This lesson plan outlines an innovative lesson on blood. The teacher will develop students' factual, conceptual, procedural and metacognitive knowledge about blood through lecture, group discussion, and evaluation. Students will learn that blood is made up of 55% plasma and 45% blood cells, including red blood cells, white blood cells and platelets. They will understand the composition and functions of both plasma and blood cells through interactive activities matching components to their functions. The lesson enables students to describe the components of blood and their roles in the body.
From Wikipedia, the free encyclopedia
Phaladeepika
Author Mantreswara
Country India
Language Sanskrit
Subject Astrology
•
Phaladeepika is a treatise on Hindu astrology written by Mantreswara. The text is written in lyrical Sanskrit verse comprises 865 slokas and 28 chapters.[1] It is one of the more significant works on Hindu astrology, along with Bṛhat Parāśara Horāśāstra of Parashara, Brihat Jataka of Varahamihira, and Jataka Parijata of Vaidyanatha Dikshita. It deals in a most comprehensive and authoritative manner with almost all astrological aspects of human life.[2] Mantreswara has equated a retrograde planet with an exalted planet in strength and effects even though it be in an inimical or its debilitation sign differing with Saravali which states that benefics are powerful when retrograde and cause Raja yoga (Hindu astrology) but malefic when retrograde do not confer favourable results.[3]
Very little is known about its author, Mantreswara, who is believed to have lived in the 13th century CE. He was born Markandeya Bhattathiri in a family of Namboodari Brahmins in Panchgiri village of Tirunelveli in the Indian state of Tamil Nadu. He was a devotee of Sukuntlambika Devi and was well-versed in many branches of knowledge; he had traveled to far-off places in India in search of knowledge. He had renounced the world and had finally died in Tirunelveli; his date of birth and his date of death are not known.[4]
According to one belief Mantreswara was born in Shalivati in Tamil Nadu and according to another, he was born in Kerala. Whether he lived in the 13th century or in the 16th century remains undecided. His work, Phaladeepika, though very popular in South India and from a very long time in the past available in Southern languages script-versions came to light when its original Sanskrit version was published from Kolkata around 1925.[5] At the very close of this text, Mantreswara confirms that
श्रीशालिवाटिजातेन मया मन्त्रेश्वरेण वै |
दैवज्ञेन द्विजाग्रेण सतां ज्योतिर्विदां मुदे || - Sloka XXVIII.5
he indeed lived in Shalivati, in present Tirunelveli, as a renowned Brahmin astrologer.
See also
From Wikipedia, the free encyclopedia
Mantreswara was a Hindu astrologer whose work, Phaladeepika, written in Sanskrit verse-format, is a major text on Hindu astrology ranked alongside Bṛhat Parāśara Horāśāstra of Parashara, Brihat Jataka of Varahamihira, and Jataka Parijata of Vaidyanatha Dikshita. He was born Markandeya Bhattathiri/Bhattar in a family of Namboodari Brahmins.[1] The exact date of his birth and date of death are not known, some believe that he lived in the 13th century and some believe that he lived in the 16th century.[2] At the very close of his work, Phaladeepika, Mantreswara confirms that he lived in Shalivati, present Tirunelveli
From Wikipedia, the free encyclopedia
Phaladeepika
Author Mantreswara
Country India
Language Sanskrit
Subject Astrology
•
