***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Creative Teaching Activities for the Multiple Intelligences ETAI 2010
Susan Osher
Dr. Howard Gardener proposed eight different intelligences to account for a broader range of human potential. Today, his theory plays a significant role in trying to meet the student’s individual strengths and needs. This hands-on workshop will show how you can bring creative multiple intelligence activities into your classroom.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Creative Teaching Activities for the Multiple Intelligences ETAI 2010
Susan Osher
Dr. Howard Gardener proposed eight different intelligences to account for a broader range of human potential. Today, his theory plays a significant role in trying to meet the student’s individual strengths and needs. This hands-on workshop will show how you can bring creative multiple intelligence activities into your classroom.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
Howard Gardner's theory of Multiple Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect.
The theory was introduced in 1983, with Gardner's book, Frames of Mind.
Gardner's research consisted of brain research and interviews. Based on his findings, Gardner identified the seven (he has subsequently added an eighth and is considering a ninth) separate intelligences.
WHAT IS DERMATOGLYPHICS?
Scientific Study of fingerprints and skin grains is called Dermatoglyphics.
Its reveals the congenital links between our fingers and our intrinsic qualities and talents.
Many scientists and medical doctorate found that the born number of brain cells (learning potential) can be checked from the skin grains of one’s Fingerprints after long observatory, recordings, comparison and inductions.
The structural function of Cerebral Cortex can be analyzed from the skin grains.
Cognitive Enhancement - Theory of Multiple IntelligenceGreg Simpson
The presentation is designed as a review of Gardner’s Multiple Intelligence theory and how it can help to inform adult education facilitators to the benefits of viewing learning theory in a broader perspective.
Cognitive Enhancement
Neuroplasticity
Educational Psychology
Each child is uniquely gifted, yet parents and educators cannot clearly identify a child’s talents. Today, dermatoglyphics analysis can easily reveal our intrinsic qualities and talents. Dermatoglyphics, the study of the pattern on fingers and hands, has been proven that our fingerprints are uniquely intertwined with an individual’s genetic composition and central nervous system
Fingerprint analysis: Implications of genetic identifiers on the learning potential
While the scientific communities all over the world are still in awe of the potential of the Dermatoglyphics Multiple Intelligence Test (DMIT) in mapping human development potential, it has quietly made headways into academics. Based on the tenets of the seminal theory of Multiple Intelligences by Dr. Howard Gardner, the Dermatoglyphics Multiple Intelligence Test (DMIT) maps a scientifically accurate trajectory of skill-development and talent augmentation for individuals.
Based on the advanced, scientifically proven discipline of Dermatoglyphics, Dermatoglyphics Multiple Intelligence Test (DMIT) studies the unique developmental potential within an individual, by studying the ridges and undulations on his/her palms, toes and skin.
EFL Teacher Expectation for Fully Digital World-T.pptxRajeev Ranjan
EFL Teacher Expectation for Fully Digital World-Times have changed, teachers have evolved, and we now have a new breed of learning technologists.
Technology is changing our world. Routine knowledge and skills are being automated, digitised and outsourced. (Cambridge)
You are either into technology or you are in the way and had better start looking for a new job.’
Teachers who spent their lives managing with a textbook, a tape recorder and a blackboard are now adept at using PowerPoint to present grammar, playing podcasts to practise listening skills, pulling texts off the world wide web to introduce reading skills and perhaps most ground-breaking of all – empowering students by giving them access to a wide range of web-based tools that allow them to publish work and engage with live audiences in real contexts.
Rajeev Ranjan
www.rajeevelt.com
Online Learning Resource Sharing with StudentsRajeev Ranjan
Online Resource Sharing with Students
Let the Ice-Melts!
Be ready to learn, unlearn and relearn!
Be ready to write, read, add, delete and rewrite to cater the need of 21st century young generation!
Be open to care and share with students!
Why?
21st century generation love to explore technology based learning resources
Learning Outcomes –Maximize Students’ Learning Experiences, Develop Comprehensive Knowledge
Importance and Benefits of Sharing Online Resources with Students
• Focused Learning
• Extended Learning
• Time Saving
What is Online Learning Resources?
IGI Global defines Online Learning Resources (OLR) as
Learning resources that are made available online, not from printed sources,
Any resource available on the Internet in an online educational environment,
Documents such as course or chapter objectives, lecture notes, assignments, or answers to chapter questions/ audio or video lessons, interactive exercises or exams, or documents providing links to other Web sites,
Any digital material used for supporting student learning that is delivered in multiple delivery models,
Teacher as Learner and Learner as Teacher!
Develop comprehensive knowledge about the “Online Learning Resources” (OLR) before sharing with students
No matter!
