Karl Marx developed the theory of Marxism which argues that the material conditions and mode of production in a society determine its social, political, and cultural relations. He saw capitalism exploiting workers by forcing them to sell their labor to capitalists who own the means of production. Friedrich Nietzsche believed that truth is subjective and values are created by individuals rather than derived from God. He advocated for the Übermensch who could create their own values. Sigmund Freud developed psychoanalytic theory which views the mind as having conscious, preconscious, and unconscious aspects. He believed dreams and literature reveal unconscious desires like the Oedipus complex. Carl Jung disagreed with Freud's sexual interpretations, arguing dreams include collective archetypes expressing shared human experiences
Lecture on influential conceptions of consciousness in psychology, social psychology and sociology and their relationship to ideas about identity and self.
Lecture on influential conceptions of consciousness in psychology, social psychology and sociology and their relationship to ideas about identity and self.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
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.
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
3. Marxism
Karl Marx: philosopher, social theorist, and an
economist.
He lays out the theory of capitalism, communism and
class struggle. His Books:
• The Communist Manifesto - by Marx and Friedrich
Engels
• Das Kapital (Capital: A Critique of Political
Economy)
• Key concepts: historical materialism, Capitalism,
class, commodities/ Commodification, exploitation.
4. Marxism
• Materialism: the material condition or the
mode of production in any society determines
its social, political and cultural relations.
• Capitalism: a social and economic system
based on private ownership of the means of
production.
• pre-capitalism: producers enjoy full access to
their means of substance/production (no rent
land or waged employment to survive).
5. Marxism: Class
1- Capitalists own and control the resources
(means of Production). They produce
commodities to maximize profit and to stay
competitive.
2- workers forced to sell their labor. They are
working for and exploited by capitalists.
• Inequality: economic imbalance contributes to
power imbalance.
• Exploitation and commodification
• Social Revolution
6. Marxist literary criticism
• Analyzes literature in terms of the historical
conditions which produce it and it needs to be
aware of its historical conditions.
• Investigates literature’s role in the class struggle,
and the link that functions between capitalism and
literature.
• The analysis of any historical material within a
politicized framework, looking at the historical
aspects that have been discarded or silenced in other
narratives of history.
8. Nietzsche: Truth
• Truth is a matter of perspective, not
fundamental reality.
• Perspectivism: the view that
perception, experience, culture, and
reason change according to the
viewer's perspective and
interpretation.
9. Nihilism: God
• Nihilism is characteristic of the modern age.
• The belief that all values are baseless and that there
are no morality derived from God because “God is
dead.”
• Christianity crushes the human soul with all its
restrictions and demands to conform.
• The death of God: Scientific Revolution, middle
class individualism, communism, Darwinism, and
positivism.
• “a condition of tension, as a disproportion between
what we want to value (or need) and how the world
appears to operate.”
10. Nihilism: reason
• The excessive development of the reason at the
expense of human will and instinct made man
corrupt, weak.
• life is not governed by rational principles.
• full of cruelty, injustice, uncertainty and absurdity.
• There are no absolute standards of good and evil
• describes nihilism as emptying human existence
of meaning, purpose, comprehensible truth, or
essential value.
• Values are no longer based on objective, universal
facts; but on one’s perspective (perspectivism).
11. Übermensch
• The ideal superior man who could rise
above conventional morality to create
his own values.
• casts off all established values of the
modern-industrial-scientific-
bourgeois-Christian civilization.
• overcomes uniformity, socialism,
democracy, progress, enlightenment
and all the other ills so consistent with
western civilization.
• creates his own values based on
human instincts, drive and will.
14. Psychoanalytic Theory
Freud asserts that our
minds are a dichotomy
consisting of the
conscious (rational)
and unconscious (the
irrational).
The conscious perceives
and records external
reality and is the
reasoning part of our
mind.
The unconscious
receives and stores our
hidden desires,
ambitions, fears passions,
and irrational thoughts.
Freud argues that it is
the unconscious that
governs a large part of
our actions.
15. The Psyche
• Freud divides the psyche into three parts:
1. The id: the irrational, unknown, instinctual,
and unconsciousà Pleasure principle
2. The ego: the rational, logical, and waking
part of the mind à Reality principle
3. The superego: an internal censor causing us
to make moral judgments in light of social
pressures à Morality principle (punishment,
guilt and fear)
16. Psychoanalysis Criticism
Psychoanalysis is a method of treating emotional and psychological disorders.
Freud treated his patients by leading them to talk freely about their childhood
experiences and dreams.
When we apply the same methods to our interpretation of literature, we
engage in psychoanalytic criticism.
According to psychoanalytic criticism, a literary work is the external expression of the
author’s unconscious mind. We can apply psychoanalytical techniques to uncover the
author’s hidden motivations, repressed desires and wishes (Bressler 126).
17. The Oedipus Complex
One of Freud’s most significant contributions to
psychoanalytic criticism and literary criticism.
Freud borrows the name from the play Oedipus Rex
by the Greek dramatist Sophocles.
Oedipus, the protagonist, is prophesied to kill his
father and marry his mother. His attempt to abort
the prophecy fails and the events occur as predicted.
According to Freud, the essence of Oedipus’s story
is universal human experience.
18. The Significance of Dreams
The unconscious will then redirect and reshape these concealed wishes into
acceptable social activities, presenting them in the form of images or
symbols in our dreams and/or writings.
In The Interpretation of Dreams (1950), Freud asserts that the unconscious
will express its suppressed wishes and desires. Even though the conscious
mind has forced them into the unconscious, such wishes may be too hard for
the conscious psyche to handle without producing feelings of self-hatred or
rage.
19. 4- Carl G. Jung(1875-
1961)
Collective Unconscious
20. Jung & Freud
• Jung is Freud’s most famous student and
appointed by Freud as his successor.
• Jung broke away with his teacher, Freud, over
their differences concerning the
interpretations of dreams and the model of
human psyche as he stated in his Symbols of
Transformations (1912).
• Jung disagreed with Freud that all human
behavior, including dreams, is sexually driven.
Freud interpreted dreams almost always in
sexual terms linking the to the Oedipus or
Electra complexes.
• Jung argues that dreams include mythological
imagery as well as sexual ones.
21. The three
parts of
human
psyches
according to
Jung
1. The personal conscious: or waking state is that
image or thought of which we are aware at any given
moment.
2. The personal unconscious: the images and thoughts
that disappear from the personal conscious but are
stored and remembered in the personal unconscious.
3. The collective unconscious: it houses the
cumulative knowledge, experiences, and images of
the entire human species. All people respond to
certain myths and stories in the same way because of
the shared species memories of humanity’s past.
22. Archetype
These memories exist in the
form of archetypes: patterns
or images of repeated human
experience—such as birth,
death, rebirth, the four
seasons, and motherhood, to
name a few—that express
themselves in our stories,
dreams, religions, and
fantasies.
Archetypes are inherited
making up an identical
collective
unconsciousness for all
humankind.