts or other content. Thomas Kuhn, whose 1962 book The Structure of Scientific Revolutions greatly influenced the post-positivist philosophy of science, argued that the traditional method of teaching in the natural sciences tends to produce a rigid mindset.

Since the 1980s, science education has been strongly influenced by constructivist thinking. Constructivism in science education has been informed by an extensive research programme into student thinking and learning in science, and in particular exploring how teachers can facilitate conceptual change towards canonical scientific thinking. Constructivism emphasises the active role of the learner, and the significance of current knowledge and understanding in mediating learning, and the importance of teaching that provides an optimal level of guidance to learners.

According to a 2004 Policy Forum in Science magazine, "scientific teaching involves active learning strategies to engage students in the process of science and teaching methods that have been systematically tested and shown to reach diverse students."

The 2007 volume Scientific Teaching lists three major tenets of scientific teaching:
 * Active learning: A process in which students are actively engaged in learning. It may include inquiry-based learning, cooperative learning, or student-centered learning.
 * Assessment: Tools for measuring progress toward and achievement of the learning goals.
 * Diversity: The breadth of differences that make each student unique, each cohort of students unique, and each teaching experience unique.  Diversity includes everything in the classroom: the students, the instructors, the content, the teaching methods, and the context.

These elements should underlie educational and pedagogical decisions in the classroom. The "SCALE-UP" learning environment is an example of applying the scientific teaching approach. In practice, scientific teaching employs a "backward design" approach. The instructor first decides what the students should know and be able to do (learning goals), then determines what would be evidence of student achievement of the learning goals, then designs assessments to measure this achievement. Finally, the instructor plans the learning activities, which should facilitate student learning through scientific discovery.

Guided-discovery approach
Along with John Dewey, Jerome Bruner, and many others, Arthur Koestler offers a critique of contemporary science education and proposes its replacement with the guided-discovery approach: "To derive pleasure from the art of discovery, as from the other arts, the consumer—in this case the student—must be made to re-live, to some extent, the creative process. In other words, he must be induced, with proper aid and guidance, to make some of the fundamental discoveries of science by himself, to experience in his own mind some of those flashes of insight which have lightened its path. . . . The traditional method of confronting the student not with the problem but with the finished solution, means depriving him of all excitement, [shutting] off the creative impulse, [reducing] the adventure of mankind to a dusty heap of theorems."Specific hands-on illustrations of this approach are available.

Research
The practice of science education has been increasingly informed by research into science teaching and learning. Research in science education relies on a wide variety of methodologies, borrowed from many branches of science and engineering such as computer science, cognitive science, cognitive psychology and anthropology. Science education research aims to define or characterize what constitutes learning in science and how it is brought about.

John D. Bransford, et al., summarized massive research into student thinking as having three key findings:

 * Preconceptions : Prior ideas about how things work are remarkably tenacious and an educator must explicitly address a students' specific misconceptions if the student is to reconfigure his misconception in favour of another explanation. Therefore, it is essential that educators know how to learn about student preconceptions and make this a regular part of their planning.
 * Knowledge organization: In order to become truly literate in an area of science, students must, "(a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application."
 * Metacognition : Students will benefit from thinking about their thinking and their learning. They must be taught ways of evaluating their knowledge and what they do not know, evaluating their methods of thinking, and evaluating their conclusions. Some educators and others have practiced and advocated for discussions of pseudoscience as a way to understand what it is to think scientifically and to address the problems introduced by pseudoscience.

Educational technologies are being refined to meet the specific needs of science teachers. One research study examining how cellphones are being used in post-secondary science teaching settings showed that mobile technologies can increase student engagement and motivation in the science classroom.

According to a bibliography on constructivist-oriented research on teaching and learning science in 2005, about 64 percent of studies documented are carried out in the domain of physics, 21 percent in the domain of biology, and 15 percent in chemistry. The major reason for this dominance of physics in the research on teaching and learning appears to be that understanding physics includes difficulties due to the particular nature of physics. Research on students' conceptions has shown that most pre-instructional (everyday) ideas that students bring to physics instruction are in stark contrast to the physics concepts and principles to be achieved – from kindergarten to the tertiary level. Quite often students' ideas are incompatible with physics views. This also holds true for students' more general patterns of thinking and reasoning.

Australia
As in England and Wales, science education in Australia is compulsory up until year 11, where students can choose to study one or more of the branches mentioned above. If they wish to no longer study science, they can choose none of the branches. The science stream is one course up until year 11, meaning students learn in all of the branches giving them a broad idea of what science is all about. The National Curriculum Board of Australia (2009) stated that "The science curriculum will be organised around three interrelated strands: science understanding; science inquiry skills; and science as a human endeavour." These strands give teachers and educators the framework of how they should be instructing their students.

In 2011, it was reported that a major problem that has befallen science education in Australia over the last decade is a falling interest in science. Fewer year 10 students are choosing to study science for year 11, which is problematic as these are the years where students form attitudes to pursue science careers. This issue is not unique in Australia, but is happening in countries all over the world.

China
Educational quality in China suffers because a typical classroom contains 50 to 70 students. With over 200 million students, China has the largest educational system in the world. However, only 20% percent of students complete the rigorous ten-year program of formal schooling.

As in many other countries, the science curriculum includes sequenced courses in physics, chemistry, and biology. Science education is given high priority and is driven by textbooks composed by committees of scientists and teachers. Science education in China places great emphasis on memorization, and gives far less attention to problem solving, application of principles to novel situations, interpretations, and predictions.

United Kingdom
In English and Welsh schools, science is a compulsory subject in the National Curriculum. All pupils from 5 to 16 years of age must study science. It is generally taught as a single subject science until sixth form, then splits into subject-specific A levels (physics, chemistry and biology). However, the government has since expressed its desire that those pupils who achieve well at the age of 14 should be offered the opportunity to study the three separate sciences from September 2008. In Scotland the subjects split into chemistry, physics and biology at the age of 13–15 for National 4/5s in these subjects, and there is also a combined science standard grade qualification which students can sit, provided their school offers it.

In September 2006 a new science program of study known as 21st Century Science was introduced as a GCSE option in UK schools, designed to "give all 14 to 16-year-old's a worthwhile and inspiring experience of science". In November 2013, Ofsted's survey of science in schools revealed that practical science teaching was not considered important enough. At the majority of English schools, students have the opportunity to study a separate science program as part of their GCSEs, which results in them taking 6 papers at the end of Year 11; this usually fills one of their option 'blocks' and requires more science lessons than those who choose not to partake in separate science or are not invited. Other students who choose not to follow the compulsory additional science course, which results in them taking 4 papers resulting in 2 GCSEs, opposed to the 3 GCSEs given by taking separate science.

United States
In many U.S. states, K-12 educators must adhere to rigid standards or frameworks of what content is to be taught to which age groups. This often leads teachers to rush to "cover" the material, without truly "teaching" it. In addition, the process of science, including such elements as the scientific method and critical thinking, is often overlooked. This emphasis can produce students who pass standardized tests without having developed complex problem solving skills. Although at the college level American science education tends to be less regulated, it is actually more rigorous, with teachers and professors fitting more content into the same time period.