What are the forms of Online Learning Resources i.e. audio, video, website links, pdfs, images, word file etc
Ask questions to yourself
a. Why do I want to share this material?
b. Will it help our learners?
c. How much learning resources should be shared?
Rajeev Ranjan
Principal, Teacher Trainer and Counselor
www.rajeevelt.com
Principal Role, Responsibilities and Duties- Tips to become good administrator, pedagogical leader and financial controller- from CBSE Principal Handboolk-in pursuit of excellence-rules mentioned in cbse bye-laws
Reference- CBSE Bye-laws
Rajeev Ranjan
www.rajeevelt.com
Cbse Assessment Framework for Science, Mathematics and English for Classes 6...Rajeev Ranjan
Assessment Framework for CBSE Science, Mathematics and English for Classes 6 to 10-
Key Points/Highlights/ Salient Features
Developers: - Joint Project
1. Central Board of Secondary Education, New Delhi
2. British Council
3. AlphaPlus
Focuses on “Assessment and Pedagogy”
1. The design of the assessment specifications for CBSE Science Mathematics and English for Classes 6 to 10”
2. Encourage teachers to focus on higher order thinking skills and move away from rote learning.
Golden Words:-
Barbara Wickham OBE, Director India, British Council states that “High quality assessment, curriculum and pedagogy are the golden triangle of any education system and when these are made available to young people in an enabling environment it has a profound impact on learning outcomes.” (CBSE Assessment Framework 2021)
Manoj Ahuja Chairman, CBSE stated that “Competency Based Education (CBE) is an alternative to ensure a future ready generation proficient in relevant skills. CBSE with its focus on holistic education is facilitating this progression to CBE where learners would gain mastery of 21st century skills.” (CBSE Assessment Framework 2021)
“Assessment Framework for CBSE Science Mathematics and English for Classes 6 to 10” Salient Features:-
Approach-
The focus of the curriculum is on the students developing a broad range of skills within the relevant subject areas which support their progression in school and more widely as global citizens.
The NCERT curriculum is not a definitive national curriculum which sets out what should be taught in each of the classes for each subject.
NCERT curriculum students should develop higher order thinking skills that better prepare them for later life, rather than a focus on learning of facts.
The NCERT curriculum is well known to teachers it is not universally well understood and there is a significant amount of teaching practice which still focuses on students learning facts and teaching to the text book rather than developing these broader skills.
What is ‘Learning Ladder’?
‘Learning Ladder’ identified both pedagogy and learning outcomes from the NCERT curriculum aligned with the content from the CBSE syllabus.
This learning ladder is presented so that the assessment content is linked directly to the NCERT curriculum which will facilitate amendments to be made if the curriculum changes in future.
Reference and Resource:-
A suggested Assessment Framework for CBSE Science Mathematics and English for Classes 6 to 10 (British Council and CBSE, New Delhi)
www.cbse.nic.in
Competency Based Learning- Importance and BenefitsRajeev Ranjan
Competency- Based Learning- Education-What is competency based learning? Definition of competency based learning-Importance of Competency based education- developing skill- knowledge--Skill -based learning,
proficiency-based learning,
mastery-based learning,
outcome-based learning,
performance-based learning,
standards-based education,
Rajeev Ranjan
www.rajeevelt.com
Top 25 Multiple Choices Questions with Answers on National Education Policy ...Rajeev Ranjan
Top 25 Multiple Choices Questions with Answers on National Education Policy 2020-1. Who was the chairman of NEP 2020 drafting committee?
a. Kailasavadivoo Sivan
b. Dr. K. Kasturirangan
c. Prof. Yaspal Sharma
d. Prod. G. RajaGopal
2. When did the Union Cabinet approved the new National Education Policy (NEP), 2020?
a. 29 June 2020
b. 29 July 2020
c. 29 August 2020
d. 29 January 2020
3. Fill in the blank.
Education is ---------------------------for achieving full human potential, developing an equitable and just society, and promoting national development.
