THIS presentation is about the PHILOSOPHY OF REALISM IN EDUCATION.
One can find here the:
general principles of realism
most common and well-known realist
most common form of realism
aims in education
roles of teachers, and;
some teaching methods a teacher can use if he/she is to apply realism in the classroom.
Hinduism may be the only philosophy in the world which answers all the questions of practitioner. At these modern times, when people want to practice the religion with rational mindset, and does not want to believe anything blindly, Vedanta philosophy naturally becomes the best choice. The philosophy of Vedanta is more subtle and requires keen interest of spiritual seekers. The basics of Hinduism are discussed in these articles, which may become guide to seekers, to further explore this great philosophy.
The content is written in this presentation, with simple words and in a systematic way, so that it becomes guide for beginners to understand the basics of Hinduism. One who wish to understand the philosophy through logical mindset, this presentation definitely will prove to be a great help.
For more information see website https://beingkrishnaconscious.com/basics/
THIS presentation is about the PHILOSOPHY OF REALISM IN EDUCATION.
One can find here the:
general principles of realism
most common and well-known realist
most common form of realism
aims in education
roles of teachers, and;
some teaching methods a teacher can use if he/she is to apply realism in the classroom.
Hinduism may be the only philosophy in the world which answers all the questions of practitioner. At these modern times, when people want to practice the religion with rational mindset, and does not want to believe anything blindly, Vedanta philosophy naturally becomes the best choice. The philosophy of Vedanta is more subtle and requires keen interest of spiritual seekers. The basics of Hinduism are discussed in these articles, which may become guide to seekers, to further explore this great philosophy.
The content is written in this presentation, with simple words and in a systematic way, so that it becomes guide for beginners to understand the basics of Hinduism. One who wish to understand the philosophy through logical mindset, this presentation definitely will prove to be a great help.
For more information see website https://beingkrishnaconscious.com/basics/
Anatomy is the study of the structure of the different cells, tissues, organs and systems. An understanding of the anatomy of birds, and the different body systems found in the bird, is useful when an understanding of how poultry work or function, is sought. Knowledge of bird anatomy (body parts) enables the poultry industry to maximize bird performance and maintain good welfare practices.
Birds, like other animals, consist of a number of body systems which operate independently or with each other to maintain the normal activity and functioning of the animal as a whole. Each of these body systems consists of organs, which are special structures that are adapted to carry out specific activities or functions. Each organ, in turn, consists of tissues which consist of the various types of cells that ultimately provide the means for the organs and systems to carry out their activities and functions.
All animals have a skeleton to allow them to stand up and to protect their internal organs and tissues. The avian skeletal system looks similar to those of their mammalian counterparts, but there are some important differences. Many of these differences relate to the bird’s need to be light enough to fly while still maintaining the needed body support. Some important differences between the skeletons of birds and mammals are:
1. Some of vertebral sections are fused together to provide the rigidity required for flight.
2. The sternum provides a large surface area for the strong attachment of the main flight muscles.
3. The size of the head has been reduced significantly when compared to other species. A large head would make flying more difficult.
4. The tail has been reduced to a very short section of fused bones called the pygostyle (sometimes referred to as the Parson’s nose or the Pope’s nose).
5. The ribs have been modified by the inclusion of the uncinate process which refers to overlying flaps projecting off the ribs connecting ribs to the ones beside them. This gives strength to the rib cage so that it will not collapse during flight.
6. The neck is quite long in most species to enable the bird to:
• Protect the delicate tissues of the brain from too much jarring when landing; the flexibility of the neck acts as a shock absorber
• Aid in the reaching of food located on the ground; the rigid body makes this simple activity more difficult without this modification
• Aid in the adjustment of the center of gravity needed when the bird changes from the upright position of walking or perching to the more horizontal position of flight
• Allow the bird to use its beak to obtain oil from the preen gland located on its tail; the bird uses the oil to preen its feathers The bones of birds are also lighter in weight than those of their mammalian counterparts.
Identify or name the skeletal parts as marked on the image below. Use the given table.
1. Incisive (Upper Beak) 2. Nasal 3. Lachrymal 4. Eye socket
5. Mandible (Lower Beak) 6. Vertebral Cranium
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
3. Origins
Hinduism is a collection of religious
beliefs that developed slowly over a
long period of time.
Hindus believe that their religion helps
you free your soul from the sadness,
disappointments, and mistakes of
everyday life.
Unlike other major religions like
Buddhism, Islam, Christianity, &
Judaism, it cannot be traced back to a
single founder.
The main symbol of
Hinduism is called Om
(orAum). It represents
the spirit of all things in
the world. The name
“Om” represents the
sound that was made
when the universe was
created.
4. There are hundreds of different Hindu gods, and not
all Hindus worship all the gods. Sometimes families
have a certain favorite god they worship, or regions
in India have favorite gods.