In 1996, the U.S. National Academy of Sciences of the U.S. National Academies produced the National Science Education Standards, which is available online for free in multiple forms. Its focus on inquiry-based science, based on the theory of constructivism rather than on direct instruction of facts and methods, remains controversial. Some research suggests that it is more effective as a model for teaching science. "'The Standards call for more than 'science as process,' in which students learn such skills as observing, inferring, and experimenting. Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills.'"Concern about science education and science standards has often been driven by worries that American students, and even teachers, lag behind their peers in international rankings. One notable example was the wave of education reforms implemented after the Soviet Union launched its Sputnik satellite in 1957. The first and most prominent of these reforms was led by the Physical Science Study Committee at MIT. In recent years, business leaders such as Microsoft Chairman Bill Gates have called for more emphasis on science education, saying the United States risks losing its economic edge. To this end, Tapping America's Potential is an organization aimed at getting more students to graduate with science, technology, engineering and mathematics degrees. Public opinion surveys, however, indicate most U.S. parents are complacent about science education and that their level of concern has actually declined in recent years.

Furthermore, in the recent National Curriculum Survey conducted by ACT, researchers uncovered a possible disconnect among science educators. "Both middle school/junior high school teachers and post secondary science instructors rate(d) process/inquiry skills as more important than advanced science content topics; high school teachers rate them in exactly the opposite order." Perhaps more communication among educators at the different grade levels in necessary to ensure common goals for students.

2012 science education framework
According to a report from the National Academy of Sciences, the fields of science, technology, and education hold a paramount place in the modern world, but there are not enough workers in the United States entering the science, technology, engineering, and math (STEM) professions. In 2012 the National Academy of Sciences Committee on a Conceptual Framework for New K-12 Science Education Standards developed a guiding framework to standardize K-12 science education with the goal of organizing science education systematically across the K-12 years. Titled A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, the publication promotes standardizing K-12 science education in the United States. It emphasizes science educators to focus on a "limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design."

The report says that in the 21st century Americans need science education in order to engage in and "systematically investigate issues related to their personal and community priorities," as well as to reason scientifically and know how to apply science knowledge. The committee that designed this new framework sees this imperative as a matter of educational equity to the diverse set of schoolchildren. Getting more diverse students into STEM education is a matter of social justice as seen by the committee.

2013 Next Generation Science Standards
In 2013 a new standards for science education were released that update the national standards released in 1996. Developed by 26 state governments and national organizations of scientists and science teachers, the guidelines, called the Next Generation Science Standards, are intended to "combat widespread scientific ignorance, to standardize teaching among states, and to raise the number of high school graduates who choose scientific and technical majors in college...." Included are guidelines for teaching students about topics such as climate change and evolution. An emphasis is teaching the scientific process so that students have a better understanding of the methods of science and can critically evaluate scientific evidence. Organizations that contributed to developing the standards include the National Science Teachers Association, the American Association for the Advancement of Science, the National Research Council, and Achieve, a nonprofit organization that was also involved in developing math and English standards.

Next Generation Science Standards
Science education curriculum in the United States is outlined by the Next Generation Science Standards (NGSS) which were released in April 2013. The purpose of the NGSS is to establish a standardized Kindergarten to 12th Grade science curriculum. These standards were instituted in hopes that they would reform the past science education system, and foster higher student achievement through improved curriculum and teacher development. The Next Generation Science Standards are made up of three components listed as follows: disciplinary core ideas, science and engineering practices, and crosscutting concepts.These are referred to as the three dimensions of the Next Generation Science Standards. Within these standards, there is emphasis on alignment with K-12 Common Core state standards. The dimension entitled "science and engineering practices" focuses on students' learning of the scientific method. This means that this dimension centers around practicing science in a hands-on manner, giving students the opportunity to observe scientific processes, hypothesize, and observe results. This dimension highlights the empirical methods of science. The dimension entitled "crosscutting concepts" emphasizes the understanding of key themes within the field of science. The "crosscutting concepts" are themes that are consistently relevant throughout many different scientific disciplines, such as the flow of energy/matter, cause/effect, systems/system practices, patterns, the relationship between structure and function, and stability/change. The purpose of outlining these key themes relates to generalized learning, meaning that the effectiveness of these themes could lie in the fact that these concepts are important throughout all of the scientific disciplines. The intention is that by learning them, students will create a broad understanding of science. The dimension entitled "disciplinary core ideas" outlines a set of key ideas for each scientific field. For example, physical science has a certain set of core ideas laid out by the framework.

Science Education and Common Core
Common Core education standards emphasize on reading, writing, and communication skills. The purpose of these standards for English and Mathematics was to create measurable goals for student learning that are aligned with the standards in place in other nations, such that students in the United States become prepared to succeed at a global level. It is meant to set standards for academics that are rigorous in nature and prepare students for higher education. It is also outlined that students with disabilities must be properly accommodated for under Common Core standards via an Individualized Education Plan (IEP). Under these standards, the comprehension of scientific writing has become an important skill for students to learn through textbooks.

Science Education Strategies
Evidence suggests, however, that students learn science more effectively under hands-on, activity and inquiry based learning, rather than learning from a textbook. It has been seen that students, in particular those with learning disabilities, perform better on unit tests after learning science through activities, rather than textbook-based learning. Thus, it is argued that science is better learned through experiential activities. Additionally, it has reported that students, specifically those with learning disabilities, prefer and feel that they learn more effectively through activity-based learning. Information like this can help inform the way science is taught and how it can be taught most effectively for students of all abilities. The laboratory is a foundational example of hands-on, activity-based learning. In the laboratory, students use materials to observe scientific concepts and phenomena. The laboratory in science education can include multiple different phases. These phases include planning and design, performance, and analysis and interpretation. It is believed by many educators that laboratory work promotes their students' scientific thinking, problem solving skills, and cognitive development. Since 1960, instructional strategies for science education have taken into account Jean Piaget's developmental model, and therefore started introducing concrete materials and laboratory settings, which required students to actively participate in their learning.

In addition to the importance of the laboratory in learning and teaching science, there has been an increase in the importance of learning using computational tools. The use of computational tools, which have become extremely prevalent in STEM fields as a result of the advancement of technology, has been shown to support science learning. The learning of computational science in the classroom is becoming foundational to students' learning of modern science concepts. In fact, the Next Generation Science Standards specifically reference the use of computational tools and simulations. Through the use of computational tools, students participate in computational thinking, a cognitive process in which interacting with computational tools such as computers is a key aspect. As computational thinking becomes increasingly relevant in science, it becomes an increasingly important aspect of learning for science educators to act on.

