Four Pillars of Education
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Four Pillars of Education REFERENCES: Alfonso, Rowel (2015). Four Pillars of Education [PowerPoint presentation]. Retrieved from https://www.slideshare.net/rowel65/four-pillars-of-education-46628967 Carreon, M.L., Prieto, N.G., & Vega V.A. (2009). Social Dimension of Education (Revised Edition, pp. 15-23). Quezon City: Lorimar Publishing Co. Inc. Micaiah, Wale (2014). The 4 Pillars of Education [PowerPoint presentation]. Retrieved from https://www.slideshare.net/statisense/the-4-pillars-of-education.
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The Four Pillars of Education (UPDATED VERSION)
The document outlines four pillars of education according to UNESCO: Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be. Each pillar is described as focusing on developing different skills. Learning to Know focuses on gaining knowledge and learning instruments of learning. Learning to Do focuses on developing competencies and skills for working with others. Learning to Live Together focuses on understanding others and developing shared purposes. Learning to Be focuses on developing one's complete potential and hidden talents.
Four pillars of education
The document outlines the four pillars of education:
1) Learning to know - providing general and specialized education to develop thinking, concentration, and memory skills.
2) Learning to do - developing both technical skills and personal competence to perform work through specialized education.
3) Learning to live together - teaching understanding of others through diversity and discovering shared goals to overcome conflicts.
4) Learning to be - providing an individualized and interactive social process of becoming through problem-solving, decision-making, and relating to others.
Ed9 (chap.2) 4 pillars of education
The document discusses the four pillars of education according to the International Commission on Education for the 21st Century: learning to know, learning to do, learning to live together, and learning to be. It emphasizes that education must help students learn how to learn by developing skills like concentration, memory, questioning, and critical thinking from a young age. Teachers play an important role in cultivating independent, lifelong learners who can thrive in today's knowledge society. Education should combine deductive and inductive reasoning to develop both practical problem-solving abilities and abstract thought.
The four pillars of learning
The UNESCO's Four Pillars of Learning are Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be. The Delors Commission emphasizes Learning to Know, which implies learning how to learn. This involves developing skills like concentration, memory, and thinking. Personal competence involves a mix of certified skills, social behavior, initiative, and risk-taking. Education should contribute to a student's complete development of mind, body, intelligence, and spirituality. It should equip students with independent and critical thinking so they can make their own judgments. The goal of learning and development is the full realization of a person's rich personality and their commitments as an individual and member of society.
The Four Pillars of Education
The document discusses the four pillars of education according to the Delors Report:
1) Learning to know, which involves acquiring tools for understanding through a broad general education and in-depth study of some subjects.
2) Learning to do, which involves not just job skills but also developing competence to deal with various situations and work in teams.
3) Learning to live together, which involves finding peace within oneself and expanding acceptance and understanding of others.
4) Learning to be, which involves developing one's personality and acting with greater autonomy, judgment, and responsibility.
Four pillars of education
Discusses the four pillars of education of jacques dellor and the necessary sub topics in each pillar
The 4 Pillars of Education
Learning to live together involves developing social skills like respect, concern for others, and appreciation for diversity. Education should focus on discovering other people and cultures, and encouraging involvement in collaborative projects to teach conflict resolution and working with others. Indicators to measure learning to live together include access to community institutions, volunteering rates, participation in social groups, interactions with other cultures, and travel times to social places.
Facilitating learner .pdf
This presentation summarizes concepts from Lesson 11 to Lesson 19 on facilitating learner-centered teaching. It covers topics like the role of discipline, collaborative class norms, differentiated teaching, flexible learning, education in emergencies, and instructional processes. Key aspects discussed include developing collaborative norms, using logical consequences, implementing student-specific approaches, facilitating calm spaces, and utilizing various delivery modalities including face-to-face, blended, and distance learning. The presentation also outlines structures that facilitate learner-centered teaching and details of preparing learner-centered lesson plans.
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The Four Pillars of Education (UPDATED VERSION)
The document outlines four pillars of education according to UNESCO: Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be. Each pillar is described as focusing on developing different skills. Learning to Know focuses on gaining knowledge and learning instruments of learning. Learning to Do focuses on developing competencies and skills for working with others. Learning to Live Together focuses on understanding others and developing shared purposes. Learning to Be focuses on developing one's complete potential and hidden talents.