Phaladeepika is a treatise on Hindu astrology written by Mantreswara. The text is written in lyrical Sanskrit verse comprises 865 slokas and 28 chapters.[1] It is one of the more significant works on Hindu astrology, along with Bṛhat Parāśara Horāśāstra of Parashara, Brihat Jataka of Varahamihira, and Jataka Parijata of Vaidyanatha Dikshita. It deals in a most comprehensive and authoritative manner with almost all astrological aspects of human life.[2] Mantreswara has equated a retrograde planet with an exalted planet in strength and effects even though it be in an inimical or its debilitation sign differing with Saravali which states that benefics are powerful when retrograde and cause Raja yoga (Hindu astrology) but malefic when retrograde do not confer favourable results.[3]
Very little is known about its author, Mantreswara, who is believed to have lived in the 13th century CE. He was born Markandeya Bhattathiri in a family of Namboodari Brahmins in Panchgiri village of Tirunelveli in the Indian state of Tamil Nadu. He was a devotee of Sukuntlambika Devi and was well-versed in many branches of knowledge; he had traveled to far-off places in India in search of knowledge. He had renounced the world and had finally died in Tirunelveli; his date of birth and his date of death are not known.[4]
According to one belief Mantreswara was born in Shalivati in Tamil Nadu and according to another, he was born in Kerala. Whether he lived in the 13th century or in the 16th century remains undecided. His work, Phaladeepika, though very popular in South India and from a very long time in the past available in Southern languages script-versions came to light when its original Sanskrit version was published from Kolkata around 1925.[5] At the very close of this text, Mantreswara confirms that
श्रीशालिवाटिजातेन मया मन्त्रेश्वरेण वै |
दैवज्ञेन द्विजाग्रेण सतां ज्योतिर्विदां मुदे || - Sloka XXVIII.5
he indeed lived in Shalivati, in present Tirunelveli, as a renowned Brahmin astrologer.
See also
From Wikipedia, the free encyclopedia
Mantreswara was a Hindu astrologer whose work, Phaladeepika, written in Sanskrit verse-format, is a major text on Hindu astrology ranked alongside Bṛhat Parāśara Horāśāstra of Parashara, Brihat Jataka of Varahamihira, and Jataka Parijata of Vaidyanatha Dikshita. He was born Markandeya Bhattathiri/Bhattar in a family of Namboodari Brahmins.[1] The exact date of his birth and date of death are not known, some believe that he lived in the 13th century and some believe that he lived in the 16th century.[2] At the very close of his work, Phaladeepika, Mantreswara confirms that he lived in Shalivati, present Tirunelveli
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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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!
Digital Artifact 2 - Investigating Pavilion Designs
Innovative lesson plan
1. INNOVATIVE LESSON PLAN
Name of the teacher : Leena K.R. Standard : IX
Name of the school : St. Mary’s HSS, Vizhinjam Strength :
Name of the subject : Pohimkv{Xw Average Age : 14 +
Name of the unit : kwhlØns‚ hgnIƒ Duration : 40 Min.
Name of the topic : c‡w Date : 22-09-2015
Curricular Statement
Develop factual, conceptual, procedural, metacognitive knowledge, process skill on ‘Blood’ through lecture method, group
discussion and evaluation by questioning in group work.
Content Analysis
Term : - c‡w, πmkva, c‡tImi߃, AcpWc‡mWp°ƒ, tizXc‡mWp°ƒ, tπ‰vse‰pIƒ, ssPh
kwbp‡ßƒ, AssPh kwbp‡ßƒ
Facts : - l hfsc k¶o¿Æ LSbp≈ Hcp {ZmhI IebmWv c‡w.
l ]Zm¿∞ßfpsS kwhlw, tcmK{]Xntcm[w, Xm]{IaoIcWw XpSßnbhbmWv
c‡Øns‚ [¿Ωw.
l c‡Øn¬ 55% {Zh cq]Ønep≈ πmkvabpw 45% c‡tImißfpamWv.
l AcpWc‡mWp°ƒ, tizXc‡mWp°ƒ, tπ‰vse‰pIƒ F∂nhbmWv c‡tImi߃.
l izkhmXIßfpsS kwhlamWv AcpWc‡mWp°fpsS [¿Ωw.
l tizXc‡mWp°ƒ icocØns‚ tcmK{]Xntcm[Ønv klmbn°p∂p.
l c‡°pgepIfn¬ D≠mIp∂ tcnb apdnhpIƒ bYmkabw ASbv°pI F∂XmWv
tπ‰vse‰pIfpsS apJy [¿Ωw. c‡w I´]nSn°p∂Xnpw tπ‰vse‰pIƒ klmbn°p∂p.
l eLpLSIßfpsS kwhlØnv tbmPn® LSbmWv πmkvabv°p≈Xv.
l πmkvabpsS 90˛92% hsc PeamWv. _m°n 8˛10% hsc ssPh kwbp‡ßfpw AssPh
kwbp‡ßfpamWv.
l ssPh kwbp‡ßƒ t{]m´o≥, Aantm BknUv, F≥sskapIƒ, tlm¿tamWpIƒ, •qt°mkv,
hn‰manpIƒ, bqdnb, bqdn°v BknUv apXembhbmWv.