Another strategy, that may include both hands-on activities and using computational tools, is creating authentic science learning experiences. Several perspectives of authentic science education have been suggested, including: canonical perspective - making science education as similar as possible to the way science is practiced in the real world; youth-centered - solving problems that are of interest to young students; contextual - a combination of the canonical and youth-centered perspectives. Although activities involving hands-on inquiry and computational tools may be authentic, some have contended that inquiry tasks commonly used in schools are not authentic enough, but often rely on simple "cookbook" experiments. Authentic science learning experiences can be implemented in various forms. For example: hand on inquiry, preferably involving an open ended investigation; student-teacher-scientist partnership (STSP) or citizen science projects; design-based learning (DBL); using web-based environments used by scientists (using bioinformatics tools like genes or proteins databases, alignment tools etc.), and; learning with adapted primary literature (APL), which exposes students also to the way the scientific community communicates knowledge. These examples and more can be applied to various domains of science taught in schools (as well as undergraduate education), and comply with the calls to include scientific practices in science curricula.

Informal science education
Informal science education is the science teaching and learning that occurs outside of the formal school curriculum in places such as museums, the media, and community-based programs. The National Science Teachers Association has created a position statement on Informal Science Education to define and encourage science learning in many contexts and throughout the lifespan. Research in informal science education is funded in the United States by the National Science Foundation. The Center for Advancement of Informal Science Education (CAISE) provides resources for the informal science education community.

Examples of informal science education include science centers, science museums, and new digital learning environments (e.g. Global Challenge Award), many of which are members of the Association of Science and Technology Centers (ASTC). The Franklin Institute in Philadelphia and the Museum of Science (Boston) are the oldest of this type of museum in the United States. Media include TV programs such as NOVA, Newton's Apple, "Bill Nye the Science Guy","Beakman's World", The Magic School Bus, and Dragonfly TV. Early examples of science education on American television included programs by Daniel Q. Posin, such as "Dr. Posin's Universe", "The Universe Around Us", "On the Shoulders of Giants", and "Out of This World". Examples of community-based programs are 4-H Youth Development programs, Hands On Science Outreach, NASA and After school Programs and Girls at the Center. Home education is encouraged through educational products such as the former (1940-1989) Things of Science subscription service.

In 2010, the National Academies released Surrounded by Science: Learning Science in Informal Environments, based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits. Surrounded by Science is a resource book that shows how current research on learning science across informal science settings can guide the thinking, the work, and the discussions among informal science practitioners. This book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others.

title: Science education


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Battle of Edgehill

The Battle of Edgehill (or Edge Hill) was a pitched battle of the First English Civil War. It was fought near Edge Hill and Kineton in southern Warwickshire on Sunday, 23 October 1642.

All attempts at constitutional compromise between King Charles and Parliament broke down early in 1642. Both the King and Parliament raised large armies to gain their way by force of arms. In October, at his temporary base near Shrewsbury, the King decided to march to London in order to force a decisive confrontation with Parliament's main army, commanded by the Earl of Essex.

Late on 22 October, both armies unexpectedly found the enemy to be close by. The next day, the Royalist army descended from Edge Hill to force battle. After the Parliamentarian artillery opened a cannonade, the Royalists attacked. Both armies consisted mostly of inexperienced and sometimes ill-equipped troops. Many men from both sides fled or fell out to loot enemy baggage, and neither army was able to gain a decisive advantage.

After the battle, the King resumed his march on London, but was not strong enough to overcome the defending militia before Essex's army could reinforce them. The inconclusive result of the Battle of Edgehill prevented either faction from gaining a quick victory in the war, which eventually lasted four years.

Background
When it appeared to King Charles I that no agreement with Parliament over the government of the kingdom was possible, he left London on 2 March 1642 and headed for the north of England. Both Parliament and King realised that armed conflict was inevitable, and prepared to raise forces. Parliament enacted a Militia Ordinance, by which it claimed authority over the country's Trained Bands, while from his temporary capital of York, Charles rejected Parliament's Nineteen Propositions and issued Commissions of Array, directing the Lord Lieutenant of each county to raise forces for the King.

The King then attempted to seize the port of Kingston-upon-Hull where arms and equipment previously collected for the Bishops' Wars had been gathered. In the Siege of Hull, the Parliamentarian garrison defied the King's authority and drove his forces away from the city. In early August the King moved south, to Lincoln and Leicester, where he secured the contents of the local armouries. On 22 August, he took a decisive step by raising the royal standard in Nottingham, effectively declaring war on Parliament.

The Midlands were generally Parliamentarian in sympathy, and few people rallied to the King there, so having again secured the arms and equipment of the local trained bands, Charles moved to Chester and subsequently to Shrewsbury, where large numbers of recruits from Wales and the Welsh border were expected to join him. (By this time, there was conflict in almost every part of England, as local commanders attempted to seize the main cities, ports and castles for their respective factions.)

Having learned of the King's actions in Nottingham, Parliament dispatched its own army northward under the Earl of Essex, to confront the King. Essex marched first to Northampton, where he mustered almost 20,000 men. Learning of the King's move westwards, Essex then marched north-westwards towards Worcester. On 23 September, in the first clash between the main Royalist and Parliamentarian armies, Royalist cavalry under Prince Rupert of the Rhine routed the cavalry of Essex's vanguard at the Battle of Powick Bridge. Nevertheless, lacking infantry, the Royalists abandoned Worcester.

Prelude
By early October, the King's army was almost complete at Shrewsbury. He held a council of war, at which two courses of action were considered. The first was to attack Essex's army at Worcester, which had the drawback that the close country around the city would put the superior Royalist cavalry at a disadvantage. The second course, which was adopted, was to advance towards London. The intention was not to avoid battle with Essex, but to force one at an advantage. In the Earl of Clarendon's words: "it was considered more counsellable to march towards London, it being morally sure that Essex would put himself in their way." Accordingly, the army left Shrewsbury on 12 October, gaining two days' start on the enemy, and moved south-east. Essex followed, but neither army had much information on the location of their enemy.

By 22 October, the Royalist army was quartered in the villages around Edgcote, and was threatening the Parliamentarian post at Banbury. The garrison of Banbury sent messengers pleading for help to the garrison of Warwick Castle. Essex, who had just reached there, ordered an immediate march to Kineton to bring relief to Banbury, even though his army had straggled and not all his troops were present. That evening, there were clashes between outposts and quartermasters' parties in Kineton and the villages nearby, and the Royalists had their first inkling that Essex's army was close by. The King issued orders for his army to muster for battle on top of the escarpment of Edge Hill the following day.

Essex originally intended marching straight to the relief of Banbury, but at about 8 a.m. on 23 October, his outposts reported that the Cavaliers were massed on Edge Hill, 4.5 mi from Kineton. Essex deployed his army about halfway between Kineton and the Royalist army, where hedges formed a natural position.

The well known "Soldiers' Prayer" was given by Jacob Astley before the battle.

Opposing forces
There were some significant differences between the opposing armies, which were to be important to the course of the battle and its outcome. Although both armies were composed of very raw soldiers, they had several experienced officers who had previously fought in the Dutch or Swedish armies during the Thirty Years' War. Several of them had been recruited to lead English forces which were intended to be sent to Ireland following the Irish Rebellion of 1641. Both King and Parliament had bid highly for their services.