Four pillars of education
The document outlines the four pillars of education:
1) Learning to know - providing general and specialized education to develop thinking, concentration, and memory skills.
2) Learning to do - developing both technical skills and personal competence to perform work through specialized education.
3) Learning to live together - teaching understanding of others through diversity and discovering shared goals to overcome conflicts.
4) Learning to be - providing an individualized and interactive social process of becoming through problem-solving, decision-making, and relating to others.
Ed9 (chap.2) 4 pillars of education
The document discusses the four pillars of education according to the International Commission on Education for the 21st Century: learning to know, learning to do, learning to live together, and learning to be. It emphasizes that education must help students learn how to learn by developing skills like concentration, memory, questioning, and critical thinking from a young age. Teachers play an important role in cultivating independent, lifelong learners who can thrive in today's knowledge society. Education should combine deductive and inductive reasoning to develop both practical problem-solving abilities and abstract thought.
The four pillars of learning
The UNESCO's Four Pillars of Learning are Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be. The Delors Commission emphasizes Learning to Know, which implies learning how to learn. This involves developing skills like concentration, memory, and thinking. Personal competence involves a mix of certified skills, social behavior, initiative, and risk-taking. Education should contribute to a student's complete development of mind, body, intelligence, and spirituality. It should equip students with independent and critical thinking so they can make their own judgments. The goal of learning and development is the full realization of a person's rich personality and their commitments as an individual and member of society.
The Four Pillars of Education
The document discusses the four pillars of education according to the Delors Report:
1) Learning to know, which involves acquiring tools for understanding through a broad general education and in-depth study of some subjects.
2) Learning to do, which involves not just job skills but also developing competence to deal with various situations and work in teams.
3) Learning to live together, which involves finding peace within oneself and expanding acceptance and understanding of others.
4) Learning to be, which involves developing one's personality and acting with greater autonomy, judgment, and responsibility.
Four pillars of education
Discusses the four pillars of education of jacques dellor and the necessary sub topics in each pillar
The 4 Pillars of Education
Learning to live together involves developing social skills like respect, concern for others, and appreciation for diversity. Education should focus on discovering other people and cultures, and encouraging involvement in collaborative projects to teach conflict resolution and working with others. Indicators to measure learning to live together include access to community institutions, volunteering rates, participation in social groups, interactions with other cultures, and travel times to social places.
Facilitating learner .pdf
This presentation summarizes concepts from Lesson 11 to Lesson 19 on facilitating learner-centered teaching. It covers topics like the role of discipline, collaborative class norms, differentiated teaching, flexible learning, education in emergencies, and instructional processes. Key aspects discussed include developing collaborative norms, using logical consequences, implementing student-specific approaches, facilitating calm spaces, and utilizing various delivery modalities including face-to-face, blended, and distance learning. The presentation also outlines structures that facilitate learner-centered teaching and details of preparing learner-centered lesson plans.
Foundation of education
This document discusses the foundations of education, including psychological, sociological, anthropological, historical, philosophical, and legal foundations. It examines theories of learning and development, including developmentalism and developmental tasks. It also covers individual differences that arise from factors like heredity, environment, intelligence, aptitudes, temperament, and effort-making capacity. Key concepts discussed include the nature of education, the components of the educational process, theories of emotion and personality, and approaches to understanding learning like structuralism, functionalism, behaviorism, and gestalt psychology.
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The document outlines The Four Pillars of Education framework which proposes that education should focus on (1) learning to know by developing skills like critical thinking; (2) learning to do by acquiring skills to function in life; (3) learning to live together by learning to respect others; and (4) learning to be which shapes one's personality and character. It emphasizes that the role of teachers is to facilitate lifelong learning and help students acquire skills to continue learning throughout their lives such as being able to learn how to read, listen, observe, ask questions and access information.
