Aliran Filsafat Pendidikan Klasik Indonesia
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The document discusses the educational philosophy of Ki Hadjar Dewantara and Taman Siswa schools. It covers the key concepts of Taman Siswa education including Tri-No, Tri-Nga, and Tut Wuri Handayani. It explains the principles of idealism, progressivism, and acculturation that influenced Taman Siswa. The characteristics of Taman Siswa education are comprehensive, dynamic, and unique. The purpose is to develop students holistically and help them feel independent. Learning focuses on multiculturalism and using modules, while discipline is democratic and develops student leadership.
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Vedic literature is supposed to be a part of our daily life.Its nothing to do with employment
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Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
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This document discusses 7 philosophies of education: Constructivism, Essentialism, Progressivism, Perennialism, Existentialism, Behaviorism, and Linguistic Philosophy. For each philosophy, it provides a brief overview of why teachers teach according to that philosophy, what they teach, and how they teach. The philosophies represent different views on the purpose of education and how students learn best. Overall, the document outlines some major educational philosophies and approaches to teaching.
Indian Schools of Philosophy in Education
This document outlines the objectives and content of the Core Course I on Education in the Emerging Indian Society. The course aims to help student-teachers understand key concepts related to philosophy, education, sociology and the Indian education system. It covers 10 main objectives related to understanding the relationship between philosophy and education, different schools of philosophy and their implications for education, sociological factors influencing education, and challenges facing Indian society and education. The course content is divided into 10 units that will address these objectives, exploring topics like Indian and Western philosophy and education thinkers, the links between sociology and education, and issues in the Indian education system regarding access, equity and quality.
CONTEMPORARY INDIA AND EDUCATION - UNIT 2 (B.Ed. 1 YEAR - 1 SEMESTER)
This document discusses the role of education in understanding and promoting social diversity in India. It defines social diversity as differences among people in religion, language, culture, and background that create a pluralistic society. Education can help students understand that social diversity is natural and beneficial for societal progress by teaching about different regions, religions, languages, and social groups in a neutral, unbiased way. The document advocates using teaching methods that promote appreciation of diversity, such as celebrating all religious festivals and incorporating lessons about various social groups. It also argues that an interdisciplinary approach across subjects like social science, biology, and language can help explain how social diversity strengthens environmental sustainability, social harmony, and national development. Overall, the document emphasizes that education
Bases of curriculum planning part 1
The document discusses definitions and philosophies of curriculum. It defines curriculum as the experiences learners have under teacher guidance, including a set of objectives and content knowledge to acquire. Four educational philosophies are described: idealism focuses on ideas and intellectual development; realism emphasizes the physical world and basic skills; pragmatism sees learning as problem-solving; and existentialism prioritizes self-direction. The document also outlines philosophies that influence curriculum models like perennialism, essentialism, progressivism, and reconstructionism. Overall, the document examines how history and philosophy shape understandings of curriculum.
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Recently uploaded
MICROBIAL INTERACTION PPT/ MICROBIAL INTERACTION AND THEIR TYPES // PLANT MIC...
MICROBIAL INTERACTION PPT/ MICROBIAL INTERACTION AND THEIR TYPES // PLANT MIC...ABHISHEK SONI NIMT INSTITUTE OF MEDICAL AND PARAMEDCIAL SCIENCES , GOVT PG COLLEGE NOIDA
Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Farming systems analysis: what have we learnt?.pptx
Presentation given at the official farewell of Prof Ken Gillet at Wageningen on 13 June 2024
fermented food science of sauerkraut.pptx
This ppt contains the production of a fermented food name - sauerkraut
(June 12, 2024) Webinar: Development of PET theranostics targeting the molecu...