The Royalist cavalry was superior to Parliament's cavalry at this stage of the war. Oliver Cromwell, who possibly arrived late to the battle, later wrote disparagingly to John Hampden, "Your troopers are most of them old decayed servingmen and tapsters; and their [the Royalists] troopers are gentlemen's sons, younger sons and persons of quality...." Not only were the Parliamentarian cavalry not so naturally accustomed to mounted action, but they were drilled in the Dutch tactic of firing pistols and carbines from the saddle, whereas under Rupert, the Royalist cavalry would charge sword in hand, relying on shock and weight.

The Parliamentarian foot soldiers, however, were better equipped than their Royalist counterparts. The Royalist pikemen were said to lack armour, and the musketeers lacked swords, making the Royalist infantry more vulnerable in hand-to-hand combat. Several hundred of them lacked any sort of weapon apart from clubs or improvised polearms.

Royalist Army
The Royalist right wing of cavalry and dragoons was led by Prince Rupert, with Sir John Byron in support. The King's own Lifeguard of Horse insisted on joining Rupert's front line, leaving the King with no cavalry reserve under his own command.

The centre consisted of five "tertias" of infantry. There was a last-minute change of command when the Colonel General, Lord Lindsey, was overruled when he wished to deploy them in "Dutch" formation, simple phalanxes eight ranks deep. Affronted, he resigned his command and took his place at the head of his own regiment of foot. He was replaced by the Lieutenant General, Patrick Ruthven, who drew up the infantry in chequerboard "Swedish" formation, which was potentially more effective but also more difficult to control, particularly with inexperienced soldiers. The centre was led in battle by Sergeant Major General Jacob Astley.

The left wing consisted of horse under Sir Henry Wilmot, with Lord Digby, the King's secretary of state, in support and Colonel Arthur Aston's dragoons on his left flank.

Parliamentarians
The Parliamentarian left wing consisted of a loosely organised cavalry brigade of twenty unregimented troops under Sir James Ramsay, supported by 600 musketeers and several cannon, deployed behind a hedge.

In the centre, the infantry brigade of Sir John Meldrum was drawn up on the left of the front line and Colonel Charles Essex's brigade on the right. Sir Thomas Ballard's infantry brigade was deployed behind Meldrum and the cavalry regiments under Sir William Balfour and Sir Philip Stapleton behind Charles Essex. The presence of these two regiments was to be important in the coming battle.

A regiment of infantry under Colonel William Fairfax linked the centre to the right wing. The right wing consisted of cavalry under Lord Feilding, posted on some rising ground, with two regiments of dragoons in support.

Battle

As Essex showed no signs of wishing to attack, the Royalists began to descend the slope of Edge Hill some time after midday. Even when they had completed this manoeuvre at about two o'clock, the battle did not begin until the sight of the King with his large entourage riding from regiment to regiment to encourage his soldiers, apparently goaded the Parliamentarians into opening fire.

The King's party withdrew out of range and an artillery duel started. The Royalist guns were not effective, as most of them were deployed some way up the slope; from this height most of their shots plunged harmlessly into the earth. While the bombardment continued however, the Royalist dragoons advanced on each flank and drove back the Parliamentarian dragoons and musketeers covering their wings of horse.

On the right flank, Rupert gave the order to attack. As his charge gathered momentum, a troop of Parliamentarian horse under Faithful Fortescue abruptly defected. The rest of Ramsay's brigade gave an ineffectual volley of pistol fire from the saddle before turning to flee. Rupert's and Byron's troopers rapidly overran the Parliamentarian guns and musketeers on this flank and galloped jubilantly in pursuit of Ramsay's men, to the detriment of the infantry.

Wilmot charged about the same time on the other flank. Feilding's outnumbered troops quickly gave way, and Wilmot and Digby also chased them to Kineton where the Royalist horse fell out to loot the Parliamentarian baggage. Sir Charles Lucas and Lord Grandison rallied about 200 men, but when they tried to charge the Parliamentarian rear, they were distracted by fugitives from Charles Essex's routed brigade.

The Royalist infantry also advanced in the centre under Ruthven. Many of the Parliamentarian foot had already run away as their cavalry disappeared, and others fled as the infantry came to close quarters. The brigades of Sir Thomas Ballard and Sir John Meldrum nevertheless stood their ground. The Parliamentarian cavalry regiments of Stapleton and Balfour emerged through gaps in the line of Parliamentarian foot soldiers, and charged the Royalist infantry. With no Royalist cavalry to oppose them, they put many units to flight.

The King had left himself without any proper reserve. As his centre gave way, he ordered one of his officers to conduct his sons Charles (the Prince of Wales) and James (the Duke of York) to safety while Ruthven rallied his infantry. Some of Balfour's men charged so far into the Royalist position that they menaced the princes' escort and briefly overran the Royalist artillery before withdrawing. In the front ranks, Lord Lindsey was mortally wounded, and Sir Edmund Verney died defending the Royal Standard, which was captured by Parliamentarian Ensign Arthur Young. By this time, some of the Royalist horse had rallied and were returning from Kineton. Lieutenant Colonel Robert Welch (variously spelled Welch, Welsh, or Walsh) of Wilmot's Horse recaptured the Royal Standard by a subterfuge as it was being taken to the Parliamentarian rear as a trophy.

Welch also captured two Parliamentarian cannon. As the light began to fade, the battle ended with a fire fight from either side of a dividing ditch, before nightfall eventually brought a natural close to hostilities. The Royalists had been forced back to the position they had originally advanced from, but had regrouped.

Outcome
By the following morning the King and his army returned to the Edge Hill escarpment and Essex's army returned to Kineton. It was a bitterly cold night with a hard frost. This was suggested by contemporary reports as the reason many of the wounded survived, since the cold allowed many wounds to congeal, saving the wounded from bleeding to death or succumbing to infection.

The following day, both armies partially formed up again, but neither was willing to resume the battle. Charles sent a herald to Essex with a message of pardon if he would agree to the King's terms, but the messenger was roughly handled and forced to return without delivering his message. Although Essex had been reinforced by some of his units which had lagged behind on the march, he withdrew during the evening and the majority of his army marched to Warwick Castle, abandoning seven guns on the battlefield.

In the early hours of Tuesday 25th, Prince Rupert led a strong detachment of horse and dragoons and launched a surprise attack upon what remained of the Parliamentarian baggage train at Kineton and killed many of the battle's wounded survivors discovered within the village.

Essex's decision to return northwards to Warwick allowed the King to continue southwards in the direction of London. Rupert urged this course, and was prepared to undertake it with his cavalry alone. With Essex's army still intact, the King chose to move more deliberately, with the whole army. After capturing Banbury on 27 October, he advanced via Oxford, Aylesbury and Reading. Essex meanwhile had moved directly to London. Reinforced by the London Trained Bands and many citizen volunteers, his army proved to be too strong for the King to contemplate another battle when the Royalists advanced to Turnham Green. The King withdrew to Oxford, which he made his capital for the rest of the war. With both sides almost evenly matched, it would drag on ruinously for years.