a. Constitutional
b. Legitimate
c. Fundamental
d. Authentic
4. When did India adopted Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development?
a. 2020
b. 2015
c. 2030
d. 2025
5. NEP 2020 aimed to achieve equitable access to the highest-quality education for all learners regardless of social or economic background. This target will be achieved up to the year----------------
a. 2020
b. 2015
c. 2030
d. 2040
6. NEP 2020 lays particular emphasis on the development of -------------------------
a. the best infrastructure in the world
b. the provision to give 100 employment
c. the provision to give free education
d. the creative potential of each individual
7. What is guiding light for the National Education Policy 2020?
a. rich resources of ancient and modern India
b. rich heritage of Indian classical music and art
c. rich heritage of ancient and eternal Indian knowledge
d. rich heritage of Indian Sufi tradition
Rajeev Ranjan
Principal, Teacher Trainer
www.rajeevelt.com
Multiple Choice Questions with Answers on National Education Policy 2020Rajeev Ranjan
Multiple Choices Questions with Answers on National Education Policy 2020
https://www.slideshare.net/rajeevelt/multiple-choice-questions-national-education-policy-2020set10- NEP 2020 - #frequentlyaskedquestions 85. NEP 2020 recommends that the Government of India will constitute a ‘Fund’ to build the nation ’s capacity to provide equitable quality education for all girls as well as transgender students. What will be the name of the fund?
a. ‘Gender-Education Fund’
b. ‘Gender-Promotion Fund’
c. ‘Gender-Inclusion Fund’
d. ‘Gender-Employment Fund’
86. What is full form of stands for (RPWD) Act 2016?
a. The Rights of Professionals with Disabilities (RPWD) Act 2016
b. The Rights of Persons with Distortions (RPWD) Act 2016
c. The Rights of Persons with Deformities (RPWD) Act 2016
d. The Rights of Persons with Disabilities (RPWD) Act 2016
87. What does CWSN stand for------
a. Children with Secular Needs
b. Children with Social Needs
c. Children with Special Needs
d. Children with Singular Needs
88. What is another suggested name of Children with Special Needs mentioned in NEP 2020?
a. Divyang Child
b. Disable Child
c. Distort Child
d. Distinguished Child
Rajeev Ranjan
www.rajeevelt.com
Multiple choice questions national education policy 2020-set-10Rajeev Ranjan
Multiple choice questions national education policy 2020-set-10-82. What is the single greatest tool for achieving social justice and equality according to NEP 2020?
a. Inclusive Education
b. Equitable Education
c. Vocational Education
d. Education
83. Bridging the gaps in access, participation, and learning outcomes of children will continue to be one of the major goals of all education sector development programmes. What is major gap identified in NEP 2020?
a. the social category gaps
b. the emotional category gaps
c. the physical category gaps
d. the religious category gaps
84. NEP 2020 recommends that regions of the country with large populations from educationally-disadvantaged SEDGs should be declared as ---------------------------------
a. Socio-Cultural Zones (SCZs)
b. Socio-Geographical Zones (SGZs)
c. Socio-Economic Zones (SEZs)
d. Special Education Zones (SEZs),
85. NEP 2020 recommends that the Government of India will constitute a ‘Fund’ to build the nation ’s capacity to provide equitable quality education for all girls as well as transgender students. What will be the name of the fund?
a. ‘Gender-Education Fund’
b. ‘Gender-Promotion Fund’
c. ‘Gender-Inclusion Fund’
d. ‘Gender-Employment Fund’
86. What is full form of stands for (RPWD) Act 2016?
a. The Rights of Professionals with Disabilities (RPWD) Act 2016
b. The Rights of Persons with Distortions (RPWD) Act 2016
c. The Rights of Persons with Deformities (RPWD) Act 2016
d. The Rights of Persons with Disabilities (RPWD) Act 2016
87. What does CWSN stand for------
a. Children with Secular Needs
b. Children with Social Needs
c. Children with Special Needs
d. Children with Singular Needs
88. What is another suggested name of Children with Special Needs mentioned in NEP 2020?
a. Divyang Child
b. Disable Child
c. Distort Child
d. Distinguished Child
Rajeev Ranjan
www.rajeevelt.com
www.rajeevranjan.net
Frequently asked question NEP 2020 for competitive examRajeev Ranjan
National Education Policy 2020
Frequently asked Questions
Multiple Choice Questions on NEP, 2020 Multiple Choice Questions on NEP, 2020
1. Who was the chairman of NEP 2020 drafting committee?
a. Kailasavadivoo Sivan
b. Dr. K. Kasturirangan
c. Prof. Yaspal Sharma
d. Prof. G. RajaGopal
2. When the Union Cabinet did approved the new National Education Policy (NEP), 2020?
a. 29 June 2020
b. 29 July 2020
c. 29 August 2020
d. 29 January 2020
3. Fill in the blank.
Education is ---------------------------for achieving full human potential, developing an equitable and just society, and promoting national development.