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The document discusses the four pillars of education: learning to know, learning to do, learning to be, and learning to live together. It focuses on learning to know and learning to do. For learning to know, it emphasizes developing concentration, memory skills, and thinking abilities through a broad general education and opportunities to study subjects in depth. For learning to do, it notes the shift from specific skills training to developing personal competence with a mix of skills, initiative, and interpersonal skills due to the increasing importance of knowledge work and services. Occupational training must evolve beyond imparting routine job knowledge.
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After studying this chapter, you should be able to:
-identify the four pillars of education;
-create learning opportunities guided by the four pillars education;
-develop an awareness of the importance of living in -harmony with each other and with environment; and
-create an awareness of the solidarity of mankind regardless of race, religion, and culture.
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The Four Pillars of Education PPT by Rowel Alfonso
"Learning the Treasure Within", the report of the International Commission on Education for the Twenty-first Century, chaired by Jacques Delors, and published by UNESCO in 1996 provides new insights into education for the 21st Century. It stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden his/her knowledge, skills and attitudes, and adapt to changing, complex and interdependent world.
After studying this chapter, you should be able to:
-identify the four pillars of education;
-create learning opportunities guided by the four pillars education;
-develop an awareness of the importance of living in -harmony with each other and with environment; and
-create an awareness of the solidarity of mankind regardless of race, religion, and culture.
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The document outlines The Four Pillars of Education which are: Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be.
It describes Learning to Know as acquiring understanding through broad general knowledge and in-depth study to learn how to learn throughout life. Learning to Do means applying knowledge skillfully and creatively, developing competencies, qualities and attitudes. Learning to Live Together involves understanding others, cooperation, and managing conflicts respectfully. Learning to Be refers to the complete fulfillment and development of one's personality and autonomy as an individual and community member.
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The document discusses several domains of teaching competencies including the National Competency-Based Teacher Standards (NCBTS), competencies for global teachers, educational foundations, and learning environment. It provides details on the standards identified under each of these domains, such as the NCBTS identifying competencies all teachers should possess, competencies for 21st century teachers including facilitating learning skills and assessing students, what teachers need to understand regarding educational history, theories and laws, and factors that influence the learning environment.
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This document discusses contextualizing curriculum by relating content and teaching methods to students' experiences and environment. It emphasizes using local resources, interests and issues to make lessons more meaningful. Some benefits are improving relevance, developing skills like problem-solving, and strengthening the connection between school, home and community. The document provides steps for contextualizing lessons and suggests areas for further research like evaluating its impact on learning and communities.
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This document contains a collection of scattered articles and sections related to various topics including human rights, conflicts over water and natural resources, education in Asia, and the structure of educational systems. Specifically, it discusses conflicts in the Philippines, the Middle East, Rwanda, and Ecuador. It also includes portions of the Universal Declaration of Human Rights covering life, liberty, slavery, discrimination, movement, thought, assembly, social security, work, rest, standard of living, and duties to the community. Sections on education address private schools, chartered schools, teaching quality, educational technology, computer programming, computers as versatile tools, and the pre-school to graduate level structure.
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The document discusses key aspects of teaching and learning, including:
1) It defines the professional teacher as a licensed professional who has undergone years of academic preparation. Professional teachers possess technical and professional competencies.
2) It outlines important qualities of a good teacher, including passion, humor, values like open-mindedness and fairness, and traits like patience and enthusiasm.
3) It also discusses Howard Gardner's theory of multiple intelligences and different learning styles, explaining that people have unique blends of intelligences and learn in different ways based on environmental, emotional, sociological, and physiological factors.
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The document summarizes the two major philosophical strands that fall under the category of experience in Western thought as it relates to education: empiricism and romanticism. Empiricism views the learner as a passive recipient of organized experiences, leading to a technical curriculum focused on arranging stimuli. Romanticism believes formal education is unnecessary and children should learn naturally through experiences and influences. Both strands emphasize the importance of experience in learning but differ on the role of the teacher and formal curriculum.
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Learning to live together is one of the "Four Pillars of Education" the other three are: "Learning to Know, Learning to Do and Learning to Be".