It is generally acknowledged that the Royalist cavalry's lack of discipline prevented a clear Royalist victory at Edge Hill. Not for the last time in the war, they would gallop after fleeing enemy and then break ranks to plunder, rather than rally to attack the enemy infantry. Byron's and Digby's men in particular, were not involved in the first clashes and should have been kept in hand rather than allowed to gallop off the battlefield. Patrick Ruthven was elevated to the rank of Lord General of the King's Army, confirming his role as acting commander in the battle.

On the Parliamentarian side, Sir James Ramsay who had commanded the left wing horse which had been routed during the battle, was tried by court-martial at St. Albans on 5 November. The court reported that he had done all that it became a gallant man to do.

The last survivor of the battle, William Hiseland, fought also at Malplaquet sixty-seven years later.

The Welch medal
Lieutenant Colonel Robert Welch, who had recaptured the royal standard, was knighted banneret on the field by King Charles I next morning. The King also granted a patent for a gold medal to be made (the first to be awarded to an individual for action on a battlefield) commemorating the event in Welch's honour. Captain John Smith also claimed a supporting part in the rescue of the royal standard and was accordingly also knighted banneret, but the medal was minted in Sir Robert Welch's name and honour.

When in exile with Prince Charles, Welch committed a grave error of etiquette defending Prince Rupert. Coupled with his friend Prince Rupert's political unpopularity among the Royalist exiles and the fact that Welch was an Irishman, Welch's part at Edge Hill was afterwards denigrated to the benefit of Smith (an Englishman) who was thus erroneously perpetuated as the hero in subsequent historical publications.

title: Battle of Edgehill


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School science technician

In schools, the science technician is the person who prepares the practical equipment and makes up the solutions used in school science labs. The role also includes instructing and assisting teachers with practical skills, including class demonstrations, for advanced techniques across all disciplines. Many are very well qualified and have degrees, such as a Bachelor's degree (B.A. or B.Sc), Master's degree (M.Sc.) or even a Doctorate (Dr) and/or other professional qualifications such as the HNC, HND and NVQ.

Their main duties include:
 * Care of living organisms
 * Making up solutions
 * School science experiments and demonstrations
 * Inventory
 * Budget and Accounts
 * Repairing and constructing laboratory equipment

In December 2002 CLEAPSS commissioned a survey into the Specific Job roles of Science Technicians. The pdf Document G228 - Technicians and their jobs which can be freely downloaded was released and later updated in 2009. The guide was written to help promote a professional technician service in schools and colleges.

title: School science technician


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Jim Clark

James Clark OBE (4 March 1936 – 7 April 1968) was a British racing driver from Scotland who won two Formula One World Championships in 1963 and 1965. A versatile driver, he competed in sports cars, touring cars, and in the Indianapolis 500, which he won in 1965. He was particularly associated with Team Lotus, driving for the team his entire Formula One career between 1960 and 1968.

Clark was killed in a Formula Two racing accident in April 1968 in Hockenheimring, West Germany. At the time of his death, aged 32, he had won more Grand Prix races (25) and achieved more pole positions (33) than any other driver. Into the 21st century, he maintains several Formula One records, such as Grand Chelem and percentage-related ones. His record of highest percentage of laps in the lead in a season was only broken in 2023.

Early years
James Clark was born into a farming family at Kilmany House Farm, Fife, the youngest child of five, and the only boy. In 1942, the family moved to Edington Mains Farm, near Duns, Berwickshire, in the Borders. He was educated at primary schools in Kilmany and then in Chirnside. Following three years of preparatory schooling at Clifton Hall School in Edinburgh he was sent to Loretto School in Musselburgh, East Lothian.

Although his parents were opposed to the idea, Clark started his racing in local road rally road rally and hill climb events driving his own Sunbeam-Talbot, and proved a fearsome competitor right from the start. On 16 June 1956, in his first event, he was behind the wheel of a DKW sonderklasse at Crimond, Scotland. By 1958, Clark was driving for the local Border Reivers team for Ian Scott-Watson, racing Jaguar D-Types and Porsches in national events, and winning 18 races. On Boxing Day 1958, Clark raced against the man who would launch him to superstardom. Driving a Lotus Elite, he finished second to Colin Chapman in a ten-lap grand touring race at Brands Hatch.

Driving a Lotus Elite, Clark finished tenth at the 1959 24 Hours of Le Mans; he partnered with John Whitmore and the ex-Bruce Halford Lister Jaguar, winning the Bo'ness Hill Climb. Chapman was sufficiently impressed to give Clark a ride in one of his Formula Junior (FJ) cars. In March 1960, the first race for the newly introduced FJ took place at Goodwood. Clark finished first ahead John Surtees and Trevor Taylor. Clark had made an earlier FJ appearance in a one-off race at Brands Hatch on Boxing Day, 1959, driving a Gemini-B.M.C. for Graham Warner of the Chequered Flag garage, Chiswick.

Clark and Lotus
Clark made his Formula One (F1) Grand Prix debut, part-way through the season, during the 1960 Dutch Grand Prix at Zandvoort on 6 June. Lotus had lost Surtees, who took part to the Isle of Man TT series; alongside Innes Ireland and Alan Stacey, Clark was one of the acceptable substitute. He retired on lap 49 with final drive failure. His second Formula One race was the 1960 Belgian Grand Prix, held at the extremely fast and dangerous Spa-Francorchamps circuit; there, he got a taste of reality when two fatal accidents occurred (Chris Bristow and Alan Stacey). Clark, who finished fifth and scored his first points finish, was later quoted as saying in a 1964 interview: "I was driving scared stiff pretty much all through the race."

In, Clark was involved in one of the worst accidents in the history of F1 racing. In the 1961 Italian Grand Prix on 10 September at Monza, Wolfgang von Trips in his Ferrari collided with Clark's Lotus. Von Trips's car became airborne and crashed into a side barrier, fatally throwing von Trips out of the car and killing fifteen spectators. Clark and his car were subjected to an investigation; he was initially accused of manslaughter, before the charges were dropped. At the time, Clark described the accident by saying: "Von Trips and I were racing along the straightaway and were nearing one of the banked curves, the one on the southern end. We were about 100 metres from the beginning of the curve. Von Trips was running close to the inside of the track. I was closely following him, keeping near the outside. At one point von Trips shifted sideways so that my front wheels collided with his back wheels. It was the fatal moment. Von Trips's car spun twice and went into the guardrail along the inside of the track. Then it bounced back, struck my own car and bounced down into the crowd." In his later testimony, he recalled the collision had become unavoidable, saying: "Trips was head of me, driving on the center of the track. Suddenly he slowed down. Since my Lotus was faster than the Ferrari, I tried to overtake him. In the same instant the Ferrari surprisingly pulled to the left, and a collision became unavoidable..."

