The primary challenge facing the twenty-first century is to eliminate violence against women. At minimum, 1 in 3 women face violence that suppresses their political and civic participation. Until it is confronted, we will not be able to tackle peace holistically or sustainably, and our development dollars are not being used effectively. Like polio, Rotarians are key to meeting this challenge!
this power point presentation tackles about PEACE education and the different definitions according to various peace educators, it also involves the definition of peace and the reason why should we teach peace education.
The contents include:
kinds of peace
levels of peace
definition of peace
assumptions on peace educ.
approaches and methodologies in teaching peace education
peace education around the world
theoretical views on peace education
advantage and disadvantage
The primary challenge facing the twenty-first century is to eliminate violence against women. At minimum, 1 in 3 women face violence that suppresses their political and civic participation. Until it is confronted, we will not be able to tackle peace holistically or sustainably, and our development dollars are not being used effectively. Like polio, Rotarians are key to meeting this challenge!
this power point presentation tackles about PEACE education and the different definitions according to various peace educators, it also involves the definition of peace and the reason why should we teach peace education.
The contents include:
kinds of peace
levels of peace
definition of peace
assumptions on peace educ.
approaches and methodologies in teaching peace education
peace education around the world
theoretical views on peace education
advantage and disadvantage
As recommended by national curriculum Framework 2000, peace education must be provided to students and to provide this a prospective teacher should know about "education For Peace"
It is an outcome of state of art systematic review of literature. It provides insights about the cause, consequences and future concerns of violence against women in India
Promoting Gender Equality in our school context: issues and challengesBidhan Gantait
This slide provide information about Gender Equality, specifically in our Indian school system. Mainly focuses on prevailing Issues and challenges in our school system.
As recommended by national curriculum Framework 2000, peace education must be provided to students and to provide this a prospective teacher should know about "education For Peace"
It is an outcome of state of art systematic review of literature. It provides insights about the cause, consequences and future concerns of violence against women in India
Promoting Gender Equality in our school context: issues and challengesBidhan Gantait
This slide provide information about Gender Equality, specifically in our Indian school system. Mainly focuses on prevailing Issues and challenges in our school system.
Human values are the virtues that guide us to take into account human element when one interacts with one other human beings. They are our feelings for the human essence of others. ... These human values give the effect of bonding, comforting and reassuring.
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Title: Conflict Management Essentials
Slide 1: Title Slide
Title: Conflict Management Essentials
Subtitle: Navigating Challenges in the Workplace
Your Name
Date
Slide 2: Introduction
Briefly introduce the topic of conflict management.
Explain why it's essential in the workplace.
Set the tone for the presentation.
Slide 3: Understanding Conflict
Define conflict and its types (e.g., interpersonal, intrapersonal, organizational).
Provide examples of common workplace conflicts.
Slide 4: Causes of Conflict
Identify common causes of conflict in professional settings.
Discuss the role of miscommunication and misunderstandings.
Slide 5: The Impact of Conflict
Highlight the negative consequences of unresolved conflicts.
Emphasize how conflicts can affect productivity, morale, and relationships.
Slide 6: Conflict Resolution Styles
Present different conflict resolution styles (e.g., avoidance, accommodation, collaboration).
Explain when each style is most appropriate.
Slide 7: Conflict Resolution Process
Outline a step-by-step conflict resolution process.
Include strategies for active listening and empathy.
Slide 8: Communication Skills
Provide tips on effective communication during conflicts.
Address non-verbal communication and body language.
Slide 9: Managing Emotions
Discuss the importance of emotional intelligence in conflict management.
Offer techniques for managing emotions during disputes.
Slide 10: Mediation and Third-Party Involvement
Explain the role of mediation in resolving conflicts.
Discuss when and how to involve a third party (e.g., HR, supervisor).
Slide 11: Case Studies
Share real-world examples of conflict scenarios and their resolutions.
Highlight successful conflict management techniques.
