This document discusses different forms of realism as it relates to education. It defines realism as the view that there is a real world that exists independently of our perceptions. The main forms discussed are humanistic realism, social realism, sense realism, and neorealism. Humanistic realism focuses on education bringing human welfare and success. Social realism aims to promote working efficiency. Sense realism believes knowledge comes from the senses. Neorealism is more inclined toward science. The educational implications are that education should prepare students for real life, use objective teaching methods like observation, and encourage self-discipline.
Kenzhekulov Maisalbek from International Relations Department of International Ataturk Alatoo University is talking about the REALISM .Subject: Political Science
Lecturer: Dr. Ibrahim Koncak
Kenzhekulov Maisalbek from International Relations Department of International Ataturk Alatoo University is talking about the REALISM .Subject: Political Science
Lecturer: Dr. Ibrahim Koncak
difference between naturalism,idealism and pragmatism.pptxDr. Harpal Kaur
This slide share explains main differences between four schools of philosophy i.e. idealism, naturalism, pragmatism and realism. All philosophies have been described in detail.
A power point presentation about Pragmatism and its principles, roles, and implication to education. Hope this will be helpful to your projects, assignments, and reports. Just "FOLLOW" button for more incoming presentations.
difference between naturalism,idealism and pragmatism.pptxDr. Harpal Kaur
This slide share explains main differences between four schools of philosophy i.e. idealism, naturalism, pragmatism and realism. All philosophies have been described in detail.
A power point presentation about Pragmatism and its principles, roles, and implication to education. Hope this will be helpful to your projects, assignments, and reports. Just "FOLLOW" button for more incoming presentations.
According to Erikson’s Psychosocial Development Theory, the concepts of generativity versus stagnation stage occurs by the time when we reach our mid-30s to mid-50s. From here, we start to really examine our lives and see if it is going the way we planned it or did it take a drastic turn. This is where some people take drastic steps and change their lives. It is when we start to question, "How can I contribute to the world?" Finding ways to advance or enhance future generations can help you work toward generativity instead of having a sense of stagnation. The basic virtue of generativity vs. stagnation is "care." This involves caring for others who are close to the person (family, co-workers, friends, etc.) as well as caring for the community or the future generation as a whole. If generativity is not developed, rejectivity, or a lack of meaning in one's life and in one's actions, can occur.
THIS presentation is about the PHILOSOPHY OF REALISM IN EDUCATION.
One can find here the:
general principles of realism
most common and well-known realist
most common form of realism
aims in education
roles of teachers, and;
some teaching methods a teacher can use if he/she is to apply realism in the classroom.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
3. “Form or ideas can exist even
without matter, but there can be
no matter without form.”
BERTRAND RUSSELL
“He believed philosophy
should be analytical and
based on science.”
4. DEFINITION
J.S. Ross, "the doctrine of realism asserts that
there is a real world of things behind and
corresponding to the objects of our
perception".
According to Butter, "realism is the
reinforcement of our common acceptance of
this world as it appears to us". (seeing is
believable. )
5. FORMS OF REALISM
HUMANISTIC REALISM
According to humanistic realism, only
education can bring out human welfare and
success
Erasmus, Rabelias and Milton support this
view.
Erasmus believes that knowledge seems to
be of two kinds
7. Rabelias liberal education by giving
significance to religious, social and moral
values.
Milton favours complete and generous
education for the all-round development
of human beings.
8. SOCIAL REALISM
Social realism proposes an education
system which can promote the working
efficiency of individuals.
Attainment of real knowledge will make
Human life happy and successful
through fulfilling the needs of the society
9. SENSE REALISM
It originated in the 4th century.
Sense realism believes that knowledge
primarily comes through the senses and not
from words.
In the process of educating the child, his
ears, mouth, limbs should be freely used to
the maximum.
All knowledge originated from the external
nature.
Sense realism recognizes the importance of
observing the nature, study of scientific
subjects, practical education and research.
11. EDUCATIONAL
IMPLICATIONS OF REALISM
Realism considers the child as a dynamic
&growing entity ready to face the realities of
life.
The aim of education is to prepare the child to
face the realities of life and to solve the
problems
curriculum should be broad based and includes
varieties of subjects, especially science
subjects.
12. Realism suggests objective method of teaching.
Importance must be given to observation,
experimentation etc
Discipline is developed by properly controlling the
environment
Realist teacher should encourage the pupil to
make discoveries and learn through interaction
with the external world.
13. REALISM AND AIMS OF
EDUCATION
Aims
(a) Prepare the child for a real life.
(b) Prepare the child for a happy and successful
life.
(c) Fosters mental and physical powers of child.
(d) Developing and training of senses.
(e) Providing vocational education.
(f) Make the child familiar with the nature and
social environment
15. REALISM AND METHODS OF
TEACHING
Realism opposes bookish knowledge as it
failed to prepare the child for real life.
Since realism believes that knowledge
comes through senses and words, it justifies
the use of appropriate audiovisual aids in
teaching
16. REALISM AND DISCIPLINE
Believes in self discipline
Advocate moral and religious education for the
development of self-discipline among children.
17. REALISM AND TEACHER
In realism, a honourable position is reserved for
teachers.
A realist teacher is well versed in content and
aware about the needs of the children.
.
18. BIBLIOGRAPHY
Neeraja K P. Textbook Of Communication And
Education Technology For Nurses.1ST edition.
New Delhi: Jaypee Brothers Medical Publishers
(P) Ltd; 2011. PAGE NO: 32-33
Sankaranarayanan B. Learning & Teaching
Nursing. Calicut: Brainfill Publications;2003
PAGE NO: 36-38
R.Sudha Nursing education principles and
concepts ,jaypee publications 1st edition page no
9-10