Clark's first Drivers' World Championship came driving the Lotus 25 in, winning seven out of the ten races and Lotus its first Constructors' World Championship. The 1963 Indianapolis 500 saw Clark's debut in the series; he finished in second position behind Parnelli Jones and won Indianapolis 500 Rookie of the Year honours. The 1963 Indy 500 result remains controversial. Before the race, United States Auto Club (USAC) officials had told the drivers that they would black flag any car that was seen to be leaking oil onto the track. Late in the race, Jones' front-engined roadster developed a crack in the oil tank and began to leak oil. With the track surface already being slippery this resulted in a number of cars spinning and led to popular driver Eddie Sachs crashing into the outside wall. USAC officials were set to black flag Jones after the Sachs crash until his car owner J. C. Agajanian ran down pit lane and somehow convinced them that the oil leak was below the level of a known crack and would not leak any further. Colin Chapman later accused USAC officials of being biased because Clark and Lotus were a British team with a rear-engine car. Many, including journalist and author Brock Yates, believed that had it been an American driver and car in second place instead of Clark in the British built Lotus, officials would have black flagged Jones. Despite this, neither Lotus nor their engine supplier Ford protested the result, reasoning that winning as a result of a disqualification when Jones had led for 167 of the races 200 laps (Clark led for 28 laps) and had set the lap record speed of 151.541 mph on lap 114, would not be well received by the public.

In, Clark came within just a few laps of retaining his World Championship crown. Just as in 1962, an oil leak from the engine robbed him of the title, this time conceding to John Surtees. Tyre failure damaging the Lotus's suspension put paid to that year's attempt at the 1964 Indianapolis 500. He made amends and won the Championship again in, and also won the 1965 Indianapolis 500 in the Lotus 38. He had to miss the prestigious 1965 Monaco Grand Prix to compete at Indianapolis but made history by driving the first mid-engined car to win at the fabled Brickyard, as well as becoming the only driver to date to win both the Indy 500 and the F1 title in the same year. Other drivers, including Graham Hill, Mario Andretti, Emerson Fittipaldi, and Jacques Villeneuve, also won both crowns but not in the same year.

The FIA decreed that from new 3-litre engine regulations would come into force, and Lotus were less competitive. Starting with a 2-litre Coventry-Climax engine in the Lotus 33, Clark did not score points until the 1966 British Grand Prix and a third place at the 1966 Dutch Grand Prix. From the 1966 Italian Grand Prix onwards, Lotus used the highly complex BRM H16 engine in the Lotus 43 car, with which Clark won the 1966 United States Grand Prix. He also picked up another second place at the 1966 Indianapolis 500, this time behind Hill.

During, Lotus and Clark used three completely different cars and engines. The Lotus 43 performed poorly at the opening 1967 South African Grand Prix, so Clark used an old Lotus 33 at the 1967 Monaco Grand Prix, retiring with suspension failure. Lotus then began its fruitful association with Ford-Cosworth. Their first car, the Lotus 49 featuring the most successful F1 engine in history, the Ford-Cosworth DFV, won its first race at the 1967 Dutch Grand Prix, driven by Clark. He won with it again at the 1967 British, United States, and Mexican Grands Prix, and at the 1968 South African Grand Prix.

Concurrent with competing in the F1 World Drivers' Championship, Clark competed with Lotus in the Australasia-based Tasman Series, run for older F1 cars. He was series champion in 1965, 1967, and 1968. He won fourteen races in all, a record for the series. This included winning the 1968 Australian Grand Prix at the Sandown International Raceway in Melbourne, where he defeated the Ferrari 246T of Chris Amon by just 0.1 seconds after 55 laps of the 3.1 km (1.92 mi) circuit, the closest finish in the history of the Australian Grand Prix. The 1968 Tasman Series and Australian Grand Prix would prove to be his last major wins before his untimely death, which occurred on 7 April 1968.

Performances
In what would be the first of seven victories for Clark and Team Lotus that year, he won the 1963 Belgian Grand Prix at Spa-Francorchamps in extremely foggy and rainy conditions. After starting eighth on the grid, he passed all of the cars in front of him, including early leader Graham Hill. About 17 laps into the race, with the rain coming down harder than ever, Clark had lapped the entire field except for Bruce McLaren, and was almost five minutes ahead of McLaren and his Cooper. In the 1967 Italian Grand Prix at Monza after starting from pole, Clark was leading in his Lotus 49 (chassis R2), when a tyre punctured. He lost a lap while having the wheel changed in the pits. Rejoining sixteenth, he advanced through the field, progressively lowering the lap record and eventually equalling his pole time of 1m 28.5s, to regain the lost lap and the lead. He was narrowly ahead of Brabham and Surtees starting the last lap. As his car had not been filled with enough fuel, it faltered and finally coasted across the finish line in third place.

In his Indianapolis 500 win, Clark led for 190 of the 200 laps, with a then-record average speed of over 150 mph, to become the first non-American in almost half a century to win the race. In and, Clark equalled Alberto Ascari's record for the highest percentage of possible championship points in a season (100%). Leading 71.47% of the laps in 1963, Clark long held the record for the highest percentage of laps in the lead in a season and only lost it in to Max Verstappen. He still holds the Grand Chelem record; as of July 2023, only 26 drivers had secured a Grand Chelem, of which there had been 66 in total. Clark's record is that he had the most races taking pole, fastest lap, race win, and leading every lap, achieving this eight times in a 32-race span over three years (the 1962 British Grand Prix, the 1963 Dutch Grand Prix that he won by more than a full lap, the 1963 French Grand Prix, the 1963 Mexican Grand Prix, the 1964 British Grand Prix, the 1965 South African Grand Prix, the 1965 French Grand Prix, and the 1965 German Grand Prix). Clark is also one of three drivers (the other being Ascari and Sebastian Vettel have achieved the feat in consecutive races. Alongside Vettel and Verstappen, Clark is the only drivers to achieve a Grand Chelem in three consecutive years, and is the sole driver to accomplish this feat for four consecutive years (1962–1965). Clark finished his career with 274 total points.

Accident and death
On 7 April 1968, Clark died in a racing accident at the Hockenheimring in West Germany. During the four-month gap between the first race, which Clark won, and second of the season, drivers would compete in other racing formulas. Clark was originally slated to drive in the BOAC 1000 km sportscar race at Brands Hatch but instead chose to drive in the Deutschland Trophäe, a Formula Two race, for Lotus at the Hockenheimring, primarily due to contractual obligations with Firestone. Although the race has sometimes been described as a "minor race meeting", the entry list was impressive with top-running Matras for the French drivers Jean-Pierre Beltoise and Henri Pescarolo, Tecnos for Carlo Facetti and Clay Regazzoni, Team Brabhams for Derek Bell and Piers Courage, a Ferrari for Chris Amon, and McLarens for Graeme Lawrence and Robin Widdows. Team Lotus drivers Graham Hill and Clark were in Gold Leaf Team Lotuses and a young Max Mosley was also in the race, moving up from the Clubman series. The event was run in two heats.