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
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Foundation of education
This document discusses the foundations of education, including psychological, sociological, anthropological, historical, philosophical, and legal foundations. It examines theories of learning and development, including developmentalism and developmental tasks. It also covers individual differences that arise from factors like heredity, environment, intelligence, aptitudes, temperament, and effort-making capacity. Key concepts discussed include the nature of education, the components of the educational process, theories of emotion and personality, and approaches to understanding learning like structuralism, functionalism, behaviorism, and gestalt psychology.
Learning to be
Education should develop all dimensions of the complete person, including the physical, intellectual, emotional, and ethical integration into society. The document discusses that education must contribute to the all-round development of each individual, including their mind, body, intelligence, sensitivity, aesthetic sense, personal responsibility, and spiritual values. It believes in a holistic approach to educating people as individuals and members of society through fully developing their human capacities.
The four pillars of education
The document outlines The Four Pillars of Education framework which proposes that education should focus on (1) learning to know by developing skills like critical thinking; (2) learning to do by acquiring skills to function in life; (3) learning to live together by learning to respect others; and (4) learning to be which shapes one's personality and character. It emphasizes that the role of teachers is to facilitate lifelong learning and help students acquire skills to continue learning throughout their lives such as being able to learn how to read, listen, observe, ask questions and access information.
Herbert Spencer (Philosophy of Education)
Herbert Spencer (1820-1903) was a leading English philosopher and social theorist known for coining the term "survival of the fittest". His educational theory emphasized developing independent thought through presenting the natural history of society, with learning as an individual effort and the survival of the fittest. Spencer believed education should train memory, cultivate judgment, and impart moral and religious discipline, with knowledge of science being most important. Students should learn through individual effort aided by teachers, books, observation and laboratory work.
Eight different approaches to value education by supreka
This document outlines various approaches to moral education, including the evocation approach which encourages spontaneous choices, the awareness approach which facilitates moral development, and the analysis approach which encourages studying social problems. It also describes other common approaches like telling, inculcating, persuading, modeling, role playing, simulating, problem solving, discussing situations, studying biographies, moralizing, and clarifying values. The overall purpose is to help students develop moral reasoning and perceive themselves not just as individuals but as part of a larger interconnected whole.
Four Pillars of Education (cont.)
This only contains Learning to Live Together and To Be. This is only half of a full report. but there is a summary at the end
The four pillars of education
The document discusses the four pillars of education: learning to know, learning to do, learning to be, and learning to live together. It focuses on learning to know and learning to do. For learning to know, it emphasizes developing concentration, memory skills, and thinking abilities through a broad general education and opportunities to study subjects in depth. For learning to do, it notes the shift from specific skills training to developing personal competence with a mix of skills, initiative, and interpersonal skills due to the increasing importance of knowledge work and services. Occupational training must evolve beyond imparting routine job knowledge.
Four Pillars of Education
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"Learning the Treasure Within", the report of the International Commission on Education for the Twenty-first Century, chaired by Jacques Delors, and published by UNESCO in 1996 provides new insights into education for the 21st Century. It stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden his/her knowledge, skills and attitudes, and adapt to changing, complex and interdependent world.
After studying this chapter, you should be able to:
-identify the four pillars of education;
-create learning opportunities guided by the four pillars education;
-develop an awareness of the importance of living in -harmony with each other and with environment; and
-create an awareness of the solidarity of mankind regardless of race, religion, and culture.
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The document discusses the teaching profession and the standards of practice for teachers. It outlines the purposes of the standards as inspiring a shared vision, identifying distinctive values/skills, guiding professional judgment, and promoting a common language for teachers. The standards themselves are a commitment to students and learning, professional knowledge, professional practice, ongoing learning, and leadership in learning communities. The document emphasizes that no teacher stands alone and that teachers shape society through their work with students.
Four Pillars of Education
The Four Pillars of Education PPT by Rowel Alfonso
"Learning the Treasure Within", the report of the International Commission on Education for the Twenty-first Century, chaired by Jacques Delors, and published by UNESCO in 1996 provides new insights into education for the 21st Century. It stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden his/her knowledge, skills and attitudes, and adapt to changing, complex and interdependent world.
After studying this chapter, you should be able to:
-identify the four pillars of education;
-create learning opportunities guided by the four pillars education;
-develop an awareness of the importance of living in -harmony with each other and with environment; and
-create an awareness of the solidarity of mankind regardless of race, religion, and culture.
