Belief systems and worldviews shape people's perspectives on reality and their place in the world. A worldview is a set of beliefs that guide how one understands the world, while belief systems are the stories people tell themselves to make sense of reality. Major belief systems include naturalism, pantheism, theism, spiritism, and polytheism. Religions typically incorporate worldviews and shape belief systems through their elements, which usually include a belief in supernatural powers, sacred texts or objects, rituals, concepts of sin and salvation, modes of worship, places of worship, and ideologies or liturgies. These elements help religions perpetuate their particular worldviews and beliefs over time.
Suitable for JC RE course. Full powerpoint for use with Chapter on World Religions: Christianity. Best used as a revision aid for 3rd years, as goes into more detail than needed for younger years.
Suitable for JC RE course. Full powerpoint for use with Chapter on World Religions: Christianity. Best used as a revision aid for 3rd years, as goes into more detail than needed for younger years.
I have compiled these notes from different resources. I am hopeful that these notes will help students who are willing to grab information on this subject for civil services exams or university exams. Good Luck
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.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
2. OBJECTIVES
● Give an example of a belief system or a worldview.
● Differentiate religion from:
a. Spirituality
b. Theology
c. Philosophy of Religion
● Prepare character sketches of a person who is spiritual
but not religious and a person who is religious but not
spiritual
4. ● worldview is a set of beliefs used to understand the
world. (Matt Slick)
● Everyone has a set of principles by which to judge right
and wrong and which guides them in everyday living. The
basic way of interpreting things and events that
pervades a culture so thoroughly that it becomes a
culture’s concept of reality-what is good, what is
important, what is sacred, what is real.
WORLDVIEWS
5. ● Belief systems are the stories we tell ourselves to define our personal
sense of ‘reality’ (the way things actually exist). Every human being
has a belief system that he/she utilizes and it is through this
mechanism that we individually “make sense” of the world around us.”
It could be a set of beliefs or a philosophy of life.
● Belief system shapes your worldview about the world, your existence,
and relationships with your fellowmen. In other words, “ a worldview
whether religious or nonreligious, is a personal insight about reality
and meaning, often termed a “life understanding” which I may call a
product of belief systems. Most often worldviews are shaped by
religions.
BELIEFSYSTEMS
6. 1. Naturalism (e.g. Atheism, Agnosticism, Existentialism). It denies the existence
of God. The material universe is all that exist.
2. Pantheism (e.g. Hinduism, Taoism, Buddhism; much New Age Consciousness.
They believe that only the spiritual dimension exists. All else is illusion. Man is
spiritual and eternal.
3. Theism (e.g. Judaism, Christianity, Islam). It means that God or gods created
the Universe and continued to actively participate of the world’s activities and in
human history.
4. Spiritism: The world is inhabited by spirit beings who govern earthly activities.
Man is created by gods like the rest of the creatures on earth. Material things
are real but they have spirits associated with them.
5. Polytheism: This is the belief in many gods or deities. The culture of Ancient
Greeks and Romans depict this kind of beliefs.
worldviews aboutman’s
perspectiveofGod.
7. Worldviews are not all about God, but these are also about our
views about reality, man, truth and values. There are
also economic, political and social worldviews.
Worldviews and belief systems are necessary for religions in
order to protect and spread their own particular belief as a
way of “keeping the faith” through generations.
❖ Catholic Christians keep in their hearts the “Apostles’ Creed”
❖ The Muslims practice “the five pillars of Islam”,
❖ The Shinto reveres the dead ancestors or “Kami”,
❖ Confucians hold dearly the necessity of past traditions, and
❖ The Taoists embrace the importance of being close to
nature.
8. Your beliefs shape your worldviews but your beliefs and
worldviews are oftentimes shaped by religion. There is a
complex interplay between religion, belief and worldview.
Religions have different elements and characteristics which
are non-negotiable. Members should follow or undergo the
process to become genuine believers.
10. 1. Belief in supernatural powers
The power which is beyond human powers. The human sufferings enable human being to
seek God’s help for their problems.
2. Belief in the holy or sacred
This is the heart of every religion. Every religion has sacred books or texts. For example,
Scriptures and the Bible are sacred for the Jews and so with the Christians, Qur’an for Muslims
and Tripitaka for Buddhists and Vedas for Hindus. But something sacred is not just books but also
places, symbols, animals, rocks and many more. Hindus for example believes that cows are sacred
because of their beliefs in reincarnation.
THECHARACTERISTICOFELEMENTSOFRELIGIONS
3. Systems of rituals
These are the different ways each religions expresses their faith. Catholic Christians have the
seven sacraments which include ceremonies and rituals. For example, Baptism. A child must be
baptized at an early age in the church with the presence of parents, God parents, priest as
celebrator and the community that supports the child. The most important symbol of baptism is
water. It symbolizes cleansing from sin. The child also has to wear white dress to symbolize purity.
11. 4. Sinful acts
Usually a violation of the laws established by God which each member has to follow. For
example the Ten Commandments for Judaism and Christians and the Five Pillars of Islam
which when violated the believer commit a grievous sin.
5. The Method of salvation
The belief in the afterlife or the idea of heaven and hell. If you are a good believer you will go to
heaven but if not, you will go to hell. Islam went further by believing that if one’s life is sacrificed
against the enemies of Islam, their soul goes straight to heaven.
THECHARACTERISTICOFELEMENTSOFRELIGIONS
6. Mode of worship
Each religion has different expressions of worship which include praying, kneeling, dancing, singing
to name a few.
12. 7. Liturgy and Ideology
Liturgy is described as public worship. It is a gathering of believers with ceremonies such as
wedding ceremonies, worship services or bible studies.
Each religion has holy places which they believe God is present such as churches,
temples, mosques and other sacred places.
THECHARACTERISTICOFELEMENTSOFRELIGIONS
8. Place of Worship
The elements or characteristics of religions mentioned above are
necessary for a particular religion to perpetuate their worldviews and
belief systems.