(June 12, 2024) Webinar: Development of PET theranostics targeting the molecu...Scintica Instrumentation
Targeting Hsp90 and its pathogen Orthologs with Tethered Inhibitors as a Diagnostic and Therapeutic Strategy for cancer and infectious diseases with Dr. Timothy Haystead.Compexometric titration/Chelatorphy titration/chelating titration
Classification
Metal ion ion indicators
Masking and demasking reagents
Estimation of Magnisium sulphate
Calcium gluconate
Complexometric Titration/ chelatometry titration/chelating titration, introduction, Types-
1.Direct Titration
2.Back Titration
3.Replacement Titration
4.Indirect Titration
Masking agent, Demasking agents
formation of complex
comparition between masking and demasking agents,
Indicators/Metal ion indicators/ Metallochromic indicators/pM indicators,
Visual Technique,PM indicators (metallochromic), Indicators of pH, Redox Indicators
Instrumental Techniques-Photometry
Potentiometry
Miscellaneous methods.
Complex titration with EDTA.
快速办理(UAM毕业证书)马德里自治大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(UAM毕业证书)马德里自治大学毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
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1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
TOPIC OF DISCUSSION: CENTRIFUGATION SLIDESHARE.pptx
Centrifugation is a powerful technique used in laboratories to separate components of a heterogeneous mixture based on their density. This process utilizes centrifugal force to rapidly spin samples, causing denser particles to migrate outward more quickly than lighter ones. As a result, distinct layers form within the sample tube, allowing for easy isolation and purification of target substances.
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...
Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDS
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
Male reproduction physiology by Suyash Garg .pptx
Physiology of Male reproduction.
Video mentioned at page no. 23 as summary for better understanding
Mechanisms and Applications of Antiviral Neutralizing Antibodies - Creative B...
Neutralizing antibodies, pivotal in immune defense, specifically bind and inhibit viral pathogens, thereby playing a crucial role in protecting against and mitigating infectious diseases. In this slide, we will introduce what antibodies and neutralizing antibodies are, the production and regulation of neutralizing antibodies, their mechanisms of action, classification and applications, as well as the challenges they face.
Alternate Wetting and Drying - Climate Smart Agriculture
Alternate Wetting and Drying - Climate Smart AgricultureInternational Food Policy Research Institute- South Asia Office
PPT on Alternate Wetting and Drying presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024. Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Pests of Storage_Identification_Dr.UPR.pdf
InIndia-post-harvestlosses-unscientificstorage,insects,rodents,micro-organismsetc.,accountforabout10percentoftotalfoodgrains
Graininfestation
Directdamage
Indirectly
•theexuviae,skin,deadinsects
•theirexcretawhichmakefoodunfitforhumanconsumption
About600speciesofinsectshavebeenassociatedwithstoredgrainproducts
100speciesofinsectpestsofstoredproductscauseeconomiclosses
Summary Of transcription and Translation.pdf
Hello Everyone Here We are Sharing You with The process of protien Synthesis in very short points you will be Able to understand It Very well
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Aliran Filsafat Pendidikan Klasik Indonesia
- 3. The Concept of Indonesian Classical Education Philosophy I. Taman Siswa Educational Philosophy Characteristic, Principle and Purpose II. Taman Siswa Educational Philosophy Implementation III. Table of Contents
- 5. Philosophy of education, literally contains the substance of philosophy and education. Steriotifly, philosophy can be seen as critical-reflective thinking on a reality, in order to seek truth/wisdom. Education is an effort to develop the human potentials of students, both physical potential, creative potential, taste, and intention, so that this potential becomes real and can function in the course of life. The philosophy of education is the philosophy used in the study of educational problems. Definition of Philosophy Education
- 8. Ki Hadjar Dewantara proposed several educational concepts to realize the achievement of educational goals, namely the Three Education Centers Family education Education in college Education in youth or society
- 9. Tri-No 01 This concept mainly applied in ; Taman Indria (toddlers) Nonton (cognitive) Niteni (affective) Nirokke (psikomotoric)
- 10. Tri-Nga 02 This concept mainly applied in elementaryschool and above Ngerti (cognitive) Ngroso (affective) Nglakoni (psychomotor)
- 11. Tut Wuri Handayani 03 This concept mainly applied nationally Ing ngarso sung tulodho In front of giving an example Ing madya mangun karso Amidst the excitement Tut wuri handayani Behind giving encouragement As an educator is a person who is more knowledgeable and experienced, should be able to be good examples or can be used as "central figures" for students (Among). Pamong or educators as leaders should be able to develop the interests, desires and willingness of students to be creative and work, in order to devote themselves to noble and ideal ideals (Momong). As an educator must be able to give encouragement to his students to move forward (Ngemong).