On the fifth lap of the first heat, Clark's Lotus 48 veered off the track and crashed into the trees. He suffered a broken neck and skull fracture, and died before reaching the hospital. The cause of the crash was never definitively identified; investigators concluded it was most likely due to a deflating rear tyre. Clark's death affected the racing community terribly, with fellow F1 drivers and close friends, such as Hill, Surtees, Amon, Jackie Stewart, Dan Gurney, and Jack Brabham, all being personally affected by the tragedy. People came from all over the world to Clark's funeral. Colin Chapman was devastated and publicly stated that he had lost his best friend. The 1968 F1 Drivers' Championship was subsequently won by Hill, his Lotus teammate, who pulled the heartbroken team together and held off Stewart for the crown, which he later dedicated to Clark. There is also a large memorial to Clark at Hockenheim today; because the track has been reduced in length and the old course reforested, the actual location of the crash is in a heavily wooded area. There was initial speculation as to whether the accident was caused by a driver error or a deflating rear tyre, and Lotus were investigated thoroughly by aircraft crash investigators for three weeks. Many drivers, including Surtees and Brabham, were convinced that the crash was caused by a deflating rear tyre and were adamant that it was not a driver error—simply because they believed Clark was not capable of making such a mistake. In the words of Andrew Marriott of the classic journal Motor Sport who was covering the race as a young reporter, "Deaths in the sport were a regular occurrence in those days, but surely someone of Clark's sublime talent and skill? People reckoned that the rear tyre had deflated, and there is another theory that the mechanical metering unit on the Cosworth FVA engine had seized and caused Clark to crash."

Legacy
At the time of his death in 1968, the 32-year-old Clark had achieved 33 pole positions and had won 25 races from his 72 Grand Prix starts in championship races. He had more Grand Prix wins (25) and pole positions (33) than any other driver, including five-time World Champion Juan Manuel Fangio, despite winning three fewer World Championships; he also won most of the races he finished and was often winning, or in a podium position, when he had to retire due to mechanical failures, without which he could have equalled, if not beaten, Fangio's World Championship record. Fangio himself called Clark the greatest driver ever.

Although many of his records in total numbers were later eclipsed in part due to more races started and improved reliability, Clarke's percentage-related ones remain either unbeaten or near the top. In 59 entries and 58 races (he missed a race weekend due to an injury), Clark achieved 33 poles (56.9%), 34 finishes (58.6%), 25 wins (43.1% wins to races, 73.5% wins to finishes), and 8 Grand Chelems (pole position, fastest lap, race win, and led every lap of the race); in those 34 races he finished, Clark led 70.3% of the laps and 68.0% of the distance. Some of his Grand Chelems and percentage records resist into the 21st century. Clark's record of seven wins in a season was not equalled until when Alain Prost won seven races for McLaren, and was not broken until Ayrton Senna won eight races in the  season, also for McLaren (Senna's teammate that year was Prost who again equalled the old record by winning seven races). Clark's record is favourable compared to Prost and Senna's as the 1963 season only consisted of 10 rounds while 1984 and 1988 were run over 16 rounds, giving Prost a success rate of 43.75% and Senna a 50% winning ratio compared to Clark's 70% success rate. Clark's 71-year record of highest percentage of laps in the lead in a season was only broken in 2023 by the Red Bull RB19, the most dominant car in the history of the Formula One World Championship, driven by three-time World Champion Max Verstappen. Despite his total numbers being eclipsed, Clark is considered among the greatest Formula One drivers, with fellow Scot and three-time World Champion Jackie Stewart still considering Clark and Fangio the greatest Formula One drivers ever.

Clark is remembered for his ability to drive and win in all types of cars and series, including a Lotus-Cortina, with which he won the 1964 British Touring Car Championship, Champ Car World Series, rallying, where he took part in the 1966 RAC Rally of Great Britain in a Lotus Cortina, and sports cars. He competed in the 24 Hours of Le Mans race in 1959, 1960, and 1961, finishing second in class in 1959 driving a Lotus Elite, and finishing third overall in 1960, driving an Aston Martin DBR1. He took part in a NASCAR event, driving a 7-litre Holman Moody Ford at the American 500 at the banked speedway at Rockingham on 29 October 1967. Qualifying in 25th place (out of 44), he worked his way up to 12th before retiring with engine failure. Clark was able to master difficult Lotus sportscar prototypes, such as the Lotus 30 and 40. He also had an ability to adapt to whichever car he was driving. Often other top drivers would struggle to find a good car setup, Clark would usually set competitive lap times with whatever setup was provided and ask for the car to be left as it was. At the 1963 Belgian Grand Prix, he won by nearly five minutes over the second-place finisher, the widest gap on record. Clark wrote an autobiography, which was published just after his first world championship, titled Jim Clark at the Wheel. The book was updated after his Indy 500 victory. Of what made Clark such a good driver, Stewart said: "He was so smooth, he was so clean, he drove with such finesse. He never bullied a racing car, he sort of caressed it into doing the things he wanted it to do." When Clark died, fellow driver Chris Amon said: "If it could happen to him, what chance do the rest of us have? I think we all felt that. It seemed like we'd lost our leader."

Clark is buried in the village of Chirnside in Berwickshire. A memorial stone can be found at the Hockenheimring circuit, moved from the site of his crash to a location closer to the modern track, and a life-size statue of him in racing overalls stands by the bridge over a small stream in the village of his birth, Kilmany in Fife. The Jim Clark Motorsport Museum can be found in Duns. The Jim Clark Trophy was introduced in the season and for drivers of cars with naturally aspirated engines but was discontinued after turbo-charged engines were restricted in 1988 and dropped for. The now Jim Clark Memorial Award is an annual award given by the Association of Scottish Motoring Writers to Scots who have contributed significantly to transport and motorsport. The Jim Clark Rally is an annual event held in Berwickshire. Clark was an inaugural inductee into the Scottish Sports Hall of Fame in 2002. In 2020, The Economist ranked all champion drivers of F1 history by the relative importance of car quality to driver skill, based on a study by Andrew Bell of the University of Sheffield. This ranking considers the relative statistical significance of the car maker's contributions. Clark ranked second, behind only Fangio. Objective mathematical models, such as Eichenberger and Stadelmann (2009, 2nd), original F1metrics (2014, 1st), Bell et al. (2015, 2nd), FiveThirtyEight (2018, 12th), and updated F1metrics (2019, 6th), put Clark consistenly among the greatest Formula One drivers ever.

Honours and awards
In 1965, Clark was awarded the American Broadcasting Company's Wide World of Sports Athlete of the Year. He was inducted into the Indianapolis Motor Speedway Hall of Fame in 1988. He was also inducted into the International Motorsports Hall of Fame in 1990. That same year, he was inducted into the Motorsports Hall of Fame of America in 1990. He was inducted into the Scottish Sports Hall of Fame in 2002, a member of their inaugural class. In 1964 he was awarded an OBE.

Career summary
Graded drivers not eligible for European Formula Two Championship points

Complete 24 Hours of Le Mans results
Colin Chapman withdrew the entry following a dispute with the scrutineers about the car's eligibility.