a. Constitutional
b. Legitimate
c. Fundamental
d. Authentic
4. When India did adopt Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development?
a. 2020
b. 2015
c. 2030
d. 2025
5. NEP 2020 aimed to achieve equitable access to the highest-quality education for all learners regardless of social or economic background. This target will be achieved up to the year----------------
a. 2020
b. 2015
c. 2030
d. 2040
6. NEP 2020 lays particular emphasis on the development of -------------------------
a. the best infrastructure in the world
b. the provision to give 100 employment
c. the provision to give free education
d. the creative potential of each individual
7. What is guiding light for the National Education Policy 2020?
a. rich resources of ancient and modern India
b. rich heritage of Indian classical music and art
Rajeev Ranjan
Principal, Teacher Trainer
www.rajeevelt.com
360 Degree Leadership Feedback and Assessment- a Leadership and Management De...Rajeev Ranjan
360 Degree Assessment Tool Used for leadership development initiatives
1. multi-rater feedback,
2. multi source feedback,
3. multi source assessment,
360 Degree Assessment Tools are used for learning and development. 360 Degree Assessment Tools are helpful: -
1. For understanding leaders’ effectiveness
2. For helping leaders identifying their strengths
3. For improving leader’s self-awareness around critical leadership competencies
4. For sharing powerful insights into how the people we work with perceive my leadership styles
5. For identifying organizations development needs,
6. For identifying what’s most important in order to attain organization’s strategic goals
360-degree assessment tool provides comprehensive view of yourself through feedback from: -
your colleagues,
people you report to,
your boss,
other stakeholders
Rajeev Ranjan
Principal, Teacher- Trainer
www.rajeevelt.com
Ten Tips to Develop Emotional Intelligence for Organizing Classroom EffectivelyRajeev Ranjan
Emotional intelligence importance implication and benefits in the classroom-What are the five components of emotional intelligence?
What are the four types of emotional intelligence?
How do you know if you are emotionally intelligent?
Emotional Intelligence (E.I.) ‘the ability to perceive accurately, appraise and express emotions; the ability to access and or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth’ (Mayer & Salovey, 2001)
Rajeev Ranjan
Principal, Teacher Trainer
www.rajeevelt.com
Agility skill for growth and success in professional lifeRajeev Ranjan
Agility is a mindset. Agility means adaptability to new ideas. Agility means individual’s willingness to do things differently, doing something new innovatively and creatively. Agility requires courage to think differently and ready for experimentation. Agility requires a positive learning culture, a positive working culture where fear of failure exists scarcely. Fear of failure or punishment for failing in giving appropriate outcomes stops individual to look forward for designing and implementing innovative ways to invent something new and valuable.
Agility is core skill in today’s world. An agile person performs significantly and meaningfully in unfamiliar and challenging situation. An agile person thinks positively, innovatively, creatively, and think critically how well it works with the desired outcomes.
Rajeev Ranjan
Principal and Teacher- Trainer
10-Tips for Imparting Comprehensive Early Childhood Care and Education Fujim...Rajeev Ranjan
Comprehensive early childhood care and education fujimoto-Emotional, physical, health, nutrition and intellectual dimensions interact to create a whole and must be borne in mind in child care. Comprehensiveness takes into account the holistic development of all dimensions of the child.
Rajeev Ranjan
www.rajeevelt.com
Engaging families in literacy and learning in early childhood care and educationRajeev Ranjan
Engaging families in literacy and learning in early childhood care and education-Family learning implies broader learning activities including, but not limited to, literacy. It encompasses any learning activity that involves both children and adult family members where learning outcomes are intended for both, and which contributes to the development of a positive learning culture in the family (NIACE, 2013)
Experiential learning national education policy 2020Rajeev Ranjan
Experiential learning
4.6. In all stages, experiential learning will be adopted, including hands-on learning, arts-integrated and sports-integrated education, story-telling-based pedagogy, among others, as standard pedagogy within each subject, and with explorations of relations among different subjects. To close the gap in achievement of learning outcomes, classroom transactions will shift, towards competency-based learning and education. The assessment tools (including assessment “as”, “of”, and “for” learning) will also be aligned with the learning outcomes, capabilities, and dispositions as specified for each subject of a given class.
4.7. Art-integration is a cross-curricular pedagogical approach that utilizes various aspects and forms of art and culture as the basis for learning of concepts across subjects. As a part of the thrust on experiential learning, art-integrated education will be embedded in classroom transactions not only for creating joyful classrooms, but also for imbibing the Indian ethos through integration of Indian art and culture in the teaching and learning process at every level. This art-integrated approach will strengthen the linkages between education and culture.
4.8. Sports-integration is another cross-curricular pedagogical approach that utilizes physical activities including indigenous sports, in pedagogical practices to help in developing skills such as collaboration, self-initiative, self-direction, self-discipline, teamwork, responsibility, citizenship, etc. Sports-integrated learning will be undertaken in classroom transactions to help students adopt fitness as a lifelong attitude and to achieve the related life skills along with the levels of fitness as envisaged in the Fit India Movement. The need to integrate sports in education is well recognized as it serves to foster holistic development by promoting physical and psychological well-being while also enhancing cognitive abilities.
