RELIGST 1B06 Lecture Notes - Ganesha, Ranganatha, Vahana

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9 Oct 2012

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In the next 15 chapters, krishna introduces new teachings. In these, the bavagita takes many known words and gives them new meaning: karma-yoga the path of desireless action, jnana yoga the path of knowledge, bhakti-yoga the path of devotional love. Theophany, self-revelation of god: all forms of god are ultimately just one. The one god accepts all forms of devotion, simple or complicated, if offered in a spirit of pure-heartedness. Hinds found in vedas, new is the theistic view of god, who isn"t associated with just one element but is associated with everything. Innumerable forms of the divine (manifests in people, places, animals, plants, and other forms, and natural environments) Three major families" of gods worshipped (panindian) Each major god (those regarded as the supreme being) understood to have three primary functions: to create, to sustain, to destroy. The trimurti ( faces of brahma *creation+, vishnu *sustenance+, and shiva [destruction])

Related Questions

based on your additional research, should police departments employ predictive policing to reduce crime with limited resources? Be sure to carefully defend your response with reasons and consider an objection (which you respond to) before you conclude the argument.

My response: I agree that being a part of the white society is like the concept of invisible privilege that has a familiar simile in that it is analogous to an invisible weightless knapsack. This metaphor emphasizes that white privilege, even though it may not be immediately obvious, has considerable advantages and opportunities that may include a lot of benefits and freedom to life. White people benefit from the structures and institutions in which they live. In the same culture, they were trained to be oblivious to their benefits. The undeserved advantages that were created by white people made people of color feel as if they were being oppressed. It is a norm and dominating racial power to be white in this society. For instance, if a white person comes into a new neighborhood, they are fairly certain that the bulk of their neighbors are the same color as them. A person has no idea of the advantages they have until they put themselves in the shoes of other people of color. Peggy McIntosh said that white advantages don't originate from a fault in a single human or from a single individual using them. It is via an inherent fault in the system that white privilege is created. If we wish to effect systemic change, it must occur inside the system. Systems have a major impact on individual behavior in the social world. We may all do our part to hasten the end. McIntosh maintains that white people may see racism in a different way when something gives them an advantage over others, not because it benefits white people. Systemic oppressions have interactive and internalized characteristics. Teaching racism as an act rather than an overall system that advantages the dominant group makes it difficult for white people to see themselves as racists. Embedded systems can't be eliminated, the recognition of them is important. Change won't come from just being dissatisfied with the system. McIntosh's example offers many benefits for comprehending white privilege. There are many advantages to understanding white privilege as the McIntosh example demonstrates. While it is true that 'whiteness' is simply about skin color, the various definitions of race reveal that it is really much more than that. The fact that McIntosh refers to white advantage rather than non-white disadvantage when framing the discussion of race reinforces the overall idea that race should be seen in terms of advantage rather than disadvantage.

include

1. Introduction

-State thesis and summarize argument

-Define any key terms

2. Main Body

-Argument 1, Argument 2, Argument 3

3. Objection

-Response to objection

4. Conclusion

-Restate thesis/summarize your main arguments

OC4131475

This is not plagiarism

Item 6

Original Source Material

Student Version

The philosophical position known as constructivism viewsknowledge as a human construction. The various perspectives withinconstructivism are based on the premise that knowledge is not partof an objective, external reality that is separate from theindividual. Instead, human knowledge, whether the bodies of contentin public disciplines (such as mathematics or sociology) orknowledge of the individual learner, is a human construction.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

Does knowledge exist outside of, or separate from, theindividual who knows? Constructivists hold that human knowledge,whether the bodies of content in public disciplines (such asmathematics or sociology) or knowledge of the individual learner,is a human construction (Gredler, 2001).

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 7

Original Source Material

Student Version (written in 2002)

The technological tools available today for creatingcomputer-based learning materials are incredibly more powerful thanthose introduced just a few years ago. We can make our own movieswith camcorders in our homes; we can publish our own books. Soonteachers and students will be able to use computer-video technologyto produce their own learning materials. All it takes is time,know-how, and some funds.

References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation.

Frick (1991) suggested that teachers and students would becapable of using computer-video technology to make learningresources. Furthermore, Frick's observation regarding tools forcreating learning materials that leverage computers that are a lotmore powerful than technology used just a few years back remainstrue over a decade later.

References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 8

Original Source Material

Student Version

No matter how kindly voters treat the panderer in the votingbooth, the public overwhelmingly believes that candidates will sayone thing to get elected and then ignore their pledges once inoffice. This lack of sincerity, to the extent that happens, reducespublic confidence in government. Candidates should say what theybelieve. At the same time, the public should demand that candidatesspeak frankly and truthfully about issues of concern, and it mustunderstand that once a person is elected and looks at the fact inmuch greater detail, changes in attitude do and should occur.

References:
Simon, P. (2003). Our culture of pandering.Carbondale, IL:Southern Illinois University Press.

