The document discusses the four stages (ashramas) of life in Hinduism - Brahmacharya, Grihastha, Vanaprastha, and Sannyasa.
[1] Brahmacharya refers to the student stage typically until age 25 where one lives with a guru and focuses on education, self-discipline, and acquiring knowledge of scriptures.
[2] Grihastha is the householder stage from 25-49 where one is married, raises a family, works to support the family, and leads a virtuous social life which is most important for continuing society.
[3] Vanaprastha from 49-74 is a retirement transition stage where one hands
This presentation is prepared for the Graduation students to get basic idea and general information’s regarding the topic. Overall content of presentations is not through and complete, also required further additions.
This Presentation is prepared for the Graduate Students. A presentation consisting of basic information regarding the topic. Students are advised to get more information from recommended books and articles. This presentation is only for students and purely for academic purposes.
This presentation is prepared for the Graduation students to get basic idea and general information’s regarding the topic. Overall content of presentations is not through and complete, also required further additions.
This Presentation is prepared for the Graduate Students. A presentation consisting of basic information regarding the topic. Students are advised to get more information from recommended books and articles. This presentation is only for students and purely for academic purposes.
Kingship Role, Duties and Concept of DivinityVirag Sontakke
This presentation is prepared for the Graduation students to get basic idea and general information’s regarding the topic. Overall content of presentations is not through and complete, also required further additions.
This Presentation is Prepared for the Graduate Students. A presentation consisting of basic information regarding the primitive economy of India. Students are advised to get more information from recommended books and articles.
This presentation is prepared for the Graduation students to get basic idea and general information’s regarding the topic. Overall content of presentations is not through and complete, also required further additions.
This presentation is prepared for the Graduation students to get basic idea and general information’s regarding the topic. Overall content of presentations is not through and complete, also required further additions.
Kingship Role, Duties and Concept of DivinityVirag Sontakke
This presentation is prepared for the Graduation students to get basic idea and general information’s regarding the topic. Overall content of presentations is not through and complete, also required further additions.
This Presentation is Prepared for the Graduate Students. A presentation consisting of basic information regarding the primitive economy of India. Students are advised to get more information from recommended books and articles.
This presentation is prepared for the Graduation students to get basic idea and general information’s regarding the topic. Overall content of presentations is not through and complete, also required further additions.
This presentation is prepared for the Graduation students to get basic idea and general information’s regarding the topic. Overall content of presentations is not through and complete, also required further additions.
Vedanta Philosophy
Chief Founder - Badarayana
Others Exponents - Sankara, Ballava, Nimbarka, Ramanuja etc.
Beginning Time - 1500 BCE
Focus - The essence of the Vedas
Type of School - Orthodox (Astika)
Source Book Badarayana’s- Vedanta Sutra
Sub schools of Vedanta- Advaita of Sankara, Visistadvaita of Ramanuja and Dvaita of Madhva and many more.
It is also known as Uttara Mimansa
Metaphysics of Vedanta
Vedata spoke of One Reality (ekam sat) which is spoken of in various ways by the sages.
It spoke of That One (tad ekam) that created the world. The Upanishads called it Brahman.
Brahman is the Reality of the reality. It is the cause of all created things
Brahman is the creator, preserver, and destroyer of the world.
All creatures spring out of Brahman. They live in Brahman and are reabsorbed in Brahman.
Brahman is the cosmic principle, atman is the psychic principle. It is the inner self in man
It implies that creation is self-expression and self communication of God to the creatures.
Creation is a moral act of willing and self-sacrifice of Brahman.
Epistemology of Vedanta
Vedanta Philosophy divided knowledge into two parts
-Apara (Temporal or practical): The knowledge of different phases of this material world and human life
-Para (spiritual): Ved, Brhmana, Aranayak And Metaphysics Of Geeta are Para knowledge.
To gain both of these knowledge Shankar has encouraged the method of
-Sharvana (Listening)
-Manan (Rumination)
-Nidhidyasana (Contemplation)
Axiology of Vedanta
Vedanta accepts the distinction made by the Kathopanishad between happiness (Preyas) and the highest good (Sreyas).
The highest Good is the realization of the eternal universal self in man. Vidya leads to self-realization.
Atman can be realized by one who does practice self-control, desirelessness, and concentration of mind.
Karma is not excluded from moral life.
Prescribed actions should be performed without any desire or motive.
Karma purifies the mind; however it is only a preliminary step to self-knowledge.