Robert Gagne’s Hierarchical Learning Theory
Robert Gagne's hierarchical learning theory categorizes learning into five types: intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. Intellectual skills are further divided into eight subcategories that increase in complexity: signal learning, stimulus-response learning, chain learning, verbal association learning, multiple discrimination learning, concept learning, rule/principle learning, and problem solving learning. These categories build upon each other, with higher-order skills requiring mastery of lower-level skills and more previous learning.
4 pillars of education
The document outlines The Four Pillars of Education which are: Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be.
It describes Learning to Know as acquiring understanding through broad general knowledge and in-depth study to learn how to learn throughout life. Learning to Do means applying knowledge skillfully and creatively, developing competencies, qualities and attitudes. Learning to Live Together involves understanding others, cooperation, and managing conflicts respectfully. Learning to Be refers to the complete fulfillment and development of one's personality and autonomy as an individual and community member.
Teaching Competencies
The document discusses several domains of teaching competencies including the National Competency-Based Teacher Standards (NCBTS), competencies for global teachers, educational foundations, and learning environment. It provides details on the standards identified under each of these domains, such as the NCBTS identifying competencies all teachers should possess, competencies for 21st century teachers including facilitating learning skills and assessing students, what teachers need to understand regarding educational history, theories and laws, and factors that influence the learning environment.
Contextualised curriculum
This document discusses contextualizing curriculum by relating content and teaching methods to students' experiences and environment. It emphasizes using local resources, interests and issues to make lessons more meaningful. Some benefits are improving relevance, developing skills like problem-solving, and strengthening the connection between school, home and community. The document provides steps for contextualizing lessons and suggests areas for further research like evaluating its impact on learning and communities.
Globalization and Education
This document contains a collection of scattered articles and sections related to various topics including human rights, conflicts over water and natural resources, education in Asia, and the structure of educational systems. Specifically, it discusses conflicts in the Philippines, the Middle East, Rwanda, and Ecuador. It also includes portions of the Universal Declaration of Human Rights covering life, liberty, slavery, discrimination, movement, thought, assembly, social security, work, rest, standard of living, and duties to the community. Sections on education address private schools, chartered schools, teaching quality, educational technology, computer programming, computers as versatile tools, and the pre-school to graduate level structure.
Peace Education
This document discusses peace education, its need, aims, and objectives. It outlines that the aims of peace education are to prepare children and youth for a peaceful world, create a united global order that protects children's safety, establish an inclusive civilization of peace, and create desire for nonviolence. The objectives are to foster world improvements, develop values and skills to assist students' well-being, help students envision global peace, create constructive conflict resolution behaviors, and explore peace as a state and process for positive relations. The sources for this information come from slideshare.net and other web sources.
The elements of teaching
The document discusses key aspects of teaching and learning, including:
1) It defines the professional teacher as a licensed professional who has undergone years of academic preparation. Professional teachers possess technical and professional competencies.
2) It outlines important qualities of a good teacher, including passion, humor, values like open-mindedness and fairness, and traits like patience and enthusiasm.
3) It also discusses Howard Gardner's theory of multiple intelligences and different learning styles, explaining that people have unique blends of intelligences and learn in different ways based on environmental, emotional, sociological, and physiological factors.
Philosophy and its educational implication:Experience
The document summarizes the two major philosophical strands that fall under the category of experience in Western thought as it relates to education: empiricism and romanticism. Empiricism views the learner as a passive recipient of organized experiences, leading to a technical curriculum focused on arranging stimuli. Romanticism believes formal education is unnecessary and children should learn naturally through experiences and influences. Both strands emphasize the importance of experience in learning but differ on the role of the teacher and formal curriculum.
Pedagogical content knowledge –lee shulman, goldston
Pedagogical content knowledge is a form of knowledge that combines both content knowledge and pedagogical knowledge. It was introduced by Lee Shulman and refers to the blending of a teacher's understanding of their subject matter with the best methods of teaching that content. It involves understanding how to structure content for teaching, common misconceptions students have, and strategies for addressing student needs. Developing strong pedagogical content knowledge requires both formal education and experience teaching diverse students.
