This document provides an overview of the key beliefs and principles of Daoism, including:
1) Daoism originated in ancient China and believes in a cosmic force called Dao (or Tao) that created all things and promotes harmony.
2) Important Daoist philosophers include Laozi, who authored the Dao De Jing, and Zhuangzi. They taught living in harmony with the Dao through principles like wu wei (non-action) and pu (being unformed).
3) Daoism also incorporates concepts like qi (life force energy), yin-yang (interdependence of opposites), and the five elements that represent natural transformations and cycles.
Taoism, Shinto, Confucianism, China, Japan, Nature, The Tao, Kami, Confucius, Chinese Culture, Chinese beliefs, Wu-Wei, social order, society, sociology, The I Ching, Lao Tzu, Mencius, Chinese psychological orientation, Western psychological orientation,
History and Philosophy of China - The Shaman, I Ching and phliosopherssDan DeCarlo
Fu Shi, Yellow Emperor, and Yu, Rites and Rituals of the Zhou, The Taoists (Lao, Chuang, and Lieh Tzu, The Confucians/Confucians, his followers and Mencius, the Legalists, the Emperor, and making it all work.
Hollow earth & life in universe – a vedic viewMarcus 2012
http://marcusvannini2012.blogspot.com/
http://www.marcusmoon2022.org/designcontest.htm
Shoot for the moon and if you miss you'll land among the stars...
This PPT is prepared for Presentation of Semester 1 submitted to Department of English, MKBU. Sem.1 Paper no. 101 Literature of the Elizabethan and Restoration Periods and topic is The Great Chain of Being.
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.
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
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Chapter 3 - Islamic Banking Products and Services.pptx
INT-244 Topic 6 Chinese and Asian Folk Religions.pdf
1. Final Presentation
Apr 19, 21, 26 — Group
Presentations
On a non-Christian religion
that we did not cover in the
class (see list in Topic 7)
Go to QR to sign-up with your
group.
5. Demographics
Country Distribution Total
Worldwide 1% 73,580,000
China 4.4% 61,500,000
Taiwan 44% 10,372,000
Hong Kong 14.2% 1,066,000
Singapore 11.3% 645,000
North America < 1% 30,000
https://www.worlddata.info/religions/taoism.php
Pluralism project at Harvard, 2020
10. Lao Tze
6th - 4th century BC
The Old Master
Chujen Village, Chu Province
11.
12. Lao Tze
Curator of the Royal Library in the
Chinese province of Chu
Contemplated how to create peace
and harmony in China, and peace
between the warring states
13. Lao Tze
Began to believe that there was a
cosmic force, he later called Tao
Or Dao
It created all things, held things
together. Harmony comes by being
in harmony with this Tao
15. Dao De Ching
The Way of Power
AT the Hangu pass, the western
gate, a gatekeeper suggested he
write it down. He did, gave it to
the gatekeeper and road out into
the sunset. Never to be seen again
16.
17. Classical Period
5th - 3rd century BC
Philosophy Popularized
Qin Dynasty Dominated
https://plato.stanford.edu/entries/zhuangzi/
18. Zhuangzi
369 - 286 BC
Shangqiu, Henan Province
https://plato.stanford.edu/entries/zhuangzi/
20. There was something undefined and complete,
coming intoexistence before Heaven and Earth.
How still it was and formless,standing alone,
and undergoing no change, reaching
everywhere and inno danger (of being
exhausted)! It may be regarded as the Mother
ofall things.
https://www.sacred-texts.com/tao/taote.htm
21. I do not know its name, and I give it the
designation of the Tao. Making an effort
(further) to give it a name I call it The Great.
https://www.sacred-texts.com/tao/taote.htm
22. Great, it passes on (in constant flow). Passing
on, it become remote. Having become remote,
it returns. Therefore the Tao isgreat; Heaven is
great; Earth is great; and the (sage) king is
also great. In the universe there are four that
are great, and the (sage) king is one of them.
https://www.sacred-texts.com/tao/taote.htm
23. Man takes his law from the Earth; the Earth
takes its law from Heaven; Heaven takes its law
from the Tao. The law of the Tao is its being
what it is.
https://www.sacred-texts.com/tao/taote.htm
24. Beliefs
• There are no bad people, only people who behave badly
• Proper education & guidance leads a person to behave good
• Proper education involves living in harmony with the universe
• Living in harmony means submit and being
fl
exible
https://www.ancient.eu/Taoism/
25. Principles of Daoism
• Li - the observation that everything is always changing
• Dao - (the way) the harmony & order throughout the universe
• Goal - to move in harmony with the Dao
• Wu Wei - Acts we do to live in harmony with Dao
• Pu - Being uncut wood or unformed clay to be formed by the Dao
https://www.ancient.eu/Taoism/
29. Qi, - Is believed to be part of everything that exists, as
a “life force” or “spiritual energy” that pervades the
natural world. It constitutes all things and,
simultaneously, is the engine behind all worldly
transformations.
https://www.newworldencyclopedia.org/entry/Qi
Qi. (2019). New World Encyclopedia
33. Creative Cycle
Wood feeds
fi
re
Fire creates Earth (ash)
Earth produces Metals
Metals attract Water (condensation)
Water feeds Wood
(Conner, 2020 Adducation)
34. Weakening Cycle
Counter clockwise
Wood drinks up Water
Water rusts Metal
Mining metal depletes the earth
Earth extinguishes Fire
Fire Burns up Wood
(Conner, 2020 Adducation)