Adversity quotient 21st century life skills for success in Personal and Profe...Rajeev Ranjan
Adversity Quotients-21st Century Life Skills for Success in Personal and Professional Life-A person’s ability to adopt well in the face of adversity.Intelligence Quotient (IQ) test – which measures memory, analytical thinking and mathematical ability----Rajeev Ranjan
www.rajeevranjan.net
www.rajeevelt.com
Curriculum and Pedagogy in Schools National Education Policy 2020Rajeev Ranjan
Curriculum and pedagogy in schools national education policy 2020--Curriculum and Pedagogy in Schools- Restructuring school curriculum and pedagogy in a new 5+3+3+4 design- Education is fundamental for achieving full human potential, developing an equitable and just society, and promoting national development.
www.rajeevelt.com
Ecce literacy and numeracy- national educational policy-2020Rajeev Ranjan
ECCE-Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning- NEP 2020--Universal provisioning of quality early childhood development, care, and education -ECCE ideally consists of flexible, multi-faceted, multi-level, play-based, activity-based, and inquiry-based learning, comprising of alphabets, languages, numbers, counting, colours, shapes, indoor and outdoor play, puzzles and logical thinking, problem-solving, drawing, painting and other visual art, craft, drama and puppetry, music and movement. It also includes a focus on developing social capacities, sensitivity, good behaviour, courtesy, ethics, personal and public cleanliness, teamwork, and cooperation.
www.rajeevelt.com
Vision of National Education Policy 2020-Providing Universal Access to Qualit...Rajeev Ranjan
The vision of national education policy 2020- Education is fundamental for achieving full human potential, developing an equitable and just society, and promoting national development. Providing universal access to quality education is the key to India’s continued ascent, and leadership on the global stage in terms of economic growth, social justice and equality, scientific advancement, national integration, and cultural preservation. Universal high-quality education is the best way forward for developing and maximizing our country's rich talents and resources for the good of the individual, the society, the country, and the world. (NEP,2020)
www.rajeevelt.com
Fundamental Principles of National Education Policy 2020Rajeev Ranjan
Fundamental principles of National education policy 2020-The purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination, with sound ethical moorings and values. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as envisaged by our Constitution.
(Excerpts from NEP 2020)
www.rajeevelt.com
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Search and Society: Reimagining Information Access for Radical FuturesBhaskar Mitra
The field of Information retrieval (IR) is currently undergoing a transformative shift, at least partly due to the emerging applications of generative AI to information access. In this talk, we will deliberate on the sociotechnical implications of generative AI for information access. We will argue that there is both a critical necessity and an exciting opportunity for the IR community to re-center our research agendas on societal needs while dismantling the artificial separation between the work on fairness, accountability, transparency, and ethics in IR and the rest of IR research. Instead of adopting a reactionary strategy of trying to mitigate potential social harms from emerging technologies, the community should aim to proactively set the research agenda for the kinds of systems we should build inspired by diverse explicitly stated sociotechnical imaginaries. The sociotechnical imaginaries that underpin the design and development of information access technologies needs to be explicitly articulated, and we need to develop theories of change in context of these diverse perspectives. Our guiding future imaginaries must be informed by other academic fields, such as democratic theory and critical theory, and should be co-developed with social science scholars, legal scholars, civil rights and social justice activists, and artists, among others.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
4. Prepared by: Rajeev Ranjan Rajeev Ranjan English Language Teacher B.ED(ENG)& PGDTE English and Foreign Languages University, Hyderabad Email. Id:- rajeevbhuvns@gmail.com 2/16/2011 4
5. Multiple Intelligences is an approach of teaching and learning. "If a child is not learning the way you are teaching, then you must teach in the way the child learns." Rita Dunn, (from Anne Bruetsch'sMultiple Intelligences Lesson Plan Book) 2/16/2011 5
7. An introduction Howard Gardner is an American Developmental Psychologist. He defined “Multiple Intelligence” in the “Frames of Mind” (1983). HG included the last two intelligences in “ Intelligence Reframed” (1999) 2/16/2011 7
8. Howard Gardner states that--- I now conceptualize an intelligence as a bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture...intelligences are not things that can be seen or counted. Instead, they are potentials—presumably, neural ones—that will or will not be activated, depending upon the value of a particular culture, the opportunities available in that culture, and the personal decisions made by individuals and/or their families, school-teachers, and others. (Gardner 1999) 2/16/2011 8
9. Intelligences are “part of our birthright." “No two people have exactly the same intelligences in the same combination.“ & “Our heroes teach us the way of courage. They look straight into the eyes of what others fear and speak out with their best voice.They listen intently to those whose voice is at times unsure. Our greatest heroes, with fearless eyes and caring heart, show us that there is power within us all.” 2/16/2011 9
10. HG proposes 9 stars of Multiple Intelligence. 2/16/2011 10