Learning to live together
Learning to live together is one of the "Four Pillars of Education" the other three are: "Learning to Know, Learning to Do and Learning to Be".
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
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This document outlines a sociological approach to education course being taught by Dr. MD. Khairul Islam. It discusses the social contexts of learning and teaching, including Vygotsky's theory of social learning and Dewey's views on social constructivism. It also describes Macfarlane's culturally responsive teaching approach and the seven components of the educultural wheel model. The document defines teaching as a profession according to its characteristics of serving the public, unique body of knowledge, formal preparation, autonomy, and ethics. Factors that can contribute to teacher commitment are listed. Finally, the document discusses the social roles of teachers both within institutions and society.
The Teacher, The Learner, and The Learning Process _MA203 (Rañola).pptx
The document discusses the roles of teachers and learners in the learning process. It defines a teacher as someone who facilitates learning and guides students, while a learner is an active participant willing to gain new knowledge. The learning process is described as active, building on prior knowledge through social environments, authentic contexts, and requiring motivation. Key aspects of the teacher's role include creating a caring environment, establishing rules, maintaining accountability, and managing problems. Characteristics of good learners are that they lead their own learning and engage with the world. The document outlines various learning theories and models.
The 4 Pillars of Education
This document discusses the four pillars of education according to Jacques Delors: learning to know, learning to do, learning to live together, and learning to be. It provides details on each pillar, including what they involve, their importance, and examples of indicators and measures. Learning to know refers to developing knowledge and skills needed to function, such as literacy, numeracy, and critical thinking. Learning to do involves acquiring vocational skills and competencies. Learning to live together focuses on developing social skills and values like respect for others. The pillars aim to help individuals reach their full potential and contribute to society.
Peace Education
This document discusses the status of peace education in the curriculum. It proposes including peace education in the national curriculum framework to nurture social skills and harmony. Peace education can be integrated through human rights education, values promotion, citizenship education, and developing self-esteem. It should instill a peace culture and address issues like the environment, poverty, and conflict. The curriculum needs to use experiential and cooperative learning through a conscious, integrated effort. This will help develop qualities like tolerance and social justice to create a peaceful, pluralistic society.
CET 1 PPT.pptx
The document provides information about social work and community education and training. It defines community education as education that takes place within a community but is not necessarily of the community, involving various local institutions. Alternatively, it can be a process of communal education towards empowerment at individual and collective levels. Community education is rooted in empowerment, social justice, and challenging oppression. It builds local capacity to address disadvantages and engage in decision-making. Community education aims to empower participants with skills and knowledge to challenge oppression and enact change. It is distinct from general adult education in its ethos and methodologies.
Module i understanding adult education1
This document provides an overview of adult education and its role in social change. It discusses how adult education emerged in the 19th century and was further developed after World War II. The document also summarizes different theories around adult education, including andragogy which focuses on designing learning specifically for adult learners. Finally, it discusses how adult education can be used to promote social change by raising consciousness and allowing collective learning towards creating a more just society.
An cosan shanty-principles-of-education
The document outlines 10 core principles of community education that emphasize situating learning within the lived experiences and needs of community participants. Education is seen as a dialogical and transformative process where participants and tutors mutually learn from one another in a supportive environment. A diversity of intelligences and assessment methods are valued to accommodate different learning styles. The goal is discovery-based learning through a variety of participatory methods rather than a programmed syllabus.
Mamta
The document discusses the role of teacher education in developing life skills. It argues that teachers in the 21st century must facilitate student learning and create productive environments for students to develop skills needed currently and in the future. It identifies several roles of teachers, including controller, prompter, resource, assessor, and organizer. The document also discusses important life skills like communication, critical thinking, and empathy. It emphasizes that education systems should focus on developing these skills to help students build meaningful and purposeful lives and live globally. Finally, it concludes that life skills education is a necessary part of teacher education to help students develop skills like self-awareness, problem solving, and coping with stress.
Life skills
Life skills help us to become humane. We survive in virtual world. We open our eyes with Android equipped gadgets, see social sites updates, spend stressful, time bound, target based professional life. We become multitask performer to survive in fast growing world.