The relationship between voters and candidates is a complicatedone. For example, the vast majority of the public is convinced thatcandidates will promise anything to be elected and then pay noattention to their promises once elected (Simon, 2003). Such astate of affairs sets low expectations for those running foroffice.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 9

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Overall findings revealed that the technology skills ofpreservice teachers participating in this study were relativelylow, while providing a basis upon which to identify prerequisiteskills and instructional objectives for teaching technology skillsand integration practices. In planning experiences fortechnology-rich teacher education programs, curriculum designerscould consider some skills as prerequisite, such as wordprocessing, basic computer operation skills, e-mail, and skillsassociated with the World Wide Web.

Reference 1
Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Developmentof an instrument to measure preservice teachers' technology skills,technology beliefs, and technology barriers. Computers in theSchools, 25(1), 112-125.

Original Source Material 2
With regard to factors that contribute to the teachersâ readiness,computer proficiency took priority. Basically, if teacher computerproficiency increases, the teachersâ feeling to be more ready tointegrate technology into instruction alsoincreases.

Reference 2
Inan, F. A., & Lowther, D. L. (2010). Factors affectingtechnology integration in K-12 classrooms: A path model.Educational Technology Research and Development,58(2), 137-154.

Low computer proficiency may negatively affect the use oftechnology in schools (Inan & Lowther, 2010) To addresspotentially low technology skills among preservice teachers,teacher educators could consider some skills as prerequisite, suchas word processing, basic computer operation skills, e-mail, andskills associated with the World Wide Web. However, this approachwould require instructional options for students who lack suchskills.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 10

Original Source Material

Student Version

Educational processes and systems are complex, and any attemptto measure them, especially at this level of aggregation, can onlylead to broad and general discussions. However, we contend thatthis discussion is necessary. Further, attempting to measure globalprocesses in education may provide another puzzle piece totheoreticians as well as national and local policy-makers, who areworking at understanding and, in the latter case, steeringeducational systems.

References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

In attempting to study and direct the future of complexeducational systems, theoreticians and policy-makers may findaggregated measures of global processes in education useful despitelimitations that may be associated with these measures (Rutkowski& Rutkowski, 2009).

References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

pucehamster827

Create a science lesson plan that involves insects. Use the 5E model from thepresentations and readings. You may come up with an original lesson plan or modify anexisting lesson plan, as long as it is not already in the format of the 5E model. If you usean existing lesson plan, paraphrase appropriately and acknowledge the source.

Title

Your title should summarize the lesson. Be mindful of the grade level! Itâs okay to be clever with the title, but be sure your title makes sense.

Objectives

Your lesson plan should focus on two or three learning objectives. Your learning objectives should describe what you want the students to know or be able to do when they complete your lesson. Be sure to follow the guidelines in the presentation on writing effective learning objectives!

Advanced Preparation

Provide a detailed explanation of the science content being developed in the lesson. Here, you as a teacher should demonstrate your understanding of the science being taught in the lesson. Assume the reader does not have this background knowledge.

Additionally, a teacher may have to prepare materials before the start of your lesson. In this section, please describe what the teacher needs to do before students arrive. If there are handouts, they need to be referenced in this section.

Engage

What will you do to captivate student attention?

How will the activity help students identify their misconceptions?

How will you connect to studentsâ everyday lives?

What questions will you ask students?
(Provide sample answers you expect from students.)

Explore

How will you transition from the engagement to the exploration?

What common, cooperative experience will you provide for students?

How will you help students generate their own questions about the experience?

Will the students collect data? If so, what data will they collect?

What questions will you ask the students? (Provide sample answers.)

Explain

What guiding questions will you ask? (Provide sample answers.)

What ideas will you be trying to develop?

How might you act out or demonstrate the ideas youâre developing?

What opportunities will you provide for students to articulate their ideas and listen to each other?

What terminology will you introduce, and how will you clarify what students articulate?

Elaborate

What will students do during this phase?

What concepts will you be having them apply, in what kind of activity?

Will you ask students to relate previous experiences to current activities?

What guiding questions will you ask? (Provide sample answers.)

Evaluate

What formative assessments will you use, and when in the lesson will you use them?

What specifically will you be looking for in these?

What summative assessment will you use?

What specifically will you be looking for in this?

Acknowledgments

Cite any references used; APA format.

Side Bar

Main Idea

In one sentence, state the aim of your lesson.

Grade Level

State the grade level or range that your activity would be best for.

Subject

State the subject(s) covered by your lesson. Your lesson plan can address multiple subjects if appropriate, but at least one subject should be science.

Setting

State the most appropriate location for teaching your lesson plan.

Time Needed

State how long the lesson takes. Work through your lesson to estimate this.

Next Generation Sunshine State Standards

Find two standards that your lesson/experience plan meets. The Next Generation Sunshine State Standards can be found here http://www.floridastandards.org/Standards/FLStandardSearch.aspx
Refer to the Lesson Plan presentation for help selecting standards.

Materials Needed

List all the materials needed for your lesson.

Title

Main Idea

Grade Level

Subject

Setting

Time Needed

Standards

Materials Needed

Learning Objectives:

Advanced Preparation

Engage

Explore

Explain

Elaborate

Evaluate

Acknowledgements / References

RELIGST 1B06 Lecture Notes - Ganesha, Ranganatha, Vahana

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