11. According to Gardner: All human beings possess all nine intelligences in varying amounts. Each person has a different intellectual composition. We can improve education by addressing the multiple intelligences of our students. These intelligences are located in different areas of the brain and can either work independently or together. These intelligences may define the human species. Drawing a picture, composing, or listening to music, watching a performance -- these activities can be a vital door to learning -- as important as writing and mathematics. 2/16/2011 11
12. Nine Stars of MI Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist Existentialist 2/16/2011 12
17. Learn best by saying, hearing and seeing words2/16/2011 14
18. Learning Activities of Verbal- Linguistic Performing poetry read aloud. Dictionary Game (find an unfamiliar word, challenge everyone to write imaginary definitions, read imaginary definitions along with real ones). Exploring a dictionary of synonyms to attune writers to fine differences in word meanings. Write critical analyses of famous art, music or drama. Debate controversial political or historical decisions, for example, High Court , Supreme Court decision, Government Decision 2/16/2011 15
19. Verbal- Linguistic Write math story problems for others to solve. Write poetry . Write an imaginative dialogue between two opposing political factions (current or historical). Class discussions of historical and contemporary issues in areas ranging from science, history, politics, etc. 2/16/2011 16
21. Visual/Spatial Linguistic: “Intelligence of pictures and images” VSL Intelligence: The ability to comprehend shapes and images in three dimensions Enjoys reading and writing Good at putting puzzles together Good at interpreting pictures, graphs and charts Enjoys drawing, painting and the visual arts Recognizes patterns easily 2/16/2011 18
22. Learning Activities of VSL Intelligence Examine alternate endings to a story to see which one gives a "sense of wholeness". Examine the language of architects, sculptors and other visual thinkers to see how it differs from common usage. Observe, discuss and write about slides showing scenery, architectural landmarks, art works, advertisements, cultural artifacts and people. Analyze the "spatial dimensions" of our language (under the weather, beside himself, feeling low, etc.). Observe the effect of font and typeface on the mood of expressive qualities of a piece. 2/16/2011 19
23. VSL Intelligence Have an artist talk to the class about his or her work. Visit a work of architecture that creates a special space. Students take notes using visual organizers such as flow charts, Venn Diagrams, caricature and matrices. Students create visual metaphors (charts, posters, etc.), representing historical and current events. Analyze art, posters and other visual media for evidence of political distortion, faulty logic, etc. 2/16/2011 20
31. Learning Activities of L/M Intelligence Have students write about the use of logical/mathematical thinking on the news and in science reporting. Writing exercises that focus on precision, fact checking, organization, focus, revision, outlining and analytical writing. Trace the patterns of historical development in, for example, the Old West. Predict what will happen next in a story. Use the scientific method for discovery (science lab). Analyze a culture’ development chronologically. Use a graphic organizer to analyze a scene/character in a play. . 2/16/2011 23
32. L/M Intelligence Students are given geographic, demographic, topographic and other data and are told to create a city on a given site, or even choose the site of a city based on these and other factors. Students construct a timeline of historical events. Students are asked to graph and analyze a process (economic trends/processes, natural processes such as chemical reactions, population changes, etc.). Students devise experiments to learn about everything from basic electricity to Einstein’s special relativity theory (mind experiments). Students conduct chemistry experiments involving prediction, detection of patterns, precise charting of results and careful titration and measurement techniques. 2/16/2011 24
38. Tends to remember by doing, rather than hearing or seeing2/16/2011 26
39. Learning Activities of B-K Intelligence Writing that closely describes an action or characterizes a person through gesture, rhythm and ways of moving. Use improvisation or mime to display an imaginary object to the class, then pass it on to the next person who will then transform it into a different object Interview people with kinaesthetic gifts such as athletes, gymnasts, dance artists, etc. Act out great moments or historical events from the past. Act out sun/lunar/planetary rotation/revolution. 2/16/2011 27
40. B-K Intelligence Learn to play games that are popular in different cultures. Physically embody geometry formula/fractions. Create a living painting/sculpture of an idea or feeling. Students setup a mock court or legislative assembly in the classroom, organizing in necessary subgroups and moving about the room to transact business, initiate discussion, get signatures, etc. Students play the game Scissors, Rock, Paper to simulate the development of capitalism and the Marxist critique of that system. 2/16/2011 28
42. Musical Intelligence : The intelligence of tone, rhythm, and timbre. M Intelligence: The capacity to perceive, compose, discriminate, transform and express musical forms (rhythm, pitch, harmony, timbre, etc.). Enjoy singing and playing musical instruments Recognizes musical patterns and tones easily Good at remembering songs and melodies Rich understanding of musical structure, rhythm and notes 2/16/2011 30