Slide 12: Conflict Prevention
Offer strategies for preventing conflicts before they escalate.
Emphasize the importance of creating a positive work environment.
Slide 13: Tools and Resources
Mention conflict management tools and resources available to employees.
Include books, courses, and conflict resolution software.
Slide 14: Q&A
Open the floor for questions and discussion.
Slide 15: Conclusion
Summarize key points.
Reinforce the importance of conflict management skills.
Thank the audience for their attention.
Slide 16: Contact Information
Provide your contact details for further inquiries.
Slide 17: Thank You
Express your gratitude for the audience's time and attention.
Invite them to connect with you for more information.
Slide 18: Additional Resources
List recommended reading materials or websites for further learning.
Slide 19: References
Cite any sources or references used in the presentation.
Slide 20: Questions?
Reiterate the opportunity for questions and discussion.
Remember to use engaging visuals, concise text, and clear graphics to complement your presentation on SlideShare.net. Keep the slides visually appealing and ensure that the content flows logically to effectively convey the importance of conflict management in the workplace.
Our best effort would be to tackle our own life situation in a logical way so that it could bring the highest fulfilment in our life: so each of us should have a good idea of our coping skill and the way of managing our own crisis.
Meaning & Definition of Population & Sampling, Types of Sampling - Probability & Non-Probability Sampling Techniques, Characteristics of Probability Sampling Techniques, Types of Probability Sampling Techniques, Characteristics of Non-Probability Sampling Techniques, Types of Non-Probability Sampling Techniques, Errors in Sampling, Size of sample, Application of Sampling Technique in Research
Theories of Motivation - Instincts Theories, Drive – Reduction Theories, Arousal Theory, Incentive Theory, Opponent-Process Theory, Cognitive Theories - Expectancy-Value Theory, Cognitive Dissonance Theory, Attribution Theory, Equity Theory, Social Cognitive Theory - Maslow’s Hierarchy, ERG Theory, Motivation-Hygiene Theory, Theory X and Theory Y, Acquired Needs Theory, Neo-Freudian Theories - Individual Psychology of Alfred Adler, Analytical Psychology Of Carl J Jung, Carl Rogers, Gestalt theory, Kurt Koffka Theory, Erik Erikson's Stages of Psychosocial Development, Karen Horney – Neurotic Relationships, Harry Stack-Sullivan – Selective Inattention, Erich Fromm – Choice of Freedom, The Social Unconscious Orientations, Type A,B, C and D Personalities, Behavioural, Cognitive And Humanistic Perspectives, Temperamental Theories of Personality - Gordon Allport, Ancient Theories of Temperament, Hierarchy of Traits And Super-Factors, Self-report Measures, Projective Techniques
Meaning, Definition, Factor Theories, Two-Factor Theory, Theory of Primary Mental Abilities, The Structure of Intellect Theory, Process Theories, Multiple Intelligence, Triarchic Theory of Intelligence, Assessment of intelligence, intelligence tests, Raven’s Progressive Matrices, Culture-fair intelligence tests, Extremes of Intelligence, Mental Retardation, Intellectual Giftedness, Triarchic Theory of Giftedness, Characteristics of Giftedness
Pedagogy of the Oppressed, Banking Model of Education. Transmission model, Needs in the Ethic of care model, Vindication of the Rights of Men, Vindication of the Rights of Woman, Balhatya Pratibandhak Griha
Social Brain, Signs of Social Intelligence, Strategies to Develop Social Intelligence, Emotional Intelligence, Components of Emotional Intelligence, How Emotional Intelligence Is Measured, Impact of Emotional Intelligence
Nature of Guidance, Need for Guidance, Principles of Guidance, Types of Guidance, Guidance Services in Schools, Vocational Guidance, Principles of Counselling, Types of Counselling, Professional Ethics of a Counsellor, Guidance Vs Counselling
Characteristics of Critical Thinking, Importance of Critical Thinking, Elements of Critical Thinking Process, Principles of Critical Thinking, Types of Critical Thinking, Critical Thinking Skills, Critical Thinking Barriers
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
2. Factors that influence non- violence.
• Nonviolence is a philosophy or principle that
can inform anyone’s actions, anywhere at any
time.