Discovering the Ancient Canvas: Exploring the Scientific Documentation Proces...Banaras Hindu University
Documenting rock art sites is crucial for preserving and understanding humanity's ancient cultural heritage. The presentation delves into the scientific documentation process of rock art, exploring its significance, methods, and implications for future generations. The presentation begins by defining documentation and its importance in recording and preserving rock art sites for posterity. It highlights the necessity of documentation, emphasising its role in safeguarding cultural heritage and facilitating scholarly research. The immense value of documentation for future generations is underscored, emphasising its role in preserving invaluable evidence of our ancestors' artistic expressions and cultural practices. Various documentation methods are discussed, from traditional approaches to modern scientific techniques. The presentation reviews previous attempts at rock art documentation, identifying important works and methodologies employed by scholars in the field. It outlines a comprehensive documentation process, starting with planning and preparation and ending with on-site data collection, analysis and off-site table work and lab analysis.
Case studies are presented to illustrate the application of the documentation process, providing insights into the practical aspects of rock art research. The presentation also discusses ethical considerations and guiding principles for conducting insightful and culturally sensitive rock art research. The importance of assembling a multidisciplinary team is emphasised, highlighting the diverse expertise required for a holistic understanding of rock art sites. Detailed lists of general accessories and scientific equipment are provided for field and laboratory work. The presentation offers a final mantra for successful rock art research, emphasising patience, in-depth site understanding, multidisciplinary collaboration, and ethical engagement with local communities. By adhering to these principles, researchers can contribute to preserving and interpreting humanity's ancient cultural heritage for generations to come.
This PPT is for educational purpose not for commercial and not even for API purpose.
This is prepared for the students of art, architecture and archaeology.
This presentation is prepared for the participants of the 'Art Apreciation' course conducted by Bihar Museum, Patna, Bihar on dated 15.05.2022 at 04:00-05:00 PM.
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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.
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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.
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!
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Origin, development and significance of Ashram
1. SEMESTER - IV
AIHC & Arch-C-401: Ancient Indian Social Life and Institutions
Unit I : Varna-Āśrama System
2. Origin, development and
significance of Āśrama
Sachin Kr. Tiwary
4. Ashram or
stage
Age
(years)
Description
Brahmacharya
(student life)
Till 25
Brahmacharya represented the bachelor student stage of life. This stage focuses on education
and included the practice of celibacy. The student went to a Gurukul (house of the guru) and
typically would live with a Guru, acquiring knowledge of science, philosophy, scriptures and
logic, practicing self-discipline, working to earn dakshina to be paid for the guru, learning to
live a life of Dharma (righteousness, morals, duties).
5. Ashram or
stage
Age
(years)
Description
Grihastha
(household
life)
25–49
This stage referred to the individual's married life, with the duties of
maintaining a household, raising a family, educating one's children, and
leading a family-centred and a dharmic social life. Grihastha stage was
considered as the most important of all stages in sociological context, as
human beings in this stage not only pursued a virtuous life, they produced
food and wealth that sustained people in other stages of life, as well as the
offsprings that continued mankind. The stage also represented one where the
most intense physical, sexual, emotional, occupational, social and material
attachments exist in a human being's life.
7. Panch yajnas:
•1)Brahma yajna~ Study of vedas, meditation, prayers
•2)Deva yajna~ Offering of clarified butter(ghee) in fire
•3)Pitri yajna~ Care of parents, aged and old people
•4)Bhuta yajna~ Service to poor, needy, handicapped and animals
•5)Atithi yajna~ Hospitality to guest, saints, sages. It is said "Guest is God."
8. Ashram or
stage
Age
(years)
Description
Vanaprastha
(retired life)
49–74
The retirement stage, where a person handed over household responsibilities
to the next generation, took an advisory role, and gradually withdrew from
the world. Vanaprastha stage was a transition phase from a householder's life
with its greater emphasis on Artha and Kama (wealth, security, pleasure and
desires) to one with greater emphasis on Moksha (spiritual liberation).
9. Ashram or
stage
Age
(years)
Description
Sannyasa
(renounced
life)
75+
(or
anytime)
The stage was marked by renunciation of material desires and prejudices,
represented by a state of disinterest and detachment from material life,
generally without any meaningful property or home (Ascetic), and focussed
on Moksha, peace and simple spiritual life. Anyone could enter this stage
after completing the Brahmacharya stage of life.