Complete Formula One World Championship results
(key) (Races in bold indicate pole position; races in italics indicate fastest lap)

Formula One records
Clark holds the following Formula One records:
 * Footnotes:

Non-championship Formula One results
(key) (Races in bold indicate pole position; races in italics indicate fastest lap)
 * Notes
 * – After Clark was disqualified for a push start, he took over the car of Trevor Taylor.

American open-wheel racing
(key) ( Races in bold indicate pole position )

Indianapolis 500

 * Clark's starting positions from 1964, 1965, and 1966 represent the best 3-race starting streak of the 1960s.
 * Clark's 1965 win was the first win for a rear-engined car at the Indianapolis 500. No front-engined car has won the race since.

Complete Tasman Series results
(key) (Races in bold indicate pole position; results in italics indicate fastest lap) 1Lakeside in 1965 and Levin and Teretonga in 1967 did not count towards Tasman Cup points.

Formula Two results
(Races in bold indicate pole position, races in italic indicate fastest lap.)

For reasons of space, only those Formula Two events which Clark attended are shown. 1 Innes Ireland took over Clark's car and finished in 9th place. 2 Races cancelled due to bad weather.

Complete British Saloon Car Championship results
(key) (Races in bold indicate pole position; races in italics indicate fastest lap.) † Events with two races staged for the different classes.

title: Jim Clark


text:
Corn flakes

Corn flakes, or cornflakes, are a breakfast cereal made from toasting flakes of corn (maize). Originally invented as a breakfast food to counter indigestion, it has become a popular food item in the American diet and in the United Kingdom where over 6 million households consume them.

The cereal, originally made with wheat, was created by Will Kellogg in 1894 for patients at the Battle Creek Sanitarium where he worked with his brother John Kellogg who was the superintendent. The breakfast cereal proved popular among the patients and Kellogg subsequently started what became the Kellogg Company to produce corn flakes for the wider public. A patent for the process was granted in 1896, after a legal battle between the two brothers.

With corn flakes becoming popular in the wider community, a previous patient at the sanitarium, C. W. Post, started to make rival products. Kellogg continued to experiment with various ingredients and different grains. In 1928, he started to manufacture Rice Krispies, another successful breakfast cereal.

There are many generic brands of corn flakes produced by various manufacturers. As well as being used as a breakfast cereal, the crushed flakes can be a substitute for bread crumbs in recipes and can be incorporated into many cooked dishes.

Description
Corn flakes are a packaged cereal product formed from small toasted flakes of corn, usually served cold with milk and sometimes sugar. Since their original production, the plain flakes have been flavored with salt, sugar, and malt, and many successive products with additional ingredients have been manufactured such as sugar frosted flakes and honey & nut corn flakes.

History
The development of the flaked cereal in 1894 has been variously described by John Kellogg, his wife Ella Eaton Kellogg, his younger brother Will, and other family members. There is considerable disagreement over who was involved in the discovery, and the role that they played. According to some accounts, Ella suggested rolling out the dough into thin sheets, and John developed a set of rollers for the purpose. According to others, John had the idea in a dream, and used equipment in his wife's kitchen to do the rolling. It is generally agreed that upon being called out one night, John Kellogg left a batch of wheat-berry dough behind. Rather than throwing it out the next morning, he sent it through the rollers and was surprised to obtain delicate flakes, which could then be baked. Will Kellogg was tasked with figuring out what had happened and recreating the process reliably. Ella and Will were often at odds, and their versions of the story tend to minimize or deny each other's involvement, while emphasizing their own. Tempering, the process the Kelloggs had discovered, was to become a fundamental technique of the flaked cereal industry.

A patent for "Flaked Cereals and Process of Preparing Same" was filed on May 31, 1895, and issued on April 14, 1896, to John Harvey Kellogg as Patent No. 558,393. Significantly, the patent applied to a variety of types of grains, not just to wheat. John Harvey Kellogg was the only person named on the patent. Will later insisted that he, not Ella, had worked with John, and repeatedly asserted that he should have received more credit than he was given for the discovery of the flaked cereal.

The flakes of grain, which the Kellogg brothers called Granose, were a very popular food among the patients. The brothers then experimented with other flakes from other grains. In 1906, Will Keith Kellogg, who served as the business manager of the sanitarium, decided to try to mass-market the new food. At his new company, Battle Creek Toasted Corn Flake Company, he added sugar to the flakes to make them more palatable to a mass audience, but this caused a rift between his brother and him. In 1907, his company ran an ad campaign which offered a free box of cereal to any woman who winked at her grocer. To increase sales, in 1909 he added a special offer, the Funny Jungleland Moving Pictures Booklet, which was made available to anyone who bought two boxes of the cereal. This same premium was offered for 22 years. At the same time, Kellogg also began experimenting with new grain cereals to expand its product line. Rice Krispies, his next great hit, first went on sale in 1928.

There have been many mascots of Kellogg's Cornflakes. The most popular one is a green rooster named Cornelius "Corny" Rooster, which has been the mascot since his debut. In early commercials, he would speak the catchphrase "Wake up, up, up to Kellogg's Cornflakes!" Dallas McKennon and Andy Devine voiced him. Later, he stopped talking and simply crowed. The concept of using a stylized rooster originated from a suggestion by family friend Nansi Richards, a harpist from Wales, based on the similarity between ceiliog, the Welsh word for "rooster", and Kellogg's (unrelated) surname.

In cooking
There are a wide variety of different recipes for dishes involving corn flakes and crushed corn flakes can even be a substitute for bread crumbs.

Honey joys are a popular party snack in Australia. They are made by mixing corn flakes with honey, butter and sugar and baking in patty cases or muffin cups. A variant popular in the UK is chocolate corn flake cakes, or chocolate nests, made with corn flakes, dark chocolate, golden syrup and butter. Typically made at Easter for or by children, and topped with Mini Eggs In New Zealand, corn flakes are a core ingredient in Afghan biscuits, a chocolate biscuit made with corn flakes and topped with chocolate icing. In Mormon culture, corn flakes are a primary ingredient in funeral potatoes, a type of potato casserole common at family dinners and community parties.

title: Corn flakes


text:
Alan of Tewkesbury

Alan, Abbot of Tewkesbury (date of birth unknown) is said by Gervase of Canterbury (contemporary chronicler) to be of English (i.e. non-Norman) descent. He probably spent some time at Benevento (Italy). Became a monk at Canterbury, rising to prior in 1179. In the struggle between Thomas of Canterbury and Henry II, he was a strong supporter of Thomas. As a result, he went to Tewkesbury as abbot where he was out of Henry's way.

His works are written about in Life of St. Thomas printed (as Life of Becket) in the second volume of Materials for the History of Thomas Becket, edited by James Craigie Robertson (Rolls Series, London; 1875–85; Part I, CXC, 1475–88).

He also collected and arranged a number of Thomas' epistles.

title: Alan of Tewkesbury