• Nonviolence is an effective way of dealing
with conflict which needs thought,
resourcefulness, vision, planning, patience
and commitment.
3. • In a world where the currently prevailing
systems are caught in the arm lock of
violence, nonviolence can’t offer instant
remedies or results.
• However, it is catching on.
• Most people reject violence and killing.
4. • People who are ready to kill and who actively
seek out violence are in fact very small.
• Nonviolence doesn’t deny the existence of
conflict -conflict of one kind or another will
probably always be present in human society
-but it does assert that no conflict need be
dealt with using violence and armed force,
ever.
5. • The aim of its supporters, therefore, is the
dismantling of the power structures, military
systems (including arms manufacture), and
economic networks (including the arms
trade) that make violence and war an option
at all.
• Nonviolence begins by learning how to be
less violent and more compassionate with
ourselves.
6. • We learn by building the courage to speak
and act with a respect, honor and reverence
tor our own being.
• Hence, nonviolence can be influenced by
Voluntary Simplicity, Patient Persistence,
Open Friendliness, Respect for Freedom and
Equality and education.
7. Voluntary Simplicity
• To simplify is to invite peacefulness.
Voluntary simplicity of living has been
advocated and practiced by the founders of
most of the great religion: Buddha, Lao Tse,
Moses, Mohammed and Gandhi.
• Our present ‘mental climate’ is not favorable
either for a clear understanding of the value
of simplicity or for its practice.
8. • Simplicity is a relative matter, depending on
climate, customs, culture, the character of
the individual.
• Voluntary simplicity involves both inner and
outer condition.
• It means singleness of purpose, sincerity and
honesty within, as well as avoidance of
exterior clutter, of many possessions
irrelevant to the chief purpose of life.
9. • It means simplicity can be attained by
an ordering and guiding of our energy
and our desires in some directions in
order to secure greater abundance of
life.
• It just involves a deliberate organization
of life for a purpose.
10. Patient Persistence
• Nonviolent activist Jim Douglass referred
patience as a 'revolutionary virtue ’ Patience
is not an excuse for not acting, but rather a
quality that helps us to endure and persist in
our efforts while proceeding in a cairn and
intelligent manner.
• When we are caught up in action, the
emotions are often very active and
sometimes turbulent.
11. • So, we must not react without thinking
very carefully about what we are doing
and what the consequences are likely to
be.
• Patience gives us time for deliberation
and reflection on the issues and how
our actions can be both nonviolent and
yet effective.
12. • It is better to wait and perhaps miss a
small opportunity of the moment than
to rush into something foolishly or
unprepared.
• New opportunities always come
forward. If we think out the situation
and how we can best deal with it, the
next time it occurs we will be ready to
act in a good way.
13. • Unlike military action which strikes quickly
and ruthlessly, nonviolent action is slow and
deliberate with ample warning given to the
opponents so that they can consciously
decide how they wish to meet our
confrontation.
• Military methods are quick and destructive
like fire, but nonviolent action is flowing and
nurturing like water that nourishes growing
things.
14. • We do not want our opponents to
have to react quickly with
instinctive reflexes.
• We want them to know us and our
methods so that they can respond
as calmly and as intelligently as
possible.
15. Open Friendliness
• The way of nonviolence is open to the flow of
love which may come from any direction.
• To love completely is to be open to the whole
universe and everyone in it, both in receiving
from others and in giving love to others.
• True love is universal, not just for one other
person.
16. • By being open and friendly to everyone we
can better understand them and their
concerns, and they will be more likely to
listen to ours as well.
• The way of love can treat the whole world as
one big happy family.
• In this way we do not close ourselves oft
from anyone or any viewpoint.