Hindu Gods
5. The Big 3
Hindus believe the spirit of the
universe takes the form of three
main gods. Hindus can choose
to pray to all of these forms,
some of them,
or none.
Brahma:The Creator
Vishnu:The Protector
Shiva:The Destroyer
6. Vedas & Upanishads
(Writings that describe all the fundamentalteachings that are central
to Hinduism)
Vedas (1700-500BC)- Sacred scriptures,
treasure vault to wisdom and knowledge.
Hymns, ritualistic songs, incantations, charms
and curses.
Upanishads (750 to 550BC) – Sequel of
the Vedas which is more focused on spiritual
enlightenment.
Holy Texts:
7. BRAHMA- is said to be the God of creation. He
is also called as the writer of destiny of people.
ATMAN – the higher aspect of what we
understand as “soul” (the real self)
BRAHMAN
• The Ground of all things
• Supreme being
• The Universal Soul
“Atman is Brahman”
8.
9. The five sheaths are considered as dark
coverings of ignorance that lie underneath
the whole created world. Only when this
has been torn away can the true self be
identified with Brahman.
10. What is the True Self?
• The real self (atman) is distinct from
the temporary body.
• The true self is the soul. The soul is an
atomic particle of consciousness, which
at the present moment is covered by the
psychic and physical layers that are
projected.
• You are not your mind, you are not your
body.
11. The world, including man is but a
“maya” – an illusion, appearance,
reflection of Brahman.
12. Pure consciousness is the reality and
this can only be achieved through
self-realization.
13. Reincarnation
• This is the concept that the
soul is immortal, and all life
forms are reborn into a new
entity after death.
• The soul travels from one
body to the next.
Belief:
The body is
temporary: it dies.
The soul is eternal
& indestructible.
14. Karma
Karma is the concept that if you
do good deeds, good things will
happen in your life. If you do bad
deeds, bad things will happen to
you in life.
Further, if you live a good life
(doing good deeds, being a spiritual
follower of Hinduism), you will be
reincarnated into a higher form, if
you live a bad life, you will be
reincarnated into a lower form.
Belief:
15. 1. Dharma: be a good, virtuous, moral person.
2. Kama: seek happiness, pleasure, emotional
fulfillment (love, friendship, community).
3. Artha: earn material prosperity: money.
(This allows you and your family to live a
secure life).
4. Moksha: the final aim, seek freedom
from ignorance, spirituality, and self-
knowledge. (self-realization)
Four Goals of Life in Hinduism:
16. Moksha
Moksha is when your soul becomes free from the cycle of
rebirth, and is no longer reincarnated. This happens after you
reach the highest level of rebirth, and you can can’t be born
into a higher form. When you reach Moksha, it means you
have had all of life’s experiences, learned all of life’s lessons,
and reached a perfect understanding of the universe. Instead
of being reincarnated, your soul becomes one with god.
Belief:
17. What happens after Self-Realization?
• Self Realization not only helps one progress spiritually,
but also helps one carry out worldly interactions with ease.
You can solve all the day-to-day problems with
equanimity.
You will not be affected by any worries or miseries.
Neither the intent to hurt nor the lingering of annoyance
will be present in the anger after Self Realization.
Fearlessness and independence arise in those who have
attained the Self.
After Self Realization one becomes impartial. One is
not partial to the mind, body and speech and that is why
they can see their own mistakes.
18. Caste System
The Caste System is a system where
people are born into certain social
classes, and they CANNOT change
their social class. Your social class is
determined by Karma: if you are a good
person you will be born into a higher
social class in your next life.
Under the Caste System, who you can
marry, what jobs you can have, and
where you can live are restricted by
your social class.
The system is less frequent than it was in the past, but still exists
in rural areas of India today.
20. Implications to Education
• Generate superior human character as a whole, intelligence
and wisdom are accentuated.
• Learning does not limit itself in learning of facts and figures,
but emphasizes in developing wisdom by forming a
connection between mind, body and spirit.
• This is different from dominant Western view of learning
which seeks cause-and-effect relationships with the worldly
phenomena
• Learning by heart
• Methods of debate, discussion, speculation and argument
were salient features of education
22. SIDDHARTHA GAUTAMA
• H e was born into a wealthy
family and p r o p h e c i e s
s t a t e d t h a t if h e s t a y e d
h o m e , h e would
b e c o m e a king, and if h e
l e f t h o m e h e would
b e c o m e a spiritual leader.
H i s family chose to keep him
sheltered at home, not allowing
him to leavethe palace.
• Gautama lived in luxury and
s a f e t y in t h e walls o f t h e
pal ac e.
23.
24.
25.
26.
27. Implications to Education
• Aims at a personality transformation into a highest form of
humanity through ethical, intellectual and spiritual
perfection.
• The major aim of Buddhist education is all round
development of child’s personality. This includes his
physical, mental, moral and intellectual development. The
other aims of Buddhist Education are to make a free man, a
wise, intelligent, moral, non-violent & secular man.