43. Learning Activities of Musical Intelligence Have students compare and contrast different recordings of a single piece of classical music, for example, Beethoven’s 5th Symphony. Intersperse music while students write about personal moments and themes in their life. Compare their writing before and after the musical "interlude". Have students interview several kinds of musicians and compare how these people think musically and create music. Learn about different periods of history by analyzing their music. Illustrate a piece of literature with music, sound and rhythm. Make a music tape to accompany different natural processes. 2/16/2011 31
44. Learning Activities of Musical Intelligence Write math operations, formulas and problem solving raps. Learn about math concepts embedded in musical/dance pieces. A music learning center where students listen to music while studying spelling words. Study songs and their uses from different cultures. Analyze and study song lyrics to gain greater cultural and historical understanding. Listen to music from various periods and cultures and analyze its elements as well as historical context. Create advertising jingles to sell a product and relate the jingle to the product/company image and target audience. 2/16/2011 32
52. Learning Activities of Interpersonal Intelligence Writing from personal experience (journals), writing about another person, writing to a specific audience and presenting an issue in terms of its impact on a single person. Composing of notebooks, diaries, journals for personal reflection and coming to terms with other’s behaviours. A learning centre where children work together to read material and complete a worksheet or answer a group of questions. Jigs awing, STADS, cooperative learning, group investigation, numbered heads, etc. Joint story telling with a partner. Conduct interviews with people from different cultures. 2/16/2011 35
53. Interpersonal Intelligence Panel discussions where students assume the role/perspective of a societal group (feminists, business executives, gays, etc.). Students create dramatic presentations to "bring to life" term such as totalitarianism, democracy, etc. Students create their own classroom bill of rights and rules. Students participate in Center Circles, problem solving class meetings, etc. Students are encouraged, for example through literature circles, to work collaboratively in small groups. 2/16/2011 36
55. Interpersonal intelligence and intrapersonal intelligence are "inextricably" interconnected since true self knowledge requires a sensitivity to others and vice versa 2/16/2011 38
56. Intrapersonal: The intelligence of self-knowledge Intrapersonal Intelligence: The cognitive ability to understand our self- access to one’s own feeling life, the capacity to discriminate feelings, to find symbols for them and to draw upon them to guide one’s own life Good at analyzing their strengths and weaknesses Enjoys analyzing theories and ideas Excellent self-awareness Clearly understands the basis for their own motivations and feelings 2/16/2011 39
57. Learning Activities of Intrapersonal Intelligence All activities listed for interpersonal intelligence. Imagine having dialogues with past historical figures. Write a reflection on a life lesson derived from some piece of class literature or reading. Think and write about how math concepts help in daily living. Write a reflection on personal tastes in art, music, dance and/or drama. A learning center involving a fantasy writing activity, for example, a journey to Mars or a journey to the center of the Earth. Mock trial, for example, the Spanish Inquisition, where students would act out roles as jury, juror, accuser and accused. 2/16/2011 40
58. Intrapersonal Intelligence Students create their own classroom bill of rights and rules. Students participate in Center Circles, problem solving class meetings, etc. Students experience the sting of discrimination during a simulation of a "separate but equal" classroom in the American South during the 1950s. Students are asked to do a cultural portrait that involves interviewing a cultural role model and reporting on a culture’s "salient" characteristics. Students are asked to examine and discuss gender stereotypes found in their favourite music. 2/16/2011 41
65. Existential Intelligence Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers which suit those with this intelligence include mathematicians, physicists, scientists, cosmologists and philosophers. 2/16/2011 45
66. Potential Career Choices Multiple Intelligence and its Product :-Potential Career Choices Visual-Spatial Intelligence: Architect,Artist,Engineer Linguistic-Verbal Intelligence: Writer / Journalist, Lawyer, Teacher Logical - Mathematical Intelligence: Scientist, Mathematician, Computer programmer, Engineer, Accountant Bodily-Kinesthetic Intelligence: Dancer, Builder, Sculptor, Actor 2/16/2011 46
68. Does MI theory help learners learn better???????????????? In Gardner's view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin To manage their own learning To value their individual strengths Teacher understands the level of students. If a teacher knows the potential of each learner, s/he maximizes learning for the betterment of student i.e. will help to create opportunities where maximum potentiality can be explored. Students that exhibit comprehension through rubrics, portfolios, or demonstrations come to have an authentic understanding of achievement. 2/16/2011 48
69. Role of a teacher Teacher pushes his/her students from behind rather than pulling them from in front. S/he works with learners, rather than for them. S/he explores what pupils explore, discover what they discover, and often learn what they learn. Teacher’s satisfaction lies in learners’ enthusiasm for learning and independence, rather than in their test scores and ability to sit quietly Teacher becomes more creative and multimodal in his own thinking and his own learning The teacher’s role in the classroom should become less directive and more facilitative 2/16/2011 49
82. Teaching- learning process is for understanding. Students accumulate positive educational experiences and the capability for creating solutions to problems in life.