Life skills are art of living, which help us to draw a personal and professional and sketch of life.
Learning life skills occur within and beyond a boundary wall of classroom.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation results
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Four Pillars of Education
- 1. Click to edit Master title style 1 Bulacan State University College of Education Continuing Professional Teacher Education Program Educ313CTE-Educational Sociology Prepared by: DIAPAR, R.A. | ESTROPIA, V.C. | MUNSAYAC, P.M. | SUPLITO, P. Four Pillars of Education
- 3. Four Pillars of Education 01 | Learning to know 02 | Learning to do 03 | Learning to live together 04 | Learning to be Framework for students to acquire a lifelong learning
- 5. Learning to KnowFIRST PILLAR OF EDUCATION
- 6. Learning to Know Cultivates concentration, memory & thinking Develops mastery of learning tools Baseline for autonomous learning Aids in knowledge needed in globalized society
- 8. Facilitator, A TEACHER SHALL BE Catalyst, Monitor & Evaluator
- 9. The Teacher helps the learners to 01 | Develop values & skills for searching for knowledge & wisdom 02 | Learn to learn 03 | Acquire a taste for learning throughout life 04 | Develop critical thinking 05 | Acquire tools and processes for understanding 06 | Develop intellectual curiosity
- 11. Learning to DoSECOND PILLAR OF EDUCATION
- 12. Learning to Do WHY WE NEED TO TEACH Skills & Competence?
- 13. LEARNING TO DO 01 Emphasizes in helping students acquire skills that will enable them to work effectively after they leave school enjoying the work force as adults
- 14. LEARNING TO DO 02 Describes putting knowledge and learning into practice innovatively through skills development and practical know-how, development of competence, life skills, personal qualities, aptitudes and attitudes
- 15. LEARNING TO DO 03 Anchored within lifelong learning and TVET in preparation for life and the world of work
- 16. Skills needed will be: Initiative & Competence Productivity & Accountability Leadership & Responsibility
- 18. StudentsThe progress of mankind is due to great individuals. The school should aim at the full and unimpeded development of all innate abilities of the individual. It should cater to the physical, intellectual, social, emotional and moral development of the child.
- 19. Society 01 | Socially efficient individual able to earn his livelihood 02 | A good citizen 03 | Has intelligence to understand and appreciate the world 04 | Ready to dedicate himself to the ideals of his society
- 20. Learning to Live TogetherTHIRD PILLAR OF EDUCATION
- 21. Is most vital to building a genuine and lasting culture of peace Learning to Live Together
- 22. Itisdynamic,holisticandlifelong processthroughwhich(the sharedvalues)areinternalized andpracticed.
- 23. Process begins… development of inner peace in the minds and hearts of individuals engage in the search for the truth, knowledge and understanding.
- 24. Role of Teacher 01 | Helps students to develop an understanding of other people & appreciation of interdependence 02 | Realize the value of being able to live together 03 | Provides a safe and accepting learning environment 04 | Helps students develop life and career skills 05 | Helps students develop awareness, self-esteem, empathy, respect & capacity for active citizenship
- 25. Learning to BeFOURTH PILLAR OF EDUCATION
- 26. LEARNING TO BE All-around development of the whole person, to fulfill his highest potential, and be able to think, decide and act independently--- the source of creativity, innovation and entrepreneurship
- 27. Complete fulfillment of man, in all the richness of his personality, the complexity of his forms of expression and his various commitments-as individual, member of a family and of a community, citizen and producer, inventor of techniques and creative dreamer. Aim of Development
- 29. Learning to Be Activitiesinvolves activities that promote holistic personal development (body, mind and spirit), for an all- round ‘complete person.’ Cultivating one’s self analytical and social skills, creativity, personal discovery and an appreciation of the inherent value provided by these pursuits. Example: Teacher who participates in training workshops that will enhance his/her knowledge and skills in the teaching learning process.
- 30. Click to edit Master title style 30 Bulacan State University College of Education Continuing Professional Teacher Education Program Educ313CTE-Educational Sociology Prepared by: DIAPAR, R.A. | ESTROPIA, V.C. | MUNSAYAC, P.M. | SUPLITO, P. Group Activity