- 13. Taman Siswa Educational Philosophy PRINCIPLE II.a Philosophy of Idealism Philosophy of Progressivism Idealism education is more textual than contextual. Therefore, KHD is responsible for the contextualization of educational and cultural teachings It is based on the knowledge and belief that humans have the ability and can solve their own problems. Progressivism opposes authoritarian (otoriter) education system
- 14. Philosophy of Idealism Absolute (mutlak) Universal The main purpose to education are fundamentally not changed from generation to generation education is accessible to all citizens
- 15. Philosophy of Progressivism freedom to develop students' abilities reconstructing the culture in a pluralistic society make social rules and provide a place for the cultural diversity of other communities into the culture of the local community as long as the intercultural blend is acculturative and complementary. Students are given the freedom to think, develop their talents and abilities as a form of progress
- 16. Taman Siswa Educational Philosophy CHARACTHERISTIC II.b comprehensive dynamic Unique (khas) have broad insight into something and see it from various aspects so that we can understand a problem thoroughly and solve it well. Indonesian education is a process of cultural acculturation keeping up with the times (ex : the latest curriculum)
- 17. Taman Siswa Educational Philosophy PURPOSE II.c KHD wants to see humans (students) on the side of their psychological life, not just intelectual aspects. Help learners to feel “Merdeka” (independent) Education is a guide in the life of growing children
- 18. KHD wants to see humans (students) on the side of their psychological life, not just intelectual aspects. creativity (cipta) work (karya) initiative (karsa)
- 19. Help learners to feel “Merdeka” (independent); phisically spiritually mentally De facto : 17 August 1945 MENTAL REVOLUTION: “menggembleng manusia Indonesia agar menjadi manusia baru, yang berhati putih, berkemauan baja, bersemangat elang rajawali, berjiwa api yang menyala-nyala.” believe in our heart and learn sincerely
- 20. Education is a guide in the life of growing children Children has their own nature (kodrat) Educator’s job are only to guide children have nature and the right to learn 1945 Pasal 31 yaitu: (1) Setiap warga negara berhak mendapat pendidikan
- 22. Character 1. Create effective discipline 2. Using student management democratic
- 23. Learning Process 1. Apply multicultural learning 2. Convey using module
- 24. Any Questions?
- 25. References Suparlan, Henricus. 2016. FILSAFAT PENDIDIKAN KI HADJAR DEWANTARA DAN SUMBANGANNYA BAGI PENDIDIKAN INDONESIA. https://www.researchgate.net/publication/307523746_FILSAFAT_PENDIDIK AN_KI_HADJAR_DEWANTARA_DAN_SUMBANGANNYA_BAGI_PENDIDI KAN_INDONESIA [ Diakses pada 23 Agustus 2021 ] Sugiarta, I Made. 2019. FILSAFAT PENDIDIKAN KI HAJAR DEWANTARA (TOKOH TIMUR). 2:3 https://www.google.com/url?sa=t&source=web&rct=j&url=https://media.neliti. com/media/publications/85340-ID-filsafat-pendidikan-ki-hadjar- dewantara.pdf&ved=2ahUKEwjW1Ij5xM3yAhUxq0sFHTt8CK0QFnoECAMQ AQ&usg=AOvVaw2s9BzdblKM2mMtUS87FLv_ [ Diakses pada 24 Agustus 2021] DI SEKOLAH DASAR DI PROPINSI DAERAH ISTIMEWA YOGYAKARTA.http://repository.iainpurwokerto.ac.id/2464/1/BUKU%20IMPL EMENTASI%20PENDIDIKAN%20KARAKTER.pdf. [Diakses pada tanggal 7 September] Sugiarta, I. M., I. B. P. Mardana, A. Adiarta, dan I. W. Artanayasa. 2019. Filsafat Pendidikan Ki Hajar Dewantara (Tokoh Timur). Jurnal Filsafat Indonesia. 2(3): 124-136