• Cultural differences should not separate us
from each other, but rather cultural diversity
brings a collective strength that can benefit
all of humanity.
17. • Friendliness is a good feeling that we share
with others.
• When our hearts are open, we do not
discriminate between people but share our
good feelings with everyone equally.
• In the nonviolent movement we have to be
friendly toward each other; at the same time
we have to try to be equally friendly toward
our opponents.
18. • As human beings they are just as important
as we are, and we need to understand them
even more than people who agree with us.
• What the world needs more than anything
else is more love and friendship, and this is
something that each of us can contribute in
our daily lives.
• Love and open friendliness must spring from
the actions of teachers in their classrooms.
19. Respect for Freedom and Equality
• The way of love is also the way of freedom,
because no one but ourselves directs us how
to express our love.
• This is another contrast to military
authoritarianism in which individuals must
take orders from superiors.
20. • In the nonviolent movement we are all free
and equal, each listening to our own inner
guidance and sharing our concerns with the
group.
• Then the group can freely decide, based on
all individuals’ considerations, how the group
wishes to act.
21. • Thus first we must recognize our own
freedom of choice and equal right to
participate.
• Even more important is that we should
realize the equality of all human beings and
respect the liberty of others just as we want
our own freedom respected.
22. • The nonviolent way of love is not possessive
of others nor does it attempt to control
others or use force against them.
• Nonviolent protests do not hurt people;
although they may cause them some
inconvenience in going about the business
which we believe is harmful.
23. • In doing this we attempt to treat these
people as our equals and respect them as
individuals.
• In this sense, teachers’ actions should have
direct communication with students concern
for their well-being.
• A dynamic and vital atmosphere can develop
when teachers are given the freedom,
respect and equal opportunity' tor all
students in the class room.
24. Courageous Compassion
• Compassion is love in action and is willing to
take on the suffering of others in order to
redeem them and those who are doing
wrong to them.
• In compassion we would progress beyond
anger and hate of those who are doing wrong
through pity and into mercy and caring and
healing.
25. • Compassion comes from an experience
of oneness with others which expands
our hearts so that we feel what people
are suffering and are moved to help
them.
• The truly courageous are not afraid of
the opponents and therefore need no
weapon at all.
26. • Does it take more courage to go into
battle hiding behind armor and using a
gun to kill anyone who appears
threatening or to walk with dignity
unarmed and unafraid into the conflict?
• Thus courage is measured by how much
we are able to overcome our fear and
do what we believe is best to do
anyway.
27. • Those who fight with weapons for what they
believe are more courageous than those who
passively accept injustice and allow
themselves to be controlled by those who are
threatening them.
• Yet the most courageous are those who stand
up to injustice and actively work to change it
by nonviolently intervening using purely
moral courage and no physical weapons for
defense.
28. Education
• Nonviolence is a holistic theory and practice
that rejects aggression and violence in order
to achieve goals and to resolve conflicts in a
constructive way.
• This evolving perspective of personal and
social empowerment is not about denying
anger but channeling the energy behind
anger into other strategies that are powerful
and respectful of others.
29. • It is a fact that we live in a world
with conflicts: war, torture, ethno-
cultural rivalries and violence.
• Against those problems there is a
slow but growing recognition of the
value of nonviolence to solve them.
30. • This fundamental human aspiration
developed as a comprehensive theory by
Mahatma Gandhi and he is identified in many
examples throughout history.
• Violence, from the mildest forms (insults,
rudeness) to the most appalling (rape,
murder, massacres, terrorism), strongly
permeates twenty-first century culture.
31. • The preventive action — UNESCO’s
mission to promote through education,
science and culture is still very far from
being fixed in people's minds and from
finding concrete expression.
• Education is therefore fundamental to
peace-building.
32. • Education tor peace, human rights and
democracy is inseparable from a style of
teaching that imparts to the young, and
the not so young, attitudes of dialogue
and non-violence —in other words, the
values of tolerance, openness to others
and sharing.