83. Students become balanced individuals who can function as members of their culture. Classroom activities that teach to the intelligences foster deep understanding about the essential questions of life, such as: How does one lead a good life?2/16/2011 52
84. Designing a multiple intelligences lesson A great and challenging task for a teacher to prepare lesson plan for multiple intelligence where every learner should shine like a bright and unique star in the sky. However, it is really a learning experience for a teacher. He certainly grow day by day as a good teacher. , Lazear (1991) created a so called basic developmental sequence that can be considered an alternative to the general syllabus. It contains four stages: 2/16/2011 53
85. Lazear (1991) Stage1: Awaken the intelligence. A broad variety of sensory input should create students who are ready for the following lesson Stage2: Amplify the students. Students are supposed to tell, share and bring their own experiences and objects into the class and discussed them. Stage 3: Teach with/for the intelligence. This stage is the general traditional teaching phase with work done in group project work sheet and the amplified intelligence is used to solve the tasks and therefore enhance the learning Stage 4: Transfer of the intelligence. Students reflects on their previous experiences and try to relate this tasks toother school or real life problems. 2/16/2011 54
86. In 1998 Nicholsen –Nelson suggested another approach to applying MI in language teaching. Play to your students strength. Material should be structured according to the strength of students. Variety id the spice of life. Try to let every students participate in as many different intelligence as possible during the lesson and also try to find out many variation to make more effective. Pick a tool suited to the job. Language has many different dimension, aspects or functions. These different facets should be linked to the most appropriate function. 2/16/2011 55
87. Nicholsen –Nelson’ Approach One size fits all. Everyone has to participate in all the exercises to make sure that they use their all senses. Be aware that different cultures value different intelligence. Language learning needs to increase more than the students IQ and is also a progress of understanding, communication and culture. 2/16/2011 56
88. Advantages of Multiple Intelligence Each student is seen as an individual with his own strengths and weaknesses. The teacher learns how each student may learn best and may give suitable tasks to teach the content demanded by the curriculum. Students may be motivated and confident when using an intelligence they know is one of their strengths. Due to many different tasks the students are more intrinsically motivated 2/16/2011 57
89.
90. Each student learns the subject matter in a variety of different ways, thereby multiplying chances of successfully understanding and retaining that information.
91. Learner’s intellectual needs are met by constantly being challenged and frequently exercising their creativity. At the same time, their emotional needs are met by working closely with others. They develop diverse strengths, and they understand themselves better as individuals.2/16/2011 58
92. Conclusion Multiple Intelligence makes teaching and learning experiences sacred. It solves the purpose of education to educate the learners to become an expert in 21st century. It provides expertise and expertise always gives self-reliance, self confident which is the most required individual’s quality to survive in this global village. Margaret Mead once quoted that if we educate to engage the "whole gamut of human potentialities" in the classroom, society will benefit by enabling "each diverse human gift to find its fitting place.“ In fact, credit goes to Howard Gardner to maintain the status of Individual entity sacred. 2/16/2011 59
94. References How People Learn: Brain, Mind, Experience, and School Eds. Bransford, Brown, and Cocking Multiple Intelligences Lesson Plan Book by Anne Bruetsch Intelligence Reframed: Multiple Intelligences for the 21st Century by Howard Gardner Seven Ways of Knowing: Teaching for Multiple Intelligences by David Lazear http://www.thirteen.org/edonline/concept2class/mi/index_sub7.html http://www.context.org/ICLIB/IC27/Campbell.htm http://teflpedia.com/Multiple_Intelligences#Musical_intelligence Campbell, L., B. Campbell, and D. Dickinson. (1992). Teaching and Learning Through Multiple Intelligences, Tucson, Ariz.: Zephyr Press. Gardner, H. (1987). Frames of Mind. New York: Basic Books. The “Bible" of Multiple Intelligences. 2/16/2011 61