2. l AssPh kwbp‡ßƒ tkmUnbw, s]m´mkyw, ImXvkyw F∂nhbpsS ehWßfpw
AtbmWpIfpw BWv.
l ssPh kwbp‡ßfn¬ IqSpXembp≈Xv t{]m´omWv.
l •qt°mkv t]mep≈ eLpLSI߃ πmkvabnse PeØneqsSbpw A√mØh
πmkva t{]m´opIƒ hgnbpw kwhln°s∏Sp∂p.
Concept :
Minor Concept
l c‡Øn¬ 55% {Zhcq]Ønep≈ πmkvabmWv.
l c‡Øn¬ 45% c‡tImißfmWv.
l AcpWc‡mWp°ƒ, tizXc‡mWp°ƒ, tπ‰vse‰pIƒ F∂nhbmWv c‡tImi߃.
l izkhmXIßfpsS kwhlamWv AcpWc‡mWp°fpsS [¿Ωw.
l tizXc‡mWp°ƒ tcmK{]Xntcm[Ønv klmbn°p∂p.
l c‡°pgepIfnse tcnb apdnhpIƒ ASbv°mpw c‡w I´]nSn°mpw tπ‰vse‰pIƒ klmbn°p∂p.
l eLpLSIßfpsS kwhlØnv tbmPn® LSbmWv πmkvabv°p≈Xv.
Major Concept
l ]Zm¿∞ kwhlw, tcmK{]Xntcm[w, Xm]{IaoIcWw F∂nhbmWv c‡Øns‚ [¿Ωw.
l πmkvabpw c‡tImißfpamWv c‡Ønse LSI߃.
Learning Outcome In Terms of Specifications
Enable the pupils to develop
I Factual knowledge on blood through,
a) Recalling the terms like blood, plasma, blood cells, red blood corpuscles, white blood corpuscles, platelets, organic compounds, inorganic
compounds.
b) Recognising the structure of blood.
II Conceptual knowledge on blood through,
a) Recalling the composition of blood and its functions
b) Recognising the components of blood.
3. III Procedural knowledge on blood through,
a) Describing the components present in blood and the functions of each components.
IV Metacognitive knowledge on blood through,
a) Recalling the blood and its functions.
b) Explaining the components of blood and their functions
V Different process skills like
a) Identifying the composition of blood.
b) Communicating through presenting the group work.
VI Scientific attitude towards the study of blood.
Pre-requisites
c‡w ΩpsS nen¬∏nv AXymhiyamb Hcp LSIamsW∂v Ip´nIƒ°dnbmw.
Teaching - Learning Resources
Chart contains the flow chart of blood
Handouts :- having the details about blood factors
Activity Card :- To find out the pairs
References
Text book of standard IX, SCERT, KERALA
Teacher’s guide standard IX, SCERT, KERALA
Classroom Interaction Procedure Pupil Responses
Introduction
A[ym]nI Ip´nIfpambn s√mcp _‘w ÿm]n®tijw
AhcpsS ap∂dnhv ]cntim[n°mmbn Nne tNmZy߃
tNmZn°p∂p.
1) Zl^eambp≠mIp∂ t]mjI LSI߃ icocØnse
Hmtcm tImiØnepw FØp∂Xv FßsbmWv? c‡ØneqsS
c‡Øns‚ ndw F¥mWv ? Nph∏v
c‡Ønse LSI߃ GsX√mw